Guidelines for Student Teaching Internship - The Citadel

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The four transition points and the key common assessments for which data are collected eachsemester in all initial graduate MAT education programs are indicated in the following tableTable 3: TRANSITION POINTS AND KEY COMMON ASSESSMENTSFOR INITIAL GRADUATE MAT EDUCATION PROGRAMSI. Admission toProfessionalEducation ProgramMinimum Score of 396on MAT OR 291 onRevised GRE 8/11 or 900on old GREProfessional DispositionsEvaluationII. Admission toInternshipPraxis II Specialty/ContentArea Passing Score(s)Professional DispositionsEvaluation (in Methodscourses)Field ExperienceObservationEvaluation(ADEPT PerformanceStandards 4-9)(in Methods courses)Long-Range Plan and UnitWork Sample (UWS)Evaluation(ADEPT PerformanceStandards 1-3) (inMethods courses)Research Competency(EDUC 512)III. Completion ofInternshipProfessionalDispositions EvaluationADEPT SummaryConsensus Evaluation(by cooperatingteacher, collegesupervisor, andcandidate) (ADEPTPerformance Standards1-10)Final PortfolioEvaluation (by collegesupervisor*)(ADEPT PerformanceStandards 1-10)Content IndicatorEvaluation (bycooperating teacher*)(ADEPT PerformanceStandards 1-10)IV. ProgramCompletion andRecommendationfor CertificationPLT Passing Score*Under revision – additional program faculty will evaluate the Final Portfolio and ContentIndicators to increase assessment reliability. Implementation will be fall semester 2012.Other common assessments for all initial graduate MAT education programs are the following: Candidate Evaluation of Field Experience (in Methods courses); Evaluation of College Supervisor (in Internship); Evaluation of Cooperating Teacher (in Internship); Program Exit Survey (in last semester enrolled); Graduate Follow-Up Survey (one year out); and Employer Follow-Up Survey (one year out).Additionally, the unit identified other requirements that are common to all initial graduate MATeducation programs, which are indicated in the following table, and for which data are notcollected.The Citadel, School of Education 46
Table 4: TRANSITION POINTS AND OTHER COMMON REQUIREMENTSFOR INITIAL GRADUATE MAT EDUCATION PROGRAMSI. Admission toProfessionalEducation ProgramII. Admission toInternshipIII. Completion ofInternshipIV. ProgramCompletion andRecommendationfor CertificationMinimum 3.00 GPAOverallMinimum 2.50 GPAOverall UndergraduateMinimum 3.00 GPAOverallMinimum 3.00 GPAOverallApplication Application Degree posted byRegistrar OfficeProgram of Study Completion of allMinimum C+ grade in Completion of allProfessional Education Internshiprequirements forAND Content coursework,graduationexcept InternshipApproval by Admissionand RetentionCommitteeB. PurposeNo more than two Cgrades in MAT ProgramCompletion of a minimumof 75 clock hours of fieldexperiencesCertification ApplicationAND Background CheckFaculty and Director ofInternships & FieldExperiencesCollege InternshipSupervisor and Directorof Internships & FieldExperiencesApproval by the Deanin the School ofEducationThe purpose of assessment is to state quantitatively and qualitatively the degree towhich a teaching candidate possesses the knowledge, skills, and dispositions competenciesnecessary to become a successful teacher.The evaluations conducted during the student teaching internship are a continuousprocess involving the student teaching intern, the cooperating teacher, and the collegesupervisor. Feedback on the intern’s performance will be provided in a timely manner toprovide ample opportunity for interns to make necessary changes to improve. At any time,however, if it is determined that the student teaching intern is not progressing satisfactorily,he/she may be removed from the student teaching experience.C. Assessment MethodsThe basic sources for assessing the student teaching intern’s knowledge, skills anddispositions during the teaching internship are:1. Data collected on the Professional Dispositions Evaluation and the ADEPT PerformanceStandards (APS) including ADEPT Summary Consensus Candidate Evaluation; and2. Final Portfolio Evaluation, Content Indicator Evaluation, and Professional Dispositions.D. Assessment Tool – College LiveText edu solutions, http://college.livetext.comThe Citadel, School of Education 47
Page 1 and 2: School of EducationCharleston, Sout
Page 3 and 4: INTRODUCTIONThe student teaching in
Page 6 and 7: Section 2.Overview of theStudent Te
Page 8 and 9: d) have a staff that demonstrates a
Page 10 and 11: 4. MANAGING - The key to good manag
Page 12 and 13: RECOMMENDED SEMESTER CALENDARFor K
Page 14 and 15: 13. become knowledgeable about all
Page 16 and 17: according to cadet regulations. M.A
Page 18 and 19: 13. demonstrate exemplary teaching
Page 20 and 21: 7. working with individuals or smal
Page 22 and 23: 3) offer specific rather than gener
Page 24 and 25: 15. complete ADEPT Midterm and Fina
Page 26 and 27: ADEPT OverviewSection 7: ADEPT Syst
Page 28 and 29: PlanningAPS 1APS 2APS 3PlanningAPS
Page 30 and 31: DOMAIN 2:INSTRUCTIONAPS 6: Providin
Page 32 and 33: and are designed to expose students
Page 34 and 35: KEY ELEMENTSThis standard requires
Page 40 and 41: actions focus on the inappropriate
Page 42 and 43: ADEPT Requirements for Teacher Educ
Page 44 and 45: Section 8: Assessment and Evaluatio
Page 48 and 49: The student teaching internship por
Page 50 and 51: The decision must be recorded, alon
Page 52 and 53: THE CITADELMATHEMATICS TEACHING CAN
Page 54 and 55: THE CITADELSCIENCE TEACHING CANDIDA
Page 56 and 57: Section 10: Overview of Educator Ce

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