EVALUATION POINTS IN THE TEACHER EDUCATION PROGRAM

Student Guide Contents

»» APPLICATION TO THE TEACHER EDUCATION PROGRAM
»» POST-PRACTICUM PROGRESS REVIEW
»» APPLICATION TO STUDENT TEACH
»» STUDENT TEACHING

»» APPLICATION TO THE TEACHER EDUCATION PROGRAM

At the completion of EDU 205 and/or EDU 385, students who anticipate continuation in the program are encouraged to apply for admission to the teacher education program. Admission to the program is required for admission to EDU 215 or MU 205 (Practicum) and all methods classes. Practicum should be taken during the sophomore or junior year and prior to all methods courses. While exceptions to this guideline can be granted, such variations are rare and not encouraged. Practicum is an important prerequisite for all teaching methods courses, which presume and build upon the knowledge and experience gained in the course.

The Teacher Education Committee reviews all applications for admission to the teacher education program. A brief essay is included on the application form. The committee will send a request for information to all faculty from whom the applicant is currently taking courses (or from the most recent regular term) and the applicant's academic advisor. Other information considered by the committee includes the applicant's grade point average, transfer data (for students with credits from other colleges), and supplementary data (if available) provided by the Education Department. Students will be considered for admission to the program when they have met the following criteria:

• passing scores (250 or higher) on the writing and mathematics sections of the Basic Skills test (see below)
• a minimum GPA of 2.7 in education core courses, courses in the major, and overall
• successful completion (grade of C- or better) of each Education course taken
• acceptable comments from faculty recommendations
• satisfactory completion of the required application essay
• acceptable ratings on Personal Qualities Assessments
• absence of evidence to warrant denial of the application

Applications submitted by students who have not taken the C-BASE test will not be considered. Students who have taken the test and are awaiting their scores may apply for admission, but a final decision will not be made until scores are received.

C-BASE Test Policies

1. The scores on the Writing subtest and the Math composite score will be considered for admission. A minimum score of 250 on each of the two parts is required for admission to the program. Since the writing score is incorporated into the total English score, students must take both the English and writing sections to receive a writing score.
2. If a student obtains less than a passing score on either or both tests, he/she may retake the test(s) to obtain the required score.
3. Students who submit test scores from a comparable, recognized basic skills test will not be required to take the C-BASE if their scores are deemed satisfactory by the department chair. Generally, this will be determined by comparing the percentile rank obtained on the alternate test with the percentile rank required on the C-BASE.
4. Students must pass the C-BASE or comparable test before they will be allowed to register for Practicum. If registration has already taken place, students will be asked to drop the class if they do not attain the required score.
5. Students requesting testing accommodations must complete an application for accommodation at least one month prior to the test date. We will make every effort to provide accommodations upon request, but cannot guarantee such accommodations for non-Coe students.

Transfer students exceptions: Transfer, post-BA and non-traditional students may be granted an exemption from the admission criteria above. In general, the primary criteria for such students will be successful academic performance and an acceptable application essay. As a guideline, the committee will accept transfer students with a GPA of 3.0 or higher, and will review students with a GPA below 3.0 after completion of two courses at Coe. Transfer, post BA and nontraditional students must take the C-BASE test or provide the results of an approved alternative test. Note that this is a change from policy in previous years. In recognition of the fact that people mature and their life situations change, the following provisions are made for considering students with low grade point averages.

A minimum overall GPA of 2.7 is required for admission to the Teacher Education program. For currently enrolled students, exceptions will not be made. However, transfer, returning and re-entry students who do not meet these criteria will be considered by the Teacher Education Committee for admission under the following circumstances:

1. A minimum of 1 year has passed since the establishment of the low GPA. (Requires that student petition Teacher Education Committee)
2. The student presents evidence (such as work experience, volunteer activities, letters of recommendation or personal statements) that s/he is now ready to perform at the acceptable academic standard of achievement.
3. Prospective secondary and K-12 teachers have a review of their academic record completed by the department of their intended certification at Coe, noting courses needed or to be retaken. Prospective elementary teachers' records will be similarly reviewed by the education department.

Admission to the program shall be based on review of such evidence provided to the Teacher Education Committee. If acceptance into the program is granted, the minimum 2.7 GPA requirements for education, the major, and overall courses will be calculated on the courses taken at Coe after readmission.

»» POST-PRACTICUM PROGRESS REVIEW

Following completion of EDU 215, Practicum in Education, student progress toward attainment of the knowledge, skills and personal qualities required for successful teaching will be reviewed by the Teacher Education department faculty. Student grade point averages (overall, in education classes and in the major) will be reviewed. Students who have not attained an acceptable level of competency on any of the twenty competencies outlined in the Guide to Performance Expectations will be required to work with a faculty member to attain the required level of skill in order to continue in the program. For students seeking secondary and K-12 licensure, The Teacher Education department will consult with the faculty in the students’ major department to determine his/her level of content competency. Any concerns that have been raised regarding the personal dispositions and behaviors of teacher education students will be addressed with the student at this point. The post-practicum review process is initiated by the department, and does not require any additional student paperwork.

»» APPLICATION TO STUDENT TEACH

During the Junior year, students must apply for a review of their standing in the program and preliminary approval to student teach. This is the responsibility of the student, who should initiate the review by submitting an application to student teach. Criteria for acceptance to student teaching include the following:

1. successful completion of EDU 215 and a minimum of 60 hours of field experience with recommendation of the cooperating teacher(s).
2. recommendation by the student's major department (students with a Baccalaureate degree
   from another institution shall have the recommendation of the Chair of the Teacher Education
   Department based on review of the major to verify comparability of the major to Coe's approved
   program requirements.)
3. minimum GPA of 2.7 in each category below:
   education core courses
   the academic major
   overall college GPA
4. review by the Teacher Education department faculty, which will include consideration of personal qualities as well as classroom performance.

»» STUDENT TEACHING

All student teaching candidates will undergo a final review immediately following their final semester of classes. This review will verify that the candidate has maintained required grade point averages; that all instructors’ and cooperating teacher evaluations have been acceptable; and that the Office of the Dean of Students approves the student’s placement in the community. Students with problems in any of these areas will be notified immediately, and appropriate steps will be taken.

About the placement process: Students should not initiate their own search for placements. Student teaching placements are requested by Coe in the Cedar Rapids area only. Most school districts maintain control over student teaching decisions and do not appreciate independent contacts with teachers concerning such arrangements. To avoid misunderstandings, talk with a Teacher Education faculty member or the Student Teaching Coordinator when you submit your application. No changes will be made once a placement has been approved by the school district. Normally, student teachers will be placed in two 7-week positions (1 upper and 1 lower elementary placement for Elementary Education students, and 1 middle school and 1 high school placement for Secondary Education students). Secondary level student teachers may request one 14-week placement with department approval. In order to provide students with a range of classroom experiences, you will receive a variety of placements during your four years in the Teacher Education program. Students will not be allowed to have multiple field experiences in the same classroom.

Placements outside the Cedar Rapids area are strongly discouraged* and will be granted only in exceptional circumstances. To enhance the continuity of your professional development, to allow us to be engaged in such development, and to allow you to be engaged in weekly student teaching seminars, the department has found that is important that you complete your student teaching locally. In any case, only students who have demonstrated superior professional and academic qualifications will be considered for placements outside the Cedar Rapids area. Requests for outside placements must be made at the time of application to student teach and must be accompanied by a statement supporting the request. This statement must include both pedagogical and practical reasons for the request. If additional costs for placements outside the Cedar Rapids area incurred by the Department, these costs will become the responsibility of the student.

* Exceptions may include ACM Chicago Urban Education Program placements, Aldine, Texas student teaching placements, and others which may arise as a result of ACM affiliation and programming.