waggones « PTE/MS Licensure Handbook

The College of Education offers a pathway to earn either the English for Speakers of Other Languages (ESOL) or ESOL/bilingual endorsement on your teaching license. The ESOL/Bilingual Endorsement Program is designed to teach candidates how to effectively work with students who are learning English as an additional language. There is no second language requirement for the ESOL endorsement but proficiency in Spanish is required for the ESOL/bilingual endorsement.

What are the benefits of an ESOL or ESOL/bilingual endorsement?

Increased awareness of the cultural and linguistic diversity in P-12 schools.
Increased ability to address critical achievement gap issues.
Increased instructional strategies to address general and content-specific academic language needs.
Increased marketability in the hiring process.

As pre-service science and math educators, we highly recommend you complete at least the introductory ESOL course, TCE 572 Theoretical Foundations of Language Acquisition for P-12 Educators, this year.

We further encourage you to take TCE 573 Instructional Approaches for P-12 English Language Learners and TCE 579 Linguistics for ESOL/Bilingual Teachers—in addition to TCE 572 Theoretical Foundations—even if you do not complete the full endorsement.

We have developed a clear pathway for students who wish to complete ESOL coursework and/or earn the full endorsement.

ESOL COURSEWORK AND THE PTE PROGRAM IN SCIENCE/MATHEMATICS

	Option 1	Option 2
Summer	TCE 572 Theoretical Foundations
Fall	TCE 579 Linguistics	TCE 572 Theoretical Foundations
Winter	TCE 573 Instructional Approaches	TCE 573 Instructional Approaches
Spring	TCE 510 ESOL Internship
After the PTE Program*	TCE 576 Language Policy & Issues	TCE 579 LinguisticsTCE 576 Language Policy & IssuesTCE 510 ESOL Internship

*Once candidates have begun ESOL coursework, they have seven years to complete the full endorsement.

The ESOL/Bilingual Endorsement Program website contains basic information about program coursework requirements: http://education.oregonstate.edu/esol-endorsement.

For more information, contact Stacey Lee, ESOL/Bilingual Endorsement Program Coordinator and Instructor, at (541) 737-2983 or stacey.lee@oregonstate.edu.

The Role of the Cooperating Teacher

A. THE SUPERVISORY RELATIONSHIP

Training a future peer is a critical responsibility. What the cooperating teacher brings to this experience–personality, beliefs about and experiences with children and learning, schools and relationships–are the things that will be the greatest influence on the student teacher.

Because of the greater power inherent in the role, the cooperating teacher should take the lead in defining the nature and function of the relationship in which the cooperating teacher and student teacher will be connected as they work together toward their goals. The student teaching experience is the transition from formal course work to training for practice. In the beginning, cooperating teachers should provide high levels of encouragement, support, feedback, and structure. As the student teachers acquire experience, the need for structure and instruction diminishes, and it is the relationship that provides a supportive context as the student teachers assess and reassess their professional competencies and personal qualifications.

Cooperating teachers must have the capacity to nurture the novice and be professionally and personally capable of having their own classroom performance observed, questioned, and constructively criticized. They must also be prepared to make the logical but not comfortable extension from supervision to evaluation, dealing with the ambivalent roles of a being a mentor on the one hand and an evaluator the other. The evaluator is expected to be effectively neutral and to observe and decide, whereas the mentor should establish a positive and collegial relationship with his/her student teacher. An evaluator is expected to make decisions in the best interests of the program and the profession; the mentor is expected to place the student teacher’s interests foremost. It is often difficult to strike a clear balance between these two roles.

B. RESPONSIBILITIES OF THE COOPERATING TEACHER

The student teaching experience is considered to be one of the most vital phases of the student’s professional preparation. The key to a successful experience is organization and preparation. The student teacher appreciates knowing exactly what is expected and the mentoring process is facilitated when time is taken to prepare the student teacher adequately. It is also important to recognize that while our student teachers for the most part are graduate students, they come with a wide range of classroom experience and are not experienced teachers.

The following list of strategies is offered as a checklist to guide this process:

1. Become Familiar with OSU’s Program Materials and Philosophy

Attend orientation, planning, and training meetings as scheduled by the university program faculty.
With the student teacher, review program materials such as goals provided by the program.
Read the description of the program’s conceptual framework as it appears in the program materials.

2. Orient the student teacher to:

The school building
School personnel (teaching and non-teaching staff)
School policies and handbook
Class composition and student background information
Developmental characteristics of children at class level
Community characteristics
Classroom policies:
- your philosophy of education
- your classroom management goals and techniques, rules & consequences
- routine procedures (e.g. before-school activities, fire drill) & other emergency procedures
Information about curriculum and plans for the year

3. Provide the student teacher with his/her own work space for preparation

4. Demonstrate Teaching Techniques

Initially invite the student teacher to be an observer, and encourage participation in classroom activities.
Provide the student teacher with seating plans, class lists, time tables, and curriculum materials as are needed.
Structure the observation of model lessons by focusing the student teacher’s attention on particular techniques such as lesson introduction, management, assessment, etc.

5. Structure Teaching Tasks

Work with the student teacher in such a way that observation leads to the student teacher writing and utilizing her/his lesson plans.
Planning responsibilities should progress from individual lesson plans to planning more comprehensive blocks of teaching time. Plan each week with the student teacher to initiate the process of long-range planning.
Involve the student teacher in as many aspects of student evaluation as possible.
Work with the University Supervisor to ensure that opportunities are being provided to highlight aspects of the student teachers’ coursework.
Give the student teacher opportunities to show initiative and creative ability.

6. Provide Consistent Oral and Written Feedback

Conduct three (3) formal observations over the term (with a minimum of two (2) during the work sample) using the program’s Formal Observation Form.
Schedule regular conference times with the student teacher. Weekly conferences are particularly important during the full-time student teaching experience and/or when the student teacher is teaching his/her work samples.
Encourage open discussions so that student teachers can question procedures that are not understood and feel comfortable to discuss any problem in connection with the student teaching experience.
Give constructive criticism in a positive, supportive manner but be very clear about perceptions of weaknesses and other concerns you may have.
Inform the university supervisor immediately of concerns that may arise.
Fulfill record keeping responsibilities, as required by each program
Comply with legal requirements and restrictions.
Determine with the university supervisor that the candidate has demonstrated in the student teaching experience the skills and competencies specified by TSPC Student Teaching Summary Report.

The Role of the University Supervisor

RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR

The student teaching experience is a school-based experience that must be for a minimum of 15 weeks, 9 of which must be full-time. The university supervisor works in conjunction with the cooperating teacher to orient and supervise the student teacher. The student teacher will be evaluated throughout the entire student teaching experience by both the cooperating teacher and university supervisor, using conferences focused on observation and data collection.

The supervisor facilitates the making of decisions by the student teacher. The role of the supervisor is to help the student teacher accomplish whatever goals have been established for the classroom teaching experience. It is probable that as a result of interaction between the supervisor and the student teacher, modifications of goals may occur, but this must be a decision made by the student teacher in consultation with the supervisor and cooperating teacher.

In keeping with the above rationale, the supervisory cycle must logically begin with the establishment of objectives. Generally, a supervisor spends some time prior to an observation period with the student teacher and either helps in the formation of objectives or identifies those objectives already developed by the student teacher. This “pre-conference,” as it may be called, is then followed by an “observation” period in which the supervisor collects information or data to share with the student teacher. The final stage of the cycle, the “post-conference,” occurs when the supervisor discusses the observation with the student teacher, provides and helps organize information collected, and assists the student teacher in making decisions about future teaching behaviors.

1. Visitation Responsibilities

The supervisor is responsible for conducting three formal observations during each term.

2. Instructional Responsibilities

When possible, attend selected course work classes and become familiar with course work syllabi and program benchmarks.
Serve as a resource person to the student teacher in the areas of curriculum development, instructional strategies, and classroom management.

3. Record Keeping Responsibilities

The supervisor and the cooperating teacher jointly determine that the candidate has demonstrated in the student teaching internship the skills and competencies specified by TSPC’s “Student Teaching Summary Report”

4. Communication Responsibilities

Serve as a liaison between Oregon State University, the school district, the school, and the student teacher.
Facilitate communication between the student teacher and the cooperating teacher.
Keep the program coordinator and academic advisor informed of concerns and problems as they arise. If a student teaching experience is not viable, contact the Placement Coordinator of the School of Education.
Attend regular meetings of supervisors as scheduled by the program coordinator.
Attend program meetings with faculty

If you have any concerns about the progress of your student teacher, it is important to work closely with the University Supervisor in helping the student teacher. Concerns may be related to a variety of areas: readiness for the student teaching practicum or internship; receptivity to suggestions; attention to professional expectations (timeliness, preparation, etc.); content area preparation; professional interactions with students, colleagues, administrators; health.

The following guidelines provide stages that are helpful in dealing with some concerns:

Discuss the concern with the student. Identify specific actions that will indicate improvement.
Work with the University Supervisor to develop a plan to assist the student.
Work with the faculty, supervisor and program coordinator to develop an official plan of assistance (See Retention Policy).

Site Placement Change Policy

Consideration of a request for a site placement change requires a thorough review of the student teacher’s current placement and program.

Procedures

1. Formal request for a site placement change must be made to the appropriate program coordinator. A written description of the request, the person requesting the change and the rationale for the request will be placed in the student’s file.

2. The appropriate program representative (e.g., program coordinator, program chair) will convene a conference to discuss the request. The student, university supervisor and others as needed (e.g., cooperating teacher; campus instructors; public school supervisors; Field Placement Coordinator) will attend the conference. A summary of the meeting will be placed in the student’s file.

3. If appropriate, a plan of assistance for improvement to deal with problems at the current placement site will be prepared by the office of the Field Placement in consultation with the university supervisor and other program and/or public school representatives. (The procedures for this action are outlined in the Retention Procedures of Professional Teacher Education Programs, see appendix B.) A copy of the plan of assistance for improvement will be placed in the student’s file.

4. If appropriate, a site change will be recommended and a program representative will work with the Field Placement Coordinator to identify a new placement.

Retention Policy

Student retention in the Professional Teacher Education Program is based upon the academic and professional judgment of the university faculty responsible for the evaluation of the student’s academic, practicum, and student teaching performance. The faculty considers not only academic abilities and skill performance when making retention decisions about students, but also such aspects as whether the student has appropriate levels of maturity, judgment, emotional stability, sensitivity to others and whether or not the student exhibits appropriate professional conduct. The teacher education faculty has developed this Retention Policy based upon continuous evaluations of students in the Professional Teacher Education Program by university faculty and staff and by public school cooperating teachers and administrators. Students are evaluated on the benchmarks established by each program and on their ability to successfully plan for instruction, establish a classroom climate conducive to learning, exhibit professional behaviors, ethics and values, evaluate student progress, and on their ability to engage students in planned learning activities. In addition, the evaluation of the student’s cooperating teacher and building principal are considered by each of the programs (Agriculture, Early Childhood/Elementary, Family and Consumer Science, Foreign Language, Health, Language Arts, Music, Physical Education, Professional Technical, and Science and Math). The following information and procedures are established to guide decisions regarding the retention of students in the program.

Academic, Practicum and Student Teaching Performance

Throughout each term, faculty members and practicum or student teaching supervisors meet to evaluate each student’s progress in academic work and practicum or student teaching effectiveness. Those students assessed as having difficulty will receive feedback concerning their progress from their advisor and other appropriate university faculty.

1. Academic performance

Students must meet the academic standards of a graduate-level program in order to continue in the Professional Teacher Education Program (see Graduate Bulletin for details).

Each program provides students with benchmarks of required student academic, practicum, and student teaching performance that indicate successful completion of each step throughout the program. In addition, course outlines may define academic performance necessary for continuation in the program. The academic standards as outlined in the benchmarks and course syllabi must be met in order to continue.

2. Student teaching performance

A student may be removed from a practicum or student teaching site by the Professional Teacher Education Program if his or her performance does not meet benchmark requirements or if performance is determined to be consistently inadequate, inappropriate, or unprofessional by the university supervisor.

A student will immediately be removed from the site school at the request of the school principal (or appropriate administrator).

Failure to make satisfactory progress

The process identified in the steps below will be afforded the student if it is felt that he or she is not making satisfactory progress as outlined in the benchmarks and/or course syllabi:

1. Identification of the problem

When serious concerns have been raised about a student’s academic, practicum, or student teaching performances (by OSU faculty, supervisors, cooperating teachers, or school administrators), OSU faculty (and cooperating teacher if appropriate) will meet to determine a plan for assisting the student. Notes of the meeting will be placed in the student’s file in the central office.

2. Meeting with the student: Plan of Assistance for Improvement

The OSU faculty (and the cooperating teacher, if appropriate) will schedule a meeting with the student to discuss the specific concerns within one week of the development of the plan for assisting the student. Documentation of the concerns will be available at the meeting. The OSU faculty member will inform the student of the concerns and include specific suggestions for improvement in a Plan of Assistance for Improvement. A copy of this plan will be placed in the student’s file in the central program office. Changes that must occur in the student’s performance in order for him/her to be retained in the program will be identified in writing. A date will be set when the student’s performance will be reevaluated in the light of the Plan of Assistance for Improvement.

3. Retention decision meeting

The student will be notified of the retention decision at a meeting with OSU faculty, including appropriate representatives of the College(s) and/or cooperating teacher.

Decisions regarding retention may be appealed to the Director of the School of Education. Decisions of the Director are appealed to the Dean of the Graduate School.

The Professional Initial Licensure Program includes work for both the (1) Oregon Teacher Initial I License and (2) the Master’s degree (M.S.) in Science or Mathematics Education. Pre-service teachers are expected to satisfactorily progress toward both licensure and the Master’s degree.

Program Requirements

In order to be recommended for the Initial I License with Oregon Teacher Standards and Practices Commission (TSPC), students must:
- Satisfactorily complete all Initial License program requirements and coursework with an overall GPA of 3.0 or better and no grade lower than a C.
- Satisfactorily complete with a B or better two work samples (one Fall and one Spring). A minimum of one work sample must be completed for each authorization level.
- Satisfactorily complete the two work samples. An approved electronic copy (CD) of the work samples must be on file in the college in order to be recommended for the Initial I License.
- Present a passing score on the appropriate Basic Skills Competence test (ORELA Essential Academic Skills or CBEST ) and Protecting Student and Civil Rights in the Educational Environment.
- Present passing scores on the ORELA content exam as identified by TSPC for your endorsement area.
- Receive fingerprint clearance from TSPC.
- Provide satisfactory responses to TSPC’s statement of good character at the time the license is requested.
In order to receive the Master’s degree (M.S. in Science or Mathematics Education) from O.S.U., students must:
- Satisfactorily complete all course work on the Master’s degree program with an overall GPA of 3.0 or better and no grade lower than a C.
- Successfully complete a final oral examination.
- Completion of Master’s Project (fall work sample).

Satisfactory Progress

At the conclusion of each term, student progress is reviewed by the faculty of Science and Mathematics Education. The faculty considers not only academic abilities and skill performance when making recommendations about student progress, but also such aspects as demonstration of appropriate levels of professional conduct, honesty, maturity, judgment, emotional stability, and sensitivity as needed in the teaching profession.

Specifically, students are expected to:

a. complete all incomplete grades before the start of the following term;

b. demonstrate professional and ethical behavior with:

other students, supervisors, faculty, and staff in the program
teachers, staff and administrators at the student teaching site
students and their parents at the student teaching site.

c. demonstrate competency in the requisite knowledge and skills for teaching.

Based on this review, the faculty will make a recommendation as to whether the student is making satisfactory progress toward licensure and degree. If, in the professional judgment of the faculty, a student is not making satisfactory progress, the process outlined in the Retention Policy will be followed. The faculty may recommend that one or more of the following courses of action is appropriate:

a. placement in a new student teaching placement;

b. a plan of assistance with specific targets for completion within specified time frames;

c. temporary postponement of the program while completing specific remediation work (to be successfully completed within a specific time frame);

d. removal from the licensure and Master’s degree programs

Continuance in the program is a collaborative decision made by the following people:

Faculty of the College of Education
University supervisors
Public school cooperating teachers
Public school administrator(s)
OSU Director of Professional Teacher and Counselor Education Licensure Program

If, during a term, serious concerns are raised about a student’s academic, practicum, or student teaching performance and/or progress by any of the individuals listed above, OSU faculty (and, if appropriate, cooperating teacher (s)) will meet to discuss the problems that have been identified and to determine the appropriate course of action. (See the Retention Policy for details). If public school teachers/administrators or the university supervisors request that a student teacher be removed from the site during the course of any practicum experience, the request will be honored.

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For more details on OSU student conduct see http://oregonstate.edu/studentconduct/home/

The final oral examination for MS students fulfills the Graduate School requirement of an assessment of the candidate’s knowledge of the major and minor fields of study. As stated by the Graduate School, you must have registered for or completed all course work on your program before the final oral exam is taken. The examination is conducted by a committee composed of your major professor, minor professor (faculty in the sciences or mathematics) and one additional person who is approved for the Graduate Faculty. You are responsible for contacting the members of your committee to arrange the time (2 hours) of the exam. Finally, you must schedule the exam with the Graduate School office at least one week in advance of the examination. Failure to schedule the exam with the Graduate School will result in a cancellation of the exam.

Exam Content

The content of the exam is based on your program of study encompassing the knowledge base of a professional teacher. The exam will begin with a brief (10 minute) presentation of your master’s project. Committee members will then proceed to ask questions about your research and your work in the program. Specifically, you will be asked to:

Synthesize major concepts as they apply to classroom teaching
Provide classroom examples that illustrate major concepts
Demonstrate sufficient awareness of selected issues pertinent to science or mathematics education that the Master’s Committee is assured that you are able to apply this knowledge in your professional endeavors

Outline of Major Topics

SME Principles, Instructional Activities, and Practices for Ambitious Teaching

Instruction

teaching methods
questioning & classroom discourse
conceptual/procedure learning
accommodations/modifications
learning theory and instruction
role of technology
presenting the nature of science, mathematics, and technology

Curriculum

principles of reform
scope and sequence
learning theory
equity issues
role of technology
integrating the nature of science, mathematics, and technology

Learning

theories for learning math/science
motivation
with technology
alternative preconceptions and learning
addressing the needs of students

Assessment

formative/summative
feedback
traditional/performance
analysis of student learning
validity/reliability
accommodations/modifications

Professionalism

role of reflection
continued professional growth
collaboration
action research

Science and Mathematics Content

knowledge in candidate’s minor field of study

Summer Term (8-16 Graduate Credits)

SED 552/553 (3) Methods I

One-week intensive course that prepares pre-service teachers for student teaching.

SED 552 – Mathematics; SED 553 – Science.

SED 509 (Section 1) (2) Summer Practicum

Practicum that accompanies Methods I. Pre-service teachers will engage in structured observations of ambitious teaching.

SED 509 (Section 2) (3) September Experience

Pre-service teachers are placed in the schools where they will be doing their Fall student teaching practicum. This is a half-time experience beginning on the first day of each district’s teacher inservice and ending the Friday before Fall term classes begin. There are also mandatory class meetings held at OSU on Thursday afternoons in September from 1500 – 1800. The purpose of these meetings is to learn classroom analysis and observation skills that will help the pre-service teachers make sense of their experiences.

Subject Matter Course (3)

This term allows time for students to take graduate-level subject courses as needed. Many pre-service teachers complete this requirement prior to the beginning of the program.

NOTES:

Prerequisite courses (SED 512, SED 513 OR 514, and Adolescent Psychology) must be taken as a prerequisite either before starting the program or during the first part of summer session.

Students are encouraged to complete some of the graduate subject matter courses prior to the program. Students who do not complete the 3 subject matter courses by the end of winter term will not be eligible for their M.S. spring term. All science students must take at least one History or Philosophy of Science course (HSTS or PHL) as part of this requirement.

Fall Term (13-16 Graduate Credits)

SED 509 (3) Fall Part-time Student Teaching Practicum

During the month of October, pre-service teachers continue to work with their cooperating teachers and their university supervisors to identify and plan a unit of instruction. They then return to the classroom in November for six weeks of teaching. During this time, the pre-service teacher teaches a unit of either a minimum of seven instructional hours in duration or at least for five separate instructional days. This teaching becomes the basis for the work sample at this authorization level.

SED 511 (3) Analysis of Classrooms I

This course will focus on the purpose of assessment and strategies for assessment in the classroom. This includes both formative and summative assessment strategies. Support will be provided for the assessment requirements for the Fall work sample.

SED 573/574 (4) Science/Mathematics Pedagogy & Technology I

Pre-service teachers study the development of K-12 science and math learners including learning theory, use of students’ cultural experiences in teaching and learning, and content knowledge for teaching. Pre-service teachers will develop professional dispositions such as lifelong learning, reflective practice, and respect for diversity. This course supports the development of the Fall work sample. Fall term. SED 573 – Science; SED 574 – Mathematics

TCE 520 (3) Classroom Management and Discipline

This course provides knowledge of discipline and classroom management techniques through examination of the literature and school observations. Explores factors that influence student behavior, including those associated with social and/or multicultural student populations. This course is taught by the College of Education.

Subject Matter (3)

This term allows time for students to take graduate-level subject courses as needed. Many pre-service teachers complete this requirement prior to the beginning of the program. Science students are required to take at least one History or Philosophy of Science course.

Winter Term (13-16 Graduate Credits)

SED 576/577 (4) Science/Mathematics: Pedagogy & Technology II

Pre-service teachers study the development of K-12 science and math learners including learning theory, use of students’ cultural experiences in teaching and learning, and content knowledge for teaching. Pre-service teachers will develop professional dispositions such as lifelong learning, reflective practice, and respect for diversity. Winter term. SED 576 – Science; SED 577 – Mathematics

SED 509 (3) Winter Classroom Practicum

In this course, pre-service teachers spend time in the classroom to coordinate with their winter coursework.

TCE 599 (3) Funds of Knowledge

This course provides an overview of the many issues relevant to the increasingly diverse student population in public schools today. It explores how a culturally competent perspective can be incorporated into curriculum design, teaching strategies, and interactions with students and parents. The course is both self-directed and communal, requiring students to respond to the materials and each other, yet at their own pace. This course is conducted partly on-line by the College of Education.

Subject Matter (3)

This term allows time for students to take graduate-level subject courses as needed. Many pre-service teachers complete this requirement prior to the beginning of the program. Students must complete this requirement by Winter term.

Spring Term (15 Graduate Credits)

SED 510 (9) Full-time Student Teaching Internship

Eleven week full-time teaching during which the pre-service teacher assumes full instructional responsibility of approved courses. The pre-service teacher also completes at least one work sample.

SED 581/592 (3) Professional Development and Practicum in Mathematics/Science

Pre-service teachers complete the Masters Project.

The state of Oregon, through the Teacher Standards and Practices Commission (TSPC), requires specific tests for licensure of new teachers. TSPC requirements state that these tests must be completed by the start of full-time student teaching (Spring term). In addition, the Professional Teacher Education Licensure Program requires that all tests are completed by the end of September. Therefore all pre-service teachers in the program have until the end of September to take all tests and, if additional attempts are required, until the end of Winter term to pass all tests.

All SMED pre-service teachers must take:

Pearson NES Essential Academic Skills Test (ESA) – The ESA is designed to test basic reading, writing, and mathematics.
- Note: This replaces the California Basic Education Skills Test (CBEST).
ORELA Protecting Student and Civil Rights in the Educational Environment Examination – The Protecting Student and Civil Rights in the Educational Environment Examination is a customized educator licensure test designed to measure a candidate’s knowledge and skills in relation to Oregon learning standards. (Code 008)

All SMED mathematics pre-service teachers must take one of the following:

Pearson Middle Grades Mathematics Examination (Basic Mathematics Endorsement)
- Please note that the previous Praxis exam (Middle School Mathematics, #20069) is no longer offered but will still count towards licensure.
Pearson NES Mathematics Examination (Advanced Mathematics Endorsement)
- Please note that the previous Praxis exams (Mathematics Content Knowledge, #10061 and Mathematics Proof, Models, and Problems #20063) are no longer offered but will still count towards licensure.

All SMED science pre-service teachers must take one of the following:

Pearson NES Biology Examination (Biology Endorsement)
- Please note that the previous Praxis exam (Biology Content Knowledge, #20235) is no longer offered but will still count towards licensure.
Pearson NES Chemistry Examination (Chemistry Endorsement)
- Please note that the previous Praxis exam (Chemistry Content Knowledge, #20245) is no longer offered but will still count towards licensure.
Pearson NES Physics Examination (Physics Endorsement)
- Please note that the previous Praxis exam (Physics Content Knowledge, #10265) is no longer offered but will still count towards licensure.
Pearson NES General Science Examination (Integrated Science endorsement)
- Please note that the previous Praxis exam (General Science , #0435) is no longer offered but will still count towards licensure if taken before September 1^st, 2011.

Authorization Levels

Students in the Initial Licensure program receive two authorizations: middle level (grades 5-10) and high school (7-12). All students must complete both authorization levels. The program does not provide training in Elementary and Early Childhood Elementary (ECE) authorization levels.

According to Teacher Standards and Practices Commission (TSPC) regulations, pre-service teachers must have a practicum experience and complete a work sample at each level. Students will have a part-time Student Teaching Internship experience at one of the levels during Fall term and will complete a full-time Student Teaching Internship at the other level during Spring term. Students will therefore complete one work sample during the Fall Student Teaching Internship and a second work sample during the Spring Student Teaching Internship. It is important to note that work samples are tied to the authorization level, not the endorsement being sought.

Endorsements

Students must have academic preparation for at least one endorsement area. Science and Mathematics Education offers endorsements in the following areas:

Advanced Mathematics
Basic Mathematics
Integrated Science
Biology
Chemistry
Physics

All students must meet the requirements outlined on the advising sheets for their primary endorsement. The TSPC Licensure Guide provides a detailed list of the specific courses each endorsement will qualify you for.

The program supports students who wish to pursue a second endorsement by allowing them to work in a class in the second area as long as the student has met all requirements (passing tests, advising sheet) and has demonstrated successful work in the primary endorsement area.

PTE/MS Licensure Handbook

Author Archives: waggones

ESOL Endorsement

Roles and Responsibilities

The Role of the Cooperating Teacher

The Role of the University Supervisor

Dealing with Concerns