Full-time Faculty Handbook - Piedmont College

PIEDMONT COLLEGESCHOOL OF EDUCATIONFACULTY HANDBOOK: 2012-2013Mastering the Art of Teaching: Preparing Proactive Educators to Improve the Lives of All Children0

Piedmont College School of Education Faculty HandbookTable of ContentsSOE Organization Chart ................................................................................................... 12012/2013 Education Faculty & Staff................................................................................ 2Piedmont Contact List .................................................................................................... 3-5SOE Administrative Contacts – By Individual ................................................................... 6SOE Policies and Procedures Chart ................................................................................. 7SOE Assessment Framework ........................................................................................... 8School of Education Governance ..................................................................................... 92010/2011 Meeting Schedule ......................................................................................... 10Purchase Orders ............................................................................................................. 11Bookstore Purchases ...................................................................................................... 11Credit Card Purchases.................................................................................................... 11Copying ........................................................................................................................... 11Faculty Development Funds ........................................................................................... 11Travel Expense ............................................................................................................... 12Easy Rider System ......................................................................................................... 13Travel Safety Regulations ............................................................................................... 14Campus E-mail ............................................................................................................... 15SOE Office Hours and Procedures ................................................................................. 16Capstone Policy .............................................................................................................. 16Faculty Annual Report .................................................................................................... 16Consulting, Outside Employment and Financial Interests .............................................. 17Faculty Load Policy ......................................................................................................... 18Overload, Part-Time, & Summer Pay Schedules ....................................................... 19-20Documentation for Faculty Evaluation ............................................................................ 21SOE Syllabus A ......................................................................................................... 22-33SOE Syllabus B ......................................................................................................... 34-38Class Attendance, Participation, and Professional Dispositions ................................ 39-40Absence Policy ............................................................................................................... 41Incomplete Grade Policy ................................................................................................. 42In-Progress Grade Policy ................................................................................................ 43Courses with Pass/Fail Grades....................................................................................... 44Student Academic Records – FERPA ....................................................................... 45-46End of Semester Grades ................................................................................................ 47Graduation Application Deadlines................................................................................... 47Returning Student’s Work ............................................................................................... 47Forms Online .................................................................................................................. 47Academic Integrity Administrative Procedures ............................................................... 48Initial Advisement Checklist ............................................................................................ 49Background Check Procedure for SOE .......................................................................... 50GACE Student Study Software ....................................................................................... 51SOE Appeals Committee ................................................................................................ 52Field Experience & Field Placement Procedures ....................................................... 53-57Procedures for Removal from Student/Apprentice Teaching .......................................... 58Application for Experiential Credit for Student/Apprentice Teaching Policy .................... 59Private School Policy ...................................................................................................... 60National Board Certification Credit.................................................................................. 61Certification Procedures.................................................................................................. 62Athens Campus General Information......................................................................... 63-64Arrendale Library User Services ................................................................................ 65-680

NEW ORGANIZATIONAL CHART PENDING1

2012/13 School of Education Faculty & StaffCampus E-Mail Ofc. PhoneAnderson, Kathleen Athens kanderson@piedmont.edu 548-8505 x 8022Andrews, Donna Athens dandrews@piedmont.edu 706-369-6833Beavers, Kay Demorest kbeavers@piedmont.edu 778-8500 x 1500Benson, Barbara Athens bbenson@piedmont.edu 548-8505 x 8007Berrong,Marilyn Cohort mberrong@piedmont.edu 706-781-7424Bolt,Kathy Athens kbolt@piedmont.edu 548-8505 x 8008Breithaupt, Kathy Demorest kbreithaupt@piedmont.edu 706-244-4495Briggs, Ellen Demorest ebriggs@piedmont.edu 778-8500 x 1209Brookshire, Lisa Demorest lbrookshire@piedmont.edu 778-8500 x 1248Brown, Angela Athens abrown@piedmont.edu 548-8505 x 8014Brown, Bill Demorest bbrown@piedmont.edu 778-8500 x 1232Brown, Kenyon Athens kbrown@piedmont.edu 548-8505 x 8016Carmack, Ed Demorest ecarmack@piedmont.edu 778-8500 x 1254Crowder, Clay Athens ccrowder@piedmont.edu 548-8505 x 1782Crowder, Isabelle Athens icrowder@piedmont.edu 548-8505 x 8006Cummings, Bob Demorest bcummings@piedmont.edu 778-8500 x 1265Gnecco, Don Demorest dgnecco@piedmont.edu 778-8500 x 1201Greene, Paul Cohort pgreene@piedmont.edu 706-635-7741Hollandsworth, Randy Demorest rhollandsworth@piedmont.edu 778-8500 x 1195Hutcheson-Williams, Wilma Athens whwilliams@piedmont.edu 548-8505 x 8013Jordan, Joan Cohort jjordan@piedmont.edu 770-898-9870Kibler, Madge Demorest mkibler@piedmont.edu 778-8500 x 1202Leslie, Ron Demorest rleslie@piedmont.edu 778-8500 x 1300Lucado, Charles Demorest clucado@piedmont.edu 778-8500 x 1231Mapp, Patsy Athens pmapp@piedmont.edu 548-8505 x 8005McCollum, Pat Demorest pmccollum@piedmont.edu 778-8500 x 1341Moffett, David Athens dmoffett@piedmont.edu 548-8505 x 8011Moody, Mike Cohort mmoody@piedmont.edu 770-653-0823Neighbors, Gay Athens gneighbors@piedmont.edu 548-8505 x 8331O’Keefe, Kathy Demorest kokeefe@piedmont.edu 778-8500 x 1200Palmour, Julie Demorest jpalmour@piedmont.edu 778-8500 x 1230Pease, Gene Demorest gpease@piedmont.edu 778-8500 x 1279Perry, Judy Demorest jperry@piedmont.edu 778-8500 x TBARogers, Betty Demorest brogers@piedmont.edu 778-8500 x 1235Sears, Evelyn Athens esears@piedmont.edu 548-8505 x 8030Secules, Teresa Athens tsecules@piedmont.edu 548-8505 x 8015Shirley, Michael Demorest mshirley@piedmont.edu 778-8500 x 1061Short, Katrina Athens kshort@piedmont.edu 548-8505 x TBASmith, Hilton Demorest hsmith@piedmont.edu 778-8500 x 1297Smith, Susan Demorest ssmith@piedmont.edu 778-8500 x 1342Southall, Candace Athens csouthall@piedmont.edu 548-8505 x 1781Studevan, Russ Cohort rstudevan@piedmont.edu 706-543-8507Welsh, James Cohort jwelsh@piedmont.edu 770-487-6377Willis, Libby Athens lwillis@piedmont.edu 548-8505 x 80102

Piedmont CollegeSchool of EducationContact ListWho do I call about …?Academic Concerns:Don Gnecco, Dean, School of Education(706) 778-8500 x 1201 dgnecco@piedmont.eduCharles Lucado, Early Childhood Education(706) 778-8500 x 1231 clucado@piedmont.eduBill Brown, Middle Grades Education(706) 778-8500 x 1232 bbrown@piedmont.eduHilton Smith, Secondary Education(706) 778-8500 x 1297 hsmith@piedmont.eduClay Crowder, Special Education(706) 548-8505 x 1782 ccrowder@piedmont.eduPat McCollum, Specialist Program(706) 778-8500 x 1265 pmccollum@piedmont.eduJulie Palmour, Demorest Associate Dean, Ed.D. Program(706) 778-3000 x 1230 jpalmour@piedmont.eduJennifer Betz, Art Education(706) 778-8500 x 1490 jbetz@piedmont.eduLauren Ringwall, Music Education(706) 778-8500 x 1526 lringwall@piedmont.eduBill Gabelhausen, Theatre Education(706)778-8500 x 1320 wgabelhausen@piedmont.eduAssessment, SOE Webpage and Syllabus Coordinator, Database Admin.Ed Carmack(706) 778-8500 x 1254 ecarmack@piedmont.eduAthens Main Campus(706) 548-8505Athens Administrative SupportGay Neighbors(706) 548-8331 gneighbors@piedmont.eduCertification, Admission to T. Ed., Background Checks, AdvisingLibby Willis(706) 548-8505 x 8010 lwillis@piedmont.eduCertification Ruleswww.gapsc.comCLEP ExamsDebra Taylor(706) 778-8500 x 1359 dtaylor@piedmont.eduCohort ContactKathleen Anderson, Asst. to the Dean for Cohort Admin.(706) 548-2022 kanderson@piedmont.edu3

Cohort CoordinatorsKathy Breithaupt(706) 244-4495 kbreithaupt@piedmont.eduJoan Jordan(770) 898-9870 jjordan@piedmont.eduStan McCain(770) 537-4233 smccain@piedmont.eduMike Moody(770) 653-0823 mmoody@piedmont.eduCounseling & Career ServicesKel Lee Cutrell(706) 778-8500 x 1259 kcutrell@piedmont.eduDesk CopiesAthens – Gay Neighbors(706) 548-8331Demorest – Department ChairsCohorts – Kathleen Anderson(706) 548-2022gneighbors@piedmont.edukanderson@piedmont.eduFaculty Services, Contracts, Course Loads, Overloads, Budget & TravelLisa Brookshire(706) 778-8500 x 1248 lbrookshire@piedmont.eduFax NumbersDemorest 706-776-0135Athens 706-433-1750Field PlacementsKathy Bolt(706) 548-8505 x 8008 kbolt@piedmont.eduFinancial Aid and Student LoansDavid McMillion, Dir. of Financial Aid(706) 778-8500 x 1191 dmcmillion@piedmont.eduFoxfire PartnershipHilton Smith(706) 778-8500 x 1297 hsmith@piedmont.eduGraduate AffairsMichael Shirley(706) 778-8500 x 1061 mshirley@piedmont.eduHuman Resources/Personnel IssuesDebbie Zimmerman(706) 778-8500 x 1108 dzimmerman@piedmont.eduLibrary PersonnelBob Glass(706) 778-8500 x 1612 bglass@piedmont.edu4

Student Services and Faculty SupportKay Beavers(706) 778-8500 x 1500 kbeavers@piedmont.eduTechnologyShahryar Heydari(706) 778-8500 x 1255 sheydari@piedmont.eduDague, Steve(706) 778-8500 x 1153 sdague@piedmont.eduTechnology Integration (Instructional)Randy Hollandsworth, Demorest(706) 778-8500 x 1195 rhollandsworth@piedmont.eduTransfer CreditLinda Wofford, Registrar(706) 778-8500 x 1161 lwofford@piedmont.eduTextbooksBarnes and Noble Bookstore(706) 776-0013 bookstore@piedmont.edu5

SOE ADMINISTRATIVE CONTACTS – BY INDIVIDUALAccreditation, Certification, andAssessment Faculty Services & Budget Student Services & Faculty SupportEd Carmack Lisa Brookshire Kay Beavers706-778-8500 Ext. 1254 706-778-8500 Ext: 1248 706-778-8500 Ext: 1500Schedule Manager Contracts-Demorest/Athens Dean's Office SupportWebsite Liaison Faculty Loads Student InquiriesForm Management Coordinator Faculty Development Grants Supplies-DemorestFirst Year Teacher/Follow-UpSurveys SOE Budget Manager Student Teacher HonorariumsPAAR Support Data Storage-Hard Data Undergraduate Catalog RevisionsInstitutional Research Liaison Part-Time Vitae Course Evaluation DistributionData Storage-Electronic Name Tags/Business Cards Tech Coordination-DemorestGACE Testing Support Faculty Info/Office Hours Student Workers & MailAssessment Data/Student Data Mail Boxes/Offices/Keys-Demorest Conditionals, Probations, ExclusionsCoordinator of Syllabi Registration Coordinator Unit HandbooksPart-Time Faculty Files-BothCampusesReturning Student Work - DemorestSOE Classroom AssignmentsAdministration Support/Org. ChartTextbook Ordering –Demorest/AthensOversight of online formsAdvising & Admission to TeacherEducation Coordinator Field Placement Coordinator Student prospect lettersCertificationLibby Willis Kathy Bolt Registration706-548-8505 ext: 8010 706-548-8505 ext: 8008 Stu. Contact for GACE Study GuideAll Teacher Education processesReturning Student WorkBackground ChecksAssign AdvisorsAdvisingExemplary Student Work StorageStudent Name BadgesField PlacementS.T. AssignmentsAll policies & procedures concerningfield placementAthens TEACGraduation Application LogCohortsKathleen Anderson706-548-2022Graduate AffairsTBAAll Cohort Administrativeprocedures for faculty and studentsPermission for non-cohort studentsto register for cohort courses.August 20126

SOE POLICIES AND PROCEDURESVP for Academic AffairsDean of EducationSOE LeadershipTeamSOE Curriculum and ProgramsCommitteeIndividual FacultyMemberDepartment7

School of Education Assessment FrameworkProgramsCandidatesFacultyAdministrativeUnit Evidence: Initial Program transitions:ART, DRAMA,ECE, MGE,MUSIC,SECONDARY,SPED Academic progressassessed: GPA RequiredOrientation Dispositionsassessments, oral& written skills,background check Basic skillsassessed: GACEBasic Skills Clinical & fieldexperienceassessmentsEvidence:Advanced Programtransitions:ART, ECE, EDD,EDS, MGE,MUSIC,SECONDARY,SPED Academic progressassessed: GPA Clinical & fieldexperienceassessments Capstoneexhibitionassessment CandidateculminatingportfolioassessmentEvidence: Summative. Key CandidateAssessments Aggregate data from key assessments for eachprogramART, DRAMA, ECE, EDD., EDS., MGE,MUSIC, SECONDARY, SPEDAction: Candidate outcomes data compiled, analyzed,and reported by programs for evaluation &program improvement Completion of Assessment Review Reports bydepartment faculty given to AssessmentCommittee for reviewAction: Recommendations for certification or upgrade Program changes, assessment instrument orprocess changes as determinedEvidence: Course evaluations Advisor evaluations Faculty Annual portfolioor self assessmentAction: Annual faculty reviewby Department Chairto DeanAssessment CommitteeEvidence: Review of assessments ona rotating basis submittedby Chairs.Action: Recommendations toChairs & Leadership Teampertaining to theassessments: process,content, alignments toCCLO’s, & conceptualframework.Leadership Team(Department Chairs & Deans)Evidence: Annual report onfaculty from Deanto Institution andPSCEvidence:Summative Survey of first yearteachers Visits with P-12 fieldexperiencecoordinators,principals, supers Teacher EducationAdvisor Council(TEAC) meetings Aggregated clinicalperformanceobservations fromschool-basedpersonnel Institutional studentsatisfaction surveys Ad hoc surveys of K-12 personnel forprogram evaluationAction: PAAR Reports, Completers Title II,HEOA, Institutional ReportsAction: Improvements to programs, unitquality and operations based on candidate,faculty & unit assessment results.8

School of Education Curricular Proposal Governance Procedure1. Either a department or an individual faculty member may present curricular or program proposalsto the SOE Curriculum and Programs (C&P) committee.2. The C&P committee will be comprised of one representative each from the academic departmentsof Early Childhood/Middle Grades, Secondary Education, Special Education, Teaching andLearning and shall elect a chair to preside over the group. Senators are not eligible to serve.3. The C&P committee shall administer the approval process for all substantive academic changesin SOE programs and policies and present approved recommendations to the SOE faculty for avote.4. The SOE faculty shall vote for recommendations and propose to the Dean of Education approvedrecommendations.5. The Dean of Education shall recommend academic changes to the Vice-President for AcademicAffairs for final approval.9

Piedmont College 2012/2013 Meeting ScheduleSchool of EducationAugust 10September 26October 24November 28January 23February 27March 27April 24Leadership TeamAugust 8 (8:30 – 10:00 AM)September 10October 1November 5January 7February 4April 1 – Annual Goals for 2013*Meeting in Camp Younts,1:00 PM*Meeting in SOE Commons Room(Room 100) - 10:00 AMRequired AttendanceConvocation - Demorest – Wednesday, August 29, 2012, 1:00 PMDecember Commencement—Saturday, December 15, 2012, 10:00 AMBaccalaureate—Thursday, May 2, 2013, 5:00 PMCommencement—Saturday, May 4, 2013, Undergraduates - 10:00 AM, Graduates – 2:00 PMCommencement—July TBA****All 12 month Faculty and those teaching summer school are required to attend SummerCommencement+Athens Pre-registration—October 22 – November 2, 2012 andMarch 18 - 28, 2013+Athens Registration—January 2, 2013+Demorest Pre-registration—November 12 – 19, 2012 andApril 9-13, 2013+Demorest Registration—January 3, 2013+Faculty advisors are required to be in their offices on these dates.All 12 month faculty and those teaching summer school are required to be in the office duringsummer registration.Ten Month FacultyNote: When planning for 2013/2014 remember that your contract begins on August 1.10

Purchase OrdersAll purchase orders, check request, reimbursement forms and credit card expense forms must have anaccount number on it (assigned by the appropriate budget manager) before it is submitted to AccountsPayable. All School of Education – Demorest Campus purchase orders must originate and be approvedby the department chair, receive Dr. Gnecco’s approval, and then routed to Lisa Brookshire.Purchase orders are normally processed within 24 hours of receipt in Accounts Payable. Only trueemergencies should be walked through. Running out of supplies is not considered an emergency.Invoices should be approved and returned to the business office within 24 hours.Purchase order required.Bookstore PurchasesCredit Card PurchasesWhen checking out a college credit card you will be asked to sign a commitment that you will return thecredit card with receipts and a completed expense form immediately following its use. If a credit card isused on a college trip, it must be returned the following day with the appropriate paperwork.Copying(Save Trees)Copying charges during the past years have put an excessive strain on our budget and limited the amountavailable for other uses. Please think carefully about the things you copy for classes and consider if thereis another way of sharing the information.Faculty Development FundsProjects suitable for Faculty Development Grants include, but are not limited to:Presentation of a paper at a conference, seminar, or workshopAttendance at a conference, seminar, or workshopResearch projectCourse PreparationTuition for individual courses (not for degree programs)VisitationsOutside consultantsApplications must be submitted to the Dean of Education for approval. It will then be forwarded to theVice President of Academic Affairs. When all signatures have been acquired a copy will be sent back toyou. Your copy must be attached to the expense statement when requesting reimbursement.11

Travel ExpenseFor courses, other than cohort courses, taught at sites other than the full-time faculty member’s assignedhome campus location, mileage at the rate of 34 cents per mile will be paid to full-time faculty livingmore than 20 miles from the site of instruction. No mileage is paid for cohort courses. Clinical mileagewill be paid at 34 cents per mile for full-time faculty. Please note that supervision travel should havedestinations listed. Full-time and part-time faculty need to submit travel expenses by the end of eachsemester.Please consult your Piedmont College Policy Manual for per diem and other reimbursement proceduresincluding required receipts ($28 per day for meals). All faculty must adhere to the official college traveland safety regulations.12

June 2, 2011MEMORANDUMTO: Faculty and StaffFROM: Parks MillerAssistant Vice President for Administrative ServicesSUBJECT: Easy Rider SystemTo become more environmentally conscientious or green-friendly, to promote highway safety, and toeconomize on travel, Piedmont College has implemented an “easy rider” system to encourage facultyand staff to share rides when traveling on business. Thus, effectiveJuly 1, 2011 the following procedures will be re-implemented:1. Priority for use of college vehicles will be given to two or more persons who travel together.Vehicle request for multiple occupants will take priority over single driver requests regardless ofwhen vehicles are reserved.2. Reimbursement (at the rate of 34 cents per mile) for personal vehicle mileage will be paid onlywhen no Piedmont College vehicle is available.Faculty and staff are encouraged to find colleagues who can share rides together and coordinate theirtravel schedules accordingly. Thank you for your cooperation and assistance in this importantinitiative.cc: President Dan HollingsworthProvost James MellichampVice President Mel Palmer13

June 2, 2011MEMORANDUMTO: Faculty and StaffFROM: Parks MillerAssistant Vice President for Administrative ServicesSUBJECT: Adherence to travel safety regulationsAt the beginning of every academic year we remind everyone of their individual responsibility toobey all traffic and safety regulations as they conduct Piedmont College business. If you drive aPiedmont College vehicle, you should register with Kathy Perry in the Business Office before youdepart to make sure you are covered under the college’s vehicle insurance plan.Except for the cohort program, anyone traveling by road should first use a Piedmont College vehiclewhen one is available. Failure to use a college vehicle when one is available can result in lowerreimbursements when the decision is to use a personal vehicle instead. Carpooling also is encouragedwhenever possible. Whether you travel in a college or personal vehicle on Piedmont business, pleaseabide by all traffic regulations and do not exceed the speed limit. Traffic and parking tickets are theresponsibility of the individual driver.If your business travels require late night or long distance driving or you encounter unsafe weatherconditions, stop and take refuge in a nearby hotel for safety purposes. Time and cost savings aresecondary to personal safety.Finally, groups larger than 15 passengers require drivers with a commercial drivers license (CDL)rated for passenger transportation. Please check with Patsy or Rhonda (706-776-0144, or Ext. 1102)about the availability of such vehicles and drivers before scheduling trips.May you all travel safely and have a pleasant, productive academic year. Let me know (706-776-0102) if we can help in any way.14

Campus E-mailYour Piedmont College e-mail address is the official means of communication and is the only e-mail theCollege will utilize when electronically communicating with faculty, staff and students.All members of the Piedmont College community are expected to monitor their Piedmont College e-mailregularly and to deal with business in a timely manner. Failure to do this does not exempt one fromresponsibility to act upon college-related matters.All email communications sent via the piedmont.edu network should be uniform in appearance.The use of customized backgrounds, literary and other quotations, emoticons, and the like shouldnot be present. A signature line should contain basic information and be used with a “standard”font such as Times New Roman or Arial.Please contact the Information Technology Department (at helpdesk@piedmont.edu or at extension 1452)if you need assistance in establishing, activating, or utilizing your campus e-mail address.15

SCHOOL OF EDUCATIONOFFICE HOURS POLICIES AND PROCEDURESAccessibility to students is an important part of our commitment to the success of our program. Full timefaculty in the School of Education (except those whose responsibilities lie completely with the cohortprogram) are expected to meet the following minimum standards.1. If you are an evening advisor or teach an evening course or courses, you must set one officehour per semester per evening course taught. Therefore, one evening course would require oneregularly scheduled office hour after 4:00.2. If you are a day advisor or teach a day course or courses, you must set one office hour per semesterper day course taught. Therefore, two day courses then would require two regularly scheduled officehours before 5:00.3. The total number of office hours per week from numbers one and two above must equal five hoursdispersed throughout the week.4. Along with posting your office hours in a place accessible to students, you should post your office e-mail and phone numbers and check both daily.5. If you are not available during your regularly scheduled office hours, you should post a notice statingsuch on your door and set a rescheduled time as well as advise the appropriate administrativeassistant.6. You should be available to students outside of your office hours by appointment as needed.7. All syllabi should contain information concerning your office hours.8. During regularly scheduled advising weeks (consult college calendar) you must post a minimum of10 advising/office hours.Capstone PolicyIn order to support our students in their capstone experience, all full-time faculty should attend atleast four capstone presentations a year. These should include at least one cohort or one on campuscapstone as applicable.Faculty Annual ReportThe Faculty Annual Report is due at the end of each Spring Semester. Forms will be e-mailed to you.16

Consulting, Outside Employment and Financial Interests.Piedmont College employees may not engage in any outside consulting or employment,which conflicts with the interests of the College. Employees are required to fulfillsuccessfully the responsibilities of their positions with the College. Any externalemployment activity, which results in neglect of the employee’s responsibilities, isinappropriate.All employees must obtain written approval from their dean (faculty), appropriate vicepresident (staff), to engage in any outside consulting activity or employment. PiedmontCollege reserves the right to require employees to submit an external activity reportcovering any outside employment.17

School of Education Full-Time Faculty Load PolicyFaculty teaching load requirements are specified annually in the employment contract. Any facultymember may be asked to teach up to four additional hours per semester during the academic year forwhich he or she will receive extra compensation, except for 12 month employees, who are ineligible foroverload pay. Six student teachers or interns are the equivalent of one class.Twelve graduate practicum candidates are the equivalent of one class.During the summer semester, the maximum number of overload hours allowed is 12 semesterhours. Faculty who teach only graduate courses in the summer may teach only 9 hours, unlessotherwise approved by the Dean of Education.Procedure for Approving OverloadsAll SOE faculty will return a signed Full-time Faculty Load Report to your dept. chair who will analyze,sign and forward to Lisa Brookshire by the end of each drop/add period.Department Chairs and the Dean will approve the forms. Completed forms are forwarded by the SOE tothe VPAA office manager for processing.8/201118

Piedmont CollegeOverload, Part-Time, & Summer Pay SchedulesFull-Time Faculty Overloads and Summer Pay Schedules*Piedmont College discourages overloads except in instances of demonstrable and compelling needapproved by the Vice President for Academic Affairs. Overload courses will be designated as the course(s)generating the lesser compensation unless one of the courses is at the graduate level with six or more students. Inthis case, the overload pay will include an additional $800. The pay schedules for full-time faculty who teachoverloads and/or summer school are as follows:Undergraduate Courses$105 per semester-hour per student for classes with fewer than 7 students$2,200 for 3-hour courses with 7 or more students$2,933 for 4-hour courses with 7 or more students$30 per contact hour for summer Nursing labs for BSN practitioners$40 per contact hour for summer Nursing labs for MSN practitionersGraduate Courses$167 per semester-hour per student for classes with fewer than 6 students$200 per semester hour per student for EDD 902, 903, 905, and 906.$3,000 for courses with 6 or more students$3,000 for courses taught entirely online“Stacked” Graduate & Undergraduate CoursesCompensation will be at the graduate rate for courses with 6 or more graduate students andprorated percentage-wise with the undergraduate rate if there are fewer than 6 graduate students.Cohort Courses$200 per semester-hour per student for classes with fewer than 6 students$3,600 for courses with 6 or more students$3,000 for courses taught entirely online$3,000 for cohort courses taught on the Demorest or Athens CampusPC 101 – Introduction to College Life & Liberal Arts$100 per semester-hour per student for classes with fewer than 10 students$1,000 per course with 10 or more studentsStudent Teaching SupervisionLoad equivalent = ½ semester hour per studentInternship SupervisionLoad equivalent = ½ semester hour per studentPracticumLoad equivalent = ¼ semester hour per student*Reimbursement for personal vehicle mileage will be paid only when no Piedmont Collegevehicle is available. No mileage is paid for cohort classes.19

Part-Time Faculty Fall, Spring, & Summer Pay Schedules**Undergraduate Courses$105 per semester-hour per student for classes with fewer than 7 students$2,200 for 3-hour courses with 7 or more students$2,933 for 4-hour courses with 7 or more students$30 per contact hour for summer Nursing labs for BSN practitioners$40 per contact hour for summer Nursing labs for MSN practitionersGraduate Courses$167 per semester-hour per student for classes with fewer than 6 students$3,000 for courses with 6 or more students$3,000 for courses taught entirely onlineCohort Courses$200 per semester-hour per student for classes with fewer than 6 students$3,600 for courses with 6 or more students$3,000 for courses taught entirely online$3,000 for cohort courses taught on the Demorest or Athens Campus“Stacked” Graduate & Undergraduate CoursesCompensation will be at the graduate rate for courses with 6 or more graduate students andprorated percentage-wise with the undergraduate rate if there are fewer than 6 graduate students.PC 101 – Introduction to College Life & Liberal Arts$100 per semester-hour per student for classes with fewer than 10 students$1,000 per course with 10 or more studentsStudent Teaching SupervisionLoad equivalent = ½ semester hour per studentInternship SupervisionLoad equivalent = ½ semester hour per studentPracticumLoad equivalent = ¼ semester hour per student**Part-time faculty are paid mileage at a rate of .34 per mile only for travel in conjunction with supervisionof student teachers.President/Provost/VPAAApproved 7/18/08(rev. 08/03/11)20

School of EducationDocumentation for Faculty EvaluationAll full time faculty in the School of Education will be evaluated annually on the criteria stated in thePolicies and Procedures Manual. Documentation required will be determined by rank and years ofservice as follows: All faculty will submit the Faculty Annual Report to the Dean of Education by May 1 of eachyear. Portfolio Documentation (faculty should keep portfolio up to date annually even if notsubmitted):o Instructor and Assistant Professor• Submit annual portfolio• After 6 years of successful service at this rank, submit portfolio every other yearunless on tenure tracko Associate• Submit portfolio every other yearo Professor• Submit portfolio every third yearDocumentation Policies It is the right of any faculty member to submit a portfolio annually and request a comprehensiveevaluation by the appropriate supervisor. It is the right of any supervisor to require a portfolio annually of a faculty member and complete acomprehensive narrative evaluation. Notification to the faculty member must be provided byOctober 1 of that academic year. During those years when portfolios are submitted, the supervisor will prepare a comprehensive,narrative evaluation. During those years when portfolios are not submitted supervisors will prepare a brief evaluationbased on the faculty annual report, course evaluations, and any other relevant information. Portfolios are required during any year when a faculty member is seeking promotion in rank ortenure.06/200921

PIEDMONT COLLEGESCHOOL OF EDUCATIONMastering the art of teaching: Preparing proactive educators toimprove the lives of all childrenSCHOOL OF EDUCATION SYLLABUS AI. TEXT REQUIRED FOR ALL COURSES:VandenBos, G. R., Gasque, A. W., & Jackson, P. (Eds.). (2010). Publication manual ofthe American Psychological Association (6th ed.). Washington, D. C.: AmericanPsychological Association.II.PIEDMONT COLLEGE MISSION:Piedmont College educates students to become successful and responsible citizensthrough rigorous academic instruction in the liberal arts and professional disciplines. TheCollege provides educational opportunities through a wide range of undergraduate andgraduate programs. The institution emphasizes critical thinking, high ethical standards,and respect for diversity.School of Education Mission:The theme of the School of Education is “Mastering the art of teaching: Preparingproactive educators to improve the lives of all children.” The School of Education strivesto prepare scholarly, reflective, proactive educators in a caring environment withchallenging and meaningful learning experiences. These practitioners effectively educatetheir own students to become knowledgeable, inquisitive, and collaborative learners indiverse, democratic learning communities.Specific ideals under-gird our conceptual framework. We advocate the democratic idealsof: equal rights and opportunities; individual freedom and responsibility; responsibilityfor the greater good; respect for diversity; openness to possibilities; and open, informeddiscourse.We endorse the following processes as a means of striving for our democratic ideals:engaging in participatory decision-making; collaborating in teaching and learning;collecting information from all constituencies; examining options and projectingconsequences; nurturing open discourse; providing for field experiences; assessingprocesses as well as products; modeling democratic ideals in the classroom; formingcommunities of learners; and constantly revising the curriculum to reflect new insightsand understandings. Further, we endorse the development of a sense of personal integrityand of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, andresponsiveness to feedback).22

III.IV.COURSE DESCRIPTION AND PURPOSE:See Course Syllabus B – III.SCHOOL OF EDUCATION OUTCOMES:Core Candidate Learning Outcomes (CCLO) :The following ten outcomes, adapted from the 1994 INTASC standards (Interstate NewTeacher Assessment and Support Consortium) were updated in 2009 and becameeffective January 1, 2010. These outcomes are addressed in all courses and areapplicable to the undergraduate and graduate programs.1) Learning environment: The teacher uses an understanding of individual and groupmotivation to create a community of learners that encourages positive socialinteraction, active engagement in the subject matter, and the development of a senseof responsibility for their own learning.2) Subject matter: The scholarly teacher understands and models the central conceptsand modes of inquiry of his or her discipline(s), thereby engaging students in learningexperiences that encourage critical thinking and stimulate continuing interest in thesubject.3) Student learning: Based on an understanding of how students develop and learn, theteacher provides learning opportunities that support students’ intellectual, social andpersonal growth.4) Diversity: Understanding that each learner is unique, the teacher of a democraticclassroom adapts and differentiates instruction to meet diverse needs of all students.5) Instructional strategies: The teacher implements instructional strategies, includingappropriate use of instructional technologies, designed to encourage students todevelop critical thinking, performance skills, and content knowledge, while meetingrequired curriculum and program evaluation standards.6) Assessment strategies: To foster knowledgeable and inquisitive learners, the teacheruses a variety of formative and summative assessments to evaluate studentachievement and inform instructional decision-making.7) Communication: The teacher uses verbal and non-verbal communication strategiesalong with complementary technologies to foster active inquiry, collaboration, andsupportive interaction in the classroom.8) Research: The teacher’s professional practices reflect discerning uses of relevantresearch, as well as the ability to initiate systematic inquiry into instructionalpractices and school-wide issues.9) Reflection and professional development: The teacher is a reflective, critical, openmindedpractitioner who continually evaluates his/her practices, beliefs, and theeffects of her/his decisions, thereby refining a personal pedagogy to guideprofessional practices.10) Collaboration: The teacher communicates and collaborates democratically with otherteachers, families, and members of the school’s communities to support studentlearning and well-being.In addition to the ten Core Candidate Learning Outcomes across programs, eachprogram includes additional outcomes that graduate candidates are expected todemonstrate.23

Early Childhood and Middle Grades Masters Candidate Learning Outcomes(ECMMCLO):11) Constructivist Practices: The scholarly, reflective, proactive teacher models andprovides opportunities for constructivist practices.12) Informed Teachers: The scholarly, reflective, proactive teacher is an informedprofessional.13) Scholarly Work: The reflective, proactive teacher actively engages in scholarlywork.14) Ethical and Legal Awareness: The scholarly, reflective, proactive teacher adheresto and explicates for others the professional ethical standards and abides by lawsrelated to rights and the responsibilities related to students, educators, and families.Secondary Education Masters Candidate Learning Outcomes (SECMCLO): For both Initial and Advanced Certification Programs11) Research: The teacher refines instructional practices informed by criticalconsideration of relevant research and by the application of action research as anongoing aspect of practice.12) Democratic Classroom: The teacher guides students toward involvement in activitiesthat provide skills and dispositions to fulfill the roles of a citizen engaged in pursuingthe ideals of democracy.13) Philosophical Orientation: The teacher studies initiatives, patterns, trends andpolicies for their philosophical underpinnings as part of a continuing assessmentof the efficacy of those underpinnings.14) Integrity: The teacher pursues her/his professional practices with a strong sense ofmission beyond keeping a job, and with a keen sense of ethical integrity.15) Philosophical Pragmatism: The teacher maintains an intellectual spiral in whichpractices are improved by conceptual refinements, which are in turn refined byassessing the results of implementations over time. For Advanced Certification Programs16) Modeling and Mentoring: The teacher both models best practices and acceptsresponsibility to mentor new and veteran teachers.17) Professional Discourse: The teacher participates actively in the professionaldiscourses related to the field of certification--at the school and in regional andnational venues.18) Proactive Involvement: The teacher takes advantage of opportunities to influence theschool toward curricula, instructional practices, policies and professional climatewhich result in students acquiring more durable knowledge and skills and in-depthunderstanding, as well as positive dispositions toward learning.Special Education Masters Candidate Learning Outcomes (SPEDMCLO):Based on the Council for Exceptional Children’s (CEC) professional standards forteachers of students with emotional/behavioral disorders:11) Foundations: Teacher candidates will understand the field as an evolving andchanging discipline based on philosophies, evidenced-based principles andtheories, relevant laws and policies, diverse and historical points of view, and human24

issues that have historically influenced and continue to influence the field of specialeducation and the education and treatment of individuals with exceptional needs bothin school and society.12) Development and Characteristics of Learners: Teacher candidates understand howexceptional conditions can interact with the domains of human development andthey use this knowledge to respond to the varying abilities and behaviors ofindividuals with emotional learning needs.13) Individual Learning Differences: Teacher candidates are active and resourceful inseeing to understand how primary language, culture, and familial backgroundsinteract with the individual’s exceptional condition to impact the individual’sexceptional condition to impact the individual’s academic and social abilities,attitudes, values, interests, and career options.14) Instructional Strategies: Teacher candidates possess a repertoire of evidence-basedinstructional strategies to individualize instruction for individuals with emotionallearning needs. Special educators select, adapt, and use these instruction strategiesto promote challenging learning results in general and special curricula and toappropriately modify learning environments for students with E/BD.15) Learning Environments and Social Interactions: Teacher candidates actively createlearning environments for students with emotional learning needs that fostercultural understanding, safety, and emotional well-being, positive socialinteractions, and active engagement of these students.16) Language: Teacher candidates understand typical and atypical language developmentand the ways in which exceptional conditions can interact with an individual’sexperience with and the use of language. Teacher candidates use individualizedstrategies to enhance language development and teach communication skills toindividuals with emotional learning needs.17) Instructional Planning: Teacher candidates develop long-range individualizedinstructional plans anchored in both general and special curricula. Individualizedinstructional plans emphasize explicit modeling an efficient guided practice toassure acquisition and fluency though maintenance and generalization.18) Assessment: Teacher candidates use multiple types of assessment information for avariety of educational decisions. The results of assessments are used to helpidentify exceptional learning needs and to develop and implement individualizedinstruction programs, as well as to adjust instruction in response to ongoinglearning progress.19) Professional and Ethical Practice: Teacher candidates are guided by the profession’sethical and professional practice standards, actively plan and engaging in activitiesthat foster their professional growth and keep them current with evidence-basedbest practices.20) Collaboration: Teacher candidates routinely and effectively collaborate withfamilies, other educators, related service providers, and personnel fromcommunity agencies in culturally responsive ways. Special educators promote andadvocate the learning and well being of individuals with emotional learning needsacross a wide range of settings and a range of different learning experiences;facilitating the successful transitions of students with emotional learning needs acrosssettings and services.25

Music Education Masters Candidate Learning Outcomes (MMCLO):11) Repertory and History: The teacher candidate is a scholarly musician who is familiarwith, through performance and academic studies, music of diverse cultural sources,historical periods, and media.12) Technology: The teacher candidate is knowledgeable of the capabilities of technologyas they relate to music composition, performance, analysis, teaching, and research.13) Performance: The knowledgeable teacher candidate has demonstrated the ability toperform, improvise, and compose in at least one applied music area and keyboard,and has experience throughout the program with ensembles that are varied in size andnature.14) Teacher Preparation: The knowledgeable and reflective teacher candidate has amastery of the fundamental elements of music (melody, harmony, rhythm, texture,form, and style) and music history, and is able to teach these elements at theappropriate level, P-12, to a diverse community of learners in a democraticclassroom.Education Specialist Learning Outcomes (SPCLO):11) Specialist Candidates will demonstrate proactive knowledge of techniques that bring aboutpositive change in schools, schooling and practices.12) Specialist Candidates will use assessment of characteristics and needs of student learners.13) Specialist Candidates (through reflection) will conduct self-assessment.14) Specialist Candidates will reflect and improve on student learning.15) Specialist Candidates will model, develop, and deliver content expertise.16) Specialist Candidates will generate and use proactive and scholarly research toimprove schooling.17) Specialist Candidates will create learning communities.18) Specialist Candidates will provide leadership for creating democratic learning.19) Specialist Candidates will contribute to professional growth of their profession.20) Specialist Candidates will demonstrate ethical dimensions of teaching.Doctoral Program Learning Outcomes (DCLO):21) Doctoral Candidates will demonstrate generative behavior by establishing andguiding the use of best practice and making substantial contributions to their schoolsand districts, while influencing others in a positive culture.22) Doctoral Candidates will develop and implement a shared vision through reflectiveplanning that is accurate and perceptive as well as apply knowledge regardingteaching and learning in an ongoing search for improved practice.23) Doctoral Candidates will lead to promote effective change while facilitating collegiality.24) Doctoral Candidates will effectively connect theory with practice, designing andoffering programs, which contribute to the success of all students.25) Doctoral Candidates will develop a culture for learning communities that isresponsive to student needs both in all areas of development.26) Doctoral Candidates will model knowledge, skills and dispositions to motivate othersto action leading to success for all students.27) Doctoral Candidates will demonstrate a high degree of professionalism throughactions and decisions, which model integrity and are consistent with the belief systemheld by their respective organizations.26

28) Doctoral Candidates will support the SOE conceptual framework by demonstratingcommitment through intellectual courage and superior academic work.29) Doctoral Candidates will demonstrate the desire to think independently regardless ofaccountability structures, to strengthen communities of learners.30) Doctoral Candidates will contribute original knowledge to their profession throughresearch and presentation leading to publication, service and mentoring.************************************************************************Dispositions for All Candidates:In addition to the common core learning outcomes and graduate candidate learningoutcomes, all candidates are expected to be familiar with the dispositions expected ofprofessionals. Their work with students, families, and communities reflects the followingdispositions as defined by the School of Education faculty:Scholarly: Inquiring; creative; seeks solutions; thinks critically about theory andmethod; keeps current in discipline (conferences, journals, classes); pursueslifelong learning.Reflective: Bases daily decisions on in depth reflection, done frequently andhonestly; considers many possibilities for problem solutions; stays open toconstructive criticism.Proactive: Anticipates problems in management; anticipates problems anddifficulties in instruction; addresses pertinent issues of school and community tosupport student learning; encourages students’ critical thinking, problem solving,and creativity; plans for important student learning; fosters visionary thinking andaction; promotes mindful leadership to improve schools.Democratic: Facilitator; views others as capable to deal with problems and ableto make decisions; promotes equitable treatment for all students; has highexpectations for all students; seeks best interest of students they serve; openminded;able to view other perspectives; accommodates individual differences;culturally sensitive in areas of communications, learning, assessment, and culturalnorms; collaborates well with others; works for the good of the community.Responsible: Patience, professional temperament; aims to be the best he/she canbe; good work ethic; punctual; recognizes when their own dispositions may needto be adjusted and are able to develop plans to do so.V. COURSE OUTCOMES:See Course Syllabus B – V.VI.COURSE POLICIES & PROCEDURES:1. Class Attendance, Participation, and Professional Dispositions:Also see Course Syllabus B – VIAs a candidate progresses through the program of study, he or she is developing aprofessional reputation. Upon completion of a program of study, a candidate oftenrequests that a reference be provided to a school system for employment or foradmission to an advance degree program. Almost every reference asks therecommender about a candidate’s attendance, promptness, punctuality, dependability,and exercise of professional judgment in absences. Thus, a candidate should worktoward developing an exemplary reputation regarding attendance and punctuality.Furthermore, candidates for all professional educational roles are expected to model27

dispositions of professional educators. The GAPSC guidelines state: “Candidates’work with student, families, and communities reflects the dispositions expected ofprofessional educators as delineated in professional, state, and institutional standards.Candidates recognize when their own dispositions may need to be adjusted and areable to develop plans to do so.”Attendance, timeliness, and participation are required in each course and part ofprofessional dispositions. Each candidate is expected to be regular and prompt inattendance. Every class should be attended in order to gain the most towardprofessional development. The only time a candidate should be absent from a class isif he or she has an illness, emergency, extenuating circumstance, or approved collegeabsence (e.g., athletics, drama, field trips, school system function). Contact theprofessor of the course in advance when possible (if you are attending a cohortprogram, you must also notify the cohort coordinator). Keep in mind that tardiness orleaving class early is also considered a partial absence.It is expected that a candidate make up work that was missed due to anabsence. Understand that reading a classmate’s notes cannot easily duplicate many ofthe experiences of the course. It is the candidate’s responsibility to inform theprofessor in writing how work due to an absence was made up. Make-up work shouldbe submitted in a timely manner. The due date for make-up work should be establishedwith the professor. The submitted writing should be professional and include: the dateof the absence; a statement explaining the reason for the absence; a detailed, qualitydescription of the process undertaken to make up the work; and a comprehensivesummary of the content that was covered in class. Be sure to include a Title Page. Ifmake-up work is not submitted for an absence, it will have an impact on the finalcourse grade.If a professor or instructor of a course has a concern about a candidate’s attendance,participation, or professional dispositions, he or she is obligated to complete aCandidate Notification Concerning Professional Dispositions form. The followingguidelines may be used to determine excessive absences: Day classes meeting three times a week for entire semester: 6 absences Day classes meeting two times a week for entire semester: 4 absences All eight week classes: 1 absenceEvening classes meeting for entire semester: 3 absencesCourses operating under a different format (4 week, online, etc.) determined bythe professor of the courseThis form will be signed by the candidate and forwarded to the Dean of the School ofEducation. The Dean will distribute the form to the appropriate Department Chair forreview.Compliance with federal financial aid regulations requires faculty to keepattendance records for the purpose of determining the last date of attendance.When a student is absent for two consecutive class meetings, the faculty memberwill contact his or her dean.28

INCLEMENT WEATHER –In general, classes are dismissed or cancelled (day and/or night classes) whenconditions in and around Demorest or Athens become such that the main streets andcollege parking lots become too dangerous on which to drive. Candidates who liveoutside the Demorest or Athens area for which road conditions are too difficult toproceed should stay at home. Candidates who miss class should consult theirinstructors for assignments and make-up work. Dismissed or cancelled classes mustbe made up during semester breaks, the first available Saturday, or an agreed uponmake-up by class members and the professor.If classes are dismissed or canceled, information will be posted the Piedmont Collegewebsite. Also the following radio/TV stations will be informed of the action taken:Station WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville;WNEG (6.30 AM) – Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; andWXIA TV – 11 Alive.PARTICIPATION - Active participation means:‣ prepare for classes by reading the text and/or other assigned readings;‣ attend all classes for duration of allotted class time;‣ take active part and contribute significantly during class discussions andactivities;‣ be attentive and respectful of peers and the professor during the discussions,dialogue, and presentations;‣ professional use of a laptop‣ submit all assignments on time.2. Written Work:Use APA style (6 th ed.). All papers for the course are to be typed using size 12 printand Times New Roman typeface. Papers should be double-spaced, error-free, andgrammatically correct (including punctuation, spelling, capitalization, etc.). Makegood use of writing references such as dictionaries, writing handbooks, and computerspelling and grammar checks. Chapter 3 of the APA Manual provides some generalprinciples of expository writing and offers suggestions for improving your writing.You will find this chapter quite helpful.Quality is important! Work submitted should reflect professional and scholarly work.Your writings and reflections will be assessed according to the depth, breadth, clarity,and accuracy they convey.Be sure to keep a duplicate copy of all submitted work for your own records. It is alsowise to periodically save your work on the hard drive as well as other data storagedevices.3. Academic Integrity:By accepting admission to Piedmont College, each candidate makes a commitment tounderstand, support, and abide by the "Academic Integrity Policy" withoutcompromise or exception (See the Piedmont College Catalog and the StudentHandbook for details of the policy). This class will be conducted in strict observance29

of the policy. The College imposes strict penalties for academic dishonesty (cheating,fabrication, facilitating academic dishonesty, and plagiarism) as defined in the Catalogand Handbook.Some suggestions for helping you abide by the policy include:‣ All work submitted must be your original work created in and for this course.‣ Cite and reference work properly using the current APA guidelines.o Cite all quotes or paraphrased material. It is better to over cite than notgive credit to the author of a work or source that you are using in your paperor project.• Any time you use the exact words of researcher, author, or source, youmust place the words in quotation marks in text when your quote is lessthan 40 words. If 40 words or more, place the quote in an indented freestanding block of text omitting quotation marks. (See the APA Manualfor specific guidelines).• You must also give credit to an author or source when you paraphrase.• When referring to information from your course text, be sure you cite andreference the source and/or authors.• Follow the protocol in the current APA manual for citing and referencingall electronic sources.‣ Double dipping is not permitted. For example:o You may not use an assignment created in one course to meet therequirements in another.o Visiting a classroom for one field experience may not be used to meet a fieldexperience requirement for another course.4. Special Considerations: Piedmont College makes every effort to provide reasonableand appropriate accommodations to students with disabilities. Accommodations mustbe coordinated through the Office of Counseling and Career Services by contactingthe director at 1-800-277-7020 ext. 1259 or by email – kcutrell@piedmont.edu.Students are responsible for providing accurate and current documentation of theirdisability and for making a written request to the Director of Counseling and CareerServices before receiving accommodations. Information is confidential and theservices are free to all students. Students with special needs (disabilities, problems, orany other factors that may affect their performance or that require specialinstructional strategies) should also make these needs known to theprofessor/instructor during the first class session.5. Cell Phone Usage: Cell phones should not be used during class time. Use only priorto the beginning of class or during break. If you need to be contacted due to a crisis,critical, or emergency situation, you should leave your phone on vibrate and respondappropriately and professionally. Notify the professor in advance when possible.6. Email: All Piedmont students are required to utilize the Piedmont email system forthe dissemination of information by the administration. Students are responsible forall information distributed in this manner. Check your email daily. Grades bysemester are also reported on your Lions email account.30

VIII.VII.INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS, FIELDEXPERIENCES:1. Instructional Methods: (Also see Course Syllabus B – VII).Classes in the School of Education operate as a democratic classroom.Candidates engage in shared decision making and in taking responsibility formaking the classroom the best it can be. Interactive discussions and problemsolving are emphasized where all ideas and contributions are explored andrespected. Various approaches are utilized by the candidates and professorincluding but not limited to: lecture, demonstrations, observations, classdiscussions, small group discussions, cooperative group work, field observations,use of educational technology, student presentations, readings, writings, listening,questioning, and formative and summative evaluations.2. Description of Assignments: See Course Syllabus B – VII.3. Field Experiences (Initial and Advanced Certification Tracks): See CourseSyllabus B – VII.RESOURCES: (Make sure this section includes up-to-date information)1. Bibliography: See Course Syllabus B – VIII2. Relevant Web Sites: Below and See Course Syllabus B – VIIIPiedmont College’s Web Page: www.piedmont.eduLibrary: http://library.piedmont.eduGalileo: http://www.galileo.usg.edu/Bookstore: http://www.piedmont.bkstore.com/Georgia Professional Standards Commission: www.gapsc.comGeorgia Department of Education: http://www.doe.k12.ga.us/Common Core Georgia Performance Standards (CCGPS) available on this siteGeorgia Performance Standards : http://www.georgiastandards.orgUS Department of Education: http://www.ed.gov/Education World: http://www.education-world.com/Internet Public Library: http://www.ipl.org/National Council of Teachers of English: http://www.ncte.orgCenter for Research on Education, Diversity and Excellence (CREDE):http://crede.berkeley.edu/Center on English Learning and Achievement (CELA):http://www.albany.edu/cela/Better Teaching: Tips and Techniques to Improve Student Learning:http://www.teacher-institute.comUniversity of GA website: www.uga.eduGeorgia Framework for Teaching and Georgia Systemic Teacher EducationProgram (GSTEP) www.gapsc.com3. GACE Information:All candidates seeking initial certification in the state of Georgia must pass theGACE Basic Skills Tests in order to be “Admitted to Teacher Education”.Students may exempt this requirement by providing either SAT, ACT, GRE,CBEST, CLAST, or FTCE scores which meet the following criteria:SAT: minimum required score – 1000 (with no minimum verbal score ormath score required) The combined score is obtained by adding the verbal31

and the math scores. Candidates must take both the verbal and the mathsections of the test.ACT: minimum score – 43 (with no minimum English score or mathscore required)The composite score is obtained by adding the verbal and quantitativescores. Candidates must take both the English and the math sections ofthe test.GRE: 1030 minimum score (with no minimum verbal score orquantitative score required) The composite score is obtained by addingthe verbal and quantitative scores. Candidates must take both the verbaland quantitative sections of the test.CBEST: Passing Scores indicated on score report – Used in Californiaand Oregon http://www.ctc.ca.gov/profserv/examinfo/cbest.htmlCLAST: Passing Scores indicated on report – Used in Floridahttp://www.firn.edu/doe/sas/clast/clstpscr.htmFTCE: General Knowledge – Passing Scores indicated on score report –Used in Floridahttp://www.cefe.usf.edu/TestDescGK.aspxTeacher candidates who are seeking initial certification must also pass the GACEtest(s) in the appropriate content area in order to be recommended forcertification. Candidates who are currently certified and are adding a new fieldmust also pass the appropriate content exam. Information for the GACE Testsmay be found on the School of Education Website GACE Official Website forRegistration & Information; Publisher for GACE II Study Guides: http://www.XAMonline.com; and GACE Basic Skills Study Software.4. Admission to Teacher EducationAdmission to Piedmont College does not guarantee Admission to TeacherEducation. Additionally, continuation and completion of all programs iscontingent upon demonstration of the knowledge, skills, and dispositionsnecessary to help all students learn. Piedmont College reserves the right towithdraw a candidate from a program for failure to meet the outcomes of theprogram as stated in the School of Education Conceptual Framework andCandidate Program Learning Outcomes.Undergraduate candidates need to apply for formal Admission to TeacherEducation between 30 and 60 semester hours of course work, even if all criteriaare not met. MAT candidates need to apply during their first semester or at thebeginning of their second semester. A formal interview is conducted based on thecandidate’s self assessment of dispositions. Applications are available on theSchool of Education website and should be submitted to the administrativeassistant in L112 (Demorest) or the main office in Athens.5. Application for CertificationUpon completion of all program and graduation requirements it is the candidate’sresponsibility to initiate the application for certification process by completing the32

forms and following the procedures listed on the Piedmont College Website forCertification Information found on the School of Education website. If you havequestions or have difficulty accessing the website you may contact Libby Willis atlwillis@piedmont.edu or call 706-433-1759 x8010.IX.COURSE ASSESSMENT AND EVALUATION:See Course Syllabus B – IX.X. TENTATIVE COURSE SCHEDULESee Course Syllabus B – X.COURSE SYLLABUS BNote: The School of Education Syllabus A is only one part of your syllabus. Yourprofessor will provide you with Course Syllabus B for each course. Course Syllabus Bcontains information such as: the instructor’s office hours and ways to contact her or him,time and location of the course, basic course information as well as a course descriptionand purpose, the required and recommended text(s) and supplementary readings, courseoutcomes (each Course Syllabus B will also include Core Candidate Learning Outcomesand Graduate Candidate Learning Outcomes emphasized and related to course objectives),course policies and procedures, a description of assignments, field experiencerequirements, a bibliography, other relevant websites, course assessments and evaluation, atentative course schedule, and any other information pertinent to the course.Rev.7/201133

PIEDMONT COLLEGESCHOOL OF EDUCATIONMastering the art of teaching: Preparing proactive educators toimprove the lives of all childrenCOURSE SYLLABUS BCOURSE PREFIX, NUMBER, SECTION, AND TITLEINSTRUCTOR INFORMATION:Name:Office Location:Phone Numbers:E-mail:Fax Number:Office Hours: (minimum of 5 posted hours per week)Campus Security: (706)778-2222 (Demorest) or x1105(706)433-1789 (Athens) or x8117TIME AND PLACE:CAMPUS: SEMESTER: YEAR:Dates:Time:Place:COURSE INFORMATION:Prerequisites/co requisites:Credit:Period:Note: If a course is cross-listed between programs (EDEC/MG 331), please provide aseparate syllabus for each field with appropriate outcomes and assignments (in otherwords, one syllabus for EDEC 331, one for EDMG 331 with differentiation). If a courseis cross-listed graduate/undergraduate (for example, EDUC 355/655), a separate syllabusfor each level must be provided and differentiation made between assignments andoutcomes. Graduate syllabi must also differentiate assignments and outcomes forcandidates working on initial certification and those working on advanced certification.I. TEXT AND SUPPLEMENTARY READINGS:Note: All required texts for a course must come from the approved list of texts for thecourse. When in doubt, contact the syllabus manager, the department chair, or the deanof the School of Education for information on approved texts.(List the required and any optional texts here.)34

Supplemental readings will be required as needed throughout the course. Thesereadings will include research, professional documents, and personal reading. Also,copying some materials to share with the class may be required.II.PIEDMONT COLLEGE MISSION & SCHOOL OF EDUCATION MISSION (SeeSchool of Education Syllabus A – II)III.COURSE DESCRIPTION AND PURPOSE:(Write a description and purpose of the course here. Include the Piedmont CollegeCatalog description and an expanded purpose statement, a statement describing thegeneral content of the course, and a rationale statement about why the course isimportant. Each syllabus must reflect a multicultural perspective that preparescandidates to be teachers of all students. References to a multicultural/globalperspective should be included in references and reading lists. Each syllabus mustalso address the use of technology applicable to the particular content ormethodology of the course.IV. SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A –IV)(Candidate Learning Outcomes by Program and Dispositions for All Candidates)V. COURSE OUTCOMES (CO):Upon successful completion of this course, the candidate will be able to:(List the course outcomes here. The outcomes should reflect a research base and theConceptual Framework of the School of Education. They also should be in keepingwith expectations and standards of appropriate learned societies, i. e. IRA, NCTM,NCTE, etc.)VI.COURSE POLICIES & PROCEDURES: (In addition to information provided onSchool of Education Syllabus A – VI)1. Class Attendance & Participation (Also review information about INCLEMENTWEATHER and PARTICIPATION on Syllabus A – VI, #1) Attendance, timeliness,and participation are required in each course and part ofprofessional dispositions. Each candidate is expected to be regular and prompt inattendance. Every class should be attended in order to gain the most toward professionaldevelopment. The only time a candidate should be absent from a class is if he or she hasan illness, emergency, extenuating circumstance, or approved college absence (e.g.,athletics, drama, field trips, school system function). Contact the professor of the coursein advance when possible (if you are attending a cohortprogram, you must also notify the cohort coordinator). Keep in mind that tardiness orleaving class early is also considered a partial absence.It is expected that a candidate make up work that was missed due to anabsence. Understand that reading a classmate’s notes cannot easily duplicate manyof the experiences of the course. It is the candidate’s responsibility to inform theprofessor in writing how work due to an absence was made up. Make-up work should besubmitted in a timely manner. The due date for make-up work should be35

established with the professor. The submitted writing should be professional andinclude: the date of the absence; a statement explaining the reason for the absence;a detailed, quality description of the process undertaken to make up the work; anda comprehensive summary of the content that was covered in class. Be sure to include aTitle Page. If make-up work is not submitted for an absence, it will havean impact on the final course grade.As a candidate progresses through the program of study, he or she is developing aprofessional reputation. Upon completion of a program of study, a candidate oftenrequests that a reference be provided to a school system for employment or for admissionto an advance degree program. Almost every reference asks the recommender about acandidate’s attendance, promptness, punctuality, dependability, and exercise ofprofessional judgment in absences. Thus, a candidate should work toward developing anexemplary reputation regarding attendance and punctuality. Furthermore, candidates forall professional educational roles are expected to model dispositions of professionaleducators. The GAPSC guidelines state: “Candidates’ work with student, families, andcommunities reflects the dispositions expected of professional educators as delineated inprofessional, state, and institutional standards. Candidates recognize when their owndispositions may need to be adjusted and are able to develop plans to do so.”If a professor or instructor of a course has a concern about a candidate’s attendance,participation, or professional dispositions, he or she is obligated to complete a CandidateNotification Concerning Professional Dispositions form. The followingguidelines may be used to determine excessive absences: Day classes meeting three times a week for entire semester: 6 absences Day classes meeting two times a week for entire semester: 4 absences All eight week classes: 1 absenceEvening classes meeting for entire semester: 3 absencesCourses operating under a different format (4 week, online, etc.) determined bythe professor of the courseThis form will be signed by the candidate and forwarded to the Dean of the School ofEducation. The Dean will distribute the form to the appropriate Department Chair forreview.Compliance with federal financial aid regulations requires faculty to keepattendance records for the purpose of determining the last date of attendance.When a student is absent for two consecutive class meetings, the faculty memberwill contact his or her dean. The dean will investigate to determine the appropriateaction needed.A faculty member may, with the approval of the Vice President of AcademicAffairs, choose to implement an attendance policy which is stated in his or hercourse syllabus.2. Written Work (Review the guidelines on Syllabus A – VI, #2)(Add any specific requirements for this course.)3. Academic Integrity (See School of Education Syllabus A – VI, #3)(Add any specific requirements for this course.)36

4. Special Considerations (See School of Syllabus A – VI, #4)5. Cell Phone Usage (See School of Syllabus A – VI, #5)6. Email (See School of Syllabus A – VI, #6)VII.INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS, ANDFIELD EXPERIENCES:1. Instructional Methods: (See School of Education Syllabus A – VII, #1(Add any specific requirements for this course.)2. Description of Assignments:Readings from the assigned texts will be one focus for discussions, writings, and groupactivities. Please read the assigned readings before coming to class in order to facilitatequality discussions. Think about how the readings relate or could relate to yourclassroom teaching experiences. Also keep in mind that you are responsible for thereading assignments even if we do not go over them in class.SAMPLE: All work for the course is to be in on time, or handed in on an agreed uponfuture date. Work submitted late will automatically lose 15 points per class meetingunless prearranged by the professor and the candidate. To meet the deadline,assignments may be mailed (post marked by the due date), sent electronically on orbefore the due date, or delivered by a peer at the class meeting. Make-up tests will beconsidered if a reason for missing the original test is justified. Completion of allassignments is required for a passing grade in the course. If at any time you are unclearabout assignments or expectations, please contact me for clarification.Other assignments or activities may be required as deemed necessary to assure themastery of the course objectives as stated.Assignments to Be Completed for This Course:(Describe the assignments that candidates must complete in the course. Includeweights if applicable. Also differentiate assignments for initial and advancedcertification candidates when appropriate.)3. Field Experiences (Initial and Advanced Certification Tasks):PLEASE REMEMBER THAT BEFORE ANY FIELD EXPERIENCE CAN BECONDUCTED, YOU MUST CLEAR A BACKGROUND CHECK!SAMPLE: Different county and city school systems require that specific field experienceprocedures and forms be used for placement of candidates in their schools. Also, certainfield experience placement forms may be required by your college professor. Make sureyou are using the appropriate placement request form(s) for the field experiences in thisclass.Each candidate is responsible for arranging and documenting his/her field experiences atan appropriate grade level. Keep in mind that Early Childhood Majors are required towork in grades P-K, 1-3, and 4-5. When selecting field experiences, be sure that you are37

getting a good representation from each of the grade level areas for documentation offield experiences. Initial certification candidates must document a minimum of fivehours for this course. Advancedcertification candidates must document a minimum of two hours for this course.Candidates adding a new field must document a minimum of three hours.(List and describe the field experiences that are required for the course. Ifapplicable, include how the assignment will be weighted. Differentiate betweeninitial and advanced certification tasks.)VIII.RESOURCES: (Make sure this section includes up-to-date information)1. Bibliography:(List additional resources related to the course content. Include references easilyrecognizable as pertaining to the conceptual framework, and to multicultural andglobal perspectives.)2. Relevant Web Sites: (See School of Education Syllabus A – VIII, #2)(Add or delete based on content and needs of course.)3. GACE Information: (See School of Education Syllabus A – VIII, #3)4. Admission to Teacher Education (See School of Education Syllabus A – VIII,#3)5. Application for Certification (See School of Education Syllabus A – VIII, #3)IX.COURSE ASSESSMENT AND EVALUATION(Describe the criteria used for grading in this course.)The following information must also appear on the course syllabus:INCOMPLETES – A candidate may receive an incomplete (I) for reasons such as illnessor other extenuating circumstances upon approval of the course instructor and the dean.Assignment of an incomplete grade is appropriate only when a substantial amount ofwork (at least one-half) in the course has been completed. An incomplete is not grantedjust to extend time to complete work that should have been completed in a timelymanner. For additional information regarding incompletes, see the Piedmont Collegecatalog.WITHDRAWALS- If the candidate’s illness is extended, causing more than two classabsences, the candidate may need to request in writing a medical withdrawal. If theRegistrar approves the request, a candidate may receive a “W” for the course. Foradditional information regarding withdrawals, see the Piedmont College catalog andthe current academic calendar on the Registrar’s web page.X. TENTATIVE SCHEDULE:Date Topics and Assignments(Outline the class session meeting dates, topics to be covered, assignments for thenext class session, and due dates of assignments.)Rev.7/201138

Class Attendance, Participation, and Professional DispositionsAs a candidate progresses through the program of study, he or she is developing aprofessional reputation. Upon completion of a program of study, a candidate oftenrequests that a reference be provided to a school system for employment or foradmission to an advance degree program. Almost every reference asks therecommender about a candidate’s attendance, promptness, punctuality, dependability,and exercise of professional judgment in absences. Thus, a candidate should worktoward developing an exemplary reputation regarding attendance and punctuality.Furthermore, candidates for all professional educational roles are expected to modeldispositions of professional educators. The GAPSC guidelines state: “Candidates’work with student, families, and communities reflects the dispositions expected ofprofessional educators as delineated in professional, state, and institutional standards.Candidates recognize when their own dispositions may need to be adjusted and areable to develop plans to do so.”Attendance, timeliness, and participation are required in each course and part ofprofessional dispositions. Each candidate is expected to be regular and prompt inattendance. Every class should be attended in order to gain the most towardprofessional development. The only time a candidate should be absent from a class isif he or she has an illness, emergency, extenuating circumstance, or approved collegeabsence (e.g., athletics, drama, field trips, school system function). Contact theprofessor of the course in advance when possible (if you are attending a cohortprogram, you must also notify the cohort coordinator). Keep in mind that tardiness orleaving class early is also considered a partial absence.It is expected that a candidate make up work that was missed due to anabsence. Understand that reading a classmate’s notes cannot easily duplicate many ofthe experiences of the course. It is the candidate’s responsibility to inform theprofessor in writing how work due to an absence was made up. Make-up work shouldbe submitted in a timely manner. The due date for make-up work should be establishedwith the professor. The submitted writing should be professional and include: the dateof the absence; a statement explaining the reason for the absence; a detailed, qualitydescription of the process undertaken to make up the work; and a comprehensivesummary of the content that was covered in class. Be sure to include a Title Page. Ifmake-up work is not submitted for an absence, it will have an impact on the finalcourse grade.If a professor or instructor of a course has a concern about a candidate’s attendance,participation, or professional dispositions, he or she is obligated to complete aCandidate Notification Concerning Professional Dispositions form. The followingguidelines may be used to determine excessive absences: Day classes meeting three times a week for entire semester: 6 absences Day classes meeting two times a week for entire semester: 4 absences All eight week classes: 1 absence39

Evening classes meeting for entire semester: 3 absencesCourses operating under a different format (4 week, online, etc.) determined bythe professor of the courseThis form will be signed by the candidate and forwarded to the Dean of the School ofEducation. The Dean will distribute the form to the appropriate Department Chair forreview.Compliance with federal financial aid regulations requires faculty to keepattendance records for the purpose of determining the last date of attendance.When a student is absent for two consecutive class meetings, the faculty memberwill contact his or her dean.40

06/2009Piedmont College Absence PolicyIf you have students on your class roll who:1 – Missed the maximum allowable absences, but who have made contact with you/advisor regardingwithdrawal2 – Never showed up to class3 – Came to first class but did not returnThese are the steps you should take:Contact the student by email first.If there is no response…contact the student’s advisor.The student’s advisor should attempt to contact other professors regarding attendance.Contact your dean with the information you have collected.The dean, after reviewing the information you submit, will contact you and the Registrar with theappropriate recommendation.If you have students who have exceeded absences:Send an email to the Registrar when a student has exceeded the maximum number of absences for yourclass(es). It’s important for them to know the actual date when this occurs.JFM200941

Piedmont College School of EducationIncomplete Grade PolicyThere has been an increasing trend of assigning a grade of “I” (Incomplete) in circumstances that do notfollow the policy as written in the college catalog* and on the application form. Incomplete gradeassignment is appropriate only when a substantial amount of work for the course has been completed. Arequest for an Incomplete is not appropriate until after the official date for withdrawal without academicpenalty has passed. Please follow these guidelines when assigning a grade of incomplete because ofillness or extenuating circumstances:1. In the case of illness, the instructor should request verification.2. “Extenuating circumstances” refers to situations like a death in the immediate family, a seriouslyill child, call to active military duty, or similar events. It does not mean that the student did notmeet deadlines, had a work conflict, could not get the work done or took a vacation during thefinal exam, etc. When in doubt, consult with your department chair or the dean before making adecision.3. If a student is ill and has missed more than the last 3 classes for an 8-week class or more than thelast third of other classes, the student should apply for a medical withdrawal. The PiedmontCollege catalog states “when prolonged illness results in extended class absences, a student mayrequest permission in writing from the Registrar to withdraw from one or more courses. A gradeof “W” will be given for medical withdrawals.” Withdrawals based on circumstances other thanillness will be assigned a grade of “W” or “WF” based on the determination of the AcademicVice-President.4. Procedures for requesting an “I” grade: The student is expected to initiate the request for an “I” grade, completing all the items in thestudent section of the form (incomplete forms will be returned) If the student is unable to initiate the request, the instructor may do so by completing allsections and writing “by phone” or “by email” for the student’s signature (incomplete formswill be returned) If the instructor approves the request, it should be forwarded to the Dean of Education nolater than the last day of classes for that semester The Dean makes the final determination if the request is granted and will forward approvedrequests to the Registrar. Requests not approved will be returned to the instructor who willthen assign an appropriate grade. The Dean will notify the student on the status of theapproval and, if granted, provide information concerning how to complete the work and theconsequences for not doing so by the stated deadline.*For reasons such as illness or other extenuating circumstances, a student may receive an incomplete (I)upon the approval of the course instructor and the dean of the appropriate school. Application forms maybe obtained from the registrar’s office. Failure to remove the “I” by the end of the next semester enrolledat Piedmont College will result in an “F”. For students who do not return to Piedmont, the “I” must beremoved within a calendar year or it is changed to an “F”.6/200942

In-Progress Grade PolicyA grade of “IP” (in progress) may be used in a limited number of courses approved by the Dean ofEducation for a candidate who initiates coursework which cannot be completed during the semesterbecause of circumstances, such as a delay in collecting research data, a need for extended work in studentteaching, apprenticeships, capstones. The procedures for using the IP grade are as follows: The candidate is expected to initiate the request for an “IP” grade, completing all the items inthe candidate section of the form and submitting the form to the course instructor. If the candidate is unable to initiate the request, the instructor may do so by completing allsections and writing “by phone” or “by email” for the candidate’s signature. If the instructor approves the request, it should be forwarded to the Dean of Education nolater than the last day of classes for that semester The Dean makes the final determination if the request is granted and will forward approvedrequests to the Registrar. Requests not approved by the Dean will be returned to the instructorwho will notify the candidate then assign an appropriate grade.Courses approved for In-Progress grades:Research courses: An In-Progress grade in graduate research courses may be awarded in cases when theresearcher is unable to complete the research as a result of delays beyond his or her control.Capstones: In-Progress grades may be appropriate in individual cases when the prospective presenter andgraduate capstone course instructor agree that the presenter should continue development of the capstoneinto the next semester.Teaching experience: An In-Progress grade may be awarded when a candidate’s student teaching,practicum, apprenticeship, or internship is extended by the college.Revised: July 200843

Courses with Pass/Fail GradesEarly ChildhoodEDEC 499 Student Teaching (K-5)EDUC 599 Graduate OrientationEDEC 742 Student Teaching (K-5)EDEC 744 Internship I (P-5)EDEC 745 Internship II (P-5)Middle GradesEDMG 444/445 Intern ProgramEDMG 499 Student TeachingSecondary EducationEDSE 366 Secondary PracticumEDSE 498/499 Apprentice Teaching I and IIEDSE 740 Secondary Education PracticumEDSE 742 Apprentice TeachingEDSE 743 Apprentice TeachingEDSE 744 Secondary Education Internship IEDSE 745 Secondary Education Internship IIEDSE 788 Secondary Education CapstoneSpecial EducationSPED 444 Internship ISPED 445 Internship IISPED 499 Student TeachingSPED 740 Practicum (E/BD)SPED 741 Practicum (SED & Autism)SPED 742 Student Teaching (E/BD)SPED 743 Student Teaching (SED & Autism)SPED 744 Internship ISPED 745 Internship IISPED 780 CapstoneNOTE: If adjuncts are teaching these courses, please make sure they know grade policy.44

STUDENT ACADEMIC RECORDS(The Family Educational Rights and Privacy Act - FERPA)SECTION A: Student Academic RecordsThe Registrar has a master roster of all students which lists high school grades, SAT scores, etc. Facultymembers may examine student records on request to the Office of the Registrar.After appropriate training and with the approval of the Vice President for Academic Affairs, facultymembers may access student records via computer on the campus network.SECTION B: Confidentiality of Student RecordsPiedmont College complies with all requirements of the Family Educational Rights and Privacy Act of1974 and all amendments thereto. Complete information is available in the Office of the Registrar and onthe web at www.piedmont.edu/reg.The law defines student education records to include “records, files, documents, and other materialswhich contain information directly related to a student and are maintained by a university or by a personacting for a university.” Within 45 days of receiving a request, universities must allow students to inspectthose education records. Excluded from the definition of student education records are records madeabout students by teachers and administrators for their own use and not shown to others.Confidential letters of recommendation or evaluations which were in the records prior to January 1, 1975,need not be made available to students. For letters after that date, the law allows students to waive rightsof access if the letters have to do with admission, employment, or honors, if the letters are used only thosepurposes, and if students are told, on their request, the names of all letter writers. No student or applicantmay be required to execute a waiver.Students have the right to challenge the contents of their educational records and to secure correction ofinaccurate or misleading information. Students may insert into their records a written explanationrespecting the content of such records. Students may challenge a grade in their records only on the groundthat it was inaccurately recorded, not that it was different than the instructor ought to have recorded.Teachers, administrators, and similar professional personnel (in the same institution) may look at therecord if they have a “legitimate educational interest.”The university may transfer information to other educational institutions in which the student intends orseeks to enroll, in connection with a student’s application for, or receipt of, financial aid, and to publicofficials enumerated as follows:1. State and local officials to whom state law in effect on November 19, 1974, required information to bereported.2. Organizations like ETS and CEEB in connection with developing, validating, or administeringpredictive tests, administering student aid programs, and improving instruction.3. Accrediting organizations in order to carry out their accrediting functions.4. Parents of a student who is a dependent for income tax purposes.5. Appropriate persons in the case of health and safety emergencies.Directory information may be released without the consent of a student unless the student specificallyasks that prior consent be obtained. Requests for non-disclosure will be honored for only one academicyear; therefore, authorization to withhold directory information must be filed annually in the office of theRegistrar. Directory information includes a student’s name, address, telephone listing, e-mail address,date and place of birth, major field of study, participation in officially recognized activities and sports,weights and heights of members of athletic teams, dates of attendance, degrees and awards received, and45

the most recent previous educational institution attended by the student. A university must publish a listof what it designates as directory information and give each student a reasonable period of time to askthat any and all such information not be released without prior consent.Other than in the exceptions listed, or in the case of directory information, or in responding to judicialprocess, employees of a university may not release personally identifiable information in educationrecords or allow anyone access to those records, unless the student has given written consent specifyingrecords to be released, the reasons for such release, and to whom, and a copy of the released records isfurnished to the student.Educational agencies and institutions are permitted to disclose personally identifiable information fromstudents’ education records, without consent, in connection with a health or safety emergency. Under thehealth and safety emergency exception, universities will be able to contact anyone, including parents,potential victims, a student’s previous schools, and law enforcement authorities if that would help diffuseor assess the danger of imminent harm to the student or others. The college will be required to record thearticulable and significant threat that formed the basis for the nonconsensual disclosure; they must alsorecord the parties to whom information was disclosed. This document becomes part of the educationrecord and will be subject to FERPA’s inspection, review, amendment, and nondisclosure requirements.No information concerning a student’s education record may be disclosed over the telephone toanyone, even to the student.46

End of Semester GradesThe grade sheet supplied by the registrar’s office has a cover sheet that sets the deadline for turning ingrades. Generally, all grades must be turned in within 48 hours of the final exam. It is important to notegraduating students and the deadline for their grades. The consequences for not meeting the deadlinecould include a student not graduating, grade reports not being mailed, and the wrath of your dean and theregistrar.Graduation Application DeadlinesAll graduation applications are sent to the Dean of Education (not Registrar). Please keep a copy in theadvising file. Deadlines are posted on the Piedmont College website.A $100 late fee will apply after the posted deadlines.In order to comply with FERPA:Returning Student’s WorkDemorest:All student work must be maintained in the faculty member’s office or given to the departmentadministrative assistant for return to the student. Do not place outside your door for pickup or any otherpublic location.Athens:Student work will no longer be accepted in the main office for return to the student. Plan to return studentwork during scheduled class times whenever possible or plan to provide an alternate time and place whenyou will be able to return student work.Forms OnlineMost forms used at Piedmont can now be found on the college website under the Registrar’s Officepage as well as the Faculty Resources and Current Student Resources pages on the School of Educationwebsite. Please note that the FERPA release form for recommendation letters has now been posted on theFaculty Resources and the Current Student Resources pages.47

Academic Integrity Administrative ProceduresAll faculty must consistently follow the correct procedures in dealing with cases of academic integrity.Do not make individual decisions or exceptions.1. The accuser will provide to the Vice President for Academic Affairs a signed statement fullydescribing the act of academic dishonesty, naming persons involved and witnesses, and listing allphysical evidence. All physical evidence is to be secured, if possible, by the Vice President forAcademic Affairs.2. The Vice President for Academic Affairs will provide the accused with written notification of theaccusation of academic dishonesty, the identity of the accuser, and the procedures for resolvingthe case.3. The the Vice President for Academic Affairs will adjudicate the case based on the evidencepresented, taking into consideration any recommendations of the instructor responsible for theacademic exercise in which the act of academic dishonesty is alleged to have occurred.4. The Vice President for Academic Affairs will make the final judgment of guilt or innocence andof penalties and will provide the accused written notification of the disposition of the case.5. A student may appeal the decision of the Vice President for Academic Affairs to the Office of thePresident.(rev 05/2009)48

INITIAL ADVISEMENT CHECKLISTYour first advising meeting is your chance to help new students become educated advisees. This meetingwill set the tone for your advisor-advisee relationship. Similar to the first day of class, this is a time to getto know each other and to share expectations. During your first advising meeting go over each of thefollowing items conscientiously:Your contact information (office location, office hours and the best way to get in touch with you)Your advisee’s background information (pace of academic progress, academic goals, academiclimitations, co-curricular interests, family and work obligations, etc.)Review the advising worksheet and get your advisee to sign it.Give the advisee a copy of the advising worksheet and suggest that they keep it in an advisingnotebook for reference and that they bring it to advising sessions with any other relevant forms ordocumentation.Discuss scheduling, fill out the registration form and sign it. It is the advisee’s responsibility tosubmit the registration form in person during the designated registration period. Seewww.piedmont.edu/reg for current schedules and calendars.It is helpful to create a tentative plan that maps out a path to graduation. Keep the original in theadvising folder and give a copy to your advisee.Discuss teacher education requirements and application process (application form, GACE basicskills test and exemption requirements, membership in a professional teaching organization, andinterview).Discuss the field experience documentation and ask that the student bring it to subsequentadvising sessions for review.Discuss program portfolio requirements, explaining course requirements, along with clinicalexperiences.If you do not have time to discuss all of these issues at the first advising meeting at new studentregistration, set up another meeting with your advisee as soon as possible to discuss them.49

Background Check Procedure for the School of EducationGraduate StudentsGraduate students must submit proof of background check with their application for admission totheir graduate degree program in the School of Education. If the applicant is a teacher or paraprofessionalworking in an accredited school they may submit a “Background Check Waiver for Current SchoolDistrict Employees.” All other applicants must order their own background checks throughCertifiedBackground. (Instructions for conducting your own background check and the background checkwaiver form are both available on the SOE website, as well as through Admissions.) Background checksare confirmed by Graduate Admissions. Any problems are referred to the Dean of the School ofEducation for evaluation. Admission to the School of Education may be denied by the Dean based on theresults of the applicant’s background check.Undergraduate StudentsUndergraduate transfer students with 45 or more transferrable credit hours must submitproof of background check with their application for admission to Piedmont College as an Educationmajor. If the applicant is working full-time in an accredited school, they may submit a “BackgroundCheck Waiver for Current School District Employees.” All others must order their own backgroundchecks through CertifiedBackground. The background checks are confirmed by UndergraduateAdmissions. Any problems are referred to the Dean of the School of Education for evaluation. Admissionto the School of Education may be denied by the Dean based on the results of the applicant’s backgroundcheck.All other Piedmont College undergraduate Education Majors must undergo a backgroundcheck by the time they have 45 hours or before they take any Education course with a field experiencecomponent. This includes EDUC 199, but does not include EDUC 250. Students cannot satisfyAdmission to Teacher Education requirements without proof of current background check, either throughCertifiedBackground, or by the signed “Background Check Waiver for Current School DistrictEmployees.” These are confirmed by the Admission to Teacher Education Coordinator, who refers anyproblems to the Dean of the School of Education for evaluation. Admission to Teacher Education may bedenied by the Dean based on the results of the applicant’s background check.August 200950

Longsdale PublishingGACE Online Course and Practice TestsImproving Education One Student at a TimeStudent Instruction Sheet - Piedmont CollegeLocate the following URL with your web browser:http://www.longsdalepub.com/gace/This URL will direct you to a web page welcoming you to the GACE Online Course and Practice Tests. Click on the“Register”. You will need to register using the following information.School Number: 82906School Key: piedcolAfter entering this information, the next screen to appear will require you to enter an email address and your first andlast name into the spaces provided. The ID Number field is optional.When you have completed the registration process, you will be issued a user name and password. Since you will beasked to enter your user name and password each time you login, it is important that you keep a copy in a safeplace.August 200951

School of Education Appeals CommitteePurpose:The charge of this committee is to make recommendations to the Dean of School of Education concerninggrade appeals; issues regarding candidate disposition; admission to teacher education denial orrevocation; appeal of removal from field placements; and any other matters concerning candidategrievances in regards to meeting professional, state, and institutional standards or codes of ethics thatcannot be resolved through established procedures.Membership:An ad hoc committee will be formed as necessary and shall consist of three full-time faculty membersappointed by the Dean of Education. The committee members will elect a chair and meet as needed.Grade Appeals:The grade appeal process will follow the procedures and deadlines stated in the current college catalog.In lieu of a form, the candidate must submit to the appropriate department chair the following:1. A letter of appeal with evidence supporting the need for an external review.2. Copy of emails or other communications between the candidate and the course instructorindicating a lack or resolution of the disputed grade.3. Copy of any work being questioned.4. Copy of the course syllabus.5. Any other supporting materials to support the grade appeal.If the department chair is unable to resolve the situation, the Dean of Education will form the ad hoccommittee.Other Processes:Any other candidate grievance must be initiated by providing the Dean of Education a written statementof the grievance and of the relief requested, a copy of any supporting material, and a statement of actionalready taken. The Dean will ask for a written statement from the respondent if appropriate andapplicable, and will call for the Appeals Committee to meet in a timely manner.Review of any other candidate issues may be imitated by the Dean or a faculty member by providing awritten statement for review. The Dean will ask for a written statement from the respondent ifappropriate and applicable, and will call for the Appeals Committee to meet in a timely manner.Both the grievant and the respondent have the right to request to appear before the Appeals Committeeand/or the Dean. The Appeals Committee will send its opinion or proposal for resolution to the Dean forreview. The Dean will make a final decision and notify the grievant and the respondent in writing withinthree weeks of receiving the decision of the Appeals Committee.Revised: 06/200952

In-Course Field Experiences Procedures and District RequirementsDemorest and Athens Campuses1. Please refer to the School of Education (SOE) webpage for a description of in-course fieldexperience and check often for updates of district requirements.2. Have your students download the “Introduction letter for School Visits” from the SOE websiteand have them attach the completed form to the assignment they turn in to you.3. Before any Piedmont College student enters a school, his/her background check must be clearedwith no changes from the original background check. Not following this procedure goes againstour agreements with the school districts and will be viewed as a violation of ethics by the student.4. Please adhere to all district policies concerning field experience requests. Not following thesystem’s requested procedures could result in us losing our relationship with the districts. If youhave any questions, please contact Kathy Bolt at 706-548-8505 ext 8008 or by email atkbolt@piedmont.edu . Updates will be emailed to you and posted on the SOE website.Updated 7/11/201053

FIELD PLACEMENT INFORMATIONAll field placement applications (practicum, student teaching, apprenticeship) are due the semester prior.The due dates are October 1 st during the fall semester and March 1 st during the spring semester.Faculty should be aware and advise candidates that no teacher candidate will be placed for studentteaching or the second semester of apprenticeship until he or she is unconditionally accepted to TeacherEducation. Apprentices must be admitted by final exams- fall semester. Student Teaching candidates whoare conditionally accepted should submit applications signed by their advisor with a field placementwaiver attached. The Field Placement Coordinator will hold the student teaching application until thecandidate has been unconditionally accepted to Teacher Education. Any student teaching application froma candidate that has not been unconditionally accepted to Teacher Education that does not have a waiverattached will be forwarded to the Dean. Please note that it is the candidate’s responsibility to notify theField Placement Coordinator of his or her unconditional acceptance to Teacher Education. EDEC andMGED student teaching semester will begin on the start dates of the semester.Dropping a Course for Field PlacementPlease carefully read the directions below. It is imperative that these instructions are followed to assureour contracts for supervision and faculty loads are correct. It is also vital that the SOE is able to keepaccurate documentation for state reports and that schools are properly notified of changes.1. Practicum – If a teacher candidate needs to drop a practicum course, it is the advisor’sresponsibility to notify the Field Placement Coordinator by sending a copy of the drop/add form.2. Student Teaching – If a teacher candidate needs to drop a student teaching course, it is theadvisor’s responsibility to notify the Schedule Manager by sending a copy of the drop/add form.3. Apprenticeship - If a teacher candidate needs to drop a apprenticeship course, it is the advisor’sresponsibility to notify the Schedule Manager by sending a copy of the drop/add form.4. Internship - If a teacher candidate needs to drop an internship course, it is the advisor’sresponsibility to notify the Schedule Manager by sending a copy of the drop/add form.Updated 7/11/201054

Notification Requirements for Student Teachers, Apprentice Teachers and InternsSpring and Fall SemestersEARLY CHILDHOOD & MIDDLE GRADESStudent TeachersOctober 1 st&March 1 stPrior to startof semesterAsinformationis availableApplications due to the Field Placement CoordinatorCourse schedule for semester block (497, 498, 736) due to ScheduleManagerPlacements made, letters sent to studentsSupervisor assignments made by Supervisor Coordinators. Supervisorassignments given to Schedule Manager.Scheduler Manager gives students and supervisors detailed informationabout supervisors and placementsAll changes to student enrollment, placements, and college supervisors aregiven to the Supervisor Coordinator, who notifies the Schedule Manager.InternsThroughoutpriorsemesterPrior to startof semesterAsinformationis availableApplications due to the Intern CoordinatorList of interns, supervisors and schools due to Schedule ManagerAll changes to student enrollment, placements, and college supervisors aregiven immediately to the Intern Coordinator, who contacts the ScheduleManager.SECONDARY, ART, MUSIC, DRAMA & SPECIAL EDUCATIONApprentice Teachers/Student TeachersOctober 1 st Applications due to the Field Placement Coordinator (Student Teachers& Only)March 1 stApplications due to the Field Placement CoordinatorPlacements made, letters sent to students. Placement information sent toDept. HeadsPrior to startof semesterAsinformationis availableSupervisors assigned by Program Coordinator or Dept Head. Supervisorassignments given to Schedule Manager.Scheduler Manager gives students and supervisors detailed informationabout supervisors and placementsAll changes to student enrollment, placements, and college supervisors aregiven to the Supervisor Coordinator, who notifies the Schedule Manager.55

InternsThroughoutpriorsemesterPrior to startof semesterAsinformationis availableApplications due to the Intern CoordinatorSupervisors assigned by Program Coordinator or Dept Head. List ofstudents, schools, and supervisors due to Schedule Manager.All changes to student enrollment, placements, and college supervisors aregiven immediately to the Intern Coordinator, who contacts the ScheduleManager.Frequently Asked Questions:Updated 7/11/20101. What do I do if I find out that my advisee got a job and wants to do internship instead ofstudent teaching and it’s after Pre-registration?Fill out DROP/ADD form.Fill out the INTERNSHIP APPLICATIONGive Internship Application and Drop/Add form directly to the INTERNCOORDINATORINTERN COORDINATOR assigns supervisor, calls FIELD PLACEMENTCOORDINATOR and SCHEDULE MANAGER. Finds out from ScheduleManager which section code to put on the drop/add form, submits this toRegistrar, and notifies the old Student Teaching Coordinator of the change.Sends internship application copy to department chair.2. What should I do if I get my class roll for student teaching and there is a student listed who Idid not know I was supervising?Call the STUDENT TEACHING COORDINATOR and verify that your list isincorrect.STUDENT TEACHING COORDINATOR calls the SCHEDULE MANAGER, whofixes the problem and notifies other people who need to know.3. How do I find out who I am supervising?Student Teachers / Apprentice Teachers: You should receive from theSUPERVISOR COORDINATOR for your program a list giving you information oneach of your students and where they are placed.Interns: The INTERN COORDINATOR for your program will give you thisinformation.You will also receive a class roll to be signed. There is only a final class rollgiven to you to sign. This is usually the 2 nd or 3 rd week of the semester.56

4. What should I do if I find out that the classroom teacher has changed from the originalassignment for the student who I am supervising?Call the FIELD PLACEMENT COORDINATOR5. What should happen if a College Supervisor no longer is supervising a student, as originallyassigned?Contact the STUDENT TEACHING COORDINATOR or INTERNCOORDINATOR for that program. They need to assign a new supervisor andcontact the classroom teacher & student involved.The Coordinator contacts the SCHEDULE MANAGER. (They will see to theregistration correction, contract, pay requisition, class roll, etc.)Updated 7/11/201057

Procedures for Removal from Student/Apprentice TeachingIf the candidate is being removed on the basis of violations of the Georgia Code of Ethics the matter willbe referred immediately to the Dean of Education and the proper authorities as warranted. Actions takenin such cases will be determined by the administration of Piedmont College and the host schoolIf during student or apprentice teaching either the host school administration or the college supervisor(s)determine that a candidate should not be allowed to continue her/his placement, the following procedurewill be followed:1. The college supervisor will receive approval from both the department chair and Dean of Educationto remove the candidate, or will notify them of the host school’s decision. The host school’snotification must be provided by the school principal or appropriate designee. Notification will beprovided to the Field Experience Coordinator and the advisor by the Dean.2. The candidate will be notified by phone and email not to return to the school grounds except tocollect any personal belonging under the supervision of school personnel. The candidate will benotified not to contact host school personnel about anything.3. The candidate's college supervisor will collect documentation relevant to the situation, including butnot limited to the following: statements by the supervising teacher(s), statement by the candidate, andthe college supervisor's report on the situation.4. The candidate's college supervisor will provide the documentation to the dean of the School ofEducation who will form an ad hoc committee to review the situation and recommend a course ofaction. That committee will be comprised of the department chair, college supervisor, the candidate’sadvisor and/or other faculty members designated by the dean. The candidate will be notified of thecommittee members and has the right to appear to present any relevant information5. The committee's recommendations may include but are not limited to the following: immediateplacement to complete the student teaching/apprenticeship in a different school; assign an IP gradewith the option of beginning the student teaching/apprenticeship over the next semester school year;assignment of a grade of W or WF, withdrawal from teacher education.Rev. June, 200858

PIEDMONT COLLEGE: SCHOOL OF EDUCATIONApplication for Experiential Credit for Student/Apprentice/Intern Teaching PolicyPlease refer to form online and make sure all criteria are met before proceeding.The following SOE criteria must be met in order for a candidate to apply for experiential credit forstudent/apprentice teaching.1. A minimum of three years successful teaching in the subject and grade level of the candidate’s program isrequired (paraprofessionals and substitute teachers do not meet this criteria). Successful teaching may bedocumented through annual evaluation, renewal of contract, or letters from the appropriate employer.2. Teaching experience must have been in either a public school or an approved private school and the thirdyear must not have been more than seven years prior to application for experiential credit.3. All criteria for Admission to Teacher Education must be met prior to application for experiential credit.4. The candidate must have a pre-application interview with the appropriate department chair and/ordesignated faculty member(s) who will provide the candidate with the experiential credit procedure form.Written permission to proceed with the application must be included in the candidate’s portfolio. TheSchool of Education reserves the right to deny a candidate the right to proceed with the process in order tomeet all program outcomes.5. The candidate’s portfolio must include all information required in the Application for Experiential Creditform, demonstration of mastery of all the objectives of student/apprentice teaching, and appropriatedocumentation of three years of successful teaching. Submission of the portfolio for review does notguarantee that credit will be awarded.6. This policy does not apply to any undergraduate candidate or program.6/200959

Private School PolicyOnly private schools accredited by either Southern Association of Colleges and Schools (SACS) and/orthe Georgia Accrediting Commission, Inc. may be used for student teaching, apprenticeship, orinternship. Private schools accredited by SACS may be found on www.sacs.org.Schools approved by the GA Accrediting Commission are listed on www.coe.uga.edu/gac. The schoolprogram(s) approved by the Commission must have a current status of Accredited with Quality (AWQ) orAccredited (ACC).Website verification must be attached to the student teaching, apprenticeship, or internshipapplication.06/200960

National Board Certification CreditThe American Council on Education recommends that teachers who achieve National Board Certificationbe granted up to 9 semester hours of graduate credit. The School of Education Policy at PiedmontCollege is as follows:1. Candidates in a Master of Arts program who have received National BoardCertification are eligible to apply for up to 6 hours of experiential credit at thegraduate level. This option is not available in any other program.2. Upon completing the appropriate form and supplying the proper documentation,the candidate may receive experiential credit for EDUC 750, The Knowledgeable Teacher andEDUC 712, Group Processes and Interpersonal Skills.3. The candidate will pay $50 per credit hour for experiential credit under theestablished policy.Revised: 10/30/200861

Piedmont College School of EducationCertification Procedures(Information given to students)Piedmont College has a website with forms and instructions for students who have completed theirprogram in teacher certification and wish to apply for their teaching certificate in Georgia.The processing of your application can vary depending on your current teaching status. It is important tofollow the procedures based upon your degree level, whether you are currently teaching, and the type ofcertificate you are seeking.PIEDMONT COLLEGE WEBSITE FOR CERTIFICATION:http://cyrus.piedmont.edu/users/mmoremen/Or you can access this link from the School of Education website, Current Students, item # 11.At no time can your certificate application for a clear-renewable be processed by the ProfessionalStandards Commission (PSC) prior to a final transcript being available from the Piedmont Registrar (i.e.after your degree has been posted). Transcripts are usually available between 1 and 2 weeks after theactual graduation date.You should apply for your certificate:1. During the semester you are graduating or when you have completed all requirements forcertification.2. You have cleared all your Piedmont holds. (i.e. library fees, business office fees, financial aiddocuments, etc.)3. You have taken and passed Praxis II or GACE II exams. In order to apply for your clear-renewalcertificate the tests you pass must align with your teacher program (i.e. secondary math educationstudents must pass the GACE II in secondary math. Middle grades math will not suffice).You do not need to wait until after graduation to review the instructions andsubmit your paperwork. You can do this anytime during your last semester aslong as your signature date is no more than 80 days prior to submission.Libby Willis Phone: 706-548-8505 x 8010Piedmont College, School of Education Fax: 706-433-1750Certification & Advisinglwillis@piedmont.edu595 Prince AvenueAthens, GA 30601Updated 7/201162

Athens CampusSupplemental Information2012-2013Administration: Administrative services, as well as the Offices of the Vice President, Assistant to theVice President, and support staff are housed in the Main Office, located in Commons 105 West, (706)548-8505. General faculty assistance is available during Main Office hours (see Hours of Operation).Linda Smith, Assistant to the Vice President, provides supervision for the campus 4:00 p.m. – 8:00 p.m.Monday – Thursday and 1:00 p.m. - 5:00 p.m. on Friday.Bookstore: The Piedmont College Bookstore, operated by Barnes & Noble, is located in the courtyardbehind the Commons. Hours of operation will be determined each semester. Check the bookstorewebsite (www.piedmont.bncollege.com) for up to date information. Contact numbers for the bookstoreare (706) 543-6993 or (866) 718-3194.Classes: Canceling/Rescheduling - If it becomes necessary to cancel or reschedule a class, pleasecontact the Dean of your respective school as soon as possible and make alternatearrangements. After contacting your Dean, notify Gay Neighbors, Assistant to the Registrar(gneighbors@piedmont.edu) in office 202W, (706) 548-8331, for any rescheduling.Scheduling - Day and evening classes are listed on the college website. Additionally, classesare posted in the foyer of Commons and Lane Hall prior to the first class meeting. Do not changeclassroom location without approval from the Administration.Please contact Gay regarding scheduling, room assignment, or any other classroom issues.Faculty Services (available to full-time and part-time faculty): Mailboxes – Mailboxes are located in Commons 206 East and Lane Hall. For security purposes,room 206E should remain locked at all times. Each faculty member will be issued a key that willaccess 206E and the Commons classrooms, which must be returned at the end of the semester.Keys to the computer teaching labs must be signed for through the Main Office before each class.Keys to the classrooms and lab in Lane Hall are available at the Library circulation desk. Copiers – Copiers are located in Commons 206 East, Commons 202 West, and Room 5 LaneHall. All copy needs are the responsibility of each faculty member. Please contact the MainOffice to receive a copy code which will allow access to the campus copiers. Fax – A fax machine is available in the Main Office; (706) 433-1750. Faxes received at thislocation will be placed in the appropriate campus mailbox. Lounges – Faculty lounges are located in Commons 206 East and in Lane Hall Room 5.Parking - Designated Parking for faculty and staff is located adjacent to the Recreation Complexon the corner of Hill Street and Harris Street. All Faculty and Staff must obtain a parking permit atthe Main Office.Part-time Faculty Work Area - Commons 103 East is designated as a work area for part-timefaculty. This area has both phone and computer access.Fitness Center: The Fitness Center is located in the Recreation Center for use by faculty, staff, andstudents. Please check at the office for information pertaining to the use of the Center.63

Food Services and Vending: “Café on Prince” is open Monday - Thursday 11:00 a.m. - 8:00 p.m.,Fridays 11:00 a.m. - 2:00 p.m., and hours vary when school is not in session. All Piedmont Collegepersonnel will receive a 10% discount. Vending machines are located on the first floors of CommonsEast and Lane Hall.Hours of Operation: The Main Office is open Monday – Thursday 8:00 a.m. - 8:00 p.m. and Fridaysfrom 8:00 a.m. - 5:00 p.m. Please refer to the Piedmont College website for inclement weather updates.Check the academic calendar, located on the PC website, for holidays and other special events that couldalter normal hours of operation.Library: The Athens Campus Library is located on the first floor of Lane Hall. The hours are Monday –Thursday 9:00 a.m. – 8:00 p.m., Fridays 9:00 a.m. – 5:00 p.m., Saturdays 9:00 a.m. – 3:00 p.m.,Sundays closed. The Library's website is http://library.piedmont.edu and serves as a portal to all electronicresources.The “Ask a Librarian!” service is available from links on the Library's homepage.Call Athens (706) 433-0728 or Demorest (706) 776-0111 for assistance, especially with UGAborrowing privileges and remote access to electronic resources.Policies & Procedures: Piedmont College does not permit children to accompany students to classes. No food or drink is allowed in computer labs. Piedmont College Athens is a smoke-free campus. Any problems regarding facilities (i.e., temperature, restrooms, furniture, technology, etc.) shouldbe reported to the office. If necessary, Main Office staff will generate appropriate work orders.Security: Campus Safety is provided 24/7 and stationed at the Information Desk near the main entranceof 595 Prince Avenue (Commons Bldg.) and 468 N. Milledge Ave. (Lane Hall). Terry Strickland isDirector of Security for the Athens Campus, (706) 433-1789.Student Services: The Office of Student Services is located in Commons 202 West. It houses theoffices for Business, Financial Aid, Registrar, and Student Life. The Admissions Office is located inCommons 101B East. You may also contact the respective department at the Demorest Campus, (706)778-3000 or (800) 277-7020.Technology: Classes meeting in a computer lab must obtain a lab key from the Main Office (Commons105 West) prior to each class meeting. This must be returned or deposited in the drop box immediatelyfollowing class. Classes using a computer lab in Lane Hall can obtain a key from either the Library orSecurity. Wireless internet is available in the Commons and the Library.IMPORTANT NOTATIONS: Do not change rooms. Be sure to turn off the projector at the end of class. PC email account should be activated immediately. Contact department heads about desk copies. Issues concerning pay are handled in the Demorest Business Office @ (706) 778-3000 or (800)277-7020.64

Arrendale LibraryUser Services for Education Faculty and StudentsArrendale LibraryPiedmont College165 Central AvenueP.O. Box 40Demorest, GA 30535Homepage: http://library.piedmont.edu/Email: refdept@piedmont.eduTelephone: 706-776-0111 or 800-277-7020 x 1111FAX: 706/776-2811This handout was developed to supplement instructional presentations designed to introduce School ofEducation graduate students to the research resources available to them.Members of the faculty should supplement their reading of this document with reading of Section VII ofthe Piedmont Faculty and Staff Handbook to learn about other aspects of library services that applyspecifically to faculty.http://library.piedmont.edu/ http://libguides.piedmont.edu/706-776-0111 @ Demorest 706-433-0728 @ AthensAsk a Librarian!All Piedmont College students have all usual library privileges at the Arrendale Library and at the AthensCampus Library, including book borrowing, reference assistance, interlibrary loan, computer lab use, andremote access to online resources. Hours of operation for the Arrendale Library and the Athens CampusLibrary are posted on the library’s web site at http://library.piedmont.edu/hours/ Whenever one of thelibraries is open, there is someone who can help you with your work!Ask a Librarian! ServiceThe Ask a Librarian service allows researchers to correspond with the Library about their researchprojects. It is best used to ask about research techniques or to ask questions with brief, factualanswers. You may submit questions using the form on our website. A librarian will reply to yourmessage within 24-48 hours, except on weekends and holidays. For complex questions, you may becontacted by phone.LibGuidesUsing the Library's LibGuides, you can find subject research guides, course support guides, and otheruseful resources. You can browse the site by topics or search it by keywords. The Guides are accessedthrough the Library's website or you can go directly to http://libguides.piedmont.edu/ Contact anylibrarian for further assistance with your research!Education students at all levels should particularly take a look at the LibGuides named EducationResearch and Resources, Online Reference Books for Education, Working Online, Student E-MailAccounts, Journals & Magazines, and Working at Other Libraries. Some will provide information65

about your working environment, such as how to access resources off-campus; some will providedirection for your pursuit of information and knowledge to support your research.Off-Campus Access to Research ServicesThe Library uses the Ezproxy authentication software to identify you as a Piedmont College student aspart of the process to give you access to the research services. Your username is your completePiedmont College e-mail address; e.g. jsmith0101@lions.piedmont.edu. Your password is your studentID number, which you receive during the registration process. You will also receive a plastic CollegeID, with your student number is printed on it. It is a 9-digit number that always begins with a “9”Research Resources for EducationThe following research services/resources are the ones most frequently used for education research.For a complete list of online services available for education research, take a look the EducationSubject Page of the Library's website:http://library.piedmont.edu/elecreslinks/Browse_Resources_by_Subject/Education/Education Full Text — covers the full gamut of education topics. Check Full-text and Peerreviewedto limit your results to scholarly, full-text journal articles contained in the service,mostly of which extend from the early 1990's to the present. Also contains professionalmagazines about classroom techniques, and provides citations/abstracts from 1929-present. SAGE Premier — This service includes full-text articles from 1999-present only from all 500+journals published by SAGE Publications, one of the leading publishers of scholarly journals inthe social sciences, including educational research. Also includes citations/abstracts for allarticles from the beginning issue of each journal through 1998; those articles may be obtainedthrough Interlibrary Loan. It is important to search SAGE separately because the Library doesnot subscribe to a citation/abstract service that indexes many of the SAGE journals.JSTOR — a full-text archive of over 1,100 major scholarly journals in all academic disciplines.All issues of each journal are available from the journal's beginning issue. In the case of journalsstill being published, the most recent 3-5 years are not included. You can use the Journal Locatorto determine whether you have access to recent issues.ERIC — The Educational Resource Information Center is one of the most valuable sources forresearch in education, especially for the "gray literature" of the field, the ERIC Documents. Alldocuments are available as full-text from 1993-present, as are about 60% of the documents from1966-1992. PsycInfo — provides citations/abstracts to the scholarly literature of psychology from 1887-present. It covers all aspects of psychology, including educational psychology and human growthand development. PsycInfo provides all full-text articles, from the first issue to the present, fromall journals published by the American Psychological Association, along with many otherscholarly journals in psychology.Mental Measurements Yearbook, with Tests in Print — Full-text information about andreviews of all commercially published English-language standardized psychological andeducational tests included in the printed versions of the Mental Measurements Yearbooks.WorldCat — Comprehensive catalog of the books, videos, and other materials held by over15,000 domestic and international libraries. Most books available at U.S. libraries can beborrowed through interlibrary loan.CQ Researcher — Explores a single "hot" issue in the news in-depth each week, includingcurrent bibliographies. Topics range from social and teen issues to environment, health,education, and science and technology. The archive is from 1991 to the present.66

For K-12 — This group of resources contains information services, like Britannica Elementary,that has both content and interface tailored to users of a particular reading and experiential level.The MAYFLOWER CatalogAnyone who has access to a computer which is connected to the Internet may access Arrendale Library’scatalog, the MAYFLOWER, using the Library’s homepage. The catalog contains records for all of theLibrary’s holdings — its books, videos, periodicals and e-books — including all material housed in theAthens Campus Library. You may renew checked-out materials through the Mayflower to avoid overduefines using the My Account service.Journal LocatorMembers of the Piedmont College community have access to over 19,000 journals, magazines, andnewspapers, each with extensive backfiles. A few are available in print at the Arrendale Library and theAthens Campus Library; the vast majority are available online. Select the Journal Locator link to learnwhich full-text journals you can access online and the service through which they are provided.Interlibrary LoanInterlibrary Loan is a service through which books and journal articles are obtained for you. You mayrequest materials from the Libraries' own holdings at Demorest or Athens, or you can request materialsfrom other libraries. Forms for journal article or book requests are available on our website. Full andprecise citations should be provided, along with complete contact information. Only requests with all ofthe required information can be processed.Materials Not Owned by the LibraryFor access to materials not owned by the Library and not available online, you may obtain the materialthrough ILL. When a request for material not available in our library is received, the Library willrequest such materials from another library. Please allow 5–15 working days from the time a request isreceived by the Library to receive an item obtained through Interlibrary Loan. The item will be sent toyou upon receipt at the Library.Materials Owned by the LibraryStudents and faculty at the Demorest Campus may request that books from the Athens Campus Library bebrought to Demorest for their use and vice versa. In addition, remote cohort students and faculty mayrequest that materials from either collection be sent to them. Note that all circulation policies apply,including overdue fines and recalls. You will be responsible for returning the book(s) by the due date.Remember, you may renew books online in the MAYFLOWER in order to avoid overdue fines.Borrowing Privileges at Other InstitutionsAll public and many private academic institutions allow local residents to use their facilities and serviceson-site. However, library services such as book borrowing are usually not available to persons who arenot registered students. Piedmont College Libraries have negotiated book borrowing privileges for ourstudents at several public and private academic libraries around the state. Book borrowing privileges atother institutions do not include remote access to their electronic resources.University of Georgia LibrariesAll Piedmont College students, graduate and undergraduate, have book borrowing privileges at theUniversity of Georgia Libraries. At the beginning of every semester, the Library sends the UGALibrary a list of all students who have fully completed registration. Book borrowing privileges last onlyfor the duration of each semester. It's a good idea to call ahead at the UGA Access Services Departmentand make sure that your name has reached them before you go the first time. Their phone is 706-542-3256.67

UGA borrowing privileges include borrowing from the Science Library at UGA, but students must go tothe Main Library to receive their borrower's card at the Access Services Office before borrowing at theScience Library. Students may also use the UGA School of Education's Curriculum Collection inAderholt Hall, though the items in that collection do not circulate, even to UGA students.Stewart Library at North Georgia College & State UniversityAll Piedmont College graduate students have book borrowing privileges at Stewart Library at NorthGeorgia College & State University at Dahlonega. At the beginning of every semester, the Library sendsthe NGCSU Library a list of all students who have fully completed registration. These book borrowingprivileges last only for the duration of each semester. It's a good idea to call ahead at the NGC&SUAccess Services Department and make sure that your name has reached them before you go the first time.Their phone is 706-542-3256.Kennesaw State UniversityMembers of cohorts in and around Cobb and Cherokee Counties should take advantage of the borrowingprivileges available to Piedmont College students at Kennesaw State University. At the beginning ofevery semester, the Libraries send to the Kennesaw State University Library a list of all students whohave fully completed registration. These borrowing privileges last only for the duration of each semester.We suggest that you call ahead to the KSU Circulation Office to make sure your name has reached thembefore you go the first time. Their phone is 770-423-6202.University of West GeorgiaAnyone who lives in the vicinity of Carrollton, Georgia, may participate in the Guest Borrowers Programat the State University of West Georgia Library. This program gives participants temporary borrowingprivileges and is free to all applicants. For further information, call the Library of the University of WestGeorgia at 678-839-6503.68