Table of Contents - Rivier University

“transforming hearts and minds to serve the world”
PROGRAM HANDBOOK
UNDERGRADUATE CERTIFICATION PROGRAM
SECONDARY TEACHING
2008-2009
Biology (grades 7-12)
English Language Arts (grades 5-12)
Mathematics (grades 5-8, 7-12)
Modern Languages (grades 5-12)
Social Studies (grades 5-8, 5-12)
Professional Educator Preparation Programs
Nashua, New Hampshire, 03060
(revised 08/2008)

Mission Statement of Rivier College
Founded in 1933 by the Sisters of the Presentation of Mary, Rivier College is a Catholic
institution dedicated to transforming hearts and minds to serve the world.
As a co-educational institution of higher learning, the College is dedicated to the education of
undergraduate and graduate students in both the liberal arts and professional courses of
study.
Committed to the faith heritage, intellectual tradition, and social teachings of the Roman
Catholic Church, the College educates the whole person in the context of an academic
community that cultivates critical thought, sound judgment, and respect for all people. This
community supports the intellectual growth of all its members while offering them
opportunities for social, cultural, moral, and spiritual development. The challenge to the
College community is to search for truth through the dialogue between faith and reason.
Rivier creates an environment in which integrated learning is the shared responsibility of
students, faculty, staff, and administrators, and is pursued in all the curricular and cocurricular
programs of the College. To participate in the life of Rivier College is to strive for
academic excellence, to take responsibility for ourselves and for others, and to engage in
dialogue about basic human issues facing society, especially the plight of the poor and
powerless. The College extends to all of its members and also to the greater community an
invitation to join in intellectual inquiry and dialogue.

Welcome to the Undergraduate Program in Secondary Education!
The Rivier faculty in secondary education is pleased to have you join a
community of educators committed to supporting excellence in teaching, a love
of knowledge, and respect for the unique gifts of each individual. At Rivier
College the program in secondary education is offered jointly by the Divisions of
Education, Science, and the Liberal Arts. Rivier programs offer the opportunity
to engage with a diversity of learners and professionals who possess a broad
range of interests and abilities. We take pride in our partnerships with local
school districts, and students in secondary education begin working with and
assisting classroom teachers in their first core education course. The program is
designed to offer practical skills, professional enrichment, and reflective
understanding through its learning challenges and rewards.
The following pages, along with the undergraduate catalog, provide guidelines
to assist you in your journey through the program and the achievement of your
personal educational goals.
Sincerely,
Fiona Hughes-McDonnell, Ed. D.
Director Secondary Education and Professional Educator Programs, Initial
Certification

Definitions
Certification Officer is the individual designated as the college official who recommends students
who meet all requirements of the certification program to the NH Dept. of Education.
College Supervisor is the faculty member designated by the department chair or content area program
director to supervise the student teacher in the field placement.
Content Area Program Director is the faculty member who oversees the major subject area in which
the student will become certified to teach.
Cooperating Practitioner is the teacher employed by the school in whose class the student teacher is
assigned.
Director of Professional Educator Preparation Programs is the individual responsible for
overseeing programs leading to initial certification in early childhood, elementary and secondary
education.
Education Field Office is the central location for all documents related to the field experience.
Education Field Officer is the individual responsible for distributing all documents related to the field
experience and coordinating all field placements.
Education Resource Center [ERC] An extension of Regina Library located within the Education
Center. Stores reference and curriculum materials related to education.
Prepracticum Student is the student engaged in an early field experience.
Professional Development Collaborative is a partnership between Rivier College and the Nashua
School District. Teachers and teacher candidates participate in on-going professional development to
support the learning and well-being of teachers and students.
Professional Development Steering Committee consists of individuals representing both partners.
Secondary Program Director is the faculty member in education who oversees programs in
secondary education.
Seminar Director is the college faculty member who conducts the student teaching seminar.
Student Teacher is a student who is engaged in the final field-based experience.
Teacher Candidate is a student who has been accepted into the Teacher Certification Program.
Teacher Certification Program is the program that leads to certification. Students apply to the
program following acceptance to the College.

Contact Information
Chair Division of Education
Robert McLaughlin, Ph.D.
Education Building, 1 st floor
Rmclaughlin@rivier.edu
Director Professional educator Preparation Programs
Director Undergraduate /Graduate Secondary Education
Fiona McDonnell, Ed. D
Education Building, 1 st floor
Fmcdonnell@rivier.edu; 897-8472
Administrative Assistant Undergraduate Education
Gail Amrein
Education Building, 1 st floor
Gamrein@rivier.edu
Biology Education
Susan Barbaro, PhD
Sbarbaro@rivier.edu
English Education
T.B.A Memorial Hall
897-8257, 897-8681
Mathematics Education
Terri Magnus PhD
Regis Hall
Tmagnus@rivier.edu; 897-8462
Modern Languages
Barry Jackson, PhD
Bjackson@rivier.edu; 897-8204
Social Studies Education
Martin Menke, PhD
Regis Hall
Mmenke@rivier.edu; 897-8603

Table of Contents
Page
1: RIVIER PROFESSIONAL EDUCATOR PREPARATION PROGRAM
1.1 Mission Statement 5
1.2 Six Core Beliefs and Commitments 5
1.3 Application to the Undergraduate Teacher Certification Program 6
1.3.1 Admission Criteria 6
1.3.2 Minimum Residency Requirement 7
1.4 Transfer Students 7
2: THE PRAXIS TESTS
2.1 Praxis I 8
2.2 Praxis II 8
2.3 Registering for the Praxis Tests 9
3: THE PROGRAM OF STUDY
3.1 Overview 10
3.2 The Core Curriculum 10
3.3 Coursework in the Content Area 10
3.4 Coursework in Education and the NH Teacher Preparation Standards 11
3.4.1 Professional Development Activities 11
4: MONITORING AND ASSESSMENT OF TEACHER CANDIDATES
4.1 Advisement, Feedback and Counseling Throughout the Program 12
4.2 Key Junctures for Assessment 12
4.3 Teacher Candidate Collection of Artifacts and Evidence 13
4.4 Professional Knowledge, Skills and Disposition to Teach in NH Public Schools
[ED610s]
4.4.1 PDQ Improvement Plan 14
4.5 Promotion and Dismissal 14
4.6 Feedback on Programs 14
5: SCHOOL PARTNERSHIPS
5.1 Partnerships with Local School Districts 15
5.1.1 Benefits to Partner Schools 15
5.2 Selection of the Field Placement Site 15
5.3 The Rivier-Nashua K-16 Professional Development School Collaborative 16
5.3.1 The Rivier-Nashua Mission 16
5.3.2 The PDS Steering Committee 16
5.3.3 The PDS Schools 17
5.3.4 Activities in the PDS School 17
5.3.5 Roles of Teachers in PDS School 17
5.3.6 Application to a PDS School 17
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6: THE FIELD-BASED EXPERIENCES
6.1 Overview 18
6.2 Scope and Sequence of Field Experiences across Core Education Courses 18
6.3 The Criminal Records Check 20
6.4 Cooperating Practitioner Profile 20
6.4.1 Selection Process Cooperating practitioner 20
6.4.2 Criteria for and Qualifications of the Cooperating Practitioner 20
6.4.3 Responsibilities of the Cooperating Practitioner 21
6.4.4 Monitoring the Pool of Cooperating Practitioners 21
6.5 Coordination and Documentation of Early Field Based Experiences 21
6.5.1 Procedure for Placement 22
6.5.2 Forms associated with Early Field Experiences 22
6.6 Student Teaching: The Culminating Field Experience 22
6.6.1 Standards and Criteria for Admission 22
6.7 Removal from a Field Experience in Progress 23
6.7.1 Removal from an Early Field Experience in Progress 23
6.7.2 Removal from a Culminating Field Experience in Progress 24
7: PROFESSIONALISM
7.1 In the Classroom 25
7.2 In the Field-Based Experiences 25
7.3 Protocol for Addressing Areas of Concern 26
7.4 NEA Code of Ethics 27
7.5 Assessment of Professional Disposition 27
8: THE TEACHING-LEARNING PORTFOLIO
8.1 Portfolios as a Performance/Evidence Based System of Assessment 28
8.2 Organizational Framework of the Portfolio: The Key Performance Areas 28
8.2.1 Portfolio Template 28
8.3 Artifacts and Selection of Artifacts 28
8.3.1 Artifact Selection Sheet 29
8.4 The Portfolio Presentation 29
8.5 Assessment of the Portfolio 29
9: COLLEGE POLICIES
9.1 Attendance 30
9.2 Classroom Behavior 31
9.3 Academic Dispute 31
9.4 Cancellation of Classes 31
9.5 Intent to Graduate 32
9.6 Americans with Disabilities 32
9.7 Notice of Non-Discrimination 32
9.8 Applying for Educational Certification 32
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APPENDICES
Appendix A: Application to the Undergraduate PEPP 34
Appendix B: Student Application to Professional Development School 36
Appendix C: Sample Time Line for Fulfilling Program Requirements 38
Appendix D: Professional Disposition Qualities-Self-Evaluation PEPP 39
Appendix E Professional Improvement Plan 40
Appendix F: Cooperating Practitioner Profile 42
Appendix G Flow Chart for Procedure for Early Field Experiences 44
Appendix H: Checklist for Practicum Clearance 45
Appendix I: Student Teach/Internship TimeLine 46
Appendix J: Application for Student Teaching 47
Appendix K: Ed 610.02 NH Standards for All Professional Educators 49
Appendix L: NEA Code of Ethics 51
Appendix M: Rubric for Teaching Learning Portfolio 53
Appendix N: Student Permission to Release or Use Information 57
Appendix O: Student Acknowledgement of Receipt of Handbook 58
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INTRODUCTION
Welcome to the Undergraduate Teacher Certification Program in Secondary Education at
Rivier College! The Undergraduate Certification Program in Secondary Education is an
accredited Professional Educator Preparation Program [PEPP] that provides the curriculum,
instruction, assessment, and resources necessary to insure that Rivier graduates have the
knowledge, skills and disposition to teach all students in New Hampshire public schools.
At Rivier College, the Division of Education and the content departments (Biology, English
and Communications, History, Law and Political Science, Mathematics, and Modern
Languages) jointly offer the Undergraduate Certification Program in Secondary Education.
Advisement is multi-tiered. Students must meet with both their academic advisor in the
academic advising office as well as their content area program director during the first term of
their freshman year and thereafter to develop a program of study that will ensure that all
requirements for both the baccalaureate degree and teacher certification are met within four
years.
This Handbook provides a broad overview of the various program components and
requirements. Students are responsible for reading the Handbook in its entirety and must
acknowledge receipt of the document by returning the enclosed signature sheet, Appendix N.
Additional inquiries should be directed to Fiona McDonnell, Director of Secondary Education
Certification Programs, at (603) 897-8472 or fmcdonnell@rivier.edu.
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1: RIVIER COLLEGE PROFESSIONAL EDUCATOR PREPARATION PROGRAM (PEPP)
Acceptance to the College as a candidate for the baccalaureate degree does not include
acceptance to the Teacher Certification Program. Students who wish to achieve state
certification to teach in a public school upon completion of the baccalaureate degree must be
admitted to, retained in, and successfully complete a state-approved Teacher Certification
Program in Secondary Education. Only those students who have been admitted to the
Certification Program and complete all program components and requirements will be
recommended to the New Hampshire Bureau of Credentialing for initial licensure.
1.1 Mission Statement
The mission of the Rivier College Professional Educator Preparation Program is to assist
students in realizing their goals through personal commitment, cultural development, and
professional competence. We help our students to reach these goals by promoting excellence
and ethics in teaching and learning: appreciation for cultural diversity, service to and
compassion for others, commitment to social justice, reflection on the complexities inherent in
the profession, and responsibility for continued research. We are committed to preparing our
students to serve diverse learners and communities in collaboration with others in a variety of
professional and leadership roles -- as teachers, administrators, counselors, and researchers.
1.2 Six Core Belief and Commitments
The Rivier College PEPP strives to uphold and instill the following core beliefs and
commitments across all of its programs:
• Inclusion and Cultural Competency
Graduates of the PEPP are cognizant of students’ various learning profiles as
influenced by culture and special needs and practice from a culturally competent
perspective, demonstrating specific skills to effectively engage all learners.
• Competence in Subject Areas
Graduates of the PEPP demonstrate competence in their discipline by developing a
deep understanding of their subject matter and updating their knowledge and skills.
Graduates understand how to teach their content, promote love of learning through
their passionate engagement with the discipline, and develop disciplinary habits of
mind and ways of thinking in their students.
• Facilitating Active Learning
Graduates of the PEPP embrace the notion that students must be actively engaged in
their own learning. Through their awareness of the diverse developmental and learning
needs of students, graduates create a community of learners by developing effective
strategies that guide and engage students. They develop appropriate curriculum, based
on evidence-based practice.
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• Collaboration and Collegiality
Graduates of the PEPP communicate and interact with parents/guardians, families,
school colleagues, and the community to support student learning and well-being.
They pursue professional development, network with peers, and contribute to the
scholarly development of the field. Graduates understand their responsibilities for the
preparation of the next generation of educators, value the policies, practice, and culture
of their workplace, and consistently practice with legal and ethical standards in mind.
• Reflective Practice
Graduates of the PEPP recognize that professional knowledge and educational theory
grow out of active reflection on practice. Through observations of their students’
performance, graduates continuously assess the effects of their decisions to ensure
equity and growth among all students.
• Active Agents of Social Change
Rivier College, in its tradition and heritage, is dedicated to the tenets of Catholic Social
Teaching, placing special emphasis on the ideals of peace and social justice; indeed,
graduates of the PEPP bring to the school environment not only a recognition of such
social issues as poverty, inequality, and racism, but also actively seek to be agents of
change, challenging the community to be more ethically aware of the plight of the poor
and powerless.
1.3 Application to the Undergraduate Teacher Certification Program
Students who seek admission to the Teacher Certification Program must demonstrate that they
have the appropriate knowledge, disposition and skills to teach in New Hampshire public
schools. Students should apply to the Teacher Certification Program no later than the spring
semester of their sophomore year. Students who do not follow the recommended timeline risk
certification within four years. Applications to the Undergraduate Teacher Certification
Program are obtained from the Division of Education. See Appendix A.
Rivier College has partnerships with a number of local school districts. However, in spring
2007 Rivier College entered into a Professional Development School Collaborative with six
schools in the Nashua School District. Students interested in participating in this exciting
collaborative should submit the student interest form at the time of application to the
certification program. See Appendix B. Completed applications and any supporting materials
should be submitted to the Director of Secondary Education.
1.3.1 Admission Criteria
Students interested in applying for the Teacher Certification Program in secondary education
must meet the following criteria:
1. a G.P.A. of 2.5 or better in the academic major;
2. positive assessment of satisfactory progress toward content mastery, as verified by
their Content Area Program Director;
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3. a G.P.A. of 2.5 or better in core introductory education courses: ED 150: Foundations
of Secondary Education, and HD 200: Introduction to Human Exceptionality;
4. evidence of proficiency in basic reading, writing, and mathematical skills by attaining
a passing score on all three components of Praxis I: The Pre-Professional Skills
Test;
5. evidence of the disposition to teach in NH public schools by attaining positive
Professional Disposition Reports from the instructors of core introductory education
courses (see Section of Professional Disposition); and
6. positive field reports from all supervisors of the early field-based experiences.
Completed applications are reviewed by members of the Rivier Professional Educator
Preparation committee. Incomplete applications will not be reviewed. Applications are
reviewed on a monthly basis, and applicants should expect to receive written notification of
the outcome of this review within two weeks of the decision. Applications receive one of
three designations: accept, accept conditionally, or reject. Unsuccessful applicants are advised
of the options available to them and may reapply to the certification program once any unmet
criteria have been met. Unsuccessful applicants may be advised to pursue different degree
options.
Admittance into student teaching is not automatic. Successful applicants must continue to
meet all program standards to maintain active status and be admitted to student teaching.
1.3.2 Minimum Residency Requirement
Students must declare their intent to pursue teacher certification no later than the second
semester of their sophomore year or risk failing to complete the program in four years.
Students must take the content methods course at Rivier College. Exceptions must be
approved by the program director.
1.4 Transfer Students
Transfer students and current Rivier students who decide later than their sophomore year that
they wish to teach in NH public schools must meet with their academic advisor and the
Director of Secondary Education to review the various Teacher Certification Program
components and requirements and arrange for any outstanding early field-based experiences.
In general, all coursework in methods must be taken at Rivier College. Exceptions to his must
be approved by the Program Director of the Content Area.
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2: THE PRAXIS TESTS
2.1 Praxis 1: Basic Academic Skills Assessment Ed 513.01
All educators (teachers, administrators, specialists) seeking initial certification must document
basic academic skills. The New Hampshire State Board of Education has chosen PRAXIS I
(Pre Professional Skills Test – PPST) or the Computerized Pre Professional Skills Test
(CPPST) as one means of documenting basic academic skills. The PRAXIS is a testing
program developed by the Educational Testing Service (ETS) and validated for use in New
Hampshire. Passing scores were established by the State Board of Education. In addition to
the PRAXIS I, New Hampshire can accept the PRAXIS I composite score option as well as
equivalent tests. Decision regarding equivalent testing is made at discretion of the Bureau of
Credentialing.
Test codes and passing scores are as follows: Test
Fee: $35.00 each test.
Pre-Professional Skills Test (PPST)
Test Fee: $35.00 each test.
Computerized Pre-Professional
Skills Test (CPPST)
(paper & pencil version offered 6
times per year)
Reading Test Code 10710 174 Test Code 5710 174
Writing Test Code 20720 172 Test Code 5720 172
Mathematics Test Code 10730 172 Test Code 5730 172
Composite Score Option: Reading 172; Writing 170; Mathematics 170 and must have total
of at least 518.
In accordance with this mandate, no student will be accepted into the Undergraduate
Teacher Licensure Program until an official copy of his/her Praxis I scores is on record
in the Rivier College Division of Education. Students should submit a photocopy of this
report to the Content Area Director.
If the PRAXIS is used as documentation of basic academic skills, a candidate for certification
must pass all three tests. Should an individual fail one or more of the sub tests (Reading,
Writing or Mathematics), only the failed test(s) need to be retaken. When taking the test, the
candidate must include the Department of Education (Code # 7660) as a score recipient.
Scores are maintained by ETS for a period of ten years.
2.2 Praxis II: Subject Assessments
A student applying for certification to teach at the secondary level must demonstrate
competency in his/her discipline by passing a subject matter assessment in his/her certification
area (Biology, English/Language Arts, Middle/Junior High School Mathematics, Secondary
Mathematics, Middle/ Secondary Social Studies). The New Hampshire Bureau of
Credentialing has identified specific Praxis II assessments for each subject area. While the
Education Department at Rivier College does not require Praxis II upon application to the
Teacher Certification Program, obtaining a passing score on Praxis II is a part of the state
8

credentialing process. The NH Bureau of Credentialing will not issue a license to any student
who has not attained a passing score on the requisite Praxis II subject matter assessment.
Students are encouraged to meet with their academic advisor to determine the best time to
schedule this important test. Students should also visit the website of the New Hampshire
Department of Education for more information regarding these Praxis tests.
PRAXIS II Passing Scores are as follows:
Subject
Assessment Area
Test
Code
Test Name
Biology
20235 Biology: Content Knowledge
30233 Biology: Content Essays
10041 English Language, Literature, &
Composition: Content
English/Language
20042 Knowledge
Arts
English Language, Literature, &
Composition: Essays
Middle School
Mathematics
Secondary
Mathematics
Social Studies
20069
10061
20063
10081
20082
Middle School Mathematics
(calculator allowed)
Mathematics: Content Knowledge
(graphing calculator required)
Mathematics: Proofs, Models, &
Problems, Part 1 (graphing
calculator required)
Social Studies: Content Knowledge
Social Studies: Analytical Essays
Passing
Score(s)
153
143
164
155
151
127
140
155
145
Test
Fee
$75.00
$75.00
$75.00
$90.00
$85.00
$75.00
$75.00
$75.00
$75.00
2.3 Registering for the Praxis Tests
The Praxis tests are administered by the Educational Testing Service and are offered at various
sites across New England. Students are encouraged to visit the Praxis Series website at
www.ets.org/praxis and obtain a copy of the Praxis Bulletin, either from the Division of
Education at Rivier College or by contacting ETS. The Praxis Bulletin and website contain
essential information such as the procedures and regulations for registering for the tests, the
location of test centers, and the fees for the different Praxis tests. The Bulletin also provides a
brief description of the various services provided by ETS, including options for examinees
whose primary language is not English. When registering for these tests, students must be sure
to include the Rivier College code: 002586. Study materials for these tests are available for a
fee through the Praxis Series website.
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3: THE PROGRAM OF STUDY
3.1 Overview
The undergraduate program in secondary education at Rivier College is a well-planned scope
and sequence of studies and experiences in which candidates develop the knowledge, skills
and dispositions encompassed in the New Hampshire Professional Educator Preparation
Standards. Studies include (but are not limited to) credit and non-credit courses, field work,
workshops, projects, and independent study, which enable candidates to demonstrate the
competencies in New Hampshire State Department of Education Regulations ED 609, 610
and 612. The undergraduate program in secondary education includes:
o coursework in a specific field of study (biology, English language arts, mathematics,
modern languages, social studies);
o
o
coursework in education;
a series of supervised early field-based experiences that culminate in the semesterlong
student teaching experience.
Students should be aware that failure to adhere to the recommended timeline (Appendix C)
will likely result in an extended period of study.
3.2. The Core Curriculum
Students seeking recommendation for initial certification in secondary teaching at the
baccalaureate level must consult with their academic advisor to develop a program of study
that will allow for completion of all requirements for the bachelor’s degree and teacher
certification within four years. The Rivier core curriculum satisfies requirements for the
baccalaureate degree and the General Education requirements [ED609s] articulated by the
New Hampshire Department of Education.
3.3 Coursework in the Content Area
Students seeking certification in secondary education must select a content area (e.g., biology,
English, social studies, mathematics, Spanish) and consult regularly with their content area
director to determine an appropriate course of study that will allow for completion of all
requirements for the bachelor’s degree and teacher certification standards within four years.
Coursework in the content area satisfies the teacher preparation standards articulated in
Ed612s. State standards pertaining to the content area are available from the Program Director.
10

3.4 Coursework in Education and the NH Teacher Preparation Standards
The coursework in education develops the skills and disposition identified by the New
Hampshire teacher preparation standards. These education courses are common to all students
seeking initial licensure in secondary teaching. Exceptions or alternatives to these core
education courses must be approved by the Director of Secondary Education.
Education Course
*NH Teacher Preparation
Standard
ED150: Foundations of Secondary Educ. (spring) ED610.02 a, b, d, e, f, i, j, m, n
HD200: Intro. to Human Exceptionality (fall/spring) ED610.02 c, d, e, f, j, k, i, m, n,
HD260: Pre-Adolescent/ Adolescent Development ED610.02 c, f, g, i, k, m, n
(alt. years 2008, 2010)
ED350: Managing Pre-Adolescent & Adolescent ED610.02 f, g, i, k, m, n
Behavior (alt. years 2008, 2010)
XXXX Methods of Teaching in the Subject
ED610.02 a, b, c, d, e, f, g, h, i, j,
(restricted to students accepted into TCP)
k, l, n, o
ED420S: Student Teaching /Seminar (fall/spring) ED610.02 a, b, c, d, e, f, g, h, i, j,
k, l, m, n, o
*The teacher preparation standards are defined in Appendix J.
• With the exception of HD 260, courses carry a field component which candidates must
take into consideration when scheduling their course load.
• All teacher candidates are required to submit to a Criminal Background Check. A
negative test will result in removal from the program.
• Instructors of courses identified with an asterisk complete a Professional Dispositions
Report (Appendix D) that documents their assessment of the student’s suitability to
teach in NH public schools.
• Methods courses are restricted to students who have been accepted into the Teacher
Certification Program.
• Student teaching requires a formal application. See Section 6.6.1
3.4.1 Professional Development Activities
Each semester the Professional Educator Preparation Program hosts and sponsors professional
development activities for all students enrolled in its various education programs to support
development of the professional skills and practices articulated in state standards (Ed610s).
Attendance at these sessions is expected. The goal of these sessions is to introduce students to
innovations and developments in the field, foster dialogue linking theory and practice, initiate
students into the kinds of collegial learning that they will encounter in the field, build a
professional learning community among students. Topics and activities are selected for their
applicability to teachers of all grade levels and disciplines. The sessions also provide
information regarding scheduling, policies and procedures specific to the certification
programs. Certificates of Attendance are awarded. Students are responsible for any
information that is shared or handouts provided.
11

4: MONITORING AND ASSESSMENT OF CANDIDATES
4.1 Advisement, Feedback and Counseling Throughout the Program
A student’s matriculation through all teacher preparation programs is continuously monitored,
assessed, and reviewed by faculty from education and the liberal arts. Assessment takes place at
four specific junctures: (1) upon application to the Teacher Certification Program, (2) upon
application to student teaching, (3) mid-way through the student teaching experience; and (4)
upon completion of the student teaching experience. Students are assessed against the
professional skills and dispositions for teaching articulated by state professional preparation
standards.
The advisory system ensures that candidates are monitored and advised on their progress toward
meeting the standards for professional educators from acceptance into the program through
recommendation for certification. The advisory system provides information to candidates on
the criteria for success, what candidates must do to meet these criteria, and the consequences
and options if criteria are not successfully met. The system is aligned with research based
instructional processes, uses multiple assessments and various methodologies, and has
expectations that are clearly communicated to candidates. It yields fair, accurate and consistent
evaluation of candidates.
4.2 Assessment of Teacher Candidates at Key Junctures
Educational
Juncture
Application to
Teacher
Certification
Program
Application to
Student
Teaching
Student
Teaching
Program
Exit
Vehicle for Formal Assessment of Teacher
Candidate
o GPA academic major
o GPA in core education courses: ED150,
ED 200
o Professional Preparation Report from
instructor of core education courses
o School supervisor reports
o Praxis I scores filed with PEPP
o GPA academic major
o Final grade in methods courses
o Lesson plans with ed612s
demonstrated
o Formal assessment of learning activity
o Professional Preparation Report from
instructor of methods course(s) and Ed350
o School supervisor report
o College supervisor classroom observation
reports
o Mid-way three-way conference with
Supervisory Team around Core
Competencies for All Educators: Ed610s.
o Final three-way conference
o Portfolio Presentation
o College supervisor and cooperating
Vehicle to promote candidate selfreflection
on practice
o Self-reflection on early field-based
experiences
o Autobiographical reflection: “Who am I
and what do I bring to teaching”
o Personal statement: “What it means to
teach”
o
o
o
Videotape assignment requiring active
reflection on and analysis of practice
Analysis of student work generated by
learning activity
Reflection on field experiences as they
relate to growth as a professional
educator
o Dilemmas of Practice
o Teaching Journal
o Construction and presentation of
reflective Teaching-Learning Portfolio.
o Artifacts are accompanied by a written
reflection on how it demonstrates
competency in light of the NH
standards for professional educators
Reflection of growth and professional goals.
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practitioner assessment of Teaching-
Learning portfolio.
4.3 Collection of Artifacts and Evidence
Rivier College provides its teacher candidates with multiple opportunities to develop and
demonstrate their potential to teach in New Hampshire’s public schools. Candidates gather
evidence of their potential throughout the educational program. Artifacts are presented in a
Teaching Learning portfolio. See section Teaching Learning Portfolio. Portfolio
construction begins with the first core education course and culminates with the Portfolio
Presentation upon completion of the student teaching experience.
Course
Ed150: Foundations of
Secondary Education
HD200: Human Exceptionality
Philosophy of Education
ED350: Management of
Adolescents
Methods of Teaching---
ED420S: Student Teaching
Sample Portfolio Items
Autobiographical Statement of Self as a Teacher
Draft of a Unit Plan/Learning Expedition
Learning Styles & Multiple Intelligence Theory
Blooms Taxonomy
Lesson plan to meet the diversity that exists among learners with
respect to learning styles, learning preferences, culture and
experience.
Essential Question 1: Values and Beliefs I bring to Teaching
Essential Question 2: How do I meet the Needs of All Learners?
Lesson plan with accommodations and modifications to address the fullrange
of learners
Statement of Teaching Philosophy
Lesson Plan to Foster Social Justice by Structuring for Equity and
Cooperation Among Learners
Statement of Behavior Management
Strategies to Promote Positive Interaction Among Students
Full Lesson Plan-Rivier Curriculum Unit Plan-
Teaching of a minimum of (3) lessons, according to course guidelines:
One lesson is to be Videotaped with written reflection.
Must demonstrate Ed612s
See Rubric Appendix M
4.4 Professional Knowledge, Disposition and Skills to Teach in NH Public Schools
The Bureau of Credentialing within the NH Department of Education requires that all
programs leading to certification monitor and assess the knowledge, skills and disposition of
all teacher candidates at different junctures in the program.
The Rivier PEPP uses multiple forms of assessment. The Professional Disposition Form,
which lists a number of professional qualities, skills and dispositions, with a rating scale of 1-
5, is one such assessment. See Appendix D. The Form is completed by the teacher candidate,
course instructor and school supervisor upon completion of core components of the program
(ED150, HD200, ED350, and method courses). An action plan is developed for those students
who do not show satisfactory progress in meeting the NH Teacher Preparation Standards. See
below.
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4.4.1 Improvement Plan
Students who score below 3.0 in two or more categories on the professional disposition
assessment are required to meet with the Director of Secondary Education who, with the
student, will develop an Action/Improvement Plan. Appendix E. The Improvement Plan
identifies
• what the candidate must do to be retained in the program
• the timeline for completion
• the consequences of failing to meet the benchmarks identified
• options for alternative career paths
Students MUST meet with the Program Director during the subsequent semester to review
progress made. Failure to meet the goals identified on the Improvement Plan or to demonstrate
adequate improvement could result in counseling into another more suitable area of study or
removal from the Teacher Certification Program.
Note: While an Improvement Plan typically results from failure to meet the criteria on the
professional disposition form, an improvement plan might developed for any student for
whom such action seems appropriate to ensure success in meeting program requirements.
4.5 Promotion and Dismissal
Students are informed of the requirements for program continuation in a variety of venues,
such as during sessions with program advisors, program Handbooks, catalogs, and meetings
for Education majors. Students who do not make adequate progress toward meeting articulated
standards for professional educators meet with the Advisor of the Content Area and/or
Director of Secondary Education, as appropriate, to develop an Action/Improvement Plan that
states the performance necessary and the timeline through which the performance must be
improved to remain in the program. Students who do not meet the program criteria necessary
for continuation are counseled into a more appropriate field of study.
4.6 Feedback on Programs
The program of study provides ongoing opportunities for students to provide feedback on its
system of curriculum, instruction and assessment. Teacher candidates and cooperating
practitioners are required, at the completion of each core education course, as part of its
documentation system, to provide written feedback on the nature of programming that
candidates receive in their preparation as educators for all children in public schools. In
addition, all teacher candidates, cooperating practitioners and collegiate supervisors are
required to complete an anonymous survey that invites their feedback on the Rivier
Professional Educator Preparation Program as part of the program completion process. Field
experience forms also require students and cooperating practitioners to provide feedback on
the quality of programming.
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5: SCHOOL PARTNERSHIPS
5.1 Partnerships with Local School Districts
The Division of Education works with a large number of school districts each year in
connection with field experiences. The following school districts have agreed to host Rivier
students for field experiences: Nashua, Hudson, Litchfield and Londonderry. In each
instance, students are placed in a particular site because the school district has invited them
and has agreed to work in collaboration with the Rivier College Professional Educator
Preparation Program. Each site provides Rivier College students with an exceptional
opportunity to develop teachers, to understand curriculum and learning, and support and assess
diverse learners. Through engaging in field experiences, Rivier College teacher candidates
observe and demonstrate research-based instructional practices and incorporate pedagogy
learned in academic course work into the classroom setting.
5.1.1 Benefits to Partner Districts
Rivier College provides a full tuition course (three credits) voucher to any school
accumulating 300 field hours in one year; schools are limited to three vouchers per year. To
qualify for the voucher, each student must spend a minimum of 25 hours in one classroom.
Vouchers are good for one year and are transferable within the school (with the approval of
the principal), on a space available basis. The bearer is responsible for all fees in excess of
tuition costs. In lieu of a voucher, a cooperating school may choose a staff development
certificate for one workshop (three hour limit).
Selection of Field Placement Sites.
Rivier College offers on-site course work and professional development opportunities for all
school partners. Coursework and professional development activities are designed to meet the
needs of the school partner.
5.2 Selection of Field Placement Sites
Selection of Field Placement sites for Rivier Teacher candidates are based upon consideration
of the following:
• diversity of the student body
• range of educational programming available to students
• commitment to curriculum that is both student-centered and standards-based
• commitment to the core beliefs of Rivier College Professional Preparation Program
• geographic proximity to Rivier College
Willingness of the k-12 faculty to:
• partner with Rivier faculty in teacher preparation
• demonstrate research-based instructional practices
• provide teacher candidates multiple opportunities to integrate theory and pedagogy; and
• ability to use research-based mentoring of teacher candidates
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5.3 The Rivier-Nashua K-16 Professional Development School Collaborative
In the late spring of 2006, representatives from the Division of Education at Rivier College
and Nashua Public School system entered into discussion about how to draw on the expertise
and resources within each institution to support the social, cognitive and emotional growth and
development of all students. The agreement to explore a professional development school
collaborative between Rivier College and selected schools within the Nashua public school
system resulted from this discussion. The new collaborative builds on the existing successful
partnership in which teachers from schools across the Nashua School District host Rivier
teacher candidates throughout their professional preparation program.
Professional Development Schools are schools that have joined with a university to
accomplish common educational goals that include developing exemplary practice to
maximize student outcomes, providing optimum sites for pre-service teacher training, offering
connected in-service teacher professional development and implementing reflective inquiry to
enhance teacher and student learning and development. It is a collaboration that has the
interrelated goals of improved pre-service teacher education, ongoing faculty development,
enhanced student learning, and continuous inquiry. Partnerships are built on mutual trust,
respect and a shared belief that together they may better prepare students for the world of
tomorrow.
5.3.1 The Rivier-Nashua PDS Mission
The mission of the Rivier-Nashua Collaborative is to improve student well-being and learning
through preparing and supporting teachers with high quality preparation programs and
professional development. The PDS recognizes teachers as change agents and seeks to
empower them throughout their professional careers to incorporate culturally competent,
responsive and respectful language, reflective practices and the ability to support the growth
and development of an increasingly diverse student population.
5.3.2 The PDS Steering Committee
The PDS Steering Committee consists of administrators, faculty, teachers and staff from
Nashua Public School District and Rivier College.
Nashua School District
• Althea Sheaff Executive Director
Curriculum and Instruction, NSD
• Dianne Vienneau, Peer Coach,
NSD
• Paul Asbell, Principal Pennichuck
Middle School
• James Dupile, Nashua High South
Rivier College
• Fiona McDonnell, Dir. Rivier
PEPP
• Pat Howson, Early Childhood
Education
• Sr. Louise Auclair, Elementary
Education
• Cathy LaSalle, Field Placement
Officer
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The Steering Committee meets each month to
• develop and revise a model for teacher preparation at both baccalaureate and postbaccalaureate
levels that provides teacher candidates with rich opportunities to develop
into professionals.
• implement a shared set of research-based teaching practices that support the learning
and well-being of all children prek-12
• create a professional learning community that involves educators from both partner
districts
• develop a program of professional development activities that brings together teacher
candidates and their cooperating practitioners in meaningful activities that support the
social, cognitive, emotional and spiritual well-being of children
• match teacher candidate and cooperating practitioner
5.3.3 The Professional Development Schools
The PDS collaborative currently involves 6 six schools within the Nashua School District,
representing the k-12 spectrum, who have expressed a commitment to participate in activities
beyond the typical partnership model.
Nashua High School South Amherst Street
Pennichuck Middle School Ledge St
5.3.4 Activities in PDS Schools
Activities unique to PDS Schools include, but are not limited to
• “rounds”- a medical model of professional development
• Teachers and teacher candidates looking together at student work
• Matching of teacher candidate and cooperating practitioner for field experiences in
methods courses experiences and in student teaching.
• Teacher research projects
5.3.5 The Roles of Teachers in PDS Schools
Teachers in professional development schools are important models of professional learning
involvement and leadership for students. They engage in a wide-range of professional
activities. They:
• Co-supervise student teachers and interns;
• Participate as co-instructors or coaches in school-based course experiences;
• Participate on curriculum teams in the arts, humanities, mathematics, physical and
natural sciences, and social sciences with Rivier liberal arts and education faculty;
• Share, reflect on and develop their teaching practice and understanding of student
learning in teams---a practice called “rounds”;
• Conduct research in their own classrooms, sometimes in collaboration with Rivier
faculty;
• Study and assess student work in teams (a process of “collaborative inquiry”);
• Work on curriculum development projects or applied research programs;
• Assess student teaching portfolios with education and liberal arts faculty.
5.3.6 Application to a PDS School
Students interested in participating in a PDS collaborative should submit the application
located in Appendix B.

6: THE FIELD-BASED EXPERIENCES
6.1 Overview
The early field-based experiences and the culminating semester-long student teaching
experience constitute the clinical component. At Rivier College the clinical component is
fully integrated into the academic program of study as students begin working with teachers in
local schools with their first core education course, Foundations of Secondary Education,
which students typically take in the spring semester of their first year of study.
Admission to the Teacher Certification Program requires successful completion of the field
experiences associated with Ed 150: Foundations of Secondary Education and Ed 200: Human
Exceptionality, each of which carries a minimum of 25 field-based hours. Admission to
student teaching requires successful completion of an additional 25 field-based hours that are
associated with the appropriate methods course, giving students a total of 75 field-hours in
which to develop their skills as professional educators prior to the final field practicum.
Students who do not complete successfully the required twenty-five hours early field
experience cannot earn a passing grade in the courses associated with them.
6.2 Scope and Sequence of Field Experiences across Core Education Courses
Early field-based experiences and student placements are designed to give students
experiences working with a diversity of students in a variety of contexts and secondary
schools. The field placements and assignments evolve with the knowledge and skills of the
teacher candidate. Field placements associated with introductory courses, for example, give
students supervised experiences developing one-on-one relationships with a diversity of
students, first through working at an after-school homework center then by working with
teachers in a local middle school. Field placements associated with advanced courses, such
courses addressing methods of teaching in the discipline, give students supervised experiences
working with high school students in a local partner high school.
The nature of the field assignments also varies with the level and nature of the course. Field
assignments of introductory courses (Ed 150: Foundations of Secondary Education and Ed
200: Human Exceptionality) emphasize one-on-one tutoring, observation and analysis of
individual and small group learning, including analysis of student-to-student and teacherstudent
interactions; moving toward an exploration of how structure classroom environments
to promote equity and incorporate differences due to race, class, gender, learning style,
religious and sexual orientation, etc. Assignments in methods courses focus on: alignment of
instruction with state standards; exploration of various principles of and approaches to lesson
design; assessment of student learning. Students in methods courses are required to (1)
develop a curriculum unit of at least three lessons; (2) teach a minimum of three whole-group
lessons that are evaluated by the school supervisor.
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ED150: Foundations Secondary Education
Students conduct a minimum of 15 hours
working with a teacher in a local middle
school. Students are placed with teachers
according to their area of certification. Students
are introduced to the philosophy and practices
characteristic of middle schools. Students learn
the importance of relationship (student to
student, teacher-student) in creating a learning
community.
ED200: Human Exceptionality
Students conduct a minimum of 25 hours
observing and assisting in classrooms with a
high percentage of students identified with
learning disabilities. Students may choose to
continue at Pennichuck middle school or they
may select another partner school that serves
students grades 7-9.
ED350: Classroom Management
Students conduct a minimum of 10 hours of
observation in classrooms with a focus of
equity and classroom management.
Methods of Teaching in Secondary
Students conduct a minimum of 25 hours
assisting a teacher in a secondary setting.
Students are required to develop and teach a
minimum of one whole-group lesson. Students
are encouraged (but not required) to work with
the teacher which whom they intend to conduct
the final field-based experience, student
teaching
Ed420S_Student Teaching & Seminar
Field assignments require students to
• work one-on-one with individual students
• facilitate small group activities
• assist teachers with classroom duties
• acquaint themselves with the roles and
responsibilities of school personnel
• identify the diverse interests and needs of
adolescent learners
• identify strategies used to create a positive
learning environment
Diversity: In accordance with Rivier College’s
commitment to social justice and alleviating
issues of social inequity, students conduct a
minimum of 10 hours working one-on-one with
students at the Boys and Girls Club of Nashua,
NH, or another social service organization.
• work with individual students with
exceptionalities
• facilitate small group activities for students
with learning disabilities
• identify research-based strategies and
modifications to support the learning of the
full spectrum of learners
• understand the roles and responsibilities of
school personnel who serve as resources for
classroom teachers
• Identify specific strategies and practices to
promote positive student interaction
• Identify verbal and non-verbal strategies to
reduce issues of negative student behavior
• Identify the antecedents of specified student
behaviors
• Teach lessons aligned to skills and practices
central to teaching in the content area
(ed612s)
• Develop and teach a lesson utilizing tools of
inquiry central to the discipline
• Teach a lesson with a focus on supporting
adolescent literacy
• Videotape a lesson taught for subsequent
analysis through specified frameworks
• Audiotape a lesson taught for analysis
• Teacher candidates gather artifacts to
document competency across all teacher
preparation standards
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6.3 Criminal Records Check
All field experience students are required to comply with state legislation that requires all
persons, who regularly come in contact with children and youth on a daily basis for a period of
time, undergo a full criminal record check, including fingerprinting. The student will assume
the responsibility for all costs related to this process. Individuals who do not receive a positive
outcome on this background check are prohibited from continuing in the program.
6.4 Cooperating Practitioners
All field experiences are to be conducted in a partner school and supervised by a classroom
teacher who meets the guidelines articulated by the New Hampshire Department of Education.
The list of approved cooperating practitioners is updated each year on the basis of feedback
from Rivier teacher candidates and College Supervisors.
6.4.1 Selecting Process for the Cooperating Practitioners
Rivier College PEPP develops a pool of potential cooperating practitioners through actively
seeking nominations from school principals, teacher candidates and college supervisors.
Nominations for cooperating practitioners are forwarded to the director of field placements
who (1) informs the classroom teacher of his/her nomination, (2) forwards a Cooperating
practitioner Profile form, (3) details the selection process, and (4) informs the nominee of the
roles and responsibilities of Cooperating practitioners.
6.4.2 Qualifications of the Cooperating Practitioners
Rivier College puts a high emphasis on the field experiences of teacher candidates and has
therefore high expectation for cooperating practitioners. Cooperating practitioners must
(1) indicate a willingness to participate in mentoring sessions offered for field
supervisors, and
(2) agree to use research-based mentoring practices when working with Rivier teacher
candidates.
In addition, prospective cooperating practitioners must provide evidence of the following
qualifications:
(1) adequate and relevant preparation in the discipline,
(2) a minimum of 3 years of effective teaching
(3) hold relevant certification,
(4) possess the skills and disposition to mentor a teacher candidate.
All school supervisors are required to provide documentation of their qualifications by
completing the Cooperating Practitioner Profile located in Appendix F. Cooperating
Practitioner Profiles are filed with the Education Field Office. Teachers are required to
20

complete this Profile form just once. Students should check the list of approved teachers when
considering a prospective cooperating practitioner.
6.4.3 Responsibilities of the Cooperating Practitioner
Cooperating practitioners Agree to:
• Utilize current research-based mentoring practices.
• Demonstrate research-based instructional practices.
• Contact the Education Field Placement Office regarding performance, needs, or
concerns about the student that arise.
• Communicate with all stakeholders, assess the field experience student or student
teacher and participate in conferences as outlined in program/course documents.
• Allow the teacher candidate to incorporate pedagogy learned in academic course work
into the classroom, as well as model good teaching practices to assist student teacher
development.
6.4.4 Monitoring the Pool of Cooperating Practitioners
Each semester, following the conclusion of a field-based experience, the director of field
placements invites feedback from teacher candidates and college supervisors on the quality of
supervision and mentoring provided by cooperating practitioners. (see field experience
paperwork) Cooperating practitioners who fail to provide adequate supports for Rivier
candidates are removed from the pool of cooperating practitioners.
6.5 Coordination and Documentation of the Early Field Experiences
Rivier College has collaborative partnerships with four neighboring school districts: Nashua,
Hudson, Litchfield and Londonderry. Districts receive tuition vouchers for hosting and
supervising Rivier certification students. School faculty who mentor and supervise Rivier
students receive tuition vouchers and participate in the development and teaching of core
education courses.
Once a student has received notification of his/her field placement s/he must:
(1) obtain a signed Early Field Experience contract with the signatures of both the
supervising teacher and building principal; and
(2) review with the supervising teacher all course-related field assignments and
develop a plan though which the assignments can be completed. Students are also
required to maintain a field log in which they record all visits to the practicum site.
Successful completion of the required field hours must be verified by both the school
supervisor and course instructor.
Admittance into student teaching requires positive evaluations from all school and college
supervisors. Students who receive poor evaluations will be required to repeat the experience or
counseled into another educational program.
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6.5.1 Procedure for Placement in Early Field Experience
All students are placed in partner schools by the Director of the Rivier Education Field
Office. The flowchart shown in Appendix G illustrates the procedures for obtaining a field
placement, the documentation required and paperwork to be filed.
6.5.2 Forms Associated with Early Field Experiences
Each field-experience requires substantial documentation. All paperwork for early field
hours is available on the course Blackboard site and through the Educational Field
Office. No student shall commence a field assignment without prior submission of a signed
written agreement outlining the responsibilities of the institution and the school or district with
respect to the activities and services to be performed. The agreement shall be signed by a
representative of the institution, a school or district administrator, the cooperating practitioner,
and the candidate.
All paperwork related to the early field-based experiences is distributed by and returned
to the instructor of the relevant education course. Completed paperwork is filed with the
Education Field Office located in the Education Division. Paperwork includes:
• Field Experience contract signed by the building principal and cooperating
practitioner;
• a Professional Development Plan signed by the cooperating practitioner and course
instructor
• Cooperating practitioner’s evaluation of the pre-practicum student
• Professional Disposition Report-Teacher Candidate self-evaluation
• Professional Disposition Report-Instructor evaluation
• Professional Disposition Report-School Supervisor evaluation
• Student evaluation of the pre-practicum site
• log of field hours
Note: Students are required to retain a copy of all field-related documents for their personal
records
6.6 Student Teaching: The Culminating Field-Based Experience
Student teaching at the baccalaureate level is a 9.0-credit, semester-long field-based
experience which approved students conduct during the final semester of college study.
Admittance to student teaching is not automatic. Candidates must demonstrate their readiness
for the practicum through an evaluation of their knowledge, skills, and dispositions. A
checklist of criteria is shown in Appendix H Candidates must also demonstrate that they have
satisfied all requirements for the bachelor’s degree. Students are required to apply for student
teaching in the semester prior to that in which they will conduct the final field experience. The
approval process and timeline is shown in Appendix I. Applications to student teach [See
Appendix J] and any supporting materials (e.g., portfolio pieces) are reviewed by the
student’s academic advisor and the Education faculty on a semester basis-in April and in
22

November. Applicants receive written notification of their application status from the Director
of Secondary Education. Students who fail to meet the approval criteria must meet with their
academic advisor to plan an alternative program of study and schedule coursework to meet the
9.0 credit shortfall.
6.6.1 Standards And Criteria For Admission
Acceptance into the Rivier Professional Educator Preparation Program does not equate with
acceptance into student teaching, the final field-based experience. All teacher candidates who
intend to student teach must submit a formal application in the semester prior to the
culminating experience. Acceptance into student teaching requires documentation of the
following:
1. a G.P.A. of 2.5 or better in his/her academic major
2. a G.P.A. of 2.5 or better in core introductory education courses
3. a grade of B or better in courses concerning methodology and pedagogy-these courses
require the development and teaching of a standards-based student-centered learning
activity. Lesson plans and other portfolio products should be available for review at
the time of application.
4. positive Professional Preparation Reports from the instructors of methods courses
5. positive evaluations from all supervisors of the early field-based experiences
associated with the methods course(s).
6. recommendation of the Content Area Program Director.
Approved students meet with their major advisor to establish the appropriate level and setting
for the practicum. Students then meet with the Director of Secondary Education who issues
The Student Teaching Contract. This contract must be signed by all parties (building
principal, cooperating practitioner, college supervisor, and director of secondary education).
Contracts must be filed with the Education Department by the last Monday in April for fall
student teaching or the last Monday in November for spring student teaching. Each semester
there is a mandatory informational meeting for students approved for student teaching.
Students approved for student teaching must register for ED420S, which includes the student
teaching field experience/practicum and a weekly student teaching seminar. The seminar
meets weekly on the College campus. The Undergraduate Secondary Education Student
Teacher Handbook provides additional details of the culminating field-based experience.
6.7 Removal from a Field Experience in Progress
Occasionally it becomes necessary to remove a teacher candidate from a field experience. In
such instances the following process is to be followed.
6.7.1 Removal from an Early Field Experience in Progress
1. The Cooperating Practitioner and/or College Supervisor prepare written documentation
of the issue(s) making the recommendation for removal necessary.
23

2. Documentation is forwarded to both the College Supervisor/instructor and/or Content
Program Director as appropriate.
3. Cooperating Practitioner and College Instructor/supervisor review the issue with the
teacher candidate and, together, develop a plan of action (See Improvement Plan) to
correct any perceived deficiencies/weaknesses. The Improvement Plan must contain
the recommended corrective action and the timeline.
4. Plan of action is signed by teacher candidate, Content Program Director and Dir. PEPP
5. In the event that the supervisory team feels that the teacher candidate failed to make
the corrective recommendations, then the teacher candidate is provided with two
options:
a. Repeat the field experience at a time convenient to the partner school district
and Rivier College
b. Choose an alternative field of study
6. College Instructor and/or Cooperating practitioner meet with the Content Program
Director and Director of Rivier PEPP who issue the candidate and College Dean
written notification of the aforementioned decision.
6.7.2 Removal from final field-based experience
In the rare event that the supervisory team feels that a Rivier teacher candidate must be
removed from the final field-based experience, the candidate has two options available:
1. Continue in the practicum but not be recommended for licensure. This option allows
the candidate to obtain the necessary credit for the baccalaureate degree. This option
requires that the supervisory team feels that no harm will be done to students at the
practicum site by allowing the candidate to remain at the placement site.
2. Repeat the student teaching experience when the teacher candidate provides evidence
that corrective actions have been met to the satisfaction of all parties.
3. Select academic coursework to complete the credit requirement for the baccalaureate
degree.
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7: PROFESSIONALISM
Students in the teacher education programs are aspiring to become professional educators. As
such, students are expected to conduct themselves in a professional manner at all times: in
class, with colleagues and professors, and in the field experience setting.
Professionals are expected to exhibit courtesy in their interactions with others. When they
disagree with one another, they address their colleague with respect as they seek to mediate
their differences. Professionals do not talk about their colleagues to others. Professionals are
expected to work out differences in a collegial, collaborative manner.
When professionals have commitments, they honor them. Therefore, as a professional,
students are expected to keep all appointments and attend classes. They are expected to arrive
at class and be prepared to begin at the assigned time. As teachers in training, Rivier College
students are developing and demonstrating qualities that teachers must exhibit in order to be
successful. Punctuality is expected. If, for some reason, they are unable to honor these
commitments, they are expected to call the persons involved and inform them of their inability
to attend the class or meeting. It is courteous to make the call before the meeting in order not
to inconvenience the other person.
7.1 Professionalism in Coursework
Students are encouraged to meet with the professor to facilitate meeting the requirements of
the course. They should contact the professor by means of individual appointments, phone
conferences, or email dialogues, in order to confer on relevant readings, the conceptual
framework of the course, and the implementation and fulfillment of assignments.
7.2 In Field-Based Experiences
Rivier College students are guests in the classroom of host schools and, as such, are expected
to act respectfully and professionally at all times. The students’ knowledge of confidential
information and how it is handled is vital to the successful relationship between the student
and the school personnel, families, children, and the profession. Students are likely to be
exposed to confidential information pertaining to students, families, and the school. They are
expected to follow all guidelines related to confidential information that has been laid out in
the school district policy. It is expected that students will display great sensitivity toward
confidential information and will respect the privacy of students, families and the school.
Students are expected to dress professionally when conducting school business, whether or not
during the normal school hours. Professional dress also pertains to orientations, seminars and
any events in a professional capacity. Students are representatives of the college and are
expected to present themselves accordingly. Appearance concerns most frequently relate to
hairstyles, body piercings, tattoos, tight or revealing clothing or other types of clothing, but
hygiene may also cause concern. For women, a neat skirt or slacks and blouse, or dress might
be worn. For men, a neat shirt and slacks, a sweater or jacket would be appropriate. Blue
jeans, sweatshirts, ball caps, visible body piercings,T-shirts, short tops, sheer/see-through
clothing, low-cut shirts, blouses, or tops are not to be worn to field experiences(student
25

teaching). Exposure of midriff, cleavage, and undergarments is inappropriate. Failure to
follow these guidelines may cause a student to be dismissed from the field site.
Host schools are helping Rivier College students develop their knowledge and skills and are
generously lending them their expertise, children, and staff. In return, they expect students to
be on time, perform their responsibilities to the best of their abilities, and show a commitment
to the school, children, and cooperating practitioners. Therefore, it is expected that student
will display an attitude of willingness to help. Although the requirement for each field
experience block is a minimum of 25 hours, students should keep in mind they have a
commitment to the school and should display a willingness to contribute to the school beyond
the requirement.
After the students have been placed in the school, they should maintain communication with
the classroom teachers. If they are going to be late or absent for a legitimate reason, the
classroom teachers should be called ahead of time and informed of this situation. If there is a
question about a lesson or expectation from the classroom teachers, it is the students’
responsibility to contact the teachers for clarification of the question. Professional behavior is
expected at all times.
Note: All teacher candidates are required to complete a Criminal Background Check. See
Section 5.
7.3 Procedure for Addressing Areas of Concern
If a problem occurs between students, they should try to solve the issue among themselves
prior to involving the professor. Should such an informal process not lead to a successful
resolution, the professor should be notified and assistance will be provided. If the concern
pertains to the course (strategies, assignments, grading, etc.) or the professor (behavior,
professionalism, etc.), the students should adhere to the following protocol:
• Discuss the concern with the professor
• Meet with the Program Director
• Bring the concern to the Division Chair
• Speak with the Academic Dean and/or designee of the College. It is hoped that the
concern will be resolved before this level. (See college catalog under Academic
Appeal Process, p. 32)
Following this protocol is a professional responsibility that will prepare you for the way
schools and school districts handle conflict. There are, of course, extreme situations where
these procedural steps would not apply, but they are rare and the behavior in question should
be severe enough to warrant such action. Protocol for addressing areas of concern in a fieldexperience
are outlined in 6.7.1 and 6.7.2
26

7.4 NEA Code of Ethics
The faculty of Rivier PEPP expects all teacher candidates to maintain the commitments
and code of ethics adopted by the National Education Association. See Appendix L
Principle I: Commitment to the Student
The educator strives to help each student realize his or her potential as a worthy and effective
member of society. The educator therefore works to stimulate the spirit of inquiry, the
acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals. In
fulfillment of the obligation to the student, the educator:
Principle II: Commitment to the Profession
The education profession is vested by the public with a trust and responsibility requiring the
highest ideals of professional service. In the belief that the quality of the services of the
education profession directly influences the nation and its citizens, the educator shall exert
every effort to raise professional standards, to promote a climate that encourages the exercise of
professional judgment, to achieve conditions that attract persons worthy of the trust to careers in
education, and to assist in preventing the practice of the profession by unqualified persons.
7.5 Assessment of Professional Disposition
The Professional Disposition Quality Form and Improvement Plan are described in Section 4
27

8: THE TEACHING-LEARNING PORTFOLIO
“More than an elaborate scrapbook or a collection of written documents, is an
individualized portrait of a teacher as a professional reflecting on his or her
philosophy and practice. This portrait is fully realized through the teacher’s deliberate
selection of artifacts and thoughtful reflections on those artifacts, which provide
insight into the teacher’s growth” (Bryan Painter 2001)
8.1 Portfolios as a Performance-Based System of Assessment
Portfolios are an organized collection of artifacts and documents that help students reflect on
how well they are meeting the New Hampshire Department of Education Standards for teacher
certification. In addition, portfolios document the teachers’ experiences, knowledge, skills,
dispositions, competencies, and achievements. They are often used to assess and evaluate the
student teachers’ performance.
Portfolios are a means for the students to:
• assess and reflect on their knowledge, skills, and dispositions,
• demonstrate teaching progress, efforts, and accomplishments in an organized plan and
observable manner,
• demonstrate how they meet professional standards,
• demonstrate their assessment decisions and improvement in learning,
• demonstrate their ability to solve, create, design, collaborate, interact, in a manner
consistent with the expectations of a beginning teacher.
8.2 Organizational Framework of the Reflective Teaching-Learning Portfolio
Beginning in the first year of their teacher licensure program, the students begin the
professional portfolio process. The Core Beliefs and Commitments of Rivier College PEPP
and New Hampshire standards for professional Educators [Ed610s] are to be the central
organizational framework. (See Appendix M) Portfolios are available for review from the
Educational Resource Center located on the 2 nd floor of the Education Center. Portfolio
template is made available in the first core education course, Ed150: Foundations of
Secondary Education. Students should store the template on the student P-drive of the school
server.
8.2.1 Portfolio Template
The Portfolio template is available through the blackboard site of all core education courses.
Students are encouraged to download this template onto the p-drive of the server.
8.3 Artifacts and Evidence
Examples of possible artifacts include: a philosophy of education statement, lesson plans and
assessments, behavioral management plans, bulletin boards, and teacher-made materials. A
28

single artifact, such as a lesson plan or videotape of classroom teaching, will likely
demonstrate competency in one or more areas. These collections form a framework for
reflection and self-assessment. Students refine the artifact collections throughout the program.
A written statement accompanies each artifact that provides evidence demonstrating the
students’ knowledge, skills, disposition, and competencies. Further information and
guidelines are provided at various times during the completion of the program.
8.3.1 Artifact Reflection
Each artifact is to be accompanied by an artifact reflection that describes for the reader how
the artifact selected for presentation demonstrates or reflects the identified performance area.
A single artifact may be used to demonstrate teaching competency in more than one area.
Indeed, a portfolio that contains 2-3 unit plans (of 2-3 lesson plans per unit area) is likely to
address all standards articulated by the NH Department of Education. Assignments associated
with core education courses have been designed to generate artifacts through which the teacher
candidate can demonstrate progress toward the NH standards for professional educators.
8.4 The Portfolio Presentation
Candidates share their reflective teaching-learning portfolios with a supportive community of
peers, supervisors, and collaborating teachers at a portfolio ceremony at the culmination of the
Practicum. Guidelines for the portfolio presentation are reviewed in the student teaching
seminar.
8.5 Assessment of the Portfolio
Portfolios are a required component of the teacher certification program at Rivier College.
Candidates who do not submit a completed portfolio will NOT be recommended for licensure
to the NH Bureau of Credentialing. Candidates are informed of this requirement at the outset
of the certification program. Every effort is made to ensure that candidates have opportunities
to develop and gather artifacts for the culminating portfolio. While coursework and
assignments in core education courses are aligned to state preparation standards, providing
opportunities for candidates to gather a pool of potential portfolio pieces, the rubric used for
portfolio assessment is issued to students during methods courses and the student teaching
seminar. See Appendix M.
29

9.1 Statement on Attendance
9: COLLEGE POLICIES
(Taken from Rivier College School of Undergraduate Studies Catalog 2005-2007, pp 27-28)
The classroom is the heart of the educational experience at Rivier College because it provides,
uniquely, a formal setting for the important exchanges among faculty and students. Regular
and punctual attendance at all classes, essential for maximum academic achievement, is a
major responsibility of Rivier College students. Failure to attend and contribute to the
classroom environment significantly and demonstrably reduces the quality of the educational
experience for everyone in the classroom. As a result, absences almost always impact quality
performance.
As part of its commitment to a quality educational experience for all members of the Rivier
community, the College formally requires specific attendance policies to be developed by its
professors and reviewed by their Chair and Dean. Any form of attendance used by an
individual professor as a criterion for evaluation must be specified in the course syllabus and
presented to students during the first week of classes. These policies may include reasonable
penalties and sanctions for excessive absences.
In the event of prolonged illness, accident, or similar emergency, it is the responsibility of the
student to notify both the professor and the Office of the Dean. Students must remember that it
is always their responsibility to make up the work they have missed during an absence from
class. Students are directed to confer with their professors when their absences jeopardize
satisfactory progress. Whenever a professor is absent without notification, students are
expected to wait fifteen minutes before leaving and to sign an Attendance List, which a class
member delivers to the Office of the Dean.
Instructors are required to record attendance and alert the Registrar when a student fails to
attend the equivalent of two consecutive weeks of courses (2 absences for a course meeting
once a week, 4 absences for a course meeting twice a week, 6 absences for a course meeting
three times a week). The student will then be alerted that he/she is in danger of falling under
the “habitual non-attendance” policy” (see below).
Habitual Non-Attendance Policy
Habitual non-attendance of a course or courses will be considered academic misconduct
subject to withdrawal from the course(s) not attended. Habitual non-attendance is defined as
an absence in any course (for any reason whatsoever) equating to three full weeks of missed
class sessions (3 absences for a course meeting once a week, 6 absences for a course meeting
twice a week, 9 absences for a course meeting three times a week).
It is the responsibility of the student to notify the College of any intention to withdraw from a
course or withdraw from the College. The College will attempt to resolve the issue of habitual
non-attendance with the student; however, the College reserves the right to withdraw students
30

who are no longer attending courses. Habitual non-attendance in one or more classes may
result in administrative withdrawal from the class or classes affected, withdrawal from the
College or, in cases with extenuating circumstances, an administrative leave of absence. In
such cases a grade of W or NF will be assigned to the classes affected according to the
appropriate date published in the academic calendar.
9.2 Rivier College Statement on Classroom Behavior (Office of the Academic Dean)
The classroom is the heart of the educational experience at Rivier College because it provides
a formal setting for important exchanges among students and faculty. Rivier College affirms
the rights of all students and their faculty to an environment that is conducive to teaching and
learning. Therefore, the College does not condone behavior that, in the judgment of the
professor, interrupts, obstructs, or inhibits the teaching and learning process. Disruptive
behavior may include but not be limited to verbal attacks, intimidating shouting, inappropriate
gestures, attending class under the influence of drugs or alcohol, using cell phones,
consistently coming to the class late or leaving early, threatening and/or harassing comments,
profanity, incessant whispering/talking in class, etc. Disruptive behavior may include other
behavior that appears to be attention-seeking in nature, monopolizing of class time, or creating
an uncomfortable class environment for other students, Disruptive behavior may result in
immediate removal from the class and/or the College.
9.3 Academic Dispute Resolution
If a dispute occurs between students, they should try to solve the issue among themselves prior
to involving the professor. Should such an informal process not lead to a successful
resolution, the professor should be notified and assistance will be provided.
If the concern pertains to the course (strategies, assignments, grading, etc.) or the professor
(behavior, professionalism, etc.), the students should adhere to the following protocol:
• Discuss the concern with the professor
• Meet with the Program Director
• Bring the concern to the Division Chair
• Speak with the Academic Dean of the College. It is hoped that the concern will be
resolved before this level. (See college catalog under Academic Appeal Process, p. 32)
Following this protocol is a professional responsibility that will prepare you for the way
schools and school districts handle conflict. There are, of course, extreme situations where
these procedural steps would not apply, but they are rare and the behavior in question should
be severe enough to warrant such action on the students’ part.
9.4 Cancellation of Classes
Students are to wait for 15 minutes for a professor to appear in class. If the professor does not
appear, each student is to sign his/her name on an attendance sheet and give to the
undergraduate administrative assistant.
31

9.5 Intent to Graduate
During the last semester at Rivier College, students receive an Intent to Graduate form from
the Academic Dean’s office. Students must complete the form and return it promptly in order
to expedite the graduation process. Students who successfully complete one of the Secondary
Education Programs are eligible to receive a Bachelor of Arts or Bachelor of Science degree
from Rivier College.
9.6 Americans with Disabilities Act (ADA)
Rivier College wants to provide reasonable accommodations to students with disabilities. To
accomplish this goal effectively and to ensure the best use of our resources, the College
expects students to provide timely notice of a disability to the Office of Special Services for
verification and for evaluation of available options. Any student whose disabilities fall within
ADA should inform the instructor within the first two weeks of the term of any special needs
or equipment necessary to accomplish the requirements for the course. To obtain current
information on this procedure, students should contact the Office of Special Services at
telephone extension 8497.
9.7 Notice Of Non-Discrimination
Rivier College does not discriminate on the basis of race, color, national origin, religion, age,
veteran or marital status, sex or handicap in admission to, access to, treatment in or
employment in its programs and activities. The following persons have been designated to
handle inquiries regarding the nondiscrimination policies: Director of Human Resources, ext.
8210 (for employees); and Vice President for Student Development, ext. 8247 (for students).
Inquiries concerning the application of nondiscrimination policies may also be referred to the
Regional Director, Office for Civil Rights, U.S. Department of Education, J.W. McCormack
P.O.C.M., Room 222, Boston, MA 02109-4557.
9.8 Applying for Educational Certification
Certification is distinct from graduation. The Department of Education (DOE) is responsible
for the certification and recertification of all educators from Superintendents through teacher
aides. Students who successfully complete all components of the Teacher Certification
Program are eligible to be recommended to the Bureau of Credentialing at the New Hampshire
Department of Education by the Certification Officer at Rivier College. Students applying for
initial certification to teach in a specialty area such as Biology, English/Language Arts, Middle
School Mathematics or Secondary Mathematics are required to document subject matter
proficiency through earning a passing score on the relevant Praxis II assessment before they
can apply for licensure. Students should consult with their academic advisor to determine the
most appropriate time to schedule this subject matter assessment.
Certification paperwork is distributed through the student teaching
32

APPENDICES
33

Application to the
Undergraduate
Professional Educator Preparation Program
Complete and sign this application. Return it to your program director the semester after completing a
minimum of 36 credit hours. The program director will present the application and other supporting data
(field evaluations, GPA status, Praxis scores, Professional Disposition Qualities Reports, etc.) to the PEPP
Committee for consideration of your application to the Teacher Certification Program. Transfer students
with more than 36 credits, must complete all requirements for application to the Professional Educator
Program by the end of the first semester at Rivier College.
Name _______________________________________________
Date _______________
Address ______________________________________________________________________
Campus/Home Phone ______________________ Email ______________________________
Circle Program Applying for: ECE/SPED EL/SPED Secondary _____________
(Subject)
Undergraduate: Soph. _____ Jr. _____ Sr. _____ Anticipated Graduation Date
_________
Number of credit hours successfully completed ____________
GPA ___________
Praxis I Scores
Reading ______ Writing ______ Math ______ Composite________
I am seeking admittance to the Professional Educator Professional Program at Rivier
College. I have:
□ Completed a minimum of 36 credits hours
________ (Admin. Asst.)
□ Successfully passed all sections of Praxis I
□ Met minimum GPA of 2.5
□ Successfully completed required field experiences
□ Met professional standards outlined on the Professional
________ (Admin. Asst.)
________ (Admin. Asst.)
________ (Program Dir.)
Dispositions Form
________ (Program Dir.)
□ Evidence of Proficiency in Major Area of Concentration Sec. Education.
____________________________________(Signature Area Program Director)
If accepted into the Professional Educator Preparation Program, I am interested in participating in
the Professional Development School collaborative between Rivier College and the Nashua
Public School District: □ Yes □ No
___________________________________________________
Signature of Student
___________
Date
34

RECOMMENDATION
Date of Faculty Meeting for Acceptance in PEPP: ________________________
______ The Rivier College Professional Educator Committee recommends
____________________________________ for admission into the PEPP
Name of applicant
______ The Rivier College Professional Educator Committee does not recommend
____________________________________________ for admission into the PEPP
Name of applicant
Rationale for denying admission at this time:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
The Rivier College Professional Educator Committee conditionally accepts
________________________________________ for admission into the PEPP
Rationale and suggested action plan for conditional acceptance:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________
Date
_______________________________________________
Signature of Program Director
________________
Date
_______________________________________________
Signature of Director P.E.P.P.
Date Student is Notified: _______________________
‣ Letter of acceptance mailed to student with a copy put into student file
‣ Student entered into EFO data base
35

Student Application
Professional Development
School Collaborative
This form is for teacher candidates who are interested in participating in a Professional
Development School Collaborative during a field experience.
Name: __________________________________________
Email____________________________________
Home Address:
______________________________________________________________________________
Street City/Town Zip code
Local Address:
_____________________________________________________________________________
Street City/Town Zip code
SECTION I: ACADEMIC PREPARATION/QUALIFICATIONS
Program:
_____Early Childhood Education/Special Education _____ Elementary Education/Special
Education
_____Secondary Education, Subject Area_________________________
Field Experiences Completed:
School- Cooperating practitioner
Course
Number
Grade
Level
From
To
to
to
to
to
Related Experiences and Leadership Roles: (professional development conferences, etc.)
Description of Activity
Dates
36

SECTION II:
AS A RIVIER COLLEGE TEACHER CANDIDATE, I AGREE TO:
• Demonstrate research-based instructional practices.
• Participate in the PDS workshops, activities, seminars, meetings, and peer
observations.
• Incorporate pedagogy learned in academic course work into the classroom.
• Uphold the values and beliefs of the Rivier College Teacher Preparation Program and
present myself in a professional and ethical manner.
• Participate in the assessment and development of the collaborative.
• Participate in the culminating recognition ceremony.
SECTION III: Personal Statement
Add a personal statement indicating why you would make a good candidate for this
new Nashua-Rivier College PDS Collaborative.
TEACHER CANDIDATE APPLICANT: _______________________________ Date: ________________
Signature of Applicant
Please return to: Rivier College, Division of Education
Name of Applicant ______________________________________________________________
Print
Applicant has a positive record of field experiences.
Applicant has maintained the required GPA in content and education course work.
Applicant has been accepted into the Teacher Preparation Program.
Applicant is recommended as a teacher candidate with the knowledge, skills and
disposition to participate the Professional Development School Collaborative.
__________________________________________
Signature of Program Director
_______________________________
Date
Teacher Candidate Notified of Acceptance ____________________ _________________
Date
Initials
37

Appendix C
Sample Time Line for Fulfilling Program Requirements
Freshman Year
Spring
• ED 150: Foundations of Secondary Education (25 hour field experience)
Sophomore Year
Fall
• HD 200: Introduction to Human Exceptionality(25 hour field experience)
• Register for Praxis I: Basic Academic Skills Assessment
Spring
• HD 260: Pre-Adolescent/ Adolescent Development
• Submit application to the Secondary Teacher Certification Program
Junior Year
• ED 350: Managing Pre-Adolescent & Adolescent Behavior
• PHI 204: Philosophy of Education (core)
• Methods Courses (25 hour field experience)
• Complete Service Learning Requirement
Senior Year
Fall
• Complete any outstanding methods courses in subject area
• Gain approval for Student Teaching
• Submit completed Student Teaching Contract and any other required paperwork
secondary education program director no later than November 30
• Meet with academic advisor to schedule Praxis II: Subject Area Assessment
Spring
• ED420S: Student Teaching and Seminar
Gather portfolio artifacts to demonstrate proficiency in NH Professional Standards for
Educators (Ed610s
38

Professional Disposition Qualities [PDQ]
Self-Evaluation by PEPP Candidate
Student Name: _________________________________________________ Date: ______________
Circle one: Undergraduate: Fr. Soph. Jr. Sr. Grad. Program: ____________________
Semester: Fa Sp S1/2 20___ Professor : ___________________ Course#:_____________________
Please rate yourself by checking the box on the continuum that you believe best describes
your qualities.
5=Distinguished 4=Proficient 3=Satisfactory 2= Inconsistent 1=Needs Improvement
Professional Commitment and Responsibility 5 4 3 2 1 N/A
1. Engages enthusiastically in the learning process
2. Completes high quality work
3. Demonstrates initiative suitable to the context
4. Conveys confidence when interacting with students,
peers, and/or professionals in a group setting
5. Prepares, organizes, and meets assignment due dates
6. Demonstrates reliability by following through
with commitments
7. Maintains confidentiality of student
information and records
8. Arrives on time
9. Attends consistently
10. Dresses appropriately for the situation and is well
groomed
Comment on Professional Commitment and Responsibility
Intra/ Interpersonal Skills 5 4 3 2 1 N/A
11. Reflects on own practices and behavior
12. Responds constructively to evaluative feedback from
peers and/or professionals
13. Collaborates effectively
14. Contributes relevant information during group
activities
15. Considers all points of view and demonstrates a
respect for diversity
16. Handles conflict professionally
17. Communicates effectively and respectfully
18. Maintains professional boundaries with all
individuals
19. Demonstrates good judgment and discretion when
interacting with others
Comment on Intra/Interpersonal Skills
Signature of PEPP candidate ______________________________Date: _________________
39

Teacher Candidate: ___________________________________
Major/Licensure Area_________________________________
Date______________________
Improvement Plan
Preparing Reflective and Effective
Practitioners
Reason for Improvement Plan: ______________________________________________
________________________________________________________________________
Area of Concern Goal Action/Assessment Timeline
Required Signatures:
Teacher Candidate: _____________________________________Date: ____________
Program Director: ______________________________________ Date: ____________
Discretionary Signatures
Division Chair: ________________________________________ Date: ____________
Other: _______________________________________________ Date: ____________
Over
40

Progress Review
Area of
Concern
Date of
Review
Progress/status
Comments
Progress Key:
MET=Goal Met
RG=Revise Goal
IP=In Progress
NP= no progress on goal
Final Decision Summary:
Concern has been resolved ; goals have been met
Progress toward goal/s noted‐continue with revised Improvement/Action Plan
Advised to other career options
Dismissed from Licensure Program
Comments: __________________________________________________________________
Required Signatures:
Teacher Candidate: _____________________________________Date: ____________
Program Director: ______________________________________ Date: ____________
Discretionary Signatures
Division Chair: ________________________________________ Date: ____________
41

Cooperating Practitioner Profile
Professional Educator Preparation Programs
__I have completed this application on file
This form is for educators who are interested in mentoring candidate in a field experience
Name:
Email
Home Address: Street: City/Town: State: Zip:
School District:
School Name:
School Address: Street: City/Town: State: State Zip:
Number of years at current school:
Number of years teaching:
Describe your current position and teaching responsibilities:
SECTION I: ACADEMIC PREPARATION/QUALIFICATIONS
Certifications Held:
Early Childhood Education Elementary Education Special Education
Secondary Education, Subject Area
College/University
Degree
Awarded
Date
Professional Experiences and Teaching Positions Held:
School
Grade
Level
From
to
to
to
To
Professional Organizations and Professional Development Experience and Leadership Roles:
Description of Activity
Dates
42

SECTION II: MENTORING AND LEADERSHIP
AS A RIVIER COLLEGE COOPERATING PRACTITIONER, I AGREE TO:
• Utilize current research-based mentoring practices.
• Demonstrate research-based instructional practices.
• Contact the Education Field Placement Office regarding performance, needs, or
concerns about the student that arise.
• Communicate with all stakeholders, assess the student and participate in
conferences as outlined in program/course documents.
• Allow the teacher candidate to incorporate pedagogy learned in academic
course work into the classroom, as well as model good teaching practices to
assist student teacher development.
SECTION III:
NASHUA SCHOOL DISTRICT-RIVIER COLLEGE PROFESSIONAL
DEVELOPMENT SCHOOL COLLABORATIVE
If you wish to participate in the PDS Collaborative, please check the box below:
I wish to participate of the Nashua-Rivier Professional Development School
Collaborative.
As an educator in the PDS Collaborative, I understand that part of my
professional development will involve participation in workshops, activities,
seminars, meetings, and observations.
COOPERATING PRACTITIONER APPLICANT:
Date:
Principal:
Email:
School Phone:
Applicant has a positive record of effective teaching
Applicant is recommended as a cooperating practitioner with the knowledge, skills
and disposition to mentor a teacher candidate in early and final field-based
experiences.
__________________________________________ ________________________
Signature of Principal
Date
Please return to:
Rivier College, Division of Education,
Education Field Office,
420 South Main Street Nashua, NH, 03060
Phone: 603-897-8656
43

____ Passing Scores Praxis I
Appendix H
Checklist for Student Teaching
_____ Letter of Acceptance into Teacher Certification Program
____
Met the GPA for major and Teacher Certification Program
Junior/Sr
ED350: Managing Adolescent Behavior
___Grade of B or better
___Log field hours-variable
___Positive professional preparation reports
Junior/Senior
XX322 Methods of Teaching ….at Secondary Level
___Grade of B or better
___Log 25 hours (total)
___Positive professional preparation reports
If a second methods (English, mathematics)
___Grade of B or better
___Log 25 hours (total)
___Positive professional preparation report(s) (course instructor)
___Positive evaluations from field supervisor(s)
____ Student is informed that she/he must earn a passing score on Praxis II subject
matter assessment to be recommended to the Bureau of Credentialing for
certification.
_____ Student is informed of the requirement for a Criminal Background Check
_____ Student is informed of the Orientation Meeting for Student Teachers/Cooperating
practitioners
45

Appendix I
RIVIER COLLEGE
Student Teaching/Internship Timeline
Fall (F)/Spring (SP)
APPLICATION
Prior to: October 1/March 1
Application for Student Teaching/Internship form is submitted to the Program Directors.
(Form is available online, in program handbooks, and at the Education Field Office)
Prior to: October 15/March 15
Applications are reviewed to ensure that all program requirements have been met.
APPROVAL PROCESS
October 20/March 20
Program Directors submit completed applications to the PEPP Committee for review.
Students are notified electronically via their Rivier email of their acceptance to student
teaching/internship.
A copy of acceptance letter is placed in students’ file folders.
IDENTIFYING SCHOOLS AND COOPERATING PRACTITIONERS
October 25-31/March 25-31
Program Directors schedule a meeting to orient students to the student
teaching/internship process, to explain the criteria for selecting schools and cooperating
practitioners, to review the Student Teaching/Internship Handbook, and to respond to
questions and/or concerns.
SECURING A PLACEMENT
November 5-30/April 5-30
Students meet with the Program Directors to finalize their placements. They receive a
Student Teaching/Internship Contract and return to the schools to finalize the placement
with the school administrator and the cooperating practitioners.
Prior to December 5/May 5
Students return the signed contract to Program Directors for signatures of college
supervisors and program directors.
ORIENTATION MEETING
Program Directors return signed contracts to student teachers for distribution to the
building administrators, cooperating practitioners, college supervisors, and student
teachers.
All forms must be completed and returned to the Division of Education prior to the
last day of finals. Education faculty and the field office coordinator may not be
available during the Christmas holidays or the summer months to process the
student teaching paperwork, therefore, students who have not completed the
process by December 21/May 10 will not be able to student teach during that fall or
spring semester.
46

Application For
Student Teaching
Secondary Education
SEMESTER PREFERRED: FALL □ YEAR _____ SPRING □ YEAR _____
Name:___________________________________ Program: _________________
Email: _______________________________________________________________
I. To be completed by Content Area Program Director
Subject Area______________________ GPA ________
Coursework required for certification has been completed □ yes □ no
Please list any coursework to be completed during student teaching, with rationale
Approval of Content Area Program Director: _____________________ Date ________
II. To be completed by Program Director in Secondary Education
Praxis I Scores: _____Reading _____Writing ____Mathematics
Field Experiences
□ 75 Field Hours Completed
□ B or better in Ed350: Classroom Management
□ B or better in methods coursework
Positive Prof. Disposition Reports
□ Ed350 □ Methods1 □ Methods2 (if applicable)
Please return this form to Rivier College, PEPP no later than:
• March 15 for Fall Semester Student Teaching Placement
• October 15 for Spring Semester Student Teaching Placement
47

RECOMMENDATION
Date of P.E.P.P. meeting: ________________________
______ The Rivier College Professional Educator Committee recommends
____________________________________ for admission into student teaching
Name of applicant
______ The Rivier College Professional Educator Committee does not recommend
______________________________________for admission into student teaching
Name of applicant
Rationale for denying admission at this time:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________
Date
_______________________________________________
Signature of Program Director
________________
Date
_______________________________________________
Signature of Director P.E.P.P.
Date Student is Notified: _______________________
‣ Letter of electronic notification with a copy of notification put into student file
‣ Student entered into EFO data base for student teachers for term xxxx
48

Appendix K
Ed 610.02 New Hampshire Standards for All Professional Educators
Ed 610.02 Professional Education Requirements. To promote all students’ learning,
each program of professional preparation shall require each graduate of a teacher
preparatory program to demonstrate professional education and the ability to exercise
professional judgment by showing achievement of the following knowledge, skills, and
dispositions:
1. Subject Matter: The candidate demonstrates an understanding of the central
concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and
can create learning experiences that make these aspects of subject matter
meaningful for students.
2. Planning and Preparation: The candidate plans and manages instruction based
upon knowledge of subject matter, students, the community, and curriculum
goals.
3. Student Learning: The candidate demonstrates an understanding of how children
and youth learn and develop and can provide learning opportunities that support
their intellectual, social, and personal development.
4. Diverse Learners: The candidate demonstrates an understanding of how learners
differ in their approaches to learning and creates instructional opportunities that
are adapted to learners from diverse cultural backgrounds and with
exceptionalities.
5. Instructional Strategies: The candidate demonstrates an understanding of and
uses a variety of instructional strategies to encourage the students’ development
of critical thinking, problem solving, and performance skills.
6. Learning Environment: The candidate demonstrates an understanding of
individual and group motivation and behavior to create a learning environment
that
o Is sensitive to the full range of student diversity;
o Encourages openness, tolerance, respect, caring, collaboration, and selfmotivation;
o Emphasizes both individual and collective responsibility;
o Fosters a concern for social justice; and
o Encourages active engagement in learning.
7. Communication: The candidate demonstrates an understanding of effective
verbal, non-verbal, and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom
49

8. Assessment: The candidate demonstrates an understanding of and uses formal
and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of his/her learners.
9. Reflection and Professional Development: The candidate is a reflective
practitioner who continually evaluates the effects of his/her choices and actions
on others (students, parents, and other professionals in the learning community)
and who actively seeks out opportunities to grow professionally.
10. Use of Resources: The candidate can use a variety of resources to enhance
his/her professional development as a scholar, teacher, and educational leader,
including:
11. Collaboration, Ethics, and Relationships: The candidate demonstrates an
understanding of the importance of communication and interaction with
parents/guardians, families, school colleagues, and the community to support
the students’ learning and well being and develops strategies to foster
communication.
12. Technological Literacy: The candidate integrates technologies to enhance
instruction and to advance students’ technological literacy.
13. Ethics, Legal Rights, and Responsibilities: The candidate’s practice is based
on a clear understanding of professional responsibility and the legal rights of
educators and students.
14. Roles and Responsibilities of Educators: The candidate can articulate an
understanding of the roles and responsibilities of typical personnel of public
schools. These roles include but are not limited to: principal, speech language
pathologist/specialist, occupational therapist, physical therapist, special
education coordinator, para-educator.
15. Literacy: The candidate can demonstrate an understanding of the importance of
literacy in the areas of reading, writing, listening, speaking, and mathematics
and creates instructional opportunities to promote student achievement in all
areas.
50

Appendix L: NEA Code of Ethics
Adopted by the NEA Representative Assembly
PRINCIPLE I
Commitment to the Student
The educator strives to help each student realize his or her potential as a worthy and effective
member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition
of knowledge and understanding, and the thoughtful formulation of worthy goals. In fulfillment
of the obligation to the student, the educator:
1. Shall not unreasonably restrain the student from independent action in the pursuit of
learning.
2. Shall not unreasonably deny the student access to varying points of view.
3. Shall not deliberately suppress or distort subject matter relevant to the student's progress.
4. Shall make reasonable effort to protect the student from conditions harmful to learning or
to health and safety.
5. Shall not intentionally expose the student to embarrassment or disparagement.
6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or
religious beliefs, family, social or cultural background, or sexual orientation, unfairly:
o Exclude any student from participation in any program.
o Deny benefits to any student.
o Grant any advantage to any student.
7. Shall not use professional relationships with students for private advantage.
8. Shall not disclose information about students obtained in the course of professional
service unless disclosure serves a compelling professional purpose or is required by law.
PRINCIPLE II
Commitment to the Profession
The education profession is vested by the public with a trust and responsibility requiring the
highest ideals of professional service. In the belief that the quality of the services of the education
profession directly influences the nation and its citizens, the educator shall exert every effort to
raise professional standards, to promote a climate that encourages the exercise of professional
judgment, to achieve conditions that attract persons worthy of the trust to careers in education,
and to assist in preventing the practice of the profession by unqualified persons. In fulfillment of
the obligation to the profession, the educator:
1. Shall not in an application for a professional position deliberately make a false statement
or fail to disclose a material fact related to competency and qualification.
2. Shall not misrepresent his/her professional qualifications.
3. Shall not assist any entry into the profession of a person known to be unqualified in
respect to character, education, or other relevant attribute.
4. Shall not knowingly make a false statement concerning the qualifications of a candidate
for a professional position.
5. Shall not assist a non educator in the unauthorized practice of teaching.
6. Shall not disclose information about colleagues obtained in the course of professional
service unless disclosure serves a compelling professional purpose or is required by law.
7. Shall not knowingly make false or malicious statements about a colleague.
8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence
professional decisions or action.
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Appendix M
Criteria for the Teacher Intern Professional Portfolio
Secondary Education
Note: This is a guide and will likely be revised.
0= Artifacts lack substance and relationship to the standard. Introductions, explanations
and reflections are not evident or lack substance. Few if any artifacts included. Artifacts
included do not demonstrate that the teacher intern has met the performance
competencies of the standard. Essential components are not evident.
1 = Artifacts are substantive, meaningful and related to the standard. Introductions,
explanations and reflections are evident and provide basic information to the reviewer.
Artifacts demonstrate that the teacher intern has met the minimum performance
competencies of the standard. Underlined artifacts plus other artifacts are considered
essential components for this score.
2 = Artifacts are highly substantive and meaningful and are clearly related to the
standard. A variety of artifacts with clearly articulated narratives provide significant
information regarding the standard. Reflections are evident throughout the portfolio and
indicate personal insights and growth as a professional. Portfolio is neatly arranged,
professional in appearance, and without errors in grammar or spelling. Artifacts provide
clear and convincing evidence that the teacher intern has met all the performance
competencies of the standard. Underlined artifacts plus other artifacts are considered
essential components for this score.
3 = Artifacts are highly substantive and meaningful and are clearly related to the
standard. A variety of artifacts with clearly articulated narratives provide significant
information regarding the standard. Reflections are evident throughout the portfolio and
indicate personal insights and growth as a professional. Portfolio is neatly arranged,
professional in appearance, and without errors in grammar or spelling. Artifacts provide
clear and convincing evidence that the teacher intern has exceeded the performance
competencies of the standard expected for a teacher candidate.
52

Rivier PEPP
Core Belief
The NH Standard for all
professional educators
Required Portfolio
Artifacts
3 2 1 0
Subject
Matter
Competency
(a)Subject Matter
The candidate demonstrates an
understanding of the central concepts,
tools of inquiry, and structures of the
discipline(s) he/she teaches and can
create learning experiences that make
these aspects of subject matter
meaningful for students
I. The candidate includes a
minimum of (2) Lesson Plans
that:
o identify connections to state
learning indicators.
o reflect the tools of inquiry
central to the discipline
(b) Planning Instruction
The candidate plans and manages
instruction based upon knowledge of
subject matter, students, the
community, and curriculum goals.
I. The candidates includes a
minimum of (2) Lesson Plans
that:
o Identify interests and needs of
students, as well as
knowledge of community
o national, state and district
curriculum goals
o NH Curriculum Frameworks
o relevant Grade Span
Expectation and/or GLE
o relevant ED612S
Facilitating
Active
Learning
(e) Instruction Strategies
The candidate demonstrates an
understanding of and uses a variety of
instructional strategies to encourage
the students’ development of critical
thinking, problem solving, and
performance skills.
I. The Candidate includes a
minimum of (2) Lesson Plans
that:
o utilize instructional practices,
ways of knowing, that are
central to the disciple -(
Inquiry, oral history, literature
circles, PBL etc)
o develop students’ critical
thinking, problem solving and
performance skills
(c) Student Learning
The candidate demonstrates an
understanding of how children and
youth learn and develop and can
provide learning opportunities that
support their intellectual, social, and
personal development.
I. The Candidate includes a
minimum of (1) Lesson Plan
that:
o reflects understanding of and
respect for the research base
on how students learn
II. The Candidate includes a
minimum of (1) Lesson Plan
that:
o promotes development of
students’ social and personal
development
Inclusion
And
Cultural
Competency
(d) Diverse Learners
The candidate demonstrates an
understanding of how learners differ
in their approaches to learning and
creates instructional opportunities that
are adapted to learners from diverse
I. The Candidate includes (1)
Lesson Plan that addresses
the diversity that exists
among learners with respect
to
o learning styles and/or
53

Active
Agents
of
Social
Change
Collaboratio
cultural backgrounds and with
exceptionalities.
(h) Assessment of Student Learning
The candidate demonstrates an
understanding of and uses formal and
informal assessment strategies to
evaluate and ensure the continuous
intellectual, social, and physical
development of his/her learners.
(f) Learning Environment.
The candidate demonstrates an
understanding of individual and group
motivation and behavior to create a
learning environment that
1. Is sensitive to the full range of student
diversity;
2. Encourages openness, tolerance,
respect, caring, collaboration, and
self-motivation;
3. Emphasizes both individual and
collective responsibility;
4. Fosters a concern for social justice;
and
5. Encourages active engagement in
learning.
(g) Communication. The
candidate demonstrates an
understanding of effective
verbal, non-verbal, and
media communication
techniques to foster active
inquiry, collaboration, and
supportive interaction in the
classroom.
(k) Collaboration, Ethics, and
Relationships. The candidate
intelligences, and/or
o race, class, gender, sexual
orientation, and/or culture
II. The Candidate includes (1)
Lesson Plan that
o includes modifications to
include the full range of
learners,
I. The Candidate includes
o a teacher-developed
assessment of Student
Learning that includes a
listing of the criteria to be
used in the assessment of
student work
II. The Candidate includes
o examples of the range of
student work generated by
an assignment
o brief analysis of student
learning and reflection on
teaching
I. The Candidate includes:
o Statement of Teaching
Philosophy that states how
instruction supports the
Mission of Rivier College and
Rivier PEPP
II. The Candidate includes:
o Classroom Management
and/or Strategies to reduce
issues of discipline; and/or
o Norms of Classroom
Behavior-developed with
student input
III. The Candidate includes :
o Cooperative Learning
activity to promote equitable
relationships among
students: co-operative
learning (assigned roles)
ARTIFACT OF CHOICE
I. The Candidate includes a
minimum of (2) of the
54

n
And
Collegiality
Reflective
Practice
demonstrates an understanding of the
importance of communication and
interaction with parents/guardians,
families, school colleagues and the
community to support the students’
learning and well being and develops
strategies to foster communication.
(j) Reflection and Professional
Development
The candidate is a reflective
practitioner who continually evaluates
the effects of his/her choices and
actions on others (students, parents,
and other professionals in the learning
community) and who actively seeks
out opportunities to grow
professionally.
Use of Resources.
The candidate can use a variety of
resources to enhance his/her
professional development as a
scholar, teacher, and educational
leader, including:
o professional literature;
o professional organizations;
o technology;
o colleagues; and
o service opportunities, such as, but
not limited to, volunteer work in the
community
(l) Technological Literacy.
The candidate integrates technologies
to enhance instruction and to advance
students’ technological literacy
(m) Ethics, Legal Rights, and
Responsibilities.
The candidate's practice is
based on a clear understanding
of professional responsibility
and the legal rights of educators
and students.
(n) Roles and Responsibilities
of Educators. The candidate can
articulate an understanding of
the roles and responsibilities of
typical personnel of public
following artifacts:
o Conference Record~3
students (Handout)
o letter to parent introducing
self, statement on how to
create an inviting classroom
community,
o telephone log entries
I. The Candidate includes a
minimum of 2 of the
following artifacts:
o Field Log-reflection on issue
involving classroom climate,
classroom management
o Listing of professional
development opportunities
o Listing and description of
school-related experiences
that contributed to his/her
development as a professional
in the field
I. The candidates includes a
minimum of (2) of the
following Resources for
Educatorso
professional journals
o professional organizations,
o Listing of Prof. Dev
Activities attended
o honors and awards,
o involvement in extracurriculum
activities
o volunteer experiences with
social service organizations
I. The Candidate includes:
o a learning experiences that
utilizes on-line resources to
support student learning.
II. Listing of website to
support student learning
ARTIFACT OF CHOICE
I. The Candidate includes a
description of how the
personnel in a school work
together as a team to support
the learning of all students.
55

schools. These roles include but
are not limited to: principal,
speech language
pathologist/specialist,
occupational therapist, physical
therapist, special education
coordinator, para-educator.
(0) Literacy. The candidate can
demonstrate an understanding of the
importance of literacy in the areas of
reading, writing, listening, speaking,
and mathematics and creates
instructional opportunities to promote
student achievement in all areas
The Candidate includes (1) Lesson
Plan that
Supports the literacy
development of adolescents
Candidate Score: ________________________________________________
Note: Candidates in Secondary Education MUST ensure that teaching Learning Portfolio contains artifacts that
indicate competency for teaching within the discipline.Ed612s.
Score Range 40-50 EXCELLENT-A
30-39 GOOD -B
20-29 SATISFACTORY-C
0-19 UNSATISFACTORY-repeat
56

STUDENT PERMISSION TO RELEASE AND/OR USE INFORMATION
Rivier College supports ongoing efforts for the assessment and professional development of its faculty,
which may include sharing examples of student work.
Instructions to Student: Carefully read the information below. If you have questions about the intended
use of student information or work, please ask the faculty member before signing. Your decision to grant
permission or to deny permission will not have any impact on your grade in the related course.
I, _____________________________________________________________
[enter student's name and student ID number],
give my written consent and permission to Rivier College faculty/staff member
____________________________________________________________________
[enter name of faculty/staff]
to release and/ or use my written assignments, essays, papers and other written materials created and/ or
prepared by me and submitted in connection with
____________________________________________________________________
[enter course number and name]
as part of the college's internal self-evaluation and/ or assessment procedures and efforts to improve
teaching and learning effectiveness. This includes permission to duplicate and/ or disseminate a
reasonable number of copies of my paper/work to third parties, and/ or permission to the above faculty
member to use my work in his/her applications for promotion and tenure.
____ Please remove my name and identification number from any duplicated copies.
I understand that the specific information referenced on this form may be
released to any third party with my consent/permission with the understanding
that s/he will not release it to any other parties external to the college.
_________________________________ [date]
_______________________________________________________
1 Family Educational Rights and Privacy Act (FERP A) of 197420 USC § 1232g
and 34 CFR § 99 requires Rivier College to obtain written consent from a student
before releasing the educational records of that student to a third party and
includes the student's "creative work" developed in response to course
requirements.
57

Appendix O
NASHUA, NEW HAMPSHIRE
EDUCATION DEPARTMENT
I have received a copy of the Secondary Education Handbook. I understand I am
responsible for reading all sections and complying with the requirements of the program.
If I have any questions regarding the program or policies, I will contact my Program
Director for clarification.
_____________________________
Student’s Signature
_____________________________
Date
______________________________
Print Name
58