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«College of Education Professional Student Handbook 2013-2014 TABLE OF CONTENTS General Information Page 4 Teacher Standards Page 6 Teacher ...»

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College of Education

Professional Student Handbook

2013-2014

TABLE OF CONTENTS

General Information Page 4

Teacher Standards Page 6

Teacher Preparation Program Organization Page 7

Teacher Preparation Program Overviews Page 8

Early Childhood Education Page 8

Elementary Education Page 8

Cross-Categorical Special Education (K-12) Page 9 Field Methods Page 10 Preparation for Bilingual Endorsement Page 10 Student Teaching Page 11 Other Program Requirements Page 12 Professionalism Criteria Page 13 Program Completion Page 15 Other Opportunities Page 18 Job Search Page 19

COLLEGE OF EDUCATION DIRECTORY

Office of the Dean Education 201, 621-1573 Dr. Renee Clift, Associate Dean Rachel Barton, Administrative Associate Office of Admissions, Advising and Student Services http://coe.arizona.edu/pages/dep_aass/index.php Education 247, 621-7865 Letty Gutierrez, Senior Academic Advisor Kathleen Humphrey, Senior Academic Advisor Kerith Lisa, Academic Advising Coordinator Sara Yerger, Senior Academic Advisor Karen Sesler, Administrative Associate Tracy Kenyon, Administrative Associate Mary Werner, Administrative Secretary Office of Field Experiences Shirley Fisher, Director Education 835C, 621-5905 Brianna Greeno, Administrative Assistant Education 827, 621-5906 College of Education Scholarships Rose Santellano-Milem, Coordinator Education 225, 621-2345 Graduation Services Advisor Rachel Hamm Education 239, 621-3292

GENERAL INFORMATION

Advising Early Childhood Education and Elementary Education students receive all advising from the Office of Student Services.

Cross-categorical special education students receive advising from advisors in Student Services and professional and career advising from Dr. Betty Carlson in the Department of Special Education, Rehabilitation and School Psychology.

All early childhood, elementary and cross-categorical special education students should meet regularly with advisors throughout the program.

It is your responsibility to meet degree or program requirements and complete all prerequisites. If you need to make program changes after admission, you must have this approved by an academic advisor in Student Services.

To contact an academic advisor:

–  –  –

Financial Aid To receive University of Arizona financial aid, visit WWW.FAFSA.ED.GOV. The College of Education manages several scholarships specifically for Education students. See our scholarship page at: http://www.coe.arizona.edu/scholarships. Occasionally, the college also distributes additional applications for scholarships funded by other organizations—watch the ED listserv.

Completion of a scholarship application does not ensure receiving a scholarship.

University General Catalog Undergraduates: Be aware of the UA General Catalog year under which you were admitted.

Degree requirements may vary from one catalog year to the next. http://catalog.arizona.edu.

College of Education Listserv The Office of Student Services communicates with education majors through the College listserv (Education Weekly Message). To receive information on program changes, important meetings, career opportunities, and other activities you must provide Student Services with a current University of Arizona email address. You will automatically be added to the ED listserv with the email you provided on your College of Education application. If you have a new UA email, please come by the counter in Student Services to fill out a form to have your information corrected.

ALL REQUIRED MEETINGS, PAPERWORK DEADLINES AND

CERTIFICATION INFORMATION IS POSTED TO THE ED LISTSERV.

IF YOU MISS A REQUIRED MEETING BECAUSE YOU FAILED TO

READ THE LISTSERV, YOU WILL NOT BE ABLE TO ADVANCE IN

YOUR PROGRAM. THIS WILL DELAY YOUR GRADUATION. READ

THE LISTSERV.

Leave of Absence You may take a leave of absence from the College of Education for up to one year without reapplying. The University of Arizona requires that you complete a Leave of Absence form for up to two semesters of absence from the university.

Internet Resources The Web offers information on many topics of interest to education majors, including financial aid, teacher certification in other states, and free teaching tools.

 College of Education: www.coe.arizona.edu.

 UA Career Services: http://www.career.arizona.edu  American School Directory: http://www.asd.com  Arizona Department of Education: http://www.ade.state.az.us  Council of Great City Schools: http://www.cgcs.org  Teaching Jobs http://www.nationjob.com/education http://jobs.teachers.net/data/jobcenter http://www.k12jobs.com http://www.teachersplanet.com/home

–  –  –

A teacher should be a reflective professional. Learning to teach is a career-long pursuit and teaching a complex act. Practices must be continuously examined and questioned, and teachers must be sensitive to the social contexts of schooling.

Teaching should be a collaborative endeavor. The Teacher Preparation Program relies on collaboration among faculty in the teaching majors and the College of Education. Students in the Teacher Preparation Programs collaborate in courses as they prepare to enter a profession where collaboration with colleagues is increasingly important.





Teaching practices should be knowledge-based. Both basic knowledge about teaching and special subject matter pedagogy are incorporated in education courses so that you’ll learn teaching strategies based on research findings and sound theory.

Teaching is a human endeavor. Understanding and appreciating the multicultural nature of American society; the dynamics of sexism, racism, and cultural bias; and ways schooling can advance fair treatment are essential to teacher preparation. Potential teachers should also display kindness, empathy, and regard for the personal needs of others.

Teaching should be linguistically and culturally appropriate. College of Education courses emphasize the effects of culture on teaching, both by recognizing the culturally specific structures inherent in school curricula, texts, tests, and teacher/student interactions, and by exploring ways to alter traditional classroom materials, procedures, and participation structures to help children of different cultures learn. The bilingual education program prepares students to provide both first and second language instruction, emphasizing the fundamental role of firstlanguage development in long term academic achievement and developing a healthy selfconcept.

To learn more about Teacher Standards in Arizona, visit the ADE website at http://www.ade.state.az.us/.

TEACHER PREPARATION PROGRAM ORGANIZATION

The Teacher Preparation Program provides the same sequential development for all students:

 A general understanding of teaching begins foundation courses in your first and/or second semester. You will spend a minimum of 45 hours in local schools, augmenting what you learn on campus by observing instruction, interviewing teachers and other school personnel, interacting with students, and assisting teachers.

 Depending on your major and specialization, you will spend the next one to two semesters in your field based classes. You will be assigned to a school for two to three semesters (the final semester is student teaching).

 Grading—Students entering the College of Education generally have a high grade point average based on their first two years of undergraduate education. Experience suggests that some high-achieving students feel frustration with the transition to a more performance-based criteria of assessment. The focus on skills demonstration in methods classes and practicum presents a different grading perspective. We expect that all students will meet the standards (C grade), some students will exceed the standards (B) and a few students will exhibit exemplary work (A).

 Grade/Eligibility Requirements—You must receive a grade of C or better in all professional education courses. If you do not receive a grade of C or better, you must retake the course(s) until you have attained a grade of C or better. You may have only one opportunity to retake a course. If you still have not attained a C or better after the second attempt, the College will encourage you to pursue an alternate educational plan.

You must also maintain a cumulative GPA of 2.5 in the listed courses (professional courses) to continue to take College of Education courses. Receiving all “C’s” will not meet the 2.5 GPA requirement.

 You will also do student teaching, during which you will work in a school and will take total responsibility for instruction for at least four weeks. Student teaching must be in a partner school district in the Tucson, Arizona, area.

–  –  –

The Early Childhood Education Teacher Preparation Program is for those who wish to teach ages birth – eight (pre-kindergarten – 3rd grade) in a regular classroom. Early Childhood education students must complete 44 semester hours in the College of Education, as well as additional courses in mathematics, science, and fine arts.

The professional courses for the Early Childhood Education Program are divided into three sequential segments. You must maintain a 2.5 GPA and receive a grade of C or better in all professional courses to continue to take courses in the College of Education.

Academic Concentration: Undergraduate elementary education majors must develop an academic concentration of 9 semester units. Academic concentration requirements vary according to the catalog under which you entered the university. Please consult with your academic advisor in Student Services.

Students in Early Childhood Education will take their first semester fall courses on campus. The next three semesters are in field sites, which include a pre-school and an elementary school. You will take professional education courses and student teach in both an elementary primary grade and a pre-school.

ELEMENTARY EDUCATION

The Elementary Education Teacher Preparation Program is for those who wish to teach grades 1in a regular, English as a Second Language or a bilingual classroom. Elementary education students must complete 44 semester hours in the College of Education, as well as additional courses in mathematics, science, fine arts, and physical education.

The professional courses for the Elementary Education Program are divided into four sequential segments. You must maintain a 2.5 GPA and receive a grade of C or better in all professional courses to continue to take courses in the College of Education.

Academic Concentration: Undergraduate elementary education majors must develop an academic concentration. Academic concentration requirements vary according to the catalog under which you entered the university. Please consult with your academic advisor in Student Services.

Endorsements There are two Elementary Education Program Endorsements: Bilingual Endorsement and English as a Second Language (ESL) Endorsement. These endorsements are different from each other with regards to the Academic Concentration coursework, but students have the same Professional Coursework.

Students in the Elementary Education program will spend their first semester on-campus learning teaching foundations. Depending on the specialization area, students will then move off campus to an elementary school for two to three semesters to learn teaching methodologies.

Student Teaching During this student teaching semester, skills developed in the methods courses are expanded.

You’ll be assigned to a school for the semester. During that time you’ll gradually assume increasing teaching responsibility, ultimately taking control of the class for at least four weeks.

Student teaching must be completed in a partner school in the Tucson, Arizona, area.

CROSS-CATEGORICAL SPECIAL EDUCATION K-12

The Cross-Categorical Special Education teacher preparation program prepares students for teaching individuals with mild to moderate retardation, emotional disability, specific learning disability, orthopedic impairment and other health impairments in a K-12 classroom setting.

You must maintain a 2.5 GPA and receive a grade of “C” or better in all professional courses to continue to take courses in the College of Education.

Students in the Special Education Cross-Categorical program will spend their first two semesters on-campus learning teaching foundations and special education foundations. Each semester students will be required to enroll in and complete a practicum. During the practicum, students will be assigned to a local school where they will observe and assist in a special education classroom.

Student Teaching During this student teaching semester, skills developed in the methods courses are expanded.

Students will be assigned to a school for the semester and placed with a special education cooperating teacher. This may mean a cooperating teacher who is in an inclusion classroom, selfcontained classroom, pull-out classroom, or a combination. Additionally, you may be placed in an elementary, middle or high school. We recognize that some students may want a more inclusive setting than others. Students who are seeking a dual degree in elementary education and special education must complete two 15-week field experiences, one in an elementary classroom and one in a special education classroom.

FIELD METHODS

Students in all teaching programs take field methods courses preceding student teaching. The courses may be taken concurrently or with other professional education courses, depending on the specialization. Regardless, your last two to three semesters are a cohort. This arrangement has several advantages, including the opportunity to get to know a group of your colleagues on both personal and professional levels.



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