TEACHER EDUCATION

TEACHER

EDUCATION

HANDBOOK







Elementary Education/K-8 Program

Secondary Education/7-12 Program

(Biology, Chemistry, Communication, English, Government, History, Mathematics, Physics, Theater)

All-Grades Education/K-12 Program

(Art, Modern World Languages, Music, Physical Education)

Education of the Deaf & Hard of Hearing/K-12 Program

Special Education/K-12 Program

Communication Disorders/PreProfesssional Program

Sign Language Interpreter Program



Augustana College

2006-2007

http://www.augie.edu/dept/educ/andrews/teachereducationhandbook.doc









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HANDBOOK CONTENTS

Augustana College Mission Statement, page 3

Conceptual Framework, page 4

Program Competencies, page 6

Accreditation, page 15

Governance, page 15

Academic Advisors, page 15

Program Entrance and Exit Requirements, page 16

Academic Grievance Procedure, page 19

Student Staffings, page 20

PRAXIS, page 20

Assessment of Candidate Dispositions, page 20

Volunteer Program, page 22

Student Associations, page 22

Field Experiences, page 22

Teacher Education ePortfolio, page 25

Teacher Impact Upon Student Learning Project, page 33

Student Teaching Information, page 48



Up-to-date advising checklists, forms, and other

program resources are available online from the

Education Department Homepage:



http://www.augie.edu/dept/educ/ed/home.htm



Education Department Phone 274-4629









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AUGUSTANA COLLEGE MISSION STATEMENT

Augustana is a college of the Evangelical Lutheran Church in America, offering students of varying backgrounds and ages

a high quality education combining the liberal arts with preparation for professional careers or advanced study.

Augustana is a Christian community dedicated to the intellectual, moral, physical and spiritual growth of individual

students.



The Shared Fundamental Values of Augustana College



CHRISTIAN

By being a college of the Evangelical Lutheran Church in America

Centering on worship

Welcoming all faiths

Nurturing the search for a mature religious faith

Relating Christian faith and ethics to learning and service



LIBERAL ARTS

By providing an education of enduring worth

Affirming teaching and learning as central and life-long

Fostering a broad understanding of humans and their interactions

Enriching lives by exposure to enduring forms of aesthetic and creative expressions

Developing broad knowledge and skills crucial in a changing world

Creating awareness of one's own religious and ethical beliefs and those of others

Cultivating health and wellness



COMMUNITY

By caring for one another and our environments

Responding to needs

Respecting human differences

Empowering one another

Tending to the ecology of place



EXCELLENCE

By committing to high standards and integrity

Practicing faithfulness in teaching, learning, supporting, administering

Nurturing potential

Challenging the intellect

Acting ethically

Recognizing achievement



SERVICE

By affirming that wholeness includes reaching out to others

Accepting the call to servant hood

Promoting justice

Integrating career and service

Serving church and society









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CONCEPTUAL FRAMEWORK









The mission statement of Augustana College is “to provide an education of enduring

worth in times of change by blending the broad learning experiences of the liberal arts

with the student’s individual professional goals by relating Christian faith to learning.”

The College Mission serves as the driving force for the Education Department.



The Conceptual Framework describes how Augustana College’s Teacher Education

Program has been influenced and informed by current and historical research in

education, by current best practice and reform research and by the changes called for

by NCATE and other learned societies. Additionally, the conceptual framework

articulates the Teacher Education Program’s beliefs and provides justification and

rationale for its existence and purpose. It is meant to be a vehicle through which the

unit shares with the professional community its way of seeing, thinking, and being.



Our program’s conceptual framework, the Circle of Courage, is based on a model of

youth empowerment supported by contemporary research, the heritage of early youth

work pioneers and Native American philosophies of child care. The model is

encompassed in four core values: belonging, mastery, independence, and generosity.

The central theme of this model is that a set of shared values must exist in any

community of learners, including public education and teacher training institutions, to

create environments that ultimately benefit society. The term reclaiming is used in this

model because reclaiming environments meet the needs of both the individual and

society. Members of the Professional Education Unit determined that they want to

create a reclaiming environment for their teacher candidates and dispose program

graduates to create classrooms and schools that exemplify all four values of the Circle

of Courage.









Belonging is an integral part of the Augustana environment. Students

need to attach to caring adults in order to begin the process of learning and incorporate

basic social values. The college encourages teacher candidates’ sense of belonging

through small interactive classes and numerous teacher candidate groups. Within the

Teacher Education Program, belonging is facilitated through consensus building,

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inclusive learning climates, and cooperation. Teacher candidates examine their field

placements with regard to the ways in which the teacher creates a belonging

environment that nurtures positive peer attachments through learning. Faculty also

structure the teacher candidates' learning environment to create a community of

learners.









Mastery, the second value in the Circle of Courage Model, promotes the

belief that teacher candidates need to develop social, intellectual, and academic

competence if they are to become capable and responsible citizens. Mastery is ensured

both through the Augustana core and the Teacher Education Program requirements.

College and program admission requirements, stringent course standards, early

practicum experiences and portfolios are examples of measures used to assess

learning and levels of preparedness. When teacher candidates are knowledgeable and

skilled in the professional discipline and the liberal arts core, they are disposed to

become "master" teachers.









Independence is the third value promoted within the Circle of Courage

model. To develop positive autonomy and interdependence, teacher candidates must

be secure in the guidance of caring adults and believe they have some power over their

world. The Augustana liberal arts core provides teacher candidates with the tools for

independence from their first entry course, New Student Seminar, to the Capstone

course for seniors. These courses enable teacher candidates to learn about themselves

and their relationship to others. In the Teacher Education Program, qualities that

promote problem solving, leadership, respect for diversity, collaboration, assertiveness

and responsibility are built into the curriculum and modeled by unit faculty.









Generosity is incorporated into Augustana's liberal arts core by expecting

teacher candidates to participate in volunteer work and the college’s annual Community

Service Day, thus encouraging them to display empathy and concern for others. The

curriculum within the Teacher Education Program is designed to assist teacher

candidates in making the connection between their chosen career and a commitment to

society. The Teacher Education Program’s Volunteer Program provides teacher

candidates with an opportunity beyond program-required practicums to work in varied

community settings. A positive learning environment must be characterized by a

climate of caring so that all involved support one another and cooperate in making their

social and academic experiences meaningful.



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The mission of the Education Department is to empower students with the tools needed

to create learning environments that ensure belonging, mastery, independence and

generosity. This mission is grounded in a philosophy that integrates the best of

Western educational thought with the wisdom of the indigenous Native American culture

of the region and emerging research on positive youth development.



PROGRAM COMPETENCIES

The curriculum of the Teacher Education Program is structured to blend the Circle of

Courage values into a model for professional behavior. A set of professional

competencies, based upon INTASC (Interstate New Teachers Assessment and Support

Consortium) principles, has been identified to guide course content and practicum

experiences and both the initial and advanced level. Each of the program

competencies has been aligned with the four shared values of belonging, mastery,

independence, and generosity.



PROGRAM COMPETENCIES AT THE INITIAL LEVEL



#1 KNOWLEDGE OF SUBJECT MATTER: The teacher candidate understands the

central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches

and can create learning experiences that make these aspects of subject matter

meaningful for students.



Teachers in command of their subject understand its substance -- factual information as

well as its central organizing concepts -- and the ways in which new knowledge is

created, including the forms of creative investigation that characterize the work of

scholars and artists. Knowledge of subject matter is universally considered an essential

attribute for effective teaching and successful learning. The most meaningful and

lasting learning occur when individuals construct knowledge. The role of the teacher is

to help learners build their own knowledge through engaging them in meaningful

learning experiences. To create these experiences, pre-service teacher candidates

must possess an in-depth understanding of major concepts including concepts

addressed in local, state, and national content standards, assumptions, debates,

processes of inquiry, and ways of knowing that are central to the disciplines they teach.

Knowledge of subject matter also implies an understanding of inquiry used in various

disciplines. Inquiry training lets students experience the same process scientists go

through when attempting to explain a puzzling phenomenon. Employing methods such

as inquiry training in the classroom allows teachers to engage learners in generating

knowledge and testing hypotheses according to the methods of inquiry and standards of

evidence used in the discipline. In every classroom, it is critical that the teacher

evaluate resources and curriculum materials for their comprehensiveness, accuracy,

usefulness for representing particular ideas and concepts, and relevance to local, state,

and national content standards. It is also essential that teachers discern cultural

authenticity and presence of bias. Subject matter knowledge is essential for the

selection and evaluation of curriculum materials and resources. Effective teachers have

a rich understanding of the subject(s) they teach and appreciate how knowledge in their

subject is created, organized, linked to other disciplines and applied to real-world

settings.

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Belonging: The teacher candidate’s sense of community is built through a shared

understanding of the major concepts including concepts addressed in local, state, and

national content standards, assumptions, debates, processes of inquiry, and ways of

knowing that are central to the discipline being taught.



Mastery: The teacher candidate’s competence in his/her subject matter promotes a

disposition toward lifelong learning, has curricular implications, and promotes a spirit of

inquiry.



Independence: The teacher candidate’s strong knowledge base enables him/her to be

empowered in the classroom, to focus on pedagogical skills and to assist students in

the construction of their understanding.



Generosity: The teacher candidate’s sense of generosity is evident through the sharing

of his/her expertise with P-12 students, colleagues, and the professional community.



#2 KNOWLEDGE OF HUMAN DEVELOPMENT AND LEARNING: The teacher

candidate understands how children learn and develop, and can provide learning

opportunities that support their intellectual, social and personal development.



Effective teachers understand how students develop and learn. They incorporate the

prevailing theories of cognition and intelligence in their practice. They are aware of the

influence of context and culture on behavior. They develop students' cognitive capacity

and their respect for learning. A teacher working with a particular group of children or

adolescents quickly realizes how each individual is unique. Differing personalities,

learning abilities, interests, and skills make clear the wide variation in students of

approximately the same age. And yet, in spite of wide differences, common

characteristics unite students within an age group. Although children and adolescents

grow and develop at different rates with varied abilities, there are predictable patterns

and sequences to their development. Understanding these patterns, sequences, and

states of development is essential groundwork for a pre-service teacher making

decisions about the content and methods of educating a group of students. Educational

practice, to be effective, must be rooted in the rapidly advancing research and theory of

human development and learning.



Belonging: The teacher candidate’s knowledge of all human needs in personality, self-

worth, and social/emotional development will inform decisions and practices as s/he

builds classroom community; this understanding of developmental differences will

encourage acceptance of differences in the learning community.



Mastery: Teacher candidates’ awareness of and ability to use knowledge of human

development will inform his/her ability to plan and execute developmentally appropriate

lessons and learning experiences.



Independence: Knowledge of human development and learning will enhance the

teacher candidate’s ability to structure a classroom that emphasizes autonomy, self-

responsibility, identity, self-worth and self-concept.



Generosity: Knowledge of human development and learning will inform the teacher

candidate’s practices regarding diversity, equity, and curricular modifications.

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#3 ADAPTING INSTRUCTION FOR INDIVIDUAL NEEDS: The teacher candidate

understands how students differ in their approaches to learning and creates

instructional opportunities that are adapted to diverse learners.



Effective teachers are dedicated to making knowledge accessible to all students. They

act on the belief that all students can learn. They treat students equitably, recognizing

the individual differences that distinguish one student from another and taking account

of these differences in their practice. They adjust their practice based on observation

and knowledge of their students' interests, abilities, skills, knowledge, family

circumstances and peer relationships. Effective teachers do not treat all students alike,

for similar treatment is not necessarily equivalent to equitable education. There are

broad differences in students and the skills they bring to the learning environment.

These differences include varied learning styles, diverse cultural backgrounds, and

exceptionalities in learning. The effective teacher understands how children differ in

their development and approaches to learning and is able to adapt strategies and

environments to meet specific needs of children. Therefore, a major role of the teacher

is to assess each student’s developmental levels and abilities in all areas and match

learning environments and experiences appropriately. To fulfill this role, a teacher

candidate must be an astute observer of students and a professional who can use

observational data to diagnose, guide, and instruct. Further, the teacher candidate

must design instruction that helps use students’ strengths as the basis for their growth.

In this classroom students are valued for their uniqueness, and they learn to appreciate

uniqueness in one another. The classroom environment then becomes a learning

community in which individual differences are respected. As students’ differences

become clear, the teacher might adjust assignments by modifying time allocation, work

setting, and communication/response modes. In some instances, teachers will

participate in and assist other professionals and parents in the development and

implementation of individualized plans for children with special developmental and

learning needs.



Belonging: Teacher candidates create an inclusive learning community in which the

specific needs of all children are met.



Mastery: Teacher candidates design instruction that uses students’ strengths as a

basis for their academic growth.



Independence: Teacher candidates recognize student differences (e.g. learning styles,

cultural differences, and disabilities) and adapt instruction accordingly.



Generosity: Teacher candidates create a learning community in which differences are

respected and all contributions are honored.



#4 MULTIPLE INSTRUCTIONAL STRATEGIES: The teacher candidate understands

and employs a variety of evidence-based learning strategies to encourage students'

development of critical thinking, problem solving, and performance skills.



Effective teachers command specialized knowledge of how to convey and reveal

subject matter to students. They are aware of the preconceptions and background

knowledge that students typically bring to each subject and of strategies and

instructional materials that can be of assistance. They understand where difficulties are

likely to arise and modify their practice accordingly. Their instructional repertoire allows

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them to create multiple paths to the subjects they teach, and they are adept at teaching

students how to pose and solve their own problems. Effective teachers draw from a

wide repertoire of instructional strategies and models, adjusting their choices to meet

their instruction to meet intended standards, objectives and the needs of all students.

Instructional strategies include, but are not limited to the following: differentiation,

scaffolding, inquiry, discovery, Socratic questioning, guided learning, cooperative

learning, direct instruction, best practice strategies, simulations, and problem-based

learning.



Belonging: By using multiple instructional strategies, all children are more likely to feel

they are part of the classroom learning environment. The teacher candidate’s selection

of instructional strategies (cooperative learning, class discussions, peer mediated

instruction, etc.) impacts students’ sense of belonging.



Mastery: The teacher candidate’s use of multiple instructional strategies will help

develop critical thinking, problem-solving, and performance skills in the P-12 student.

Teacher candidates must be aware there are multiple goals that will be addressed

among diverse learners.



Independence: The use of multiple instructional strategies by teacher candidates offers

the learner choices in how and what to learn, and encourages active and inquiry-based

learning.



Generosity: A spirit of generosity is evident through the teacher candidate’s selection of

specific learning strategies that will promote students’ giving, helpfulness, and caring

that encourages giving knowledge to others (cooperative learning, peer mediated

learning, etc.).



#5 CLASSROOM MANAGEMENT AND MOTIVATION SKILLS: The teacher candidate

uses an understanding of individual and group motivation and behavior to create a

learning environment that encourages positive social interaction, active engagement in

learning, and self-motivation.



Effective teachers create, enrich, maintain and alter instructional settings to capture and

sustain the interest of their students and to make the most effective use of time. In

addition, they know how to engage individual students as well as groups of students to

ensure a positive learning environment. Effective teachers work in many ways to build

positive classroom interactions. They realize that a proactive approach will be most

effective in establishing and maintaining a positive classroom environment. These

teachers recognize that involving students in this endeavor not only promotes growth in

personal and social responsibility, but also enhances the development of democratic

and social values. Group rapport is enhanced as students and teachers work

cooperatively to establish classroom norms and rules. Teaching and modeling effective

problem-solving techniques such as conflict resolution provide motivation for learning,

positive social interaction among children, and positive self-worth for all. Thus, the

effective teacher strives to create a learning community that fosters group decision-

making, collaboration, individual responsibility, and self-directed learning. Teachers

understand the need to be able to define problems, identify alternatives, choose a

course of action and a plan for implementation, and consider the possible

consequences of a given action. Effective teachers have developed systems for

overseeing their classrooms so that the focus is on learning, not on controlling

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disruptive behavior. Discipline and management techniques vary, and no one system

has been proven most effective. Thus, effective teachers consider the desired learning

results, their knowledge of their students and the social context, and their own prior

experience in selecting management strategies.



Belonging: The teacher candidate’s knowledge and understanding of group motivation

serves to enhance the development of democratic and social values within the learning

community. Teacher candidates and students work cooperatively to establish

classroom norms and rules through collaborative decision-making.



Mastery: The teacher candidate’s knowledge and understanding of individual and group

motivation informs the ongoing development of a classroom management plan which

serves to guide classroom interactions and reactions and is flexible enough to

accommodate individual student needs.



Independence: As teacher candidates move forward in becoming effective classroom

managers, they are able to define problems, identify alternatives, and choose and

implement appropriate courses of actions.



Generosity: The teacher candidate’s understanding of group motivation and behavior

creates a learning environment that encourages and supports positive social interaction

for each child.



#6 COMMUNICATION SKILLS: The teacher candidate uses knowledge of effective

verbal, nonverbal, media, and technological communication techniques to foster active

inquiry, collaboration, and supportive interaction in the classroom.



Much of teaching is about sending and receiving messages. Carefully planned and

skillfully delivered messages can issue invitations to students that school is a place to

share ideas, investigate, create, and collaborate with others. School can be a place to

be understood as well as a place to gain understanding. But without intentional

considerations and planning, the messages actually received by the students can be

conflicting, confusing, or discouraging. For this reason, teacher candidates need to

monitor their personal verbal and nonverbal communication so it is characterized by

clarity, organization, enthusiasm, and sensitivity. Teacher candidates’ oral and written

communications need to be models of appropriate grammar, content, and syntax.

Effective teacher candidates consistently use active listening skills as well. These

include the use of paraphrasing, perception checking, and clarifying questions.

Environments and resources, as well as people, send messages. The physical

environment of a classroom can communicate to students many things. Bright,

cheerful, colorful environments are likely to set expectations that this is a happy,

interesting place to be. Classrooms where all of the students have work displayed are

likely to communicate that all the children share this room and all are valued. When

materials that are frequently used are stored so they are easily accessible, students

learn that they can be independent in this classroom. The condition and organization of

materials also communicates the importance the teacher attaches to the work done with

those materials. Part of the effective teacher’s role, therefore, is to select, adapt, and

create a physical environment and a broad range of instructional resources that engage

the students in exciting learning and that send the messages intended. Effective

teacher candidates also recognize the increasing importance of technology as a tool for

student learning and as a major communication resource to be developed.

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Technological media, classroom environment, and the teacher’s verbal and nonverbal

communications should all work together to send the students clear and consistent

messages about classroom expectations, goals, and challenges.



Belonging: Teacher candidates will create a classroom environment that models verbal

and nonverbal collaboration.



Mastery: Teacher candidates will carefully and clearly articulate expectations and

instructions that facilitate student learning.



Independence: Teacher candidates will monitor their personal verbal and nonverbal

communication so it is characterized by clarity, organization, enthusiasm, and

sensitivity.



Generosity: Teacher candidates will create classrooms where all students’ work, ideas,

and contributions are shared and valued in the classroom.



#7 INSTRUCTIONAL PLANNING SKILLS: The teacher candidate plans instruction

based upon knowledge of subject matter, local, state, and national content standards,

students, and the community.



An effective teacher plans learning experiences based on a set of diverse factors, each

of which influences the outcome of student learning. First, the subject matter is

considered. It is important that the teacher have a thorough knowledge of the

composition of the subject being taught as well as an understanding of teaching

methods that are unique to that subject. Second, curriculum goals are important.

These goals give the teacher direction in making plans. Curriculum goals have a variety

of sources: school districts and the local community provide many; the teacher

candidate creates others. As teachers engage in both long-term and short-term

planning, they must be flexible when considering local, state, and national content

standards within these contexts: subject matter, local school district goals, current

educational issues, legal issues, family and community considerations, public policies,

and community resources. Third, the individual needs of learners are of utmost

importance. Teachers need to be able to create short-range and long-term plans that

are linked to student needs yet be ready to respond to unanticipated classroom events

and adapt those plans to ensure student progress and motivation. Fourth, community

needs and resources are a factor in planning lessons. Each community is unique in its

citizens’ consensus about what is important for its children to know. As public

educators, teachers need to be sensitive to these beliefs and reflect on them when

making plans. Tying all these elements together is essential in mastering the interests,

needs, and aptitudes of each of the students being taught. While in the classroom,

teachers need to be reflective of their current practice and to be open to adjustments

and revisions that become necessary for working with a diverse group of students.

Effective teachers' instructional repertoires also include knowledge of available

curricular resources such as primary sources, models, reproductions, textbook series,

teachers' guides, videotapes, computer software and musical recordings.



Belonging: Teacher candidates will plan instruction that is inclusive, cooperative and

differentiated to meet the needs of all students.



Mastery: Teacher candidates document mastery of instructional planning skills through

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class projects, portfolio artifacts, experiences in the schools, and through assessment

administered by supervising teachers in the schools.



Independence: Teacher candidates exhibit increased responsibility for instructional

planning as they progress through the program.



Generosity: Teacher candidates share their planning skills as they contribute special

projects in the community and area schools.



#8 ASSESSMENT OF STUDENT LEARNING: The teacher candidate understands and

uses formal and informal assessment strategies to evaluate and ensure the continuous

intellectual, social and physical development of the learner.



Assessment in teaching is not a simple task; teachers must monitor the successes and

failures of individual students and evaluate their classes as collectives of learners.

Additionally, they make judgments about themselves as teachers in relation to those

students and classes. Effective teachers can assess the progress of individual students

as well as that of the class as a whole. They employ multiple methods for measuring

student growth and understanding and can clearly explain student performance to

parents. The purpose of assessment is to assist students, teacher candidates, schools,

and parents in recognizing what students have learned and to identify areas in which

students need improvement. Teacher candidates gather, synthesize, and evaluate

many different types of information about their students to make effective decisions

about instruction. Observations, tests on content, and standardized tests are examples

of traditional evaluative measures that provide indicators that suggest learning has

taken place. These traditional measures, however, may tell little about the depth of

knowledge in relation to solving real-life problems. New approaches to assessment

have tried to address this need by focusing on performance samples in which students

demonstrate that they can perform a task such as giving a speech, playing an

instrument, or writing a story. Some of these tasks are called alternative assessments

because they take place in a contrived context. They are an improvised or created

“alternative” to a real-life problem-solving situation. In contrast, other performance tasks

are authentic assessment because students demonstrate learning in a real-life setting.

Whatever type of assessment is used, each should reflect the following three qualities:

The assessment should be as reliable as possible. This means that the assessment

should provide dependable, consistent results. In addition, the assessment strategies

used by the teacher candidate should be valid. In other words, the teacher candidate

should make sure that the assessment strategy measures what it claims to measure.

Teacher candidates must be knowledgeable in adapting assessment methods to

address the individual and special needs of all P-12 students, particularly those with

special needs. Finally the strategies should be fair, impartial, and unbiased.



Belonging: Through careful assessment and analysis of student performance the

teacher candidate can better understand student needs and foster a climate of

belonging.



Mastery: A strong understanding of appropriate and varied formal and informal

assessments will inform the Teacher candidate’s decision-making process.



Independence: Effective assessment results serve to identify strengths and

weaknesses, facilitate goal setting, and enable the P-12 students to be autonomous;

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use of student self-assessment can help develop independence.



Generosity: The teacher candidate’s use of assessment techniques will provide

opportunities for peer interaction, feedback, and peer support.



#9 PROFESSIONAL COMMITMENT AND RESPONSIBILITY: The teacher candidate is

a reflective practitioner who continually evaluates the effects of his/her choices and

actions on others (students, parents, and other professionals in the learning community)

and who actively seeks out opportunities to grow professionally.



Effective teachers are models of educated persons, exemplifying the virtues they seek

to inspire in students. They engage in lifelong learning which they seek to encourage in

their students. Striving to strengthen their teaching, effective teachers critically examine

their practice, seek to expand their repertoire, deepen their knowledge, sharpen their

judgment and adapt their teaching to new findings, ideas and theories. A true

professional is one who has the ability to learn as much from the students as they learn

from him or her. In an effort to match instruction to the needs of students, this teacher

spends much time evaluating the implications of his or her teaching decisions in the

classroom. This is the mark of a reflective practitioner. Such self-reflection leads to

greater knowledge about the students, about the subject being taught, and about the

craft of teaching. Self-reflection also takes place when considering relationships with

parents and educational professionals. Indeed, a teaching professional needs

continuing education. Certification is only the first step in a long process of continual

development as a professional. Growing professionally means learning new ways to

make lesson plans, understanding subject matter more thoroughly, and managing a

classroom. But true professionals need more than technical teaching skills. They must

also have the ability to constantly self-evaluate and act critically. New ideas together

with classroom experience form a strong theoretical base from which the teacher works,

allowing for more effective decision-making in the classroom. Thus, it is crucial that

teachers seek opportunities for professional growth and place new ideas within the

theoretical framework that already exists in their classroom. Teachers must keep

current with the growing body of curricular materials -- including literature available

through their professional organizations -- and constantly evaluate the usefulness of

those materials based on their understanding of curriculum theory, of students, of

subject matter, and of the school's and their own educational aims.



Belonging: The teacher candidate’s foundational knowledge of the profession allows

him/her to be an active participant in the professional community of educators.



Mastery: The teacher candidate’s practice of reflection allows him/her to continue to

grow in his/her knowledge of subject matter, pedagogical skills and personal

competence as an effective teacher.



Independence: As a professional, the teacher candidate seeks out new strategies,

developments, and theories through participation in professional development

opportunities.



Generosity: When the teacher candidate takes on leadership roles within the

profession, mentors his/her peers, and provides service to the community, s/he

demonstrates a spirit of generosity. A teacher candidate who masters these skills

becomes a good mentor; the teacher candidate within this context is the learner.

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#10 PARTNERSHIPS: The teacher candidate fosters relationships with families

(parents, guardians, and support people), school colleagues, and community agencies

to support students' learning and well-being.



Teaching most commonly is regarded as the daily conduct of lessons and the provision

of learning experiences. But the work of teaching reaches beyond the boundaries of

individual classrooms to wider communities of learning. In order to take advantage of

the broad range of professional knowledge and expertise that resides within the school,

effective teachers have a range of duties and tasks outside the direct instruction of

students that contribute importantly to the quality of the school and to student learning.

There are two broad areas of responsibility. One involves participation in collaborative

efforts to improve the effectiveness of the school. The second entails engaging parents

and others in the community in the education of young people. Teachers must have a

thorough understanding of the need to have positive working relationships with their

students and their students’ families (parents, guardians, and support people) as well as

school colleagues, and community agencies. Effective teachers engage in a variety of

experiences within and beyond the school that promote a spirit of collaboration,

collegiality, and personal growth. They work in cooperative teams, endorse collegial

efforts, and seek opportunities to work with families (parents, guardians, and support

people), school colleagues, and community agencies. Effective teachers recognize the

importance of sharing experiences and ideas. Community members and events can be

powerful learning experiences for teachers. Effective teachers learn how to

successfully collaborate with churches and other civic and community-based

organizations. Exposure to these influences can assist teachers in understanding the

frame of reference within which the community’s children operate. Teachers must be

receptive to moving beyond the walls of the school to discover the students’ other

learning environments. Effective teachers contribute to the effectiveness of the school

by working collaboratively with other professionals on instructional policy, curriculum

development and staff development. They can evaluate school progress and the

allocation of school resources in light of their understanding of state and local

educational objectives. They are knowledgeable about specialized school and

community resources that can be engaged for their students' benefit, and are skilled at

employing such resources as needed. Effective teachers find ways to work

collaboratively and creatively with parents, engaging them productively in the work of

the school. The responsibilities of educators in a democratic society include working

with a community of concerned individuals who rally around one central goal: educating

children.



Belonging: Teacher candidates begin their partnerships with area schools and the

community as freshman and expand these partnerships over four years, which

increases their sense of belonging to the profession of teaching by giving them varied

experiences in P-12 schools.



Mastery: The unit exposes teacher candidates to a plethora of teaching professionals

and related experts through conferences, presentations, symposium days, and

modeling from accomplished teachers.



Independence: Teacher candidates bring their individual strengths, experiences, and

talents to build partnerships in the profession.



Generosity: By conducting projects in the community and area schools, teacher

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candidates initiate partnerships and collaborative endeavors. It is expected that teacher

candidates contribute to their placements in meaningful ways.



ACCREDITATION

The Education Department is regularly reviewed by various accrediting agencies to

ensure quality programs. Currently, the Teacher Education Program at Augustana

College is accredited as follows:



--National Council for the Accreditation of Teacher Education (NCATE)

--South Dakota Department of Education (SD DOE)

--Council on Education of the Deaf (CED)

--Higher Learning Commission (college level)



Periodic changes in the Teacher Education Program occur as state and national

accreditation bodies and learned societies revise their knowledge bases and program

standards. Faculty evaluate the programs and see more effective ways to prepare you

for your professional career. Changes also occur as college programs strive to be

current so that you have updated skills and are ready for the real world.



GOVERNANCE

The Education Department Chairperson provides the leadership for all programs. In

addition the Education Department Chairperson is responsible to chair and convene the

department’s various governance committees. The Education Department is comprised

of Base Programs and each Base Program is comprised of those faculty members who

have the majority of their teaching assignments in a major program and are as follows:

Elementary Education, Secondary Education, Special Education, Education of the Deaf

and Hard of Hearing, Communication Disorders, and Sign Language Interpreter

Training. The Teacher Education Committee/TEC serves as the governing body for the

Education Department and is a standing committee in the college's governance

structure. It is comprised of faculty from each Base Program, a faculty member from

each department with a SD DOE Approved Program, the Certification Officer, the Field

Placement Coordinator, a representative from each of the college’s three divisions

(Social Science, Natural Science, Humanities), the Academic Dean, and student

representatives. The Education Department is comprised of full-time faculty teaching in

each of the Base Programs as well as the Field Placement Coordinator and the

Certification Officer. Education Department Meetings provide a forum for conducting

departmental business as well as a forum for Base Programs to receive input from

faculty regarding proposals for new programs and courses as well as changes in

existing ones. The Education Department Advisory Board, comprised of P-12

representatives and Base Program representatives, provides the Education Department

and its Base Programs with input and expertise and informs the actions of the unit.



ACADEMIC ADVISORS

When you enter Augustana as a first year student or a transfer student, you are

assigned an advisor. During orientation week students and advisors have a time to



15

meet each other. If for some reason you are not assigned an advisor or you wish to

change your advisor, follow these steps:



1. Get a change of advisor form at the Registrar’s Office.

2. Check with the Department Secretary for the names of possible advisors.

3. Visit with the professor about becoming your advisor and secure the

professor’s signature on the form.

4. Return the completed form to the Registrar's Office.



The following guidelines will assist you with planning your program of study:



--Make an appointment with your advisor. Call, e-mail, or stop by the office to see if

there is a sign-up sheet. It is your responsibility to contact your advisor.

--Come prepared with your registration materials and a draft of your schedule or idea

and any questions you might have.

--Remember it is your schedule, your education and your responsibility to inform your

advisor of changes in your plans. Many students change their minds about courses and

majors. These changes may mean a new plan. Keep your advisor informed of any

changes.

--Keep a record of the classes you are taking and how you are progressing toward your

goals.

--Please note that Advising Checklists are available online from the Education

Department homepage: http://www.augie.edu/dept/educ/ed/home.htm

--Make sure you read and understand pertinent information found in the college catalog.



PROGRAM ENTRANCE AND EXIT

REQUIREMENTS

Teacher education candidates are responsible for a variety of external fees associated

with the Teacher Education Program, including, but not limited to the following:



 Criminal Background Check(s),

 Chalk and Wire ePortfolio access code,

 Tuberculin Test/TB,

 Health check,

 Fingerprinting,

 PRAXIS exam(s) registration and testing fees, and

 Other fees as required by accrediting agencies, SD DOE, and/or cooperating

schools and agencies.



In some cases the fee(s) is attached to a particular course and in other cases the fee is

separate from a particular course.





PROGRAM ENTRY



The Application to the Teacher Education Program form is completed during the

candidate’s enrollment in EDUC 275. The form helps to identify those who intend to

pursue entrance to the program and formally communicate program entrance

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requirements to prospective candidates. Admission to the Teacher Education Program

occurs upon completion of the following:



 Completion of at least 45 semester credit hours

 Cumulative GPA of 2.60

 Freedom from disciplinary status

 Academic Advisor’s recommendation

 Approval from the Education Department and/or the Department of Major and the

Teacher Education Committee

 Satisfactory Ratings on Assessment of Candidate Dispositions

 Completion of EDUC/SPED 110, EDUC 245, & EDUC 275 with grades of at least

C- or above

 Successful Initial Level Portfolio Review



The Teacher Education Committee/TEC considers applications to the program once

each semester and with their approval, teacher candidates are granted admission to the

program. Teacher candidates will be notified of their admission status by the Field

Placement Coordinator. Admission to the Teacher Education Program is necessary

before teacher candidates will be allowed to register for some upper level courses.



PRIOR TO ENTERING STUDENT TEACHING



The Intent to Student Teach Form is due to the Field Placement Coordinator ONE

YEAR prior to the semester of student teaching. It is the candidate’s responsibility to

submit the Intent to Student Teach form by December 1 or May 1 of the appropriate

semester. Acceptance to student teaching occurs after candidates have been admitted

to the teacher education program and upon completion of the following:



 Cumulative GPA of 2.60

 Completion of all coursework required for major and certification with grades of

C- or better for the teacher candidate’s chosen program of study (exceptions to

this MUST be cleared in writing through Field Placement Coordinator)

 Approval from the Education Department and/or the Department of Major and the

Teacher Education Committee

 Satisfactory Ratings on Assessment of Candidate Dispositions

 Teacher candidates in the Education of the Deaf and Hard of Hearing program

must completed the Sign Communication Proficiency Interview/SCPI at an

Intermediate Level



The Teacher Education Committee/TEC considers applications to student teaching

once each semester and with their approval, teacher candidates are granted

acceptance to student teaching. Teacher candidates will be notified of their acceptance

status by the Field Placement Coordinator.



Completion of the following is necessary before teacher candidates will be allowed to

begin their student teaching experience:



 Candidates must submit copies of scores for completed PRAXIS Content and

PLT exams for ALL program areas being completed or provide a copy of the

computer generated registration form evidencing that the student has registered

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to complete PRAXIS Content and PLT exams for ALL program areas being

completed

 Successful Intermediate Level Portfolio Review



In addition, teacher candidates must complete the following, as required by cooperating

schools, at their expense, PRIOR to being allowed to begin their student teaching

experience:



 Tuberculin Test/TB

 Health Check

 Criminal Background Check

 Fingerprinting

 Other as required by cooperating schools.



Teacher candidates must also create a Student Teaching Showcase Portfolio the

semester PRIOR to the semester of student teaching. Student Teaching Showcase

Portfolios should be completed by October 1 or February 1 of the appropriate semester.

Information regarding the Student Teaching Showcase Portfolio is available from the

Education Department Homepage:



http://www.augie.edu/dept/educ/ed/home.htm



PRIOR TO EXITING STUDENT TEACHING



Teacher candidates are eligible to exit the Teacher Education Program upon completion

of the following:



 Cumulative GPA of 2.60

 Completion of all coursework required for major and certification with grades of

C- or better for the teacher candidate’s chosen program of study

 A successful student teaching experience, full attendance at Education

Symposium Day, a Successful Final Level Portfolio Review, successful

completion of the Teacher Impact Upon Student Learning Project and required

student teaching artifacts

 Prior to recommendation for program completion and receiving a grade for

Student Teaching, PRAXIS Content and PLT exam scores for ALL program

areas being completed must be submitted to the Education Department--

Specifically, each teacher candidate must produce original ETS generated

composite score results and a photo copy of all sub-category scores for Praxis

Content and PLT exams taken. Candidates whose scores are not received by

the completion of student teaching will receive a grade of INCOMPLETE for

student teaching.



NOTE: Formal consequences for candidates who have unexcused absences from

Education Symposium Day shall include the following:



 Meet with Prof Julie Simko, Certification Officer and Sandi Vietor, Career Center—

write a summary of information (candidate must initiate the meeting)

 Impact Project—meet with faculty member who reviewed project for one-on-one

discussion (candidate must initiate the meeting)

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 Writing Assignment—Synthesis Paper related to Keynote Speaker’s Topic based

upon at least 3 scholarly articles, APA (candidate must initiate meeting with

Education Department Chairperson to discuss details of the writing assignment)



UPON PROGRAM COMPLETION



Upon program completion and graduation from the college, teacher candidates may

apply for teacher certification. Candidates cannot be recommended for licensure until

PRAXIS scores have been received and the official transcripts reflect program

completion and graduation from the college. Teacher candidates should consult with

the Teacher Education Program’s Certification Officer who will facilitate the application

process. The steps for acquiring a teaching certificate or license include:



1. Get an application form from the state from which certification is desired. The

Education Department at Augustana has forms for South Dakota, Iowa,

Minnesota, and Nebraska.

2. Complete the form. Some will need to be notarized.

3. Attach a check/money order if required.

4. An official transcript with the registrar’s seal must accompany the completed

application form.

5. Returning the form(s), check, and transcript to the Certification Officer, Education

Department, Augustana College



Teacher candidates are advised that South Dakota Codified Law provides for the

revocation or refusal of teacher certification upon felony conviction of a crime involving

moral turpitude, including traffic in narcotics. See the Certification Officer for additional,

detailed information.



*Teacher candidates are also required to meet requirements for the Teacher Education

Portfolio throughout their program of study as detailed in this handbook.



Academic Grievance Procedure

The academic grievance procedure shall be used in all cases involving grievances by

students against faculty or other students concerning alleged academic injustices

relating to grades, cheating, or unprofessional conduct.



Step 1. The student shall take a complaint to the instructor within two weeks of the

occurrence. If the grievance concerns a final semester grade the complaint must be

made within three weeks of the distribution of term grades. If the student feels unable

to approach the instructor, the grievance may be taken to the chair of the department in

which the instructor is a member (if the instructor is the department chair, the grievance

should be taken to the division chair). If the grievance is redressed or the student is

satisfied in this meeting with the instructor or the department/division chair, the matter is

settled.



Step 2. If the student feels dissatisfied with the instructor's response to the grievance

the student may take the grievance to the chair of the department in which the instructor

involved is a member or to the division chair if the instructor is the chair of the

department. This appeal must be brought within one week of the unsatisfactory

19

response to the initial statement of grievance. The department (or the division) chair

shall require the student to submit the grievance in written form and shall ask for a

written response from the instructor involved. On the basis of this information and any

other that the department (or division) chair shall judge pertinent, the chair shall render

a decision. This decision shall be given to the student in writing and a written record of

the decision and its basis must be kept by the chair and shared with the instructor. If

the student and the instructor are satisfied, the matter is settled.



Step 3. If the student or the instructor feels dissatisfied with the decision regarding the

grievance rendered by the department (or division) chair, either may appeal the decision

to the Academic Dean within one week of the unsatisfactory decision. This appeal

must be in writing and must indicate why an appeal should be heard. The Academic

Dean shall ask the department (or division) chair for the written record of the grievance

procedure to that point. Through consultation with the Vice President for Student

Services, the grievance shall be reviewed and the appeal considered. The decision of

this appeal body shall be final.



Student Staffings

Candidates who are experiencing difficulty in courses or field experiences, display a

lack of professionalism in courses or field experiences, and/or who have demonstrated

a pattern of dispositional areas of concern in courses or field experiences may be

referred for a staffing by their academic advisor, supervising or cooperating teacher,

college supervisor, course instructor, or college faculty. The staffing is designed to

define the problem, develop an action plan for improvement, discuss ramifications, and

arrange for follow up. The completed form is to be filed in the student’s academic

folder.



PRAXIS

The Educational Testing Service/ETS offers a set of rigorous and carefully validated

assessments that provide accurate and reliable information. Augustana’s Teacher

Education Program and the state of SD require candidates to take PRAXIS II exams

(Subject Assessments and PLT/Principles of Learning and Teaching) as part of its

program requirements and state teacher licensure requirements. Detailed information

regarding state-by-state PRAXIS requirements can be found at: http://www.ets.org.

Teacher candidates are required to take PRAXIS II Content Exams for all programs

being completed and are required to take the PRAXIS II Principles of Learning and

Teaching/PLT Exam that best matches their preparation area.



ASSESSMENT OF CANDIDATE DISPOSITIONS

The Teacher Education Program at Augustana College formally assesses candidate

dispositions in the candidate’s program of study prior to program admittance (initial),

prior to the time the candidate begins student teaching (intermediate), and during the

semester of student teaching (final). Assessment of candidate dispositions is done by

Education Department faculty (internal) and by mentor teachers, practicum supervisors

and cooperating teachers (external). Dispositional data are used to inform each

candidate’s matriculation through the program of study and are aggregated to inform

20

programmatic decision making. The formal assessment of candidate dispositions is

supplemented by the informal kinds of observations made by faculty in the college

classroom and by academic advisors through the advising process and when

recommending candidates for program entry and acceptance to student teaching. In

addition, the unit’s staffing process serves as a formal mechanism for addressing areas

of concern.



Initial Assessment EDUC 275 Mentor Teacher

Intermediate Assessment -EDUC 335 Literacy in the Content Area (SEED & ALL-

GRADES) OR EDUC 320/325/350 (ELED) OR SPED 301

(SPED) OR EDHH 323 (EDHH)



AND



-SPED 240 (ELED/SEED/ALL-GRADES) OR EDHH 287

(EDHH) OR SPED 280 Practicum Supervisor (SPED)

Final Assessment Cooperating Teacher



The following 10 dispositional statements based upon INTASC Standards and with a

focus on student learning are used as the basis for the assessment of candidate

dispositions at the initial level. Through coursework, class participation, and field

experiences, the initial level program candidate demonstrates the following dispositions:



 Knowledge of Subject Matter

o The teacher candidate has enthusiasm for the discipline(s) s/he teaches

and sees connections to everyday life.

 Knowledge of Human Development and Learning

o The teacher candidate is disposed to use students' strengths as a basis

for growth and their errors as an opportunity for learning.

 Adapting Instruction for Individual Needs

o The teacher candidate believes that all children can learn at high levels,

persists in helping all children achieve success, and is sensitive to

community and cultural norms.

 Multiple Instructional Strategies

o The teacher candidate values flexibility and reciprocity in the teaching

process as necessary for adapting instruction to student responses, ideas,

and needs.

 Classroom Management and Motivation Skills

o The teacher candidate supports a positive learning environment and

considers how different motivational strategies are likely to encourage the

development for each student.

 Communication Skills

o The teacher candidate values many ways in which people seek to

communicate and encourages many modes of communication in the

classroom.

 Instructional Planning Skills

o The teacher candidate believes that plans must always be open to

adjustment and revision based on student needs and changing

circumstances.

 Assessment



21

o The teacher candidate values ongoing assessment as essential to the

instructional process and recognizes that many different assessment

strategies, accurately and systematically used, are necessary for

monitoring and promoting student learning.

 Professionalism

o The teacher candidate is a reflective practitioner who recognizes his/her

professional responsibility for engaging in and supporting appropriate

professional practices for self and colleagues.

 Partnerships

o The teacher candidate is willing to work with other professionals to

improve the overall learning environment for students.



VOLUNTEER PROGRAM

In the spirit of generosity, Augustana students in the Education Program are

encouraged to give 25 hours a year to volunteer activities such as tutoring, teaching

church school classes, providing respite care, assisting at hospitals or agencies, or

participating in activities sponsored by community groups related to their profession.

The activity should be : people-oriented, independent of course requirements, and

volunteer work, not part of a paid job. Students are required to document their

generosity by initiating and updating the Volunteer Program Log and including this as an

artifact in their Teacher Education Portfolio.



STUDENT ASSOCIATIONS

There are several ways that you can become involved in Education Department

activities. For example, there are student groups that are always welcoming new

members:



Augustana College Education Association (ACEA)

Deaf Awareness

Student Council for Exceptional Children (SCEC)

National Student Speech Language Hearing Association (NSSLHA)



FIELD EXPERIENCES

Field experiences facilitate candidates’ development as professional educators by

providing opportunities for candidates to observe in schools and other agencies, tutor

and mentor P-12 students, assist teachers or other school personnel, and participate in

education-related events. Throughout each program of study, candidates will engage in

a variety of field experiences which are carefully designed and planned to be

developmental and sequential. Candidates begin their field experiences while enrolled

in EDUC/SPED 110 where they complete the Early Field Experience, a

tutoring/mentoring field experience designed to introduce candidates to the school

environment and interact with a P-12 student in a one-on-one setting. This initial field

experience is designed to help candidates solidify their resolve to pursue entrance to

the program and a teaching career. Subsequent field experiences become more

intensive moving the candidate from observation to participation to eventually providing

opportunities for candidates to interact with small groups of students or teach a lesson

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under the supervision of the cooperating teacher. The table that follows outlines the

various field experiences:



ALL PROGRAMS

FIELD BRIEF ASSESSMENT # OF HOURS WHO

EXPERIENCE EXPLANATION SECURES

PLACEMENT

EDUC/SPED 110 Tutoring/Mentoring Reflection Log 10 Course Instructor

a P-12 student

EDUC 275 Observation & Reflection Log, 40 Field Placement

Participation, Cooperating Coordinator

Planning and Teacher

Delivery of at least Evaluation, 5 Field

one lesson Based Assignments

EDUC 355 Field experience at Log & Discussion 10 Field Placement

Family Immersion Coordinator

Center, Cultural

Field Trips, ELL

NAST Native Reads Log & 2-3 Hours per week Native Reads

Program—serve as Contemporary Coordinator or

reading tutor OR Issues Paper Education Faculty

One-on-one

tutoring in SFPS

ELEMENTARY EDUCATION PROGRAM

SPED 240 Observation & Observation 30 Field Placement

Participation in Reports, Journal, Coordinator

SPED and Inclusive Case Study,

classroom Cooperating

Teacher Evaluation

PE 265 Observation & Log 10 Field Placement

Participation Coordinator

EDUC 290 Observation & Paper, Peer 5-10 Course Instructor

Participation; observation

Delivery of a Circle

of Courage lesson

EDUC 301 Unit observation Log, Observation 10 Field Placement

Coordinator

EDUC 320/325/350 Observation, Log, Teacher & Self 45-50 Field Placement

planning, and Assessment, Coordinator

delivery of lessons Debriefing

for literacy and Sessions

social studies

SECONDARY AND/OR ALL-GRADES EDUCATION PROGRAM

SPED 240 Observation & Observation 30 Field Placement

Participation in Reports, Journal, Coordinator

SPED and Inclusive Case Study,

classroom Cooperating

Teacher Evaluation

EDUC 310’s Varies—see Varies—see Varies—see Course Instructor

individual course individual course individual course

syllabi syllabi syllabi

EDUC 345 Mentoring in middle Reflection Log 8 Course Instructor

school after school

program

SPECIAL EDUCATION PROGRAM

SPED 230 Assisting students Active Involvement 15 Course Instructor

with cognitive & Paper, Teacher

developmental evaluation



23

disabilities

SPED 260 E-mail Reflective 5-10 via e-mail; 2-3 Course Instructor

correspondence, Synthesis in classroom

Classroom visit

SPED 280 Teacher aiding in a Journal, Child 75 Field Placement

SPED setting Report, IEP Artifact, Coordinator

other artifacts,

teacher evaluation

SPED 301 Highly focused Written reflections 5 Course Instructor

practicum on on classroom

classroom organization,

organization, IEP scheduling, lesson

preparation, planning, and IEP

instructional preparation

planning, student

management and

observations of

case study student

SPED 310 Assessment labs Observation 10-12 Course Instructor

(observations of papers, Child

FAS clinics and Assessment Report

preschool

screenings;

administering of

individual test to

child volunteer)

SPED 360 Hands-on Written reflective 15 Course Instructor

practicum with journal and

resource room evaluation of

students cooperating teacher

DEAF EDUCATION

EDHH 220 Observe and assist Reflection Paper 4 Course Instructor

in Literacy Fun at

Augie

EDHH 221 Hearing Observation, log, 10-12 Course Instructor

Assessment in instructor debriefing

Roberts Learning

Center

EDHH 224 Observation & Observation, log, 10-12 Course Instructor

Participation instructor debriefing

EDHH 226, 227, Participation in Reflection paper; 2-4 Course Instructor

331, 332 events in deaf Videotape of

community experience

EDHH 287 Observation & E-mail 120-140 Field Placement

Participation correspondence Coordinator &

with course Course Instructor

instructor and

practicum partner,

Reflection Log

EDHH 306, 318 Teaching event at Lesson Plans, 6-10 Course Instructor

Augustana— Observation

Literacy Fun

EDHH 323 Teaching event at Lesson Plans, 6-10, 2 days Course Instructor

Augustana— Observation additional for travel

Literacy Fun, to Twin Cities

Candidates also

travel to the Twin

Cities to observe

various programs

for deaf and hard of



24

hearing students

MIDDLE SCHOOL ENDORSEMENT

EDUC 330 Participation with Log 25 Field Placement

MS Interdisciplinary Coordinator

Team

EDUC 345 Mentoring in middle Reflection Log 8 Course Instructor

school after school

program

KINDERGARTEN ENDORSEMENT

EDUC 231 Observation and Reflection Log and 30 Field Placement

participation in a Debriefing Coordinator

kindergarten Sessions

classroom



Liability



The College requires all full-time students to have health insurance coverage. A health

insurance plan is available for purchase to all students who prefer either their own policy

or complementary coverage to their family's or parents' coverage. All students are

required to "subscribe" to the college- sponsored insurance plan, or provide

documentation of other insurance coverage, or indicate by written disclaimer that all

medically related charges are the responsibility of the student. Students will be enrolled

in the college insurance plan if proof of other insurance or signed waiver is not provided.

Complete details concerning benefits, coverage, and claim procedures may be obtained

from the Wellness Center.



Auto liability covers only Augustana owned, rented, or leased vehicles. Staff or

students using their own vehicles on college business are NOT covered and must rely

on their own insurance policies. However, when staff or students wish to use their own

vehicle they will be covered under the college’s policy for that specific event provided

they have made the arrangement with our insurance company prior to the event, but

even then their own insurance is primary.



Students engaged in practicum or student teaching experiences may be covered

through liability insurance available through SDEA/NEA if they are a member. Any

excess charges incurred will be paid by the college insurance policy.









TEACHER EDUCATION PORTFOLIO

Teacher education in South Dakota and at Augustana College is based upon three main

areas of integrated knowledge bases: General Education Studies, Professional

Education Requirements, and Requirements for Teaching Programs. In addition, the

Teacher Education Program at Augustana College is competency based and requires

candidates to engage in the on-going development of a portfolio where candidates are

asked to record, integrate, and reflect on their preservice program experiences.



The portfolio is a collection of materials, or artifacts that evidences an individual's

growth and development toward becoming a professional educator. This collection of

authentic, learner specific documents is also acknowledgment that the development of a

25

professional educator is an individualized process. These artifacts reflect the

candidates’ progress over a period of time and provide useful information in assessing

the success of the program in meeting its goals and maintaining the required

competencies.



This performance-based assessment tool will provide authentic evidence of candidate

performance and should be considered a working portfolio. Through a combination and

variety of required and self-selected artifacts, candidates will document their acquisition

of the knowledge, skills, and dispositions necessary for teaching. In addition, this

portfolio will provide candidates with a personal tool for reflecting upon their teaching

skills, knowledge, and dispositions.



The portfolio is an assessment instrument to determine if candidates are meeting state

and program requirements and competencies. Unit faculty review and evaluate each

portfolio through the use of rubrics. Candidates may be asked to further develop and/or

revise their portfolio at any of the review points before progressing through the program.



The portfolio process is continually reviewed by the Education Department; therefore,

revisions should be expected as an ongoing aspect the unit’s assessment system.



Beginning in the fall of 2006, the Teacher Education Portfolio will be initiated,

maintained, and assessed via the Chalk and Wire ePortfolio platform. Students will be

assessed a non-refundable ePortfolio fee as part of their enrollment in EDUC 275

Generic Methods in Education.









Students who enrolled in EDUC 275 Generic Methods in Education prior to fall of 2006,

will continue to maintain their portfolio via a web-based electronic format. The

electronic portfolio template is available for downloading at:

http://www.augie.edu/dept/educ/andrews/portfolio.htm



NOTE: Artifacts included in your web-based electronic portfolio should make use of

pseudonyms to protect the identify of P-12 students, teachers, and schools. In addition,

while you may include digital photos/videos in your electronic portfolio, photographs can

not show faces of P-12 students. You may, however, include photos of you working

with groups of students where you are facing the camera and the students’ backs are to

the camera. You may include digital photos of bulletin boards and learning centers, for

example.



PORTFOLIO PURPOSES



To demonstrate and document personal development and to identify both strengths and

areas for improvement



To document active and performance-based learning by candidates in their individual

professional growth and development



26

To provide students with a resource of relevant materials for use in the profession and

as a tool in seeking employment



To provide a data source for assessing the Teacher Education Program at Augustana

College and for use in the unit’s ongoing, systematic program evaluation



PROGRAM COMPETENCIES



A set of professional competencies, based upon the Interstate New Teachers

Assessment and Support Consortium/INTASC principles, have been identified to guide

course content and field experiences as well as articulate what students will know and

be able to do upon program completion. The competencies assist candidates in

developing a commitment to and proficiency in their chosen profession. The curriculum

of the Teacher Education Program is structured to blend the Circle of Courage values

into a model for professional behavior. Throughout their program of study, candidates

will complete course requirements designed to facilitate mastery and understanding of

the following program competencies:



#1 KNOWLEDGE OF SUBJECT MATTER

#2 KNOWLEDGE OF HUMAN DEVELOPMENT AND LEARNING

#3 ADAPTING INSTRUCTION FOR INDIVIDUAL NEEDS

#4 MULTIPLE INSRUCTIONAL STRATEGIES

#5 CLASSROOM MANAGEMENT AND MOTIVATION SKILLS

#6 COMMUNICATION SKILLS

#7 INSTRUCTIONAL PLANNING SKILLS

#8 ASSESSMENT OF STUDENT LEARNING

#9 PROFESSIONAL COMMITMENT AND RESPONSIBILITY

#10 PARTNERSHIPS



REVIEWING THE TEACHER EDUCATION PORTFOLIO

The portfolio will be formally reviewed three times throughout your program to provide

feedback and support throughout the development of your portfolio. A rubric will be

used at each formal review to provide feedback and identify areas that may need

revision. If a candidate does not meet review expectations, s/he will be asked to revise

and resubmit his/her working portfolio for a second review. The formal review times are

outlined in the table that follows:



REVIEW CYCLE WHEN RELATED TOOLS REVIEWERS

COURSE or

EXPERIENCE

INITIAL During enrollment in EDUC 275 -Initial Level -Education

EDUC 275, each Portfolio Review Department Faculty

Fall or Spring Rubric

INTERMEDIATE During semester Varies by program -Self Evaluation -Education

candidate has been -Intermediate Level Department Faculty

accepted to student Portfolio Review

teaching, each Fall Rubric

or Spring

FINAL During the semester Student --Final Level -Education

of Student Teaching Teaching Portfolio Review Department Faculty

Semester Rubric



27

The development and completion of the Teacher Education Portfolio is a requirement

for all candidates in the Teacher Education Program at Augustana College. Portfolios

will be reviewed at various times throughout your program to provide feedback and

support. Candidates must have a minimum of 2 artifacts with Artifact Cover Sheets for

each competency—see portfolio template or table of contents for details regarding the

nature of required artifacts and suggestions for self-selected artifacts. Candidates will

begin the development of their portfolio when enrolled in EDUC 275 where a series of

orientation sessions will be held.



The Initial Level Portfolio Review will occur late in the semester of enrollment in EDUC

275. Candidates should have a MINIMUM of 6 artifacts with cover sheets uploaded at

this time, in addition to other required documentation—see table of contents or template

for details. Candidates who do not meet expectations for the Initial Level Portfolio

Review will have their portfolio returned for revision(s) and will need to resubmit their

portfolio for a second review-- students who do not pass the Initial Level Portfolio

Review will receive a grade of INCOMPLETE for EDUC 275. Students will NOT be able

to enroll in upper level courses or be admitted to the Teacher Education Program until

their portfolio has been resubmitted and found to meet expectations for the Initial Level

Portfolio Review.



Candidates should continue to upload artifacts and Artifact Cover Sheets in preparation

for the Intermediate Level Portfolio Review which occurs after a candidate has been

accepted to student teaching, late in the semester prior to student teaching. Candidates

must have a successful Intermediate Level Portfolio Review in order to begin their

student teaching as scheduled. Candidates must have all a minimum of at least 2

artifacts per competency, with Artifact Cover Sheets uploaded at this time. In addition,

candidates should complete the Portfolio Self-Evaluation.



Students who do not meet expectations for the Intermediate Level Portfolio Review will

have their portfolio returned for revision(s) and will need to resubmit their portfolio for a

second review—students who do not pass the Intermediate Level Portfolio Review will

NOT be allowed to begin their student teaching experience until their portfolio has been

resubmitted and found to meet expectations for the Intermediate Level Portfolio Review.



The final artifact, the Teacher Impact Upon Student Learning Project, will be completed

during student teaching. This project in addition to several other student teaching

artifacts will serve as the basis for the Final Level Portfolio Review. This project,

considered a culminating effort, will incorporate aspects of all the program

competencies. Faculty will be randomly assigned to evaluate the Teacher Impact Upon

Student Learning Projects and candidates will share their projects with peers in small

groups during the Education Symposium Day. Detailed information regarding this

project will be provided to candidates during the Student Teaching Orientation and is

included in this publication as well.



Students who do not meet expectations for the Final Level Portfolio Review will have

their project returned for revision(s) and will need to resubmit their portfolio for a second

review—candidates who do not pass the Final Level Portfolio Review will receive a

grade of INCOMPLETE for Student Teaching. Candidates will NOT receive a

satisfactory grade for student teaching until their portfolio has been resubmitted and

found to meet expectations for the Final Level Portfolio Review.



28

Initial Level Portfolio Review Rubric

Artifact Reflection: Artifact reflections should be 5-8 sentences in length and adhere to the

following format: one-sentence description of the artifact followed by a rationale for competency

alignment and how completion of the artifact informs the candidates understanding of the Circle

of Courage.

1 Unacceptable Performance: Documents are not aligned with appropriate program

competencies; Artifact descriptions inadequately describe the document; Rationales for

program competency alignment do not explain why and how the artifact meets the standards;

Relationship to the Circle of Courage is not conveyed

2 Emerging Performance

3 Expected Performance: Documents are aligned with appropriate program competencies;

Artifact descriptions describe the document; Rationales for program competency alignment

indicate why the artifact meets the standards; Relationship to the Circle of Courage is

conveyed

4 Excellent Performance

5 Exemplary Performance: Documents are clearly aligned with appropriate program

competencies inclusive of strong rationale for alignment; Artifact descriptions describe the

document clearly and concisely and provide a complete context; Rationales for program

competency alignment convincingly explain why and how the artifact meets the standards;

Relationship to the Circle of Courage is clearly and succinctly conveyed in a meaningful and

personalized way

Required Artifacts: See performance descriptors

1 Unacceptable Performance: Portfolio is NOT inclusive of at least 6 artifacts with cover

sheets; Volunteer Program Log Sheet & Professional Development Summary Sheet have not

been initiated or are incomplete

2 Emerging Performance

3 Expected Performance: Portfolio is inclusive of at least 6 artifacts with cover sheets;

Volunteer Program Log & Professional Development Summary have been initiated

4 Excellent Performance

5 Exemplary Performance: Portfolio is inclusive of more than 6 artifacts with cover sheets;

Volunteer Program Log & Professional Development Summary have been initiated









29

Intermediate Level Portfolio Review Rubric

Artifact Reflection: Artifact reflections should be 5-8 sentences in length and adhere to the

following format: one-sentence description of the artifact followed by a rationale for competency

alignment and how completion of the artifact informs the candidates understanding of the Circle

of Courage.

1 Unacceptable Performance: Documents are not aligned with appropriate program

competencies; Artifact descriptions inadequately describe the document; Rationales for

program competency alignment do not explain why and how the artifact meets the standards;

Relationship to the Circle of Courage is not conveyed

2 Emerging Performance

3 Expected Performance: Documents are aligned with appropriate program competencies;

Artifact descriptions describe the document; Rationales for program competency alignment

indicate why the artifact meets the standards; Relationship to the Circle of Courage is

conveyed

4 Excellent Performance

5 Exemplary Performance: Documents are clearly aligned with appropriate program

competencies inclusive of strong rationale for alignment; Artifact descriptions describe the

document clearly and concisely and provide a complete context; Rationales for program

competency alignment convincingly explain why and how the artifact meets the standards;

Relationship to the Circle of Courage is clearly and succinctly conveyed in a meaningful and

personalized way

Required Artifacts: See performance descriptors

1 Unacceptable Performance: Portfolio is NOT inclusive of at least 20 artifacts with cover

sheets; Volunteer Program Log Sheet & Professional Development Summary Sheet have not

been initiated or are incomplete; Self-Evaluation has not been completed.

2 Emerging Performance

3 Expected Performance: Portfolio is inclusive of at least 20 artifacts with cover sheets;

there are at least 2 artifacts per competency; Volunteer Program Log & Professional

Development Summary have been updated; Self-Evaluation is completed

4 Excellent Performance

5 Exemplary Performance: Portfolio is inclusive of more than 20 artifacts with cover sheets;

there are at least 2 artifacts per competency; Volunteer Program Log & Professional

Development Summary have been updated; Self-Evaluation is completed









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PORTFOLIO SELF EVALUATION FOR:_____________________________

MY PORTFOLIO: Y/N EVIDENCE

Contains varied samples that represent my program of study.









Provides evidence that I think critically.









Provides evidence that I apply theory to practice.









Demonstrates my understanding of program competencies.









Reflects my enthusiasm for learning and teaching.









Incorporates the Circle of Courage philosophy.









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Final Level Portfolio Review Rubric

ARTIFACT REFLECTIONS: Artifact reflections should be 5-8 sentences in length and adhere to the following format: one-sentence

description of the artifact followed by a rationale for competency alignment and how completion of the artifact informs the candidates

understanding of the Circle of Courage.

1 Below Expected Performance: Documents are not aligned with appropriate program competencies; Artifact descriptions

inadequately describe the document; Rationales for program competency alignment do not explain why and how the artifact meets

the standard; Relationship to the Circle of Courage is not conveyed

2 Emerging Performance

3 Expected Performance: Documents are aligned with appropriate program competencies; Artifact descriptions describe the

document; Rationales for program competency alignment indicate why the artifact meets the standard; Relationship to the Circle of

Courage is conveyed

4 Excellent Performance

5 Exemplary Performance: Documents are clearly aligned with appropriate program competencies inclusive of strong rationale for

alignment; Artifact descriptions describe the document clearly and concisely and provide a complete context; Rationales for

program competency alignment convincingly explain why and how the artifact meets the standard; Relationship to the Circle of

Courage is clearly and succinctly conveyed in a meaningful and personalized way

REQUIRED ARTIFACTS: Required student teaching artifacts are: Video Reflection, Teacher Impact Upon Student Learning Project,

PRAXIS Score Report, Updated Volunteer Program Log, Updated Professional Development Summary

1 Below Expected Performance: Portfolio is NOT inclusive of required student teaching artifacts; Volunteer Program Log &

Professional Development Summary have NOT been updated

2 Emerging Performance

3 Expected Performance: Portfolio is inclusive of required student teaching artifacts; Volunteer Program Log & Professional

Development Summary have been updated

4 Excellent Performance

5 Exemplary Performance: Portfolio is inclusive of required student teaching artifacts and additional artifacts; Volunteer Program

Log & Professional Development Summary have been updated









32

Teacher Impact Upon Student Learning Project

The Teacher Impact Upon Student Learning Project is specifically designed to dispose teacher candidates to:

 be reflective practitioners,

 thoughtfully and systematically consider the impact their instruction has upon P-12 student(s), and

 use assessment, both formative and summative, to inform instruction.

Prior to the semester of student teaching, typically on reading day, student teacher candidates will receive information

regarding this project. This project is a required artifact for the Teacher Education Portfolio. Projects will be shared during

small group gatherings during Education Symposium Day. Successful completion of it is a required component of the

student teaching experience and for the Teacher Education Program. If a candidate is asked to revise and resubmit the

project, it is THE CANDIDATE’S responsibility to follow through on the revision and resubmission process in a timely

manner. Failure to do so may jeopardize exit from the program, graduation from the college, and subsequent

eligibility for teacher certification. Education Department faculty will be randomly assigned to review the projects using a

common rubric; candidates will be informed of their faculty evaluator at the appropriate time. Candidates should e-mail their

completed project to their faculty evaluator, provide them with a paper copy, or upload it in their Teacher Education Portfolio

and then e-mail their faculty evaluator when the project is ready for review. Projects should be made available AT LEAST

ONE WEEK PRIOR TO the Education Symposium Day at the latest to allow faculty ample time to review and evaluate

them. Those completing their student teaching in international or long-distance sites should contact the Field Placement

Coordinator, Becky Fiala, to discuss the details of submitting the project.



On Education Symposium Day, candidates, in small groups of no more than 5 and at least one faculty member, will share

their projects. Although not required, you may find it useful to have a visual aid to use when sharing your project. The

following guidelines will assist you in this project:



 Early in the placement, discuss this project with your cooperating teacher and your college supervisor to determine

the focus of your unit and when you will teach the unit

 PLAN AHEAD…schedule the unit so that your project will be completed in time for the Education Symposium

Day—if it is impossible to complete your project by the time you need to turn it in, consider completing a mid-term

assessment rather than a final, post-assessment of your students’ learning

 Select a single class as the context for the project

 Plan your unit

 Do your pre-assessment

 Make any adjustments to your unit based upon what you learned from the pre-assessment results

 Teach your unit as planned with any adjustments made from pre-assessment results

 Do your post-assessment

 Review your project and write your reflection



A REVIEW on WRITING BEHAVIORAL OBJECTIVES



A learning objective is the focal point of a lesson plan. It is a description of an intended learning outcome and is the basis for

the rest of the lesson. It provides criteria for constructing an assessment for the lesson, as well as for the instructional

procedures the teacher designs to implement the lesson. A learning objective determines the criteria for any assessment

rubric. As you will see, without an objective that clearly communicates specific student behavior or performance, it is

difficult, if not impossible to determine exactly what a particular lesson is supposed to accomplish. Objectives used in

education are terms that refer to descriptions of observable student behavior or performance that are used to make

judgments about learning - the ultimate aim of all teaching. Learning objectives are about curriculum, not instruction. This is

a key point. Many tend to confuse learning objectives with objectives a teacher may have that relate to student conduct or

behavior in a classroom. Properly constructed learning objectives are about the evidence of learning; they specify what

33

behavior a student must demonstrate or perform in order for a teacher to infer that learning took place. Since learning

cannot be seen directly, teachers must make inferences about learning from evidence they can see and measure. Learning

objectives, if constructed properly, provide an ideal vehicle for making those inferences. A well constructed learning

objective describes an intended learning outcome and contains three parts:



1. Conditions (a statement that describes the conditions under which the behavior is to be performed)

2. Behavioral Verb (an action word that connotes an observable student behavior)

3. Criteria (a statement that specifies how well the student must perform the behavior).



Well-written learning objectives are the heart of any lesson plan. If the objectives you compose are "fuzzy" and difficult, if

not impossible to assess, the rest of the lesson plan you create that is based on the objective is likely to be flawed. Before

you begin to write an objective, spend a little time thinking about what you are describing, and remember to make the

student behavior observable. You will find this process helps you to clarify what you intend, and you will be better able to

communicate that intent to your students, regardless of their grade level, age, or subject. On the matter of being "fuzzy,"

remember this: fuzzy thinking might get you through the day, but it will never get you through a career.



The following verbs and their definitions can be helpful when composing learning objectives. These are general definitions

that describe only the observable behavior and do not include linkages to any specific content.



APPLY A RULE: To state a rule as it applies to a situation, object or event that is being analyzed. The statement must

convey analysis of a problem situation and/or its solution, together with the name or statement of the rule that was applied.



ASSESS: To stipulate the conditions by which the behavior specified in an objective may be ascertained. Such stipulations

are usually in the form of written descriptions. For obvious reasons, assess is rarely used as a verb in learning objectives at

the elementary school level.



CLASSIFY: To place objects, words, or situations into categories according to defined criteria for each category. The

criteria must be made known to the student.



COMPOSE: To formulate a composition in written, spoken, musical or artistic form.



CONSTRUCT: To make a drawing, structure, or model that identifies a designated object or set of conditions.



DEFINE: To stipulate the requirements for inclusion of an object, word, or situation in a category or class. Elements of one

or both of the following must be included: (1) The characteristics of the words, objects, or situations that are included in the

class or category. (2) The characteristics of the words, objects, or situations that are excluded in the class or category. To

define is to set up criteria for classification.



DEMONSTRATE: The student performs the operations necessary for the application of an instrument, model, device, or

implement. NOTE: There is a temptation to use demonstrate in objectives such as, "the student will demonstrate his

knowledge of vowel sounds." As the verb is defined, this is improper use of it.



DESCRIBE: To name all of the necessary categories of objects, object properties, or event properties that are relevant to

the description of a designated situation. The objective is of the form, "The student will describe this order, object, or event,"

and does not limit the categories that may be used in mentioning them. Specific or categorical limitations, if any, are to be

given in the performance standards of each objective. When using this verb in an objective, it is helpful to include a

statement to the effect of what the description, as a minimum, must reference.



DIAGRAM: To construct a drawing with labels and with a specified organization or structure to demonstrate knowledge of

that organization or structure. Graphic charting and mapping are types of diagramming, and these terms may be used

where more exact communication of the structure of the situation and response is desired.

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DISTINGUISH: To identify under conditions when only two contrasting identifications are involved for each response.



ESTIMATE: To assess the dimension of an object, series of objects, event or condition without applying a standard scale or

measuring device. Logical techniques of estimation, such as are involved in mathematical interpolation, may be used. See

MEASURE.



EVALUATE: To classify objects, situations, people, conditions, etc., according to defined criteria of quality. Indication of

quality must be given in the defined criteria of each class category. Evaluation differs from general classification only in this

respect.



IDENTIFY: To indicate the selection of an object of a class in response to its class name, by pointing, picking up,

underlining, marking, or other responses.



INTERPRET: To translate information from observation, charts, tables, graphs, and written material in a verifiable manner.



LABEL: To stipulate a verbal (oral or written) response to a given object, drawing, or composition that contains information

relative to the known, but unspecified structure of these objects, drawings, or compositions. Labeling is a complex behavior

that contains elements of naming and identifying.



LOCATE: To stipulate the position of an object, place, or event in relation to other specified objects, places, or events.

Ideational guides to location such as grids, order arrangements and time may be used to describe location. Note: Locate is

not to be confused with IDENTIFY.



MEASURE: To apply a standard scale or measuring device to an object, series of objects, events, or conditions, according

to practices accepted by those who are skilled in the use of the device or scale.



NAME: To supply the correct name, in oral or written form for an object, class of objects, persons, places, conditions, or

events which are pointed out or described.



ORDER: To arrange two or more objects or events in accordance with stated criteria.



PREDICT: To use a rule or principle to predict an outcome or to infer some consequence. It is not necessary that the rule or

principle be stated.



REPRODUCE: To imitate or copy an action, construction, or object that is presented.



SOLVE: To effect a solution to a given problem, in writing or orally. The problem solution must contain all the elements

required for the requested solution, and may contain extraneous elements that are not required for solution. The problem

must be posed in such a way that the student that the student is able to determine the type of response that is acceptable.



STATE A RULE: To make a statement that conveys the meaning of the rule, theory or principle.



TRANSLATE: To transcribe one symbolic form to another of the same or similar meaning.









35

PART I: DESCRIPTION OF CLASSROOM ENVIRONMENT



Grade level(s) in class_____ # of students enrolled in class_____



Classroom Grouping (check all that apply)

___Whole class ___Small groups ___Individual ___Peer teaching ___Other:



Instructional Materials (check all that apply)

___Textbooks ___Manipulatives ___Technology ___Other:______________________________



Resources (select one and list)

___Well Equipped ___Adequately Equipped ___Poorly Equipped

List available resources:





Teaching interruptions (select one and describe)

___Few ___Some ___Many

Description:





Help available to you (check all that apply.)



___Educational Assistants(s) ___Peer Tutors ___Parent Volunteers ___Resource Teachers

___Other:__________________________________________________________________



Individual Differences

___# of students who are culturally diverse ___# of students with special needs

___# of students who are gifted/talented ___# of students who are Title I

___# of students who are male ___# of students who are female

___Other:__________________________________________________________________



Describe the technological resources available to you in this classroom:







Describe the attitudes toward individual differences in this classroom:







Describe the physical organization of the classroom:







Describe the typical kinds of instructional methods employed in this classroom:







Describe the typical approach to assessment in this classroom:







Indicate any other aspects of this classroom that have not been addressed by the above:









36

PART II: OUTLINE FOR UNIT OF STUDY

Complete the table below—add rows to the table as necessary



Unit Title

Grade Level

Duration

Describe your Unit Introduction









OVERALL UNIT GOAL

Daily Student-Centered Behavioral Standards Alignment Assessment of Objective Materials or Resources Instructional groupings and

Objectives (Indicate which standards are referenced) strategies









Describe your Unit Closure









37

PART III: ASSESSMENT PLAN

NOTE: your pre and post assessment methods need not be the same although they can be

Describe your pre-assessment method(s) and include a copy if possible; Why did you select this particular pre-

assessment method?

Describe your post-assessment method(s) and include a copy if possible; Why did you select this particular post-

assessment method?

Describe what else you would do informally and formally during the course of the unit to assess student

understanding and progress.

Describe how your unit plan goals, objectives, pre-assessment, instruction, and post-assessment are consistent with

each other.



PART IV: ASSESSMENT RESULTS WORKSHEET

Use a table format like the one below to record the assessment results for each student

NOTE: Use pseudonyms or only first names to protect your students’ confidentiality!!

Column 1 Column 2 Column 3

Students

Pre-Assessment Post-Assessment



1.



2.



3.ETC.



PART V: REFLECTION

 How did the pre-assessment results inform your instructional plan—what modifications or changes did you

make based upon the pre-assessment results?

 How many students accomplished the unit’s goals/objectives? How do you know?

 How many students did not meet the unit’s goals/objectives? How do you know?

 What will be done to ensure that students not meeting the unit’s goals/objectives learn the material and/or

what can be done to help students who did not master the unit’s goals/objectives to improve in these areas?

 Are there circumstances or conditions that should be considered regarding the students who did not meet

the unit’s goals/objectives? Explain.

 Based on the results you obtained and your experience with this unit of instruction, what will you do

differently in planning, teaching, and/or assessment the next time you teach this content?

 Describe how you felt about this process.









38

Teacher Impact upon Student Learning Rubric

5 4 3 2 1

Exemplary Performance Excellent Performance Expected Performance Emerging Performance Unacceptable Performance





Contextual Factors

Knowledge of school and Candidate displays a comprehensive understanding of the 5 4 3 2 1

classroom factors characteristics of the school and classroom that may affect

learning.

Knowledge of Candidate displays general and specific understanding of 5 4 3 2 1

characteristics of students student differences that may affect learning.

Instructional Design

Significance, challenge, Objectives reflect several types or levels of learning, are 5 4 3 2 1

variety and appropriateness significant, challenging, developmentally appropriate, and meet

for students the needs of the students.

Clarity Objectives clearly stated and reflect student-centered outcomes. 5 4 3 2 1

Alignment with national, Objectives explicitly aligned with state and/or local standards. 5 4 3 2 1

state or local goals

Alignment with learning Unit activities, assignments, and resources linked to the learning 5 4 3 2 1

objectives objectives; all objectives are addressed.

Use of a variety of Unit includes variety across instruction, activities, assignments, 5 4 3 2 1

instruction, activities, and resources.

assignments, and resources

Use of available technology Unit integrates available technology in an appropriate manner. 5 4 3 2 1

Assessment Plan

Alignment with learning Assessments congruent with the learning objectives. 5 4 3 2 1

objectives

Multiple modes and Assessment is ongoing and includes multiple assessment 5 4 3 2 1

approaches modes.

Adaptations based on the Assessments adapted to meet the needs of individual students. 5 4 3 2 1

individual needs of students

Reflection

Modifications based on Candidate makes appropriate modifications to the instructional 5 4 3 2 1

analysis of student learning plan based on the individual student needs; these modifications

were based on analysis of student performance, best practice

and/or contextual factors

Interpretation of Student Candidate explores multiple hypotheses for why some students 5 4 3 2 1

Learning did not meet learning goals.

Insights on effective Candidate identifies successful and unsuccessful activities and 5 4 3 2 1

instruction and assessment assessments and provides plausible reasons.

Implication for future Candidate provides ideas for redesigning learning goals, 5 4 3 2 1

teaching assessment, and instruction and explains why these

modifications would improve student learning.

Candidates who do not meet expectations for the Teacher Impact Upon Student Learning Project will have their project returned for

revision(s) and will need to resubmit it for a second review. Candidates must receive a rating of at least 3 (Expected Performance) on all

areas of the rubric. Students will NOT receive a satisfactory grade for student teaching until their project has been resubmitted and found

to meet these expectations. FACULTY— indicate a rationale for ratings of 1 or 2 directly on the rubric!!









39

VOLUNTEER PROGRAM LOG SHEET



Augustana students in the Teacher Education Program are encouraged to give 25

hours or more a year to volunteer activities such as tutoring, teaching church school

classes, providing respite care, assisting at hospitals or agencies, and/or participating in

activities sponsored by community groups related to their profession. Volunteer

activities can take place on campus, in the Sioux Falls community, and/or in your home

community and can take place at any time throughout the calendar year. The activity

should be:



1.people oriented



2.independent of course requirements and



3.volunteer work, not part of a paid job



Record your volunteer activities on this log sheet and file in your Teacher Education

Program Portfolio.

DATE ACTIVITY HOURS









40

PROFESSIONAL DEVELOPMENT SUMMARY



This summary should be a running record of your involvement in professional

development activities. Include your participation in professional organizations such as

Deaf Awareness, SCEC, and ACEA. You should also indicate your attendance at

workshops or conferences and Education Symposium Day. Your involvement in

student government is another area you could include in this summary.



DATE ACTIVITY or INVOLVEMENT









41

Documentation of Participation with Deaf and Hard of Hearing Individuals



Students who are majoring in Education of the Deaf and Hard of Hearing are required to

complete 250 hours in which they participate in activities with deaf and hard of hearing

individuals. Most of these hours are completed during EDHH 287 (approximately 140

hours). Other classes such as ASL 1- 4, EDHH 220, EDHH 306, EDHH 318, and EDHH

323 include assignments that require students to participate in activities with deaf and

hard of hearing individuals. Some examples of participating with deaf and hard of

hearing individuals include:



 Events at SDSD (i.e., carnival)

 Deaf Awareness events (Burst of Sign, signing performances)

 Babysitting deaf children

 Attending events at the South Dakota Center for Deaf Adults

 Working in a summer camp or summer school program for deaf youth

 Tutoring deaf individuals

 Teaching Religious Education to deaf students

 Assisting in ASL classes

 Signing at chapel



Record your hours on this sheet and include it in your Teacher Education Portfolio.

Date Activity Amount of time









42

Standardized Rubrics

The following rubrics or versions thereof will be used by course instructors to evaluate

portfolio artifacts.

PRESENTATION RUBRIC CRITERIA

Component Exceptional Admirable Acceptable Unacceptable

Content--Depth Extensive depth and An abundance of material Sufficient information that There is a great deal of

of Research complexity of ideas clearly related to thesis; related to thesis; many information that is not

(35%) matched to thesis and points are clearly made and good points made but clearly connected to the

supported by rich, all evidence. there is an uneven thesis/objective, limited

engaging and/or pertinent balance and little information.

details; evidence of variation.

analysis, reflection and

insight. Use of references

indicates substantial

research.

Coherence and Establishes and maintains Thesis is clearly stated and Most information Concept and ideas are

Organization a clear focus/voice. developed; specific presented in logical loosely connected; lacks

(20%) Sections flow well and examples are appropriate sequence; generally very clear transitions; flow

organization is thoughtful. and clearly developed; well organized but better and organization are

conclusion is clear; shows transitions from idea to choppy.

control; flows together well; idea and medium to

good transition; succinct but medium.

not choppy; well organized.

Creativity Very original, unique Clever, at times unique, well Some original touches, Predictable, bland, did

(10%) approach, engaging, done, interesting, solid generally interesting, not keep audience

provocative. interpretation. interpretation is adequate. interested, weak

originality, weak

interpretation.

Materials Thoughtful and effective Balanced use of materials, Use of materials is varied Choppy use of materials,

(5%) use of varied materials all properly used to develop and connected to thesis. lacks smooth transitions

tied to thesis and thesis, use of media is from on medium to

objective, elaborates on or varied and appropriate. another, not clearly

extends audience connected to thesis.

understanding.

Speaking Skills Voice is rich, precise, Poised, clear articulation, Clear articulation but not Some mumbling, little

(10%) confident, distinctive and proper volume, steady rate, as polished, very few eye contact, uneven

used effectively. An error- good posture and eye grammatical errors. rate, little or no

free presentation with contact, enthusiasm, expression,

respect to volume, rate, confidence, and free of unacceptable grammar.

eye contact, and energy. grammatical errors.

Group Worked extremely well Worked very well with Attempted to work well Did not respect each

Collaboration. with others, solicited, others, worked to get with others, “on task” the other’s opinions, argued

(10%) respected, and everyone involved, solicited majority of the time, often, little or no

complemented each ideas of others, productive respected opinions of teamwork, struggled with

other’s ideas, highly team. others, accomplished the the task, (not achieved).

productive. task.

Response Audience is captured by Involved the audience in the Presented facts with some Some related facts but

(10%) the presentation, they presentation, points made in interesting “twists”, held went off topic and lost

learn a great deal from the creative way, held the the audience’s attention the audience, mostly

information presented and audience’s attention most of the time, audience presented facts with little

appreciate the presenter’s throughout, audience learns learns some information. or no imagination,

passion. more than expected. audience has difficulty

learning from the

presentation.









43

PROJECT RUBRIC CRITERIA

Component Exceptional Admirable Acceptable Unacceptable

Content Project displays extensive Project displays solid Project displays basic Project makes content

(20%) content knowledge, with content knowledge and content knowledge but errors or does not correct

evidence of continuing makes connections between cannot articulate content errors student

pursuit of such the content and other parts connection with other makes, representation of

knowledge, representation of the discipline and other parts of the discipline or content is inappropriate

of content is appropriate disciplines, links well with with other disciplines, and unclear or uses poor

and links well with students’ knowledge and representation of content examples and analogies.

students’ knowledge and experience. is inconsistent in quality.

experience, students

contribute to

representation of content.

Organization & Not only are the goals Goals are valuable in their Goals are moderately Goals are not valuable

Coherence valuable, but the project level of expectations, valuable in either their and represent low

(15%) can also clearly articulate conceptual understanding, expectations or expectations or no

how goals establish high and importance of learning, conceptual understanding conceptual

expectations and relate to pedagogical practices reflect for student and in understanding for

curriculum frameworks current research on best importance to learning, students, goals do not

and standards, project practice within the discipline project displays basic reflect important learning,

displays continuing search but without anticipating pedagogical knowledge project displays little

for best practice and student misconceptions, the but does not anticipate understanding of

anticipates students’ lesson’s or unit’s structure is student misconceptions, pedagogical issues

misconceptions, the clear and allows for different the lesson or unit has a involved in student

lesson or unit has clearly pathways according to recognizable structure, learning of the content,

defined structure that student needs. although the structure is the lesson or unit has no

activities are organized not uniformly maintained clearly defined structure

around, time allocations throughout, most time or the structure is

are reasonable. allocations are chaotic, time allocations

reasonable. are unrealistic.

Material Instructional materials and Instructional materials and Instructional materials and Instructional materials

Resources resources are suitable to resources are suitable to the resources are partially and resources are

(10%) the instructional goals and instructional goals and suitable to the unsuitable to the

engage students mentally, engage students mentally. instructional goals, instructional goals or do

students initiate the students’ level of mental not engage students

choice, adaptation, or engagement is moderate. mentally.

creation of materials to

change their own

purposes.

Instructional All students are Most activities and Some activities and Activities and

Plan cognitively engaged in the assignments are appropriate assignments are assignments are

(15%) activities and assignments to students, almost all appropriate to students inappropriate for

in their exploration of students would be and would engage them students in terms of their

content, students can cognitively engaged in them, mentally, but others do age or background,

initiate or adapt activities most of the learning not, only some of the students would not be

and projects to enhance activities are suitable to learning activities are challenged mentally,

understanding, learning students and instructional suitable to students or learning activities are not

activities are highly goals, progression of instructional growth, suitable to students or

relevant to students and activities in the unit is fairly progression of activities in instructional goals, and

instructional goals, they even, and most activities the unit is uneven, and they do not follow an

progress coherently, reflect recent professional only some activities reflect organized progression

producing a unified whole research. recent professional and do not reflect recent

and reflecting recent research. professional research.

professional research.









44

Presentation & Projects’ questions are of Most of the project’s Project’s questions are a Project’s questions are of

Delivery uniformly high quality, with questions are of high quality, combination of low and low quality, the lesson’s

(15%) adequate time for adequate time is available high quality, only some structure is not uniformly

students to respond, for students to respond, the invite a response, the maintained and pacing is

students formulate many lesson has a clearly defined lesson has a clearly inconsistent, project

questions, the lesson’s structure around which the defined structure around directions and

structure is highly activities are organized, which the activities are procedures are confusing

coherent, allowing for pacing of the lesson is organized, pacing of the to students, project’s

reflection and closure as consistent, project directions lesson is inconsistent, spoken language is

appropriate, pacing of the and procedures are clear to project directions and inaudible, or written

lesson is appropriate for students and contain an procedures are clarified language is illegible,

all students, project appropriate level of detail, after initial student spoken or written

directions and procedures project’s spoken and written confusion or are language may contain

are clear to students and language is clear and excessively detailed, many grammar and

anticipate possible student correct, vocabulary is project’s spoken language syntax errors, vocabulary

misunderstanding, appropriate to students’ age is audible, and written may be inappropriate,

project’s spoken and and interests. language is legible, both vague, or used

written language is correct are used correctly but incorrectly leaving

and expressive, with well- limited or is not students confused.

chosen vocabulary that appropriate to students’

enriches the lesson. ages or backgrounds.



Assessment The proposed approach to All the instructional goals Some of the instructional Content and methods of

and Student assessment is completely nominally assessed through goals are assessed assessment lack

Response congruent with the the proposed plan, but the through the proposed congruence with

(5%) instructional goals, both in approach is more suitable to approach, but many are instructional goals, the

content and process, some goals than others, not, assessment criteria proposed approach

assessment criteria and assessment criteria and and standards have been contains no clear criteria

standards are clear and standards are clear and developed, but they are or standards.

have been clearly have been clearly either not clear or have

communicated to communicated to students. not been clearly

students, there is communicated to

evidence that students students.

contributed to the

development of the criteria

and standards.

Student Audience is captured by Audience learns more than Audience learns some Audience has difficulty

Engagement the presentation; they expected. information. learning from the

(5%) learn a great deal from the presentation.

information presented and

appreciate the presenter’s

passion.

Group Worked extremely well Worked very well with Attempted to work well Was dysfunctional, did

Collaboration with others, solicited, others, worked to get with others, “on task” the not respect each other’s

(5%) respected, and everyone involved, solicited majority of the time, opinions, argued often,

complemented each ideas of others, productive respected opinions of little or no teamwork,

other’s ideas, highly team. others, accomplished the struggled with the task,

productive. task. not achieved.

Creativity Very original, unique Clear, at times unique, well Some original touches, Predictable, bland, did

(10%) approach, engaging, done, and interesting. generally interesting, not keep audience

provocative. interpretation adequate. interested, weak

originality, weak

interpretation.









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WRITING RUBRIC CRITERIA

Component Exceptional Admirable Acceptable Unacceptable

Ideas and The paper is exceptionally The paper is clear and The writer is beginning to As yet, the paper has no

Content clear, focused, purposeful, focused, it holds the reader’s define the topic, even clear sense of purpose

(50%) and enhanced by attention, the topic is though development is still or central theme. To

significant detail that concise and manageable, basic or general, the topic extract meaning from the

captures a reader’s quality details give the is fairly broad; however, text, the reader must

interest, the topic is reader important you can see where the make inferences based

concise, relevant, telling, information, reasonably writer is headed, support on sketchy or missing

quality details give the accurate details are present is attempted, but does not details. The writing

reader important to support the main ideas, go far enough yet in reflects more than one of

information that goes the reader’s questions are fleshing out the key issues these problems, the

beyond the obvious or anticipated and answered. or story line, ideas are writer is still in search of

predictable. As reasonably clear, though a topic, brainstorming, or

appropriate, the writer they may not be detailed, has not yet decided what

draws on relevant personalized, accurate or the main idea of the

information from a variety expanded enough to show piece will be, information

of resources, supporting in-depth understanding or is limited or unclear or

detail’s are accurate, a strong sense of the length is not

significant, and helpful in purpose, the writer seems adequate for

clarifying or expanding the to be drawing on development, the idea is

main ideas, the writer knowledge or experience, a simple restatement of

write from knowledge or but has difficulty going the topic or an answer to

experience; the ideas are form general observations the question with little or

fresh and original, the to specifics, the reader is not attention to detail, the

writer continuously left with questions. More writer has not begun to

anticipates and responds information is needed to define the topic in a

to the reader’s “fill in the blanks”, the meaningful, personal

informational needs and writer generally stays on way, everything seems

questions. the topic but does not as important as

develop a clear theme. everything else does; the

The writer has not yet reading has a hard time

focused the topic past the sifting out what is

obvious. important, the text may

be repetitious, or may

read like a collection of

disconnected, random

thought with no

discernable point.

Voice The writer’s energy and The writer crafts the writing The writer seems sincere, The writer seems

(5%) passion for the subject with an awareness and but not fully engaged or indifferent, uninvolved, or

drive the writing, making respect for the audience and involved, the result is distanced from the topic

the text lively, expressive, the purpose for writing, the pleasant and even and/or the audience, the

and engaging, the writer’s tone of the writing adds personable, but not writer is not concerned

enthusiasm for this topic interest to the message and compelling, the writing with the audience, the

are evident throughout the is appropriate for the communicates in an writer’s style is a

piece, the writer seems to purpose of the audience, the earnest, pleasing, yet safe complete mismatch for

know his/her audience reader feels an interaction manner. the reader, the writing is

well and to speak right to with the writer. so short that little is

them. accomplished beyond

introducing the topic, the

writer speaks in a kind of

monotone that flattens

the message.

Word Choice The writer shows Words convey the intended The language is The writer struggles with

(5%) exceptional skills in message in a precise, functional, even if it lacks limited vocabulary,

choosing words that interesting, and natural way, much energy, it is easy to searching for words to

create just the mood, words are specific and figure out the writer’s convey meaning,

impression, or word accurate, it is easy to meaning on a general language is vague,

picture the writer wants to understand just what the level, words are adequate words are used

instill in the heart and writer means. and correct, they simply incorrectly.

mind of the reader, the lack much flair and

words are powerful, originality.

engaging, specific and

accurate.







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Organization The order, presentation or The order, structure, or The organizational The writing lacks a clear

(20%) internal structure of the presentation of information structure is strong enough sense of direction, ideas,

piece is compelling and moves the reader through to move the reader details, or events seem

moves the reader the text with no confusion, through the text without strung together in a loose

purposefully through the an inviting introduction too much confusion, the or random fashion, there

text, the introduction draws the reader in, the paper has a recognizable is no identifiable internal

engages the reader, a conclusion is satisfying and introduction and structure, the writing

powerful conclusion ties up lose ends, transitions conclusion, the reflects more than one of

leaves the reader with a clearly show how ideas introduction may not those problems, there is

sense of closure and connect, details seem to fit create a strong sense of no real lead to set up

resolution, purposeful and where they are placed, anticipation, the what follows, no real

thoughtful transitions sequencing is logical and conclusion may not tie up conclusion to wrap things

clearly show how ideas effective, pacing is all loose ends, transitions up, connections between

connect, placement of controlled, the writer knows often work well, at other ideas are confusing or

details, anecdotes, facts, when to slow down and times, connections not even present,

and examples are well elaborate and when to pick between ideas are fuzzy, sequencing needs lots

thought out, deliberate, up the pace and move on, sequencing shows some and lots of work, pacing

and helpful to the reader’s organization flows smoothly, logic, but not under control feels awkward, the writer

understanding, the choice of structure enough that it consistently slows to a crawl when

sequencing is logical and usually matches the purpose supports the ideas, in fact, the read wants to get on

effective, pacing is very and audience. sometimes it is so with it and vice versa,

well controlled, the writer predictable and rehearsed problems with

knows when to slow that the structure takes organization make it hard

down and elaborate, and attention away from the for the reader to get a

when to pick up the pace content, pacing is fairly grip on the main point or

and move on, organization well controlled, though the story line.

flows very smoothly, the writer sometimes lunges

choice of structure ahead too quickly or

matches the purpose and spends too much time on

audience. details that do not matter,

the organization

sometimes supports the

main point or story line, at

other time the reader feels

an urge to slip in a

transition or move things

around.

Sentence Sentence fluency is finely Sentences are well built, The text hums along with The reader has to

Fluency crafted, combining a with strong and varied a steady beat, but tends to practice quite a bit in

(15%) sense of rhythm and structure that invites be more pleasant or order to give this paper a

grace, flow and cadence, expressive oral reading, businesslike than musical, fair interpretive reading,

sentences are consistently sentences are generally more mechanical than sentences are choppy,

constructed in a way that constructed in a way that fluid, sentences are rambling, or awkward,

underscores and underscores and enhances usually constructed phrasing does not sound

enhances meaning, the meaning, sentences correctly, they hang natural, many sentences

sentences vary in length often vary in length as well together, they are sound, begin the same way.

as well as structure, as structure, purposeful and some sentence variety is

purposeful and varied varied sentence beginnings attempted.

sentence beginnings add add variety and energy.

variety and energy.

Conventions The writer demonstrates The writer demonstrates a The writer shows The writer shows little to

(5%) an excellent good grasp of standard reasonable control over a no control over a limited

understanding and control writing conventions (spelling, limited range of standard range of standard writing

over a wide range of punctuation, capitalization, writing conventions conventions (spelling,

standard writing grammar, usage, (spelling, punctuation, punctuation,

conventions (spelling, mechanics, paragraphing, capitalization, grammar, capitalization, grammar,

punctuation, capitalization, etc.), the piece is very close usage, mechanics, usage, mechanics,

grammar, usage, to being ready to publish. paragraphing, etc.), paragraphing, etc.), the

mechanics, paragraphing, moderate editing would be reader must read once to

etc.), the piece is ready to required to polish the text decode and again for

publish. for publication. meaning, extensive

editing would be required

to polish the text for

publication.







47

STUDENT TEACHING INFORMATION

Student teaching is the final, culminating step in your preservice preparation toward

becoming a teaching professional. Your effort and commitment are vital to your

success in this experience. Student teaching is considered a full-time experience. The

minimum length of time any candidate will spend student teaching is 12 weeks; you

should register for 1 credit hour of student teaching for each week of student teaching.

In addition, the minimum number of credit hours any candidate will register for student

teaching is 12 credit hours. Candidates, however, may complete more than 12 weeks

of student teaching and register for more than 12 credit hours if they are pursuing

teaching endorsements or double majors. While most candidates will be able to

complete their student teaching within the parameters of the regular semester,

candidates pursuing double majors or those with multiple endorsements, will find that

their student teaching will carry over into or start in the interim term. The Field

Placement Coordinator will determine the number of credit hours each candidate should

register for and will confirm this upon receipt of the student teacher roster to ensure that

the credit hours registered for are in accordance with departmental and college policy.

Any deviations will be brought to the attention of the registrar’s office and will be

corrected.



The following information is required for petitioning to student teach in school districts

outside the 50-mile radius of Sioux Falls or for those students interested in an

International Student Teaching experience. It is the intent of the Education Department

at Augustana College to provide appropriate student teaching placements that ensure

quality experiences and support the program competencies and conceptual framework

of the Education Department.



Students interested in student teaching in international settings should contact the Field

Placement Coordinator early in their program. The Petition Form to Student Teach

Outside the Sioux Falls Area, inclusive of International Student Teaching Placements

must be filed with the Field Placement Coordinator at least one year prior to the

semester of student teaching. The student will be held responsible for any additional

expenses incurred for the International Student Teaching Placement. In some cases,

students may need to complete a student teaching experience in the United States.

Students should contact the Director of International Student Programs for more

information. During your student teaching, you will be supervised by faculty members

from the site with an Augustana supervisor as well. You are encouraged to consider

this opportunity to prepare yourself for teaching in multicultural and international settings

with students of varied backgrounds.



Students must provide the following:



 A statement of educational rationale for seeking this outside placement.



 A recommendation form from a faculty member at Augustana College.



 Contact information for the school district in which the student is seeking a

placement. This should include the school principal’s name, phone number,

mailing address and/or email address.



48

 A statement indicating their understanding of the financial obligation to pay for

supervision fees incurred in this placement.



The petition should accompany the student teaching application one year prior to the

semester that the student is student teaching. December 1st for Fall placements and

May 1st for Spring placements. Upon receiving the petition and application, the Field

Placement Coordinator will present the petition to the Teacher Education Committee for

action at the next regularly scheduled meeting and will inform the student in writing of

the committee’s decision.



Students granted distance student teaching experiences are still required to meet the

components of the student teaching experience required of all students at the discretion

of the Field Placement Coordinator.



WHEN A PETITION IS NOT REQUIRED



Students may be assigned to schools and agencies outside the 50-mile radius under

one or more of the following circumstances without petitioning:



1. When an educationally appropriate placement cannot be made locally, they may

be placed in an established school or agency outside the 50-mile radius.

2. The student has a family member who is terminally ill.

3. The student’s health is poor.

4. The student marries and the spouse lives elsewhere.



Students are allowed to appeal the decision through the College’s Academic Grievance

Procedure as outlined in the Teacher Education Handbook.



Recommendation Form

For Student Teaching Outside the Sioux Falls Area

Including International Placements



The Education Department would appreciate your comments regarding the student’s

desire to student teach outside the Sioux Falls Area. Please return to the Field

Placement Coordinator’s office in the Education Department. Thank you.



1. Describe the applicant’s strengths that you feel will help promote a successful

student teaching experience (flexibility, problem solving, coping skills, sense of

humor, self confidence).

2. Discuss any areas of concern that may limit the success of the applicant in a

distance experience.

3. How would you describe the applicant’s work habits? (time management,

promptness, communication skills, independence, initiative, professionalism).

4. Additional comments.



Please read the student teaching information carefully to be sure you understand your

role and your responsibilities and those of your cooperating teacher and college

supervisor. Plan to work hard, take the initiative to learn new things, try new

techniques, and enjoy your time in the classroom.





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STUDENT TEACHING SHOWCASE PORTFOLIO

Student teachers/clinicians are required to submit a showcase portfolio representing

their background and preparation as part of the application for student teaching/clinical

practicum inclusive of the SFPS Application for Student Teaching. Student Teaching

Showcase Portfolios should be uploaded to the WWW by October 1 for those student

teaching the following spring and by February 1 for those student teaching the following

fall. Instructions for completing your web based portfolio are available online at:



http://www.augie.edu/dept/educ/andrews/usingword.htm



The template for the Student Teaching Showcase Portfolio is available for downloading

from:



http://www.augie.edu/dept/educ/andrews/showcase.htm







Please see the Student Teaching Handbook for

complete information regarding student teaching at:



http://www.augie.edu/dept/educ/andrews/st_handbook.doc









50