TEP Student Handbook - The University of Montana Western

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GPA 3.0 for Professional Education courses, no grade lower than B‐. Students may re‐take required Professional Education courses only once (Students who have already re‐ taken a course prior to Fall 2012 have one more chance to re‐take same course). Dispositions evaluation* Candidates with more than one red flag, or candidates on departmental or university academic or behavioral probation, are not eligible for admission to TEP. Autobiographical Essay in Portfolio Teacher Work Sample #1: Part A* Educational Philosophy in Portfolio Social Constructivism essay in Portfolio Teacher Work Sample #1: Part B* Service Learning Summary & Reflections* TEP Admissions Interview & Teaching Demonstration* EDU 201 (if taken in Fall 2012 or earlier): Autobiographical essay: why you want to be a teacher; life and educational experiences reflecting your commitment to becoming an educational leader; professional goals. EDU 201 (beginning Spring 2013): Teacher Work Sample #1: Part A: Planning for Contextual Factors (Students must obtain a passing score on the TWS to pass the course) EDU 201 (if taken in Fall 2012 or earlier): Educational Philosophy EDU 222 (if taken in Fall 2012 or earlier): Social Constructivism Essay EDU 222 (beginning Spring 2013): Teacher Work Sample #1, Part B: Planning for Differentiation of Instruction. (Students must obtain a passing score on the TWS to pass the course) Students in catalogs prior to Fall 2012 are exempt (Refer to Gateway 2 for requirements after admission to TEP). For fall 2012, sign up for your interview during third week of the block, at the Office of the Director of Field Experiences, MH 221. 29 grade below B‐. Students may re‐take required Professional Education courses only once. Candidates with more than one red flag, or candidates on departmental or university academic or behavioral probation, are not eligible for admission to TEP. N/A EDU 201 (beginning Spring 2013): Teacher Work Sample #1, Part A: Planning for Contextual Factors (Students must obtain a passing score on the TWS to pass the course) Moved to TEP Gateway II, in EDU 311. N/A EDU 222 (beginning Spring 2013): Teacher Work Sample #1, Part B: Planning for Differentiation of Instruction. (Students must obtain a passing score on the TWS to pass the course) Service Learning Summary and Reflection (80 hours). Students who already hold a bachelor’s degree are exempt (Refer to Gateway 2 for requirements after admission to TEP). Beginning spring 2013, interview with 5‐minute teaching demonstration conducted before a faculty panel. Work with your
30 Beginning spring 2013, interview with 5‐minute teaching demonstration, conducted before a faculty panel. Work with your education faculty advisor for assistance in preparing. TEP 1 Gateway 1 artifacts are assessed based on the following ratings: 1= Unacceptable, 2= Developing, 3=Proficient, 4=Professional. education faculty advisor for assistance in preparing. The candidate may have no unacceptable ratings, and must earn an average score of at least 2.5 on the portfolio. Candidates who fail the TEP interview process may re‐apply for admission to TEP one time only. * Designates items that eventually will be assessed within Chalk & Wire, an online portfolio assessment system. We will implement Chalk & Wire with students in EDU 201 and EDU 222, beginning spring 2013. Gateway 2: Methods courses, Field Experiences, and other coursework Upon successful completion of the requirements for Gateway 1, the candidate is advanced to Gateway 2. Gateway 2 includes most upper division professional education coursework, courses which include a variety of required field experiences in K‐12 school settings, and completion of all the courses for the major(s) and the minor(s). The candidate’s progress is assessed throughout Gateway 2 in Professional Education courses. Gateway 2 culminates with a presentation at the Teacher Candidates' Research Symposium, held once each semester. Candidates participate in a variety of field experiences in K‐12 schools prior to student teaching. The Professional Information Form (http://my.umwestern.edu/shares/education/st.html) includes a section for documenting Field Experiences. Field experiences are directly tied to course content. During field experiences in school settings, candidates have the opportunity to put teaching theory into practice. The Montana Western Teacher Education Program offers candidates a wide range of teaching and learning field experiences including in rural multi‐age classrooms, highly diverse settings outside the Dillon area, such as Native American reservation schools, or schools with significant numbers of English Language Learners, as well as in traditional instructional settings. The department has established partnerships with elementary and secondary schools in Montana, thus keeping faculty informed of current trends and issues in education through professional colleagues in the field. A number of field experiences require travel away from campus for several days, up to two or more full weeks, during the block. During field experiences, you are expected to remain in the K‐12 school for the entire school day, and may be expected to arrive at the school prior to the start of the day and after school. Application to Student Teaching is initiated near the end of Gateway 2, based on deadlines listed in the section below on Student Teaching. Candidates will not be admitted to student teaching until meeting all Gateway 2 requirements. Minimum General Requirements completed prior to admission to Student Teaching:
Page 1 and 2: The University of Montana Western T
Page 3 and 4: 2 PLACEMENT PROCEDURES.............
Page 5 and 6: 4 Refer to the latest university ca
Page 7 and 8: 6 2c: The candidate incorporates to
Page 9 and 10: 8 8a: The candidate varies his/her
Page 11 and 12: 10 situations and construct new und
Page 13 and 14: 12 played out in the classroom as e
Page 15 and 16: 14 Radical constructivism and Pragm
Page 17 and 18: 16 Leadership development in practi
Page 19 and 20: 18 Majors or minors that can be add
Page 21 and 22: 20 Career Services Visit the Career
Page 23 and 24: 22 experiences, close interactions
Page 25 and 26: 24 Tips for Developing and Organizi
Page 27 and 28: 26 are posted on the door of the Di
Page 29: 28 interviews, and presentations, t
Page 33 and 34: 32 Admission to Student Teaching is
Page 35 and 36: 34 Classroom Management Plan, in Po
Page 37 and 38: 36 Evaluated in Chalk & Wire* Artif
Page 39 and 40: 38 found online at http://my.umwest
Page 41 and 42: 40 denied placement and may be deni
Page 43 and 44: 42 Education minor, certificate, AA
Page 45 and 46: 44 at one of these model programs.
Page 47 and 48: 46 3. Student teaching experiences
Page 49 and 50: 48 education programs to match Mont
Page 51 and 52: 50 varies from state‐to‐state,
Page 53 and 54: 52 Bibliography Apple, M. W. (1993)
Page 55 and 56: 54 from http://www.questia.com/PM.q
Page 57 and 58: 56 Ms Anne Kish, Assistant Professo
Page 59 and 60: 58 apply knowledge in meaningful wa
Page 61 and 62: 60 Appendix 4 ‐ Common Education
Page 63 and 64: 62 Appendix 6 ‐ Lesson Plan Templ
Page 65 and 66: 64 Differentiation: [Note: When com
Page 67 and 68: 66 organized resource for future us
Page 69 and 70: 68 demonstrate meeting each objecti
Page 71 and 72: 70 Every objective should be assess
Page 73 and 74: 72 their interpersonal intelligence
Page 75 and 76: 74 ideas more freely. (Teacher remi
Page 77 and 78: 76 Appendix 8 ‐ Unit Plan Templat
Page 79 and 80: 78 Appendix 9 - Extemporaneous Essa
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80 University of Montana Western Ob
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82 instructor, and/or families; rel
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84 Observation Form Methods Classes
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86 School, Family, and Community (D
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88 interacting with children, staff
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90 Date: _________________ Student
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92 importance of peer relationships
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94 Appendix 14 ‐ Content Knowledg
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96 Appendix 16 ‐ Application for
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98 Appendix 17 ‐ Checklist For St
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100 Appendix 18 ‐ PRAXIS II: List
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TEP Student Handbook - The University of Montana Western

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