Docstoc

bfs_field_exp_hb

Document Sample
bfs_field_exp_hb Powered By Docstoc
					  College of Education
       Handbook
           for
Field Experience

Secondary Education
 Broad Field Science




TEACHER EDUCATION PROGRAM
 NORTH GREENVILLE UNIVERSITY

         Fall 2009
                                                Welcome

         Welcome to the world of field experiences in secondary education. The idea behind field
experiences is to provide opportunities for you to apply your knowledge, skills, and dispositions as you
work with diverse learners in a variety of settings. As you progress from one field experience to another,
you will begin to understand the varied and complex aspects of teaching. Designed to be both
incremental and well sequenced, field experiences help you to develop the competence necessary to begin
your career as a teacher.
         This component of field experiences is characterized by collaboration, educational environments
with most appropriate practice associated with sound professional expertise, and candidate’s
accountability through distinct and numerous assessments. Field experiences represent a variety of early
and ongoing school-based opportunities in which candidates observe, reflect, assist, tutor, manage,
instruct, and assess in public school classrooms.
         The over-arching focus of all field experiences is the same throughout the Teacher Education
Program, to give candidates authentic experiences within an environment of growth. Candidates are
mentored to become effective practitioners, caring leaders, and lifelong learners collaboratively by
University mentors and classroom teachers.
         On the next few pages, you will see the letter the cooperating teacher receives when she/he agrees
to take one of our teacher candidates and a copy of the evaluation forms that will be used by the
university supervisor and the cooperating teacher to give you feedback on lessons that you teach. These
documents and all of the other information in this handbook are designed to give you the best experience
possible and to help you become an effective practitioner, a lifelong learner, and a caring leader.

                              Introduction to Field Experiences
         At each level of the pre-service education experience at North Greenville University, teacher
candidates are given opportunities to apply the knowledge and skills they are obtaining through simulated
and actual classroom situations. Field experiences are offered in cooperating schools as an integral
component of the program. Field experiences provide the opportunity for candidates to continue to
develop their knowledge, skills, and dispositions in the real world of classrooms as they work with
diverse learners in a variety of settings appropriate to the content and level of their program of study.
         Field experiences and clinical practice are characterized by collaboration, appropriate practice
associated with sound professional expertise, and accountability through extensive assessment. Field
experiences represent a variety of early and ongoing school-based opportunities in which candidates
observe, reflect, assist, tutor, manage, instruct, and assess learning in K-12 classrooms.
         The first field experience, as a part of EDUC 1210 Introduction to Education, occurs as your first
education class and is exploratory and primarily observational in nature. After candidates are admitted to
the program, each major has its own organization for field experiences. The over-arching focus, however,
is the same throughout the Division, to give candidates authentic learning experiences within an
environment of on-going growth. This is accomplished through mentoring by university supervisors and
classroom teachers. Candidates are mentored to become effective practitioners, caring leaders, and
lifelong learners collaboratively by university mentors and classroom teachers. Students move from
observing both the teacher and the learner to engaging in teaching lessons, to curriculum planning and
development. Field experiences are integrated into and tied to specific courses and represent a variety of
early and on-going school-based opportunities in which candidates observe, reflect, assist, tutor, manage,
instruct, assess, and conduct events in their classrooms.
                              Responsibilities for Individuals
                              Involved with Field Experience
North Greenville Instructor
        Communicate expectations to candidates
        Grade lesson plans and reflections
        Communicate with University Mentors as needed

North Greenville Mentors/University Supervisors
        Communicate expectations to Cooperating Teachers
        Complete formal observations on each candidate
        Conduct a post conference with each candidate after an observation
        Complete evaluation forms for each candidate and provide the candidate with copies
        Collect Cooperating Teacher evaluation forms and Assessment of Dispositions form
        Provide candidates with copies of evaluation forms
        Turn in original evaluation forms to Placement Coordinator at the end of the semester
        Be available to candidates, be a resource, and be a coach

Cooperating Teachers
       Assist candidate in scheduling of the lessons to be taught
       Assist candidate in planning of the lessons (communicate standards currently being taught in
          the classroom and provide any materials you wish for him/her to use)
       Be present during each of the lessons and complete an evaluation form
       Complete a summative evaluation form at the end of the field experience
       Complete an Assessment of Dispositions form at the end of the field experience
       Give all forms to the North Greenville University Mentor/Supervisor or place in the
          designated area at your school for North Greenville Placement Coordinator

North Greenville Teacher Candidates
        Communicate with cooperating teacher and follow his/her schedule and/or guidelines in
          planning and scheduling lessons (You are responsible for the scheduling of the lessons you
          will be teaching.)
        Meet with North Greenville University Mentor/Supervisor after formal observations or as
          needed
        Provide copies of each lesson plan to the Cooperating Teacher North Greenville University
          Mentor/Supervisor, and North Greenville University Instructor
        Communicate by phone or email with the North Greenville University Mentor, at least 48 hrs,
          in advance, with the time for when you will be teaching a lesson
                                    Secondary Education: Broad Field Science

The purpose of the expanded program in Broad Field Sciences meets the needs of current students, prospective
students, and the community. The long range plans for the program include: 1) become accredited by the National
Science Teacher Association (NSTA), 2) increase quality programs in education, 3) produce graduates for the
teaching profession as early as 2009-2010, 4) provide highly qualified teachers for secondary schools in South
Carolina and beyond, and 5) become accredited by NCATE after producing ten graduates. We view this opportunity
as not only supplying needed secondary education science teachers but also as an opportunity for developing a
program aligned with the mission of North Greenville University as we prepare future science teachers in biology,
physics and chemistry who are effective practitioners, nurturing and caring leaders, and lifelong learners.

In order to evaluate how effective North Greenville University conducts the Science Program for Secondary
Educators, several methods of evaluating the effectiveness of the program is monitored by using the following
assessments and methods:

    1) Pre-course and post-course test’s scores will be compared and evaluated for all of the Science courses in
       this program.
    2) Successful passage of both Praxis I and Praxis II will be monitored to analyze the number of times a
       student must take these tests as well as test results.
    3) Personal reports from field experience supervisors and cooperating teachers as well as student teacher
       advisers is used to evaluate the field experience component.
    4) Personal exit interview with each graduate is held to evaluate instruction, facilities, support and career
       planning.
    5) Post-graduate surveys are administered to the graduates, as well as to their employer, 1-2 years following
       graduation, in order to evaluate the graduates’ readiness to teach at the high school level.
    6) Information concerning any post-graduate standardized testing is analyzed to determine if our students are
       competitive on the national level.
    7) Information obtained from the assessment of disposition from student teaching as well as key field
       experiences and courses are used to determine key disposition attainment by candidates.

                  The Mission and Goals of the Biology Program for Secondary Education

             Program Mission:       To graduate students proficient in the field of Biology, Physics and Chemistry
                                    who can articulate scientific facts in such a way so that they can teach others
                                    such principles.

             Program Goal:          To graduate students proficient in the fields of Biology, Physics and Chemistry
                                    who can successfully acquire positions in secondary education and other such
                                    Science-related fields.

The Conceptual Framework of the College of Education

The Broad Field Science Secondary Education Program at North Greenville University aligns with the Conceptual
Framework of the College of Education that was approved by NCATE in 2005. This framework consists of the
mission, vision, aim, philosophy, purposes, and goals as reflected in outcomes and candidate proficiencies for
candidate performance, a statement of commitment to diversity and technology, and a system for assessing
performance. The framework grows out of the purpose and objectives of the University as a whole.

                                                       Vision
The College of Education seeks to prepare teachers who have not only deep understanding of subjects and
methods of teaching, but also deep understanding of students; who not only facilitate students’ learning, but also
promote students’ holistic wellbeing; who desire not only to see others continually grow and develop, but who
also continue to grow as professionals themselves. We envision our graduates teaching effectively, leading
through example, and continually learning the art and science of the teaching profession.

                                                       Mission
The self examination process required in the development of our Conceptual Framework has led to an
insightful discovery of who we are as the College of Education at North Greenville University. We are the
link between past, present and future. The teacher education program, first approved in 1997, has grown at an
astonishing rate. In five short years, we have graduated 196 Elementary, Early Childhood, and Music
Education majors. This rapid growth parallels the growth of the institution as a four-year university and
highlights the need for expanded programs.

Building on its belief that education can and must provide light in the darkness, we now have a teacher
education program that trains teachers not only for this geographic area but also for other states and foreign
countries. As the present link in the fulfillment of this mission, NGU seeks to prepare students to respond to
God’s vocational calling for their lives. The College of Education, together with university and community
stakeholders, conceived and designed a teacher education program that prepares teachers who experience a
sense of calling to the profession to become effective practitioners, caring leaders, and lifelong learners. We
urge our graduates to remember the heritage of this institution and to go forward with resolve and courage.
We challenge them, just as Paul, in Philippians 3:14 (NIV) to press on toward the goal to claim the prize for
which God has called them.

Building on a heritage of teachers who modeled behaviors indicative of high expectations, the faculty in the
College of Education continue to demonstrate for students the knowledge, skills and dispositions that
empower them to go forward with resolve and courage as teacher education graduates of a school “of high
grade equal to any in the country” (Howard, 1967, p. 5).

The NGU Teacher Education Handbook outlines the College of Education’s present degree program
requirements and contains all pertinent documents used to evaluate candidates and to assess their progress. A
brief introduction to the present College of Education’s Mission and Purpose follows.


IN ALIGNMENT WITH THE PURPOSE AND MISSION OF NORTH GREENVILLE UNIVERSITY, THE
MISSION OF THE COLLEGE OF EDUCATION IS TO DEVELOP TEACHERS WHO POSSESS
KNOWLEDGE, SKILLS, AND DISPOSITIONS THAT EMPOWER THEM TO FOSTER LEARNING IN ALL
STUDENTS.

                                            Aim
The teacher education program at North Greenville University, a Christ-centered institution, prepares teacher
candidates to become effective practitioners, caring leaders, and lifelong learners in a diverse, changing
society.

                                            Philosophy
Our beliefs about how best to prepare teacher candidates to become effective, reflective and facilitative
practitioners rest, first of all, on the Bible as the solid foundation for a philosophy of education and of life, in
keeping with the Christian commitment of North Greenville University. Other knowledge bases that provide
direction to our efforts include educational theory and research, the wisdom of practice, and state and national
policy directives.

Academic research and the American public agree that teacher quality is the most important education factor
driving student performance (Milken, 2000). Studies reported by Marzano (2003) confirm the profound
impact a teacher can have on individual student achievement, noting a positive relationship between teachers’
content and pedagogical knowledge and student achievement. The link between social support, academic
learning and student achievement suggests that teachers must not only provide the instruction necessary to
meet high expectations, but must also provide a sense of trust, confidence, and psychological safety that
allows students to learn. The findings of Lee, Smith, Perry, and Smylie (1999) suggest that gains in student
achievement require both high academic expectations and the social support necessary for students to
achieve.

Teachers are decision-makers and problem-solvers working in a very complex environment with multiple,
simultaneous demands on their time and attention. Mere mindless application of techniques based on research
and learned by rote is not sufficient to solve the problems of teaching; prospective teachers must learn to
practice reflectively (Schön, 1987). Teachers who conceive of and conduct themselves as learners provide a
model for students and are better able to help students succeed as learners (Sternberg, 1987). Ongoing
professional growth is a hallmark of quality in teaching.
High quality in teaching is also a function of caring; school relationships characterized by caring promote
growth among teachers as well as students (Noddings, 1992). As Palmer (1998) described it, good teaching
cannot be reduced to technique; it comes from the identity and integrity of the teacher. Good teachers’
methods vary widely, but they consistently create connections among the teacher, the students, and the
subject; they build a community. Sergiovanni (1992) spoke of schools becoming “virtuous enterprises;”
Chaskin and Rauner (1995) urged us to search for ways to build caring into the environments in which young
people develop. Teachers who care for and serve the best interests of their students are fulfilling a spiritual
principle (Philippians 2:4); they are demonstrating love and exercising Biblical servant-leadership.

In addition to valued research on quality in teaching, students can provide insightful and articulate
observations on excellence in teaching. During pre-registration days for fall 2003, the entering freshmen at
North Greenville University were required to write an essay for freshman English placement based on one of
two writing prompts: “Describe an excellent student.” or “Describe an excellent teacher.” A College of
Education faculty member analyzed 145 essays describing the qualities of an excellent teacher. Not
surprisingly, students focused on those qualities and characteristics correlating to our philosophy, and
ultimately, our outcomes that define excellence in teaching. Students identified a caring, compassionate,
selfless, and sacrificial teacher who “goes the extra mile” by staying late, being available, knowing students’
needs, and expressing a willingness to help. Students also identified knowledge of the subject, a
demonstration of a variety of teaching and classroom management skills, personal traits of fairness, loyalty,
and honesty, and a commitment to lifelong learning as characteristics of the excellent teacher. Finally,
students identified recognition of individual differences reflected in proficiencies such as, providing different
learning activities for different types of students, answering and assisting all students, and adapting to
differences in learning and teaching styles.

                                      Diversity / Multicultural Education
Additionally, a fundamental area that must permeate all educational programs is multicultural education.
Teacher candidates must be prepared for an environment requiring diverse and complex human responses,
both cognitively and affectively. The cultural fusion into a melting pot of cultures is no longer the reality;
rather, it is a mosaic of many colors and forms, each piece of which retains its uniqueness. In contrast, the
racial and ethnic composition of American teachers continues to be primarily white female (Chisholm, 1994,
p.3). As reflective practitioners, teacher candidates must develop an awareness of their own cultural
perspective. Teacher candidates must also develop a cultural competence to function comfortably in a
culture different from their own. Teacher candidates must develop and appreciate all aspects of culturally
diverse groups, including their values, stories, art, music, religions, and learning styles. They must
recognize the close links of cultural roots and cognition in order to adapt with appropriate teaching styles
(Boykin, 2000). Recognizing also the importance of preparation of teacher candidates for a broader societal
scope, we collaborate with those state and national program directives that articulate standards to develop a
common core of knowledge and skills to be acquired by all new teachers.

                                                 Commitment to Diversity
Futrell, Gomez, and Bedden (2003) described America as one of the most diverse nations in the world. We are truly
a mix of cultures, races, abilities, and talents. According to Futrell et al., 35% of American elementary and
secondary school children are from racial or ethnic minority groups. Today, approximately 25% of school-age
children live in poverty, and 33% are of limited English proficiency. Recognizing the changing racial and cultural
demographics in the areas it serves, the faculty of the Teacher Education Program are committed to preparing
teacher candidates to appreciate, respect, celebrate, and plan appropriately for the racial, cultural, and developmental
diversity of the children they teach. Knowing that good teaching is what matters most, the Education faculty,
through a variety of means, seek to nurture and enhance each teacher candidate’s personal qualities of flexibility,
tolerance, and empathy for others.

Committed to fostering dispositions that emphasize caring in the classroom, the Teacher Education Program
prepares candidates to appreciate, respect, and value the uniqueness of all children. Candidates learn to plan
appropriately for all students, taking into account differences in ability, ethnicity, cultural background,
developmental obstacles, and socio-economic status. The Teacher Education faculty, through presenting relevant
literature, describing and modeling dispositions that incorporate caring attitudes, and encouraging candidates, seek
to develop the dispositions that will enable candidates to meet the learning needs of all children.

Multicultural sensitivity is directly addressed in the Teacher Education Program at North Greenville University by a
variety of means, including required coursework in world religion and a practicum component that provides
interaction with groups of diverse ethnic and cultural backgrounds. Enrichment experiences through service in a
spectrum of multicultural environments are also available to all students through required participation in the Global
Education Day. The ethos of the college motivates students, faculty and staff to care for all persons because of the
belief that God has created and loves every person individually.
                                                      ADEPT
The Interstate New Teacher Assessment and Support Consortium (INTASC), a program of the Council of
Chief State School Officers, has developed standards based upon shared views within the profession of what
constitutes professional teaching. In addition, the South Carolina Department of Education has articulated
performance dimensions as a component of the System of Assisting, Developing and Evaluating Professional
Teaching (ADEPT). These expectations are based on a large repertoire of knowledge and skills that provide
the foundation for competent practice (SCTeachers.org), and are required in all South Carolina teacher
education programs for teacher evaluation and improvement.

The College of Education recognizes that learner-centered, experiential, collaborative and reflective
approaches to instruction promote deep, powerful, meaningful learning, both in teacher education and K-12
schooling (e.g., Darling-Hammond, 1997; Gardner, 1999; Zemelman, Daniels & Hyde, 1998). We find
ourselves on a trajectory of growth toward deeper understanding, more effective practice and enhanced
capacity to facilitate such learning with our teacher candidates.

Based ultimately on a spiritual foundation, the program prepares candidates according to these principles:
     Candidates prepare to become caring, committed practitioners through a logical, coherent, knowledge-
        based program which allows them to develop their abilities through guided experience in the field.
     The program is aligned with professional (INTASC) and state (ADEPT) standards and policies.
     Desired outcomes for candidates are clearly articulated and constitute the objectives for each course and
        learning experience conducted within the program.

Candidates who meet these objectives for knowledge, skills and dispositions, articulated as proficiencies, will be
competent in subject matter knowledge, as well as be able to facilitate learning and to nurture the self-concept and
self-efficacy of all learners. They will also be able to serve schools as caring leaders and be practicing members of
the “club of life long learners” (Smith, 1983). Studies reported by Marzano (2003) confirm the profound impact a
teacher can have on individual student achievement, noting a positive relationship between teachers’ content and
pedagogical knowledge and student achievement suggests that teachers must not only provide the instruction
necessary to meet high expectations, but must also provide a sense of trust, confidence, and psychological safety that
allows students to learn. The findings of Lee, Smith, Perry, and Smylie (1999) suggest that gains in student
achievement require both high academic expectations and the social support necessary for students to achieve.



                             Course Requirements of the Current Biology Program

Currently the B.S. in Biology requires that students earn at least 132 hours (140 including chapel and cultural event
credit). Students must complete the general education requirements of the 40 hours. They must also complete 46
hours in required Biology courses; 28 hours in supporting courses; 12 hours of Biology electives and 6 hours of
general electives.

Students must apply to the Health Science Advisory Committee for admission into the Biology Program.
Application cannot be made until after their freshman year (>30 credit hours). The successful applicant must have an
overall 2.5 GPA with a “C” or better in courses of Biology (Biol 1410), Chemistry (Chem 1450 and 1460) and
English (Engl 1310, 1320 and 200 level). They must also pass a writing test and be interviewed by the Health
Science Advisory Committee. In order to graduate with a biology degree, the successful graduate in Biology must
have:

                 1) a 2.5 GPA in his Biology courses;
                 2) greater that a 2.0 overall GPA; and
                 3) pass the senior seminar capstone course with a “C” or better.

Program Description

Course Requirements of the Broad Field Science Program in Secondary Education

In comparison with the B.S. Biology degree, the Broad Field Science Secondary Education degree will follow the
same basic requirements as stated above. However, students will take the following course substitutions.
                                                         (Course Substitution)
        Biology Degree                              Broad Field Science Degree
        Biol 2430 (General Zoology)(4 credits)      Biol 2455/2456 (Zoo/Plant for educators) (4 credits)
        Biol 2450 (Plant Science) (4 credits)

        Biol 2470 (Anatomy /Physiology I)           Biol 2490/2491 (Anatomy/Physiology for educators)
                (4 credits)                                          (4 credits)
        Biol 2480 (Anatomy /Physiology II)
                (4 credits)

        Chem 2450 (Organ.Chem.I) (4 credits)        Chem 2470/2471 (Organic./Biochem. for educators)
        Chem 2460 (Organ.Chem II (4 credits)                        (4 credits)
        Chem 3310 (Biochem.) (4 credits)

        Biol 3200 (Junior Sem. (3 credits)          Biol 3210 (Junior Seminar for educators)
                                                                        ( 3 credits)

        [Note: This section does not describe the mandatory education courses for this program. See section on
        required education courses.]

        Students planning to follow a Secondary Education program at North Greenville University must meet the
        admission requirement of the Biology Degree listed above, as well as the requirements of the Teacher
        Licensure Program. The standards of admission to the Teacher Licensure Program are inclusive of those
        for admission to North Greenville University and include other criteria outlined by the College of
        Education. It must be understood that admission to NGU is not synonymous with admission to the
        Secondary Education Teacher Licensure Program.
                  Bachelor of Science Degree in Broad Field Science – Secondary Education
                                         Suggested Course Sequence
                                                 First Year
              Fall Semester                                           Spring Semester
___ BIOL 1100 Scientific Learning              1          ___ ENGL 1320                                       3
___ ENGL 1310                                  3          ___ MUSC 1320                                       3
___ CHST 1320 New Testament                    3          ___ PHED 1200                                       2
___ BIOL 1410/1411                             4          ___ BIOL 2455/2456 Zoo / Plant Ed.                  4
___ CHEM 1450/1451                             4          ___ CHEM 1460/1461                                  4
___ EDUC 1215 Integration of Technology        2          ___ EDUC 1210 Intro to Education                    2
    in Secondary Curriculum                                    (20 hours field experience)
___ COLL 1100                                  1          ___ Chpl/Cevt                                       1
___ Chpl/Cevt                                    1                                                       19
                                                19

                                                     Second Year
___ ENGL 23XX                                   3            ___ HIST 1300 or higher                          3
___ PSYC 2385 Adolescent Psychology             3            ___ MATH 1333 Stats for Biology                  3
___ CHEM 2470/2471 Organic/Biochem              4            ___ EDUC 2230 Foundations                        2
                                                                 (20 hours field experience)
___ PHSC 1420 Earth Science                     4            ___ COMM 2300                                    3
___ MATH 1410 Calculus                          4            ___ BIOL 2490/2491 A&P for                       4
                                                             Educators
___ Chpl/Cevt                                   1            ___ EDUC 3350 Exceptional Learner            3
                                               19            ___ Chpl/Cevt                                1
                                                                                                         19

                                                      Third Year
___ BIOL 2300 Intelligent Design                3             ___ BIOL 4450/4451 Ecology                      4
___ PHYS 1410/1411 Physics I                    4             ___ PHYS 1420 Physics II                        4
___ BIOL 3445 Genetics                          4             ___ BIOL 3440 Cell and Molecular                4
___ EDUC 3410 Educational Psychology            4             ___ EDUC 3395 Reading in Content                3
                                                                  Area* (20 hours field experience)
___ BFED 4340 Science Methods* (BIOL)           3             ___ BIOL 3200 Jr. Seminar for Ed.               2
    (20 hours field experience)
___ Chpl/Cevt                                   1             ___ Chpl/Cevt                               1
                                               19                                                        18


                                                      Fourth Year
___ BIOL 3465 Developmental Biology                  4        ___ EDSE 4800 Directed Student Teach*           12
___ BIOL 4200 Sr. Seminar                            2        ___ Chpl/Cevt                                    1
___ EDUC 32XX Curriculum Development                 2                                                        13
___ CHST 2335 World Religion                         3
___ EDUC 4340 Classroom                              3
 Management*
     (20 hours field experience)
___ Chpl/Cevt                                     1
                                                 15


       *Requires admission to Teacher Education Program for Secondary Education
       **Any deviation from this Suggested Course Sequence will require additional semesters.
[Note: All students at North Greenville University must earn one credit hour for Chapel and Cultural events
       for each semester of full-time enrollment.]
                  Bachelor of Science Degree in Broad Field Science – Secondary Education

General Education Requirements
College 1100 or Honors 1210                                                              1(2) hours
English 1310, 1320                                                                          6 hours
English Literature (2000 level)                                                             3 hours
Music 1320                                                                                  3 hours
History 13XX                                                                                3 hours
Communication 2300                                                                          3 hours
Biology 1410/1411                                                                           4 hours
Physical Education 1200                                                                     2 hours
Christian Studies 1320, 2335                                                                6 hours
Adolescence Psychology 2385                                                                 3 hours
Math 1333, Probability Statistics for Science Majors                                        3 hours
Total                                                                                  37-38 hours

Science Requirements
Biology 1100, Scientific Learning                                                             1 hour
Biology 2300, Intelligent Design                                                             3 hours
Biology 2455/2456, Zoo/Plant for Educators                                                   4 hours
Biology 2490/2491, Anatomy and Physiology for Educators                                      4 hours
Biology 3440/3441, Cell and Molecular Biology                                                4 hours
Biology 3445/3446, Genetics                                                                  4 hours
Biology 3465/3466, Developmental Biology                                                     4 hours
Biology 4450/1451, Ecology                                                                   4 hours
Biology 3210, Junior Seminar for Educators                                                   2 hours
Biology 4200, Senior Seminar                                                                 2 hours
Biology 4340, Science Methods (20 hours field experience)                                    3 hours
Chemistry 1450/1451, General Chemistry I                                                     4 hours
Chemistry 1460/1461, General Chemistry II                                                    4 hours
Chemistry 2470/2471, Organic/Biochem for the Educators                                       3 hours
Physics 1410/1411, General Physics I                                                         4 hours
Physics 1420/1421, General Physics II                                                        4 hours
Physical Science 1420/1421 Earth Science                                                     4 hours
Math 1410, Calculus                                                                          4 hours

Total                                                                                       62 hours

Education Requirements
Education 1210, Introduction to Education (20 hours field experience)                        2 hours
Education 1215, Integration of Technology                                                    2 hours
Education 2230, Foundations (20 hours field experience)                                      2 hours
Education, 3410, Educational Psychology                                                      4 hours
Education 3350, Exceptional Learner                                                          3 hours
EDUC 3295, Reading in Content (20 hours field experience)                                    3 hours
Education 32XX, Curriculum Development                                                       2 hours

Education 4340, Classroom Management (20 hours field experience)                             3 hours
EDSE 4800, Directed Student Teaching                                                        12 hours
Total                                                                                       33 hours
Total Hours for Secondary Education Degree
Total General Education Requirements                                                            37-38 hours
Total Biology Requirements                                                                         62 hours
Total Education Electives                                                                          33 hours
Chapel/Cultural Events                                                                              8 hours
Total Hours for Secondary Education Broad Science Biology Emphasis
Degree                                                                                           140 hours

The B.S. in Broad Field Science requires that the students earn at least 132 hours (140 hours including chapel and
cultural event credit). Students must complete the general education requirements of 37 hours. They must also
complete 35 hours in required Biology courses; 27 hours in Supporting courses; and 33 hours of Secondary
Education courses.

The program for secondary certification in Broad Field Science at North Greenville University has been designed to
meet the basic requirements of the South Carolina State Department of Education (SDOE), which bases its standards
on the requirements of the National Science Teachers Association (NSTA). The Teacher Certification Manual of
the SDOE states that candidates must complete coursework to meet the following standards. These courses are all
required in the Science Education program.


Standard 1 Content                                         Standard 6 Curriculum
Standard 2 Nature of Science and Rhetoric                  Standard 7 Social Context
Standard 3 Inquiry                                         Standard 8 Assessment
Standard 4 Context of Science                              Standard 9 Environment for Learning
Standard 5 Skills of Teaching                              Standard 10 Professional Practice


NSTA Standard                        Course Addressed In                  Assessment
1. Content Knowledge                 1. Biology 4340                        Praxis II
                                        Science Methods                     Lab Portfolio
                                     2. EDSE 4800                           Science Teaching Manual
                                        Directed Student                    Research Project Evaluations
                                        Teaching                            ADEPT Portfolio
                                     3. Biology 3200                        Cooperating and Supervising
                                        Junior Seminar                         Teacher Evaluations
                                     4. Biology 4200
                                        Senior Seminar


2. Nature of Science                 1. Biology 1410                        Oral Discussions and Quizzes
                                        Principles of Biology               Tests
                                     2. Biology 1110                        Evaluation of Scientific Paper
                                        Scientific Learning                  and Evaluation of Template for
                                     3. Biology 4450                         Problem Solving
                                        Ecology
                                     4. Biology 2455
                                        Comparative Biology
                                        For Education
3. Inquiry                           1. Biology Lab 1411                    Oral Quizzes and Lab Reports
                                        Principles of Biology               Lab Portfolio
                                     2. Biology Lab 2456                    Presentation of Research Project
                                        Comparative Biology                 Site (Quadrant) Long-Term Study
                                        of Plants and Animals                Research Report
                                     3. CHEM 2470                           Scientific Paper
                                        Organic/Biochemistry                Analysis of Journal Articles
                                     4. Biology 4200
                                   Senior Seminar
                                5. EDUC 3385
                                   Reading in Content Area
                                6. Biology 2490
                                   A & P for Educators
                                7. Physics 1410
                                   General Physics I
                                8. Biology 3445
                                   Genetics
                                9. Biology 3440
                                   Cell and Molecular
                                   Biology
4. Issues                       1. Biology 4340               Thematic Unit
                                   Science Methods            Analyzing Journal Articles
                                2. Biology 4200               Review of Curriculum Needs
                                   Senior Seminar              Assignment
                                3. Biology 4450-51            Presentation of Scientific Paper
                                   Ecology                     and Research
                                                              Ecological Study of a Local Area
5. General Skills of Teaching   1. Biology 4340               Evaluation by Cooperating and
                                   Science Methods             Supervising Teacher\
                                2. EDSE 4800                  Oral Presentation in Biology
                                   Directed Student            4450
                                   Teaching                   Presentations of Scientific Papers
                                3. EDUC 3395                  Performance Assessment Rubrics
                                   Reading in Content
6. Curriculum                   1. Biology 4340               Plan and Present 3 Lessons in
                                   Science Methods             Secondary Science
                                2. EDSE 4800                  Unit on Curriculum
                                   Directed Student           ADEPT Portfolio Evaluation
                                   Teaching                   Evaluation by Cooperating and
                                3. EDUC 3290                   Supervising Teacher
                                   Curriculum Development
7. Science in the               1. Biology 4450               Oral Quizzes
   Community                       Ecology                    Class Discussion
                                2. Biology 4451               Local Speakers from:
                                   Ecology Lab                  o Department of Natural
                                3. Biology 4340                     Resources
                                   Science Methods              o Environmental Protection
                                4. Biology 2455                     Agency
                                   Comparative Biology for      o SC Native Plant Society
                                   Educators (Plant &           o SC Department of Health
                                   Animal)                      o Greenville County Waste
                                                                    Management Director
                                                              Labs Detailing Local Flora and
                                                               Fauna – Native and Nonnative
                                                               Invasive Species and
                                                               Sustainability of our Local
                                                               Environment
                                                              Emphasis on Reduce, Reuse,
                                                               Recycle
                                                              Unit on Global Ecology
                                                              Evaluation of Student Unit
                                                              Resource List of Practical, Real
                                                               World Problems
                                                                             Oral Quizzing and Test of
                                                                              Causes, Characteristics and
                                                                              Avoidance of Bacterial and
                                                                              Parasitic Diseases Related to the
                                                                              Local Area
8. Assessment                        1. Biology 4200                         Presentations Evaluated by Peers,
                                        Senior Seminar                        Invited Faculty, Self-Assessment
                                     2. Biology 1410-1411                     in Conference
                                        Principles of Biology                Unit on Assessment
                                     3. Biology 2490                         Self-Assessment is Used in Each
                                        A & P for Educators                   Biology Course and Labs Listed
                                     4. Biology 3440                          Through Lab Reports and Self
                                        Cell & Molecular                      Quizzes in Labs and Self-Quizzes
                                        Biology                               at end of Chapter and Unit in
                                     5. Biology 4450                          Class Lecture
                                        Ecology
                                     6. CHEM 2470
                                        Organic/Biochemistry
9. Safety Welfare                    All Lab Courses                         See Appendix for Lab Safety
                                     EDUC 3395                                Regulations (must be presented
                                     Reading in Content Area                  by instructor and signed by each
                                                                              student at beginning of each
                                                                              semester)
                                                                             Unit on Preparing the
                                                                              Environment For Maximum
                                                                              Learning
10. Professional Growth              1. Biology 4340                         Unit-Professional Development
                                        Science Methods                      Professional Portfolio
                                     2. Reading in the Content               Emphasis on Collaboration with
                                        Area                                  Other Professionals in the Field
                                        EDUC 3395

In addition to completing these types of courses, candidates will be required to complete other courses that have
been added to the required curriculum to fully address all NSTA Standards and competencies to provide our
graduates with the strong content knowledge in the sciences needed to pass Praxis II and to graduate as a highly
qualified Science teacher at the secondary level.


NSTA/NCATE STANDARDS for Initial Preparation of Teachers of Secondary Science Grades 7–12
Each pre-service teacher in the Science program is evaluated using performance assessments established by the
College of Education. Both the cooperative teacher and the supervising teacher will complete this assessment.
Candidates must score at the acceptable or target levels.

                                            Highly Qualified Teachers
                                              (No Child Left Behind)

Secondary Education Candidates in Broad Field Science meet all South Carolina State and North Greenville
University requirements for the Secondary Education Teacher Program. They are prepared to obtain full State
certification and have no licensure requirements waived on an emergency, temporary, or provisional basis.

Candidates can demonstrate their competency and skills by (a) passing rigorous university and state academic
subject-matter test, Praxis II, (b) completing the biology academic major, (c) completing the ADEPT portfolio, (d)
evaluation of the Lab portfolio and Science Teaching Manual in the Junior Seminar, (e)The Teacher Work Sample,
(f) oral and written presentations of the research project in the Senior Seminar, (g) a writing sample demonstrating
mastery of writing, writing strategies, technologies needed in Science reporting and teaching, (h) demonstration of
professional teaching standards, (i) evaluations by cooperating and supervising teachers and (j) candidate assessment
of experience, and (k) the assessment of dispositions. Rubrics for performance assessments are included at the end
of the handbook.

North Greenville University was one of the first institutions in South Carolina to require that all Teacher Education
candidates pass both, Praxis I and Praxis II, exams prior to student teaching. Candidates must pass Praxis I for
admission into the Broad Field Science Secondary Education Program. To enter the student teaching portion of the
program the candidate must pass Praxis II. All program assessments are aligned to the College of Education
Framework and the National Science Teachers Association.

No Child Left Behind does not identify Specific Sciences, e.g., Biology, Chemistry or Physics, as core academic
subjects; it identifies only “science.” In determining the extent of subject-matter competency sufficient to identify
North Greenville University (NGU) students as highly qualified to teach a particular science course South Carolina
requires the candidate to demonstrate competency in that subject. All NGU graduates of the Secondary Broad Field
Science Program will be highly qualified.

NSTA Competency in Content Area                             Courses Fulfilling Competency
C.2.a.1                                                     Biology 1410, 2455, 4200, 4450,
C.2.a.2                                                     Biology 1410, 2455, 4200,
C.2.a.3                                                     Biology 2455, 4200
C.2.a.4                                                     Biology 2300, 4200,
C.2.a.5                                                     Biology 4200, 4450,
C.2.a.6                                                     Biology 4200, 4450,
C.2.a.7                                                     Biology 1410, 3445, 4200,
C.2.a.8                                                     Biology 1410, 2455, 3440, 3465, 4200,
C.2.a.9                                                     Biology 4450
C.2.a.10                                                    Biology 2455, 3440, 4200, 4450,
C.2.a.11                                                    Biology 1410, 3440, 3445, 4200, 4450,
C.2.a.12                                                    Biology 3445, 3465, 4200, 4450,
C.2.b.13                                                    Biology 1410, 3440, 3465, 4200,
C.2.b.14                                                    Biology 4200, 4450,
C.2.b.15                                                    Biology 3445, 4200,
C.2.b.16                                                    Biology 2300, 2455, 3440, 4200,
C.2.b.17                                                    Biology 1410, 2455, 4200,
C.2.b.18                                                    Biology 2455, 3445, 4200, 4450,
C.2.b.19                                                    Biology 1410, 2300, 3210, 4200, 4450,
C.2.b.20                                                    Biology 1100, 3210, 3440, 4200, 4450
C.2.b..21                                                   Biology 3210, 3440, 3445, 4200,
C.2.c.22                                                    Biology 4450
C.2.c.23                                                    Biology 4450
C.2.c.24                                                    Biology 4450,
                                                            Physical Science 1420
C.2.c.25                                                    Biology 4450
C.3.a.1                                                     Chemistry 1450, 1460, 2470,
C.3.a.2                                                     Chemistry 1450, 1460
C.3.a.3                                                     Chemistry 1450, 1460
C.3.a.4                                                     Chemistry 1450, 1460, 2470
C.3.a.5                                                     Chemistry 1460
C.3.a.6                                                    Chemistry 1450
C.3.a.7                                                    Chemistry 1450, 24XX
C.3.a.8                                                    Chemistry 1450, 1460
C.3.a.9                                                    Chemistry 2470
C.3.a.10                                                   Chemistry 2470
C.3.a.11                                                   Chemistry 1460,
C.3.a.12                                                   Chemistry 1460, 2470
C.3.a.13                                                   Chemistry 1460, 2470
C.4.a.1                                                    Physical Science 1420
C.4.a.2                                                    Physical Science 1420
C.4.a.3                                                    Physical Science 1420
C.4.a.4                                                    Physical Science 1420
C.4.a.5                                                    Physical Science 1420
C.4.a.6                                                    Physical Science 1420
C.4.a.7                                                    Physical Science 1420
C.4.a.8                                                    Physical Science 1420
C.4.a.9                                                    Physical Science 1420
C.4.a.10                                                   Physical Science 1420
C.4.a.11                                                   Physical Science 1420
C.4.a.12                                                   Physical Science 1420
C.5.a.1                                                    Physics 1410
C.5.a.2                                                    Physics 1410
C.5.a.3                                                    Physics 1410
C.5.a.4                                                    Physics 1410
C.5.a.5                                                    Physics 1410
C.5.a.6                                                    Physics 1410
C.5.a.7                                                    Physics 1420
C.5.a.8                                                    Physics 1410, 1420
C.5.a.9                                                    Physics 1420
C.5.a.10                                                   Physics 1410
C.5.a.11                                                   Physics 1410, 1420

PROGRAM ADMISSION, PROGRESSION, AND EXIT REQUIREMENTS

Program Admission
Application to North Greenville University’s Secondary Education Licensure Program should take place no later
than the end of the student’s freshman year. Meeting the standards formulated by the College of Education and the
College of Science and Math in no way is a guarantee of the student’s success in a classroom, but demonstrates the
candidate’s serious desire to meet the academic requirements for the secondary teacher.

Candidates must meet the following initial entrance requirements into the Secondary Education Licensure Program:
    A minimum cumulative GPA of 2.50
    The successful completion of 45 semester hours of undergraduate study. (Transfer students must complete
        a minimum of 15 hours at NGU.)
    The student must have exhibited satisfactory citizenship and behavior while enrolled at NGU. Secondary
        Teacher candidates who have been expelled or suspended are not eligible for initial entry until fully
        reinstated in good standing by the University.
        A minimum of “C” in all science courses and a “C” or better in English 1310, 1320,and 2000 level, and
         Communication 2300, and all education courses.
        Demonstration of minimum competency in oral and written communications skills, as well as
         computational skills, as shown by acceptable scores on all sections of Praxis I.
        Make an acceptable score on the Assessment of Dispositions

Progression and Exit Requirements (Expected Learning Outcomes for Secondary Education Majors in the
Broad Field Sciences):

Communication Skills: Candidates are prepared for communicating with high school students throughout the
program.
        1. Candidates must maintain a “C” or better in English 1310, 1320, and 2000 level and Communication
           2300 and pass the Praxis I exam.
        2. Candidates must learn about diversity through such courses as The Exceptional Learner, World
           Religions, as well as through Curriculum, Instruction, Assessment and Management, and culturally
           diverse field experiences.
        3. Throughout the field experience component, candidates will be placed in positions requiring the skills
           to communicate with students in secondary schools.

Problem Solving: Candidates gain the skills and knowledge to solve problems scientifically and systematically.
       1. Candidates will solve problems related to student assessment and performance in secondary school
           settings, as well as teaching a diverse student population.
       2. Candidates will address learner needs in planning, implementing, and assessing various learning
           strategies both in theoretical and practical applications.
       3. Candidates will align learning outcomes with standards during planning, implementation, assessment,
           and revision.

Understanding Diversity: Candidates become aware of various ethnic and cultural differences among students in
public schools.
         1. Candidates will address diverse needs through The Exceptional Learner, Educational Psychology,
             Foundations of Education, and during the Field Experience component.
         2. Candidates will know how to differentiate instruction for the diverse populations in school in the U.S.,
             and globally, through the Global Education Day, The Exceptional Learner, and Introductory courses
             addressing diversity.
         3. Candidates will demonstrate mastery through the assessment of dispositions, successful completion of
             field experiences, and directed student teaching.
         4. Candidates will employ multiple teaching methods to meet various learning styles (i.e. auditory, visual
             and tactile forms) of teaching.

Organizational and Writing Skills: Candidates in this program gain skills and the understanding needed to plan
for student learning through course work such as Curriculum, Instruction, Assessment and Management.
         1. Candidates will demonstrate such skills in organization and writing through lesson planning,
              assessment and portfolio production.
         2. Candidates must perform above average in oral and written communication in coursework and field
              experiences.

Dispositions: Candidates cultivate particular attitudes and traits related to effective teaching. Assessment will be
made through the Assessment of Disposition Form.
         1. Candidates will demonstrate mastery through the Assessment of Dispositions.
         2. Candidates will demonstrate a high degree of moral integrity and a disposition of caring for students.
Teaching Certifications: Candidates are certified to teach in S.C. secondary schools and
meet all the requirements of S.C. State Board of Education.
         1. Candidates will take and pass all required sections of the Praxis II exam.
         2. Candidates will successfully complete the student teaching requirements.
         3. Candidates will maintain a 3.0 or better on the assessment of dispositions.
         4. Candidates will apply for certification and complete the finger printing requirements.

Furthermore, candidates must continue to maintain an overall GPA of 2.5, complete all required program courses in
Education and Science with a “C” or better, and pass the Praxis II exam prior to directed student teaching.
Successful candidates meet the requirements for directed student teaching as outlined in the NGU Student teaching
handbook (Appendix E). Program completers meet all of the requirements satisfactorily as delineated in the
handbook and upon graduation will seek accreditation from the state in which they plan to teach.

Clinical Field Experiences

 The candidate gains at least 100 hours of Field Experience in grades 9-12 including three diverse placements as
well as a case study. The candidate must complete each Field Experience placement with a minimum score of 2.0 on
the cooperating and supervising teacher evaluations.

         1.          Introduction to Education (EDUC 1210). The candidate observes for twenty hours in grades
                     9-12. The component has multiple assessments including a time sheet, cooperating teacher
                     evaluation, candidate evaluation of the experience, and list of activities in which the candidate
                     participated, along with a reflective journal based on ADEPT standards and Assessment of
                     Dispositions (AOD).
         2.          Curriculum Development (EDUC 3290). The candidate learns how to plan curriculum around
                     the SC Content Standards, plan appropriate instructional strategies to meet all learners’ needs,
                     and carry out a variety of activities in a twenty hour field placement in public high schools.
                     Evaluations by the university supervisor and cooperating teacher are collected as well as
                     Assessment of Dispositions.
         3.          Science Methods (BFED 4340), (BIOL). The candidate will teach a minimum of 4 lessons and
                     participate in grades 9-12 for thirty hours. The component has multiple assessments including a
                     time sheet, cooperating teacher evaluation, mentor notes, supervising teacher evaluation, lesson
                     evaluations, candidate evaluation of the experience, the assessment of dispositions. The final
                     grade in the course includes the Field Experience.
         4.          Reading in the Content Area (EDUC 3395). The candidate will coach students and improve
                     reading using the content of science and participate in grades 9-12 for twenty hours. The
                     component has multiple assessments including a time sheet, cooperating teacher evaluation,
                     mentor notes, supervising teacher evaluation, lesson evaluations, candidate evaluation of the
                     experience, the AOD, and the final grade in the course includes the field experience.

                    Case Study Experience

         5.          Educational Psychology (EDUC 3410). The class has a case study component of eight hours
                     where candidates observe particular behaviors of a student in a 9-12 class room and write a case
                     study. The assessment includes a time sheet and the case study.


P-12 Curriculum Standards

Each candidate will have a copy of the standards for Science for all levels to ensure that there is a complete
understanding of the spiraling nature of the curriculum. Candidates will list the standards addressed in each unit
when preparing lesson plans for grades 9-12 instruction. During content and pedagogy classes, candidates will
address the standards as part of each course to insure their understanding of the importance of covering all of the
state standards applicable to the various grade levels.
                                   Philosophy of Broad Field Science Education

The Science Department of North Greenville University has adopted the standards of the National Science Teacher
Association (NSTA) and incorporated them into an overall science education philosophy.

      1.   Importance of content teaching. The Broad Field Science Program strives to produce science teachers
           that thoroughly understand the scientific knowledge base within their specialty area (and supporting
           areas) and can easily relate that information to students. These teachers will be able to implement the
           scientific method via the creation of new ideas, sound experimental practices and data analyses. We
           produce science teachers that will be literate in all areas of science and who can critically analyze,
           formulate appropriate questions, and engage in active learning. Students learn to relate the impact science
           to all areas of daily life – both on a personal and community level - in order to stimulate more
           interconnections between subjects.
      2.    Development of teaching skills. Although content knowledge is incredibly important in the role of
           teacher, the ability to teach is also crucial. Our department produces teachers that are skilled in
           explaining content and enhancing scientific discussion in various classroom and laboratory settings.
           Candidates become proficient in use of technology and laboratory equipment. They develop
           organizational skills – such as lesson plan preparation, goal setting, and resource location – as well as
           teaching strategies to enhance their future teaching performance. Candidates are also proficient in the use
           of assessment tools for use in the classroom. Based on such assessments, appropriate responses and
           adjustments are also studied to aid in greater learning.
      3.   Development of learning environments. Active learning can only be achieved when a supportive
           learning environment is in place. Candidates learn how to create such an environment to ensure success
           of their future pupils. Priority will be placed on ensuring the safety of all students – both physically and
           emotionally – in the classroom or laboratory setting.
      4.   Implementation of Professional Practice. This program prepares candidates to interact with their
           colleagues in the professional community. Membership and participation in professional societies is
           encouraged so that active scientific learning continues to occur long after graduation from NGU .

 Program Diversity
The candidate engages in five field experiences prior to student teaching. Candidates experience diverse student
populations within the three school districts of Spartanburg School District 1, Greenville County School District,
and Pickens County School District. Candidates are assigned to rural, urban, and Title 1 schools that reflect the
diverse nature of the region.

Program Diversity includes study of schools around the world and participation in the Annual Global Education
Day, during which candidates may engage k-12 students in learning activities about diverse cultures and customs.
Program Diversity is further enhanced by the diversity on campus, special speakers, multicultural experiences of the
faculty, diverse faculty on campus, chapel programs, and cultural events.

In addition, the College of Science and Math has been proactive during the past five years in the hiring of professors
from diverse backgrounds so that our students are exposed to professors from a variety of backgrounds. Each of the
departments housed within the College of Science and Math have at least one or more faculty from diverse ethnic,
racial, gender, and cultural backgrounds who are actively involved in advisement, instruction, and related
experiences as suggested by NSTA. Some of the facult are as follows:

Dr. Thomas Allen, Dean of Science and Math, has done extensive research in reproductive technologies. He
incorporates this information in his course in human anatomy.

Dr. Jeff Brotherton spent seven years as a professor at the University of Zambia in southern Africa. He also taught
and trained a diverse population of graduate students at the University of Illinois. These international students were
from many different nationalities including Russian, Italian, Malaysian, Chinese, Vietnamese, and Brazilian. Dr.
Brotherton was selected as a Fulbright International scholar four times. This has proven valuable in his courses
(biochemistry and plant science). His extensive research is on tryptophan biosynthesis in maize.
Dr. Nian-yi Chen originally from Shanghai, China, teaches upper level Biology courses and is currently continuing
her research on the relationship of progesterone to breast cancer.

This diversity among faculty in the College of Science and Math will be evident to students as these faculty
members hold various leadership positions on our campus and teach courses that are part of the proposed B.S. in
Science Secondary Education program of study.

Assessments

Assessments in the program will include performance assessments of teaching focusing on what candidates know
and can do to enhance grades 9-12 student achievement. A combination of internal and external assessments are
gathered. Content knowledge is assessed through the national exams including Praxis I and II. Candidates prepare a
Lab Portfolio demonstrating mastery in processes and inquiry and produce a Science Teaching Manual as part of
Junior Seminar showing mastery over content and key scientific concepts. Additionally, the Senior Seminar involve
mock interviews with various faculty members, reviews of journal articles, content questions which they must
research, and a research project which must be presented orally and written. This presentation is evaluated by their
peers and a number of faculty members who are invited to attend and score the candidate. They also gain experience
in resume writing which is presented to the faculty member conducting the interview. The faculty member uses the
scoring sheet to evaluate the written resume and makes suggestions. This indicates proficiency in content and the
ability to successfully convey that to fellow students and faculty. These activities show that the candidate
understands research and can successfully design, conduct, report and evaluate investigations in science. Peer
assessment is valuable for both the candidate and presenter.

Candidates are assessed using the Assessment of Dispositions (AOD) scoring guide for both classroom learning and
teaching grades 9-12. Field Experiences and Student Teaching are assessed using multiple assessments including:
Cooperating Teacher evaluation, Supervising Teacher evaluation, Student self-evaluation, Mentor notes, and AOD.
Program assessments are aligned to the College of Education Framework and the NSTA standards.

Candidates carry out unit plans and teaching lessons in 9-12 classrooms during the junior and senior years prior to
and including student teaching. The student teaching assessments include the Teacher Work Sample (TWS), the
ADEPT Portfolio and presentations, and evaluation by the cooperating teacher and supervising teacher.

Performance Assessments

         1.         Lab Portfolio: Candidates will compile a Lab Portfolio containing five formal lab reports and
                    Lab Practicals from BIOL 1410 and BIOL 2455 – Zoology and Plants for Educators. The
                    purpose of the Portfolio is to demonstrate that candidates understand concepts in Broad Field
                    Science, organize and write formal reports, analyze data and formulate conclusions. Candidates
                    will demonstrate critical thinking skills along with the application of scientific methods and
                    theories. The Lab Reports will include learning objective, an introduction including background
                    information, materials and equipment, experimental procedures, data and results, and related
                    questions and conclusions. A plan for safety in the Laboratory is required.
         2.         Writing Sample: The candidate prepares a writing sample demonstrating mastery of writing,
                    writing strategies, technologies needed in science reporting and teaching. A scoring rubric will
                    be used that has been approved by the College of Science and Math. The Writing Sample is
                    evaluated at the entry level benchmark.
         3.         Candidates prepare a Science Teaching Manual (STM) summarizing specific major science
                    concepts studied and explain how these concepts relate to the standards and process skills used
                    in the sciences. The STM is compiled by the end of the Junior Seminar. The manual assessment
                    is used to verify the candidate for student teaching and is assessed by the designated faculty.
                    The Science Concepts Report are written in APA format and will require an oral presentation.
                    There is an exit exam over the major scientific concepts.
         4.         Candidates address the standards in all lessons and will be evaluated by the cooperating teacher
                    and the supervising teacher. Sample lessons, units, and the Teacher Work Sample will be
                    found in the Student Teaching Adept Portfolio.
        5.          Candidates address the professional teaching standards for South Carolina: Adept, meeting all
                    of the proficiency standards before the close of student teaching. Evidence of attainment will be
                    assessed through the Student Teaching ADEPT Portfolio, The Teacher Work Sample,
                    cooperating teacher evaluation, supervising teacher evaluation, candidate assessment of the
                    experience, and the assessment of dispositions.

Assessments occur at major benchmarks in the program.

Candidate and Program Assessments
Assessment    Data collected                             Data recorded                   Data evaluated
The           1. Praxis 1                                                                Candidate Assessments are
Candidate     2. Specified course minimum grades         The Comprehensive               reviewed for:
              3. Specified minimum GPA                   Academic Management             -feedback to candidate
              4. Writing Sample                          Systems (CAMS) database,        -feedback for benchmark
              5. Assessment of Dispositions (AOD)        the Programs Excel              advancement
              6. The Lab Portfolio                       spreadsheets, and candidate     -review of syllabi and
              7. Field Experience Evaluations            folders include data on each    course alignment to
              (FEE)                                      assessment. These databases     framework and state
              8. Lesson Plans                            aggregate and provide           standards
              9. Unit Plans                              reports needed for each         -course modification
              10. Praxis II                              benchmark.                      -program adjustments
              11. Evaluations of student teachers by
              cooperating teachers and supervising
              teachers
              12. Teacher Work Sample
              13. Adept Portfolio and presentation
              14. Pre/post testing in science courses.
              15. Junior and Senior Seminar
              16. Science Teaching Manual (STM)
The           1. Aggregated Candidate Data               Aggregated candidate data       -review of assessments
Secondary     2. Candidate evaluations of                reports from CAMS and           and scoring rubrics
Education     instructors, courses, field experiences,   spreadsheets for review of      -feedback to faculty for
Program       and student teaching                       evaluations of instructors,     development of goals and
              3. SPA reviews                             courses,                        professional development
              4. Alignment of syllabi and program        Field Experiences, and          -identification of areas for
              with conceptual framework, state           student teaching                improvement
              standards, and SPA standards
              5. Exit interviews with candidates.
              6. Post –graduate surveys

Benchmarks for Candidate Assessment

Benchmark                Assessment Data                               Person responsible
1. Admission to          1. Overall GPA minimum standard 2.5.          1,2,3 found on CAMS and Reviewed by
Teacher Education        (state standard)                              Director of Teacher Education and Teacher
Program for              2. C or better in all Science and Education   Education Committee
Secondary Education      Courses.
                         3. C or better in Oral Communication and      4 Carried out by ETS and reviewed by
                         Chapel and Cultural Events                    Director of Teacher Education and Teacher
                         4. Praxis 1                                   Education Committee
                         5. The Lab Portfolio
                         6. Writing Sample                             5, 6, 7, 8 Examined by designated Science
                         7. AOD                                        Faculty, recorded by records manager,
                         8. FEE                                        reviewed by Director of Teacher Education
                         9. Pre/post testing in science courses.       and Teacher Education Committee
2. Junior Cohort       1. Overall GPA minimum                      Faculty Advisors review all data to insure
Review                 2. Specified Grade minimums for core        candidates are meeting the standards.
                       courses
                       3. The Lab Portfolio
                       4.The Science Teaching Manual (STM)
                       5.Sample Lesson/Unit Plans
                       6. FEE
                       7. AOD
                       8. Mentor’s notes
3. Admission to        1. Overall GPA                              Reviewed by Faculty Advisors, Reviewed
Student Teaching       2. Specified Grade minimums for core        by Director of Teacher Education, and by
                       courses.                                    Teacher Education Committee
                       3. The Lab Portfolio
                       4. The Science Teaching Manual (STM)
                       5. Sample Lesson/Unit Plans
                       6. FEE
                       7.AOD
                       8. Supervising Teacher evaluations for
                       field experience
                       9. Praxis II (Content, PLT)
4. Completion of       1. Overall GPA                              Reviewed by Director of Teacher Education
Student Teaching and   2. Specified Grade minimums for core        and the registrar.
Program of Study.      courses
                       3. Student Teaching Evaluations from
                       cooperating teacher and supervising
                       teacher
                       4. Adept Portfolio
                       5. Portfolio presentation and celebration
                       6. Teacher Work Sample
                       7. AOD
                                                                                         The Standard of Excellence
                                                                                         in Teacher Preparation




 TEACHER EDUCATION PROGRAM
NORTH GREENVILLE UNIVERSITY




  Fall, 2009

  TO:      COOPERATING TEACHERS IN SECONDARY SCHOOLS

  FROM: MICHAEL BUTLER Ed.D
        COORDINATOR OF SECONDARY EDUCATION
        NORTH GREENVILLE UNIVERSITY

                Thank you for agreeing to work with one of teacher candidates this semester. I
         hope you are looking forward to working with our teacher candidates and North
         Greenville University.

          As one component of completing the requirements for a teaching certificate in
  South Carolina, one of our teacher candidates will be in your school for hours this semester to
  complete a field experience. The candidate will be participating in a variety of activities
  including lesson planning and teaching. The NGU supervising teacher will specify the
  assignments the candidate must complete. The candidate will also have several evaluations as
  documentation we would like you to complete. In addition, the NGU supervising teacher will be
  visiting the candidate in the field experience setting to observe our candidates conducting lessons
  and to act as a resource for you. If necessary, they will help you complete, or answer any
  questions you may have concerning the evaluation form you will complete at the end of the
  semester. This form tells us how well our teacher candidates are meeting the objectives of our
  Conceptual Framework.
          Thank you for participating in the preparation of future teachers of quality for the state of
  South Carolina.
          Please call me at 864-977-7987 or email me at mbutler@engu.edu if you have any
  concerns or questions regarding the field experience at NGU.

  Michael Butler, Ed. D
  Coordinator of Secondary Education
  North Greenville University
  College of Education
                                     Junior First Semester Lesson Plan Scoring Sheet

 Candidate:……………………………………………Semester………Subject……………

  Assessment for Lesson Plans: THE EFFECTIVE PRACTITIONER
Criteria                         Target Acceptable Developing                                                                  Score:
                                 (5)    (3)        (1)
1. Lesson Plans addresses SC                                                                                                   ___x 0.1=____
state standards
2. Learning objectives are clear                                                                                               ___x 0.2=____
3. Activities and procedures are                                                                                               ___x 0.2=____
evident
4. Materials and resources are                                                                                                 ___x 0.1=____
indicated
5. Questioning and higher order                                                                                                ___x 0.2=____
thinking skills included
6. Assessment is included                                                                                                      ___x 0.2=____
                                                   TOTAL

 Comments: .......................................................................................................................................
 ………………………………………………………………………………………………………
 ………………………………………………………........................................................................
 ............................................................................................................................................................
 ............................................................................................................................................................
 ............................................................................................................................................................
 ............................................................................................................................................................
 ………………………………………………………………………………………………………
 …………………………………………………………...................................................................
 ………………………………………………………………………………………………………
 ………………………………………………………........................................................................
 ............................................................................................................................................................
 Faculty
 Evaluator:……………………………………………Date:………………………………………

 Revised Spring 2008
                                                        Lesson Plan Scoring Sheet

 Candidate:…………………………………Semester……………Subject………………………

  Assessment for Lesson Plans: THE EFFECTIVE PRACTITIONER
Criteria                         Target Acceptable Developing                                                                  Score:
                                 (5)    (3)        (1)
1. Lesson Plans addresses SC                                                                                                   ___x 0.1=____
state (&NCTE/IRA) standards
2. Learning objectives are clear                                                                                               ___x 0.2=____
3. Activities and procedures are                                                                                               ___x 0.2=____
evident
4. Materials and resources are                                                                                                 ___x 0.1=____
indicated
5. Questioning and higher order                                                                                                ___x 0.2=____
thinking skills included
6. Assessment is included                                                                                                      ___x 0.2=____
                                                   TOTAL

 Assessment for Reflections: THE LIFELONG LEARNER
Criteria                          Target Acceptable                                                     Developing                 Score
                                  (5)    (3)                                                            (1)
Communication of students                                                                                                          ___x 0.5=___
achievement
Candidate takes responsibility                                                                                                     ___x0.25=____
Identification of resources                                                                                                        ___x0.25=____
                                                                                                        TOTAL

 Comments: ....................................................................................................................................
 ………………………………………………………………………………………………………
 ………………………………………………………......................................................................
 ………………………………………………………………………………………………………
 ………………………………………………………….................................................................
 ………………………………………………………………………………………………………
 ………………………………………………………........................................................................
 ............................................................................................................................................................
 ............................................................................................................................................................
 ............................................................................................................................................................
 ............................................................................................................................................................
 Faculty
 Evaluator:……………………………………………………Date:………………………………

 Revised Spring 2008
 North Greenville University
 College of Education
                             Scoring rubric integrated Education Unit
CRITERIA                 TARGET 5                                                       ACCEPTABLE 3                               DEVELOPING 1
                  All lesson plans indicate standards being addressed          Some plans may not clearly indicate          Some plans do not indicate
LESSON PLANS      are appropriate for the grade level and content of           standards being addressed.                   standards being addressed or address
ADDRESS STATE     lesson                                                                                                    ones that are inappropriate for grade
STANDARD(S)                                                                    Some standards may not be appropriate        level and content of unit.
                                                                               for the content or grade level
                                                                                                                            There is limited evidence of
                                                                               Some student learning outcomes/              alignment of sudent learning
                                                                               objectives of the lesson display an          outcomes/objectives to students’
                                                                               understanding of students’ needs,            needs, interests, and abilities.
LEARNING                                                                       interests, and abilities.
OBJECTIVE         All lesson plans have student learning outcomes/                                                          Majority of objectives are unclearly
                  objectives that are clearly stated and relate to students’   Some student learning outcomes/              stated.
                  needs, interests, and abilities and are aligned to           objectives are not worded clearly, have
                  standards                                                    two action verbs, or the activities do not   Limited number of student learning
                                                                               match learning objectives.                   outcomes/objectives are aligned to
   15%                                                                                                                      standards.
                                                                               Some student learning
                                                                               outcomes/objectives are aligned to
                                                                               standards.
ACTIVITIES AND    All lesson plans describe specific accommodations to         There are some accommodations made in        Few accommodations are made in the
 PROCEDURES       be made for students’ needs.                                 the implementation of instruction based      implementation of instruction.
                                                                               on students’ needs.

                  Instructional strategies used accommodate differences
                  in rates of learning and styles.                             Some instructional strategies used           Instructional strategies are limited in
                                                                               accommodate differences in rates of          accommodating the differences in
                                                                               learning of styles.                          rates of learning and styles.


                  Plans build on students’ prior learning and                  Portions of plans build on students’ prior
                  development with activities promoting independent            learning and development as activities       Activations of students’ prior learning
                  and collaborative group learning                             provide students with some opportunities     and development is limited. Students
                                                                               for collaborative group learning.            are provided a limited number of
                                                                                                                            opportunities for collaborative or
   20%                                                                                                                      group learning.
  INSTRUCTIONAL   Lesson plans are in a logical sequence that provide for      Unit may begin with an introductory          Lesson plans are not logically
   STRATEGIES     initial learning, application, practice and review of        lesson but Some lessons do not follow a      sequenced. There is not a clear
                  concepts. Unit begins with an introductory lesson and        logical sequence.                            introductory lesson to unit.
                  continues in a logical sequence.
                                                                               Lesson plans may provide for initial
                                                                               learning, but do not include sufficient
                                                                               opportunities for application, practice
  10%                                                                       and/or review of concepts based on
                                                                            Performance based methodologies .
 INTEGRATION OF   Plans clearly and appropriately provide for integration   Different disciplines are included in the   No other discipline included in the
 CONTENT ACROSS   of content across two disciplinary boundaries.            unit, but may not be clearly or             unit..
THE                                                                         appropriately applied.
 CURRICULUM




  10%
 MATERIALS        Materials used go beyond the State approved music         Materials used may go beyond the state      Materials used may go beyond the
                  series or method books to other sources to ensure         approved music series, but are not used     music series grade text to other
                  comprehensive and accurate presentation of content.       fully in the Performance based              sources, but are not performances
                                                                            presentation of accurate content.           based and may be inaccurate.
                  All resources, materials and technologies used are
                  chosen with a view to presenting information for a        Some resources, materials and               Resources, materials and technologies
                  variety of cultural perspectives using varying formats    technologies present information in         used are limited in presenting
                  to meet learners’ needs and abilities.                    varying formats to meet learners’ needs     information from a variety of cultural
                                                                            and abilities.                              perspectives..
 15%              Materials used include
                     Audiovisual                                            Limited use of materials such as CDs,       Few materials and resources meet
                  Multimedia                                                videos, pitched and non pitched             learners’ needs and abilities.
                  Online Sources                                            instruments.
                  Pitched and non-pitched instruments                                                                   Materials used are accurate but do
                  Supplementary texts representing different                                                            not go beyond the music series text.
                  perspectives and genres for Performance based Music
                  Education
HIGHER ORDER      Plans provide students with opportunities to develop      Plans include some opportunities for        Plans provide no opportunity to
THINKING AND      critical thinking and problem-solving skills in the       students to develop critical thinking and   develop critical thinking and problem
PROBLEM SOLVING   Performance based Curriculum.                             problem-solving skills.                     solving skills.

                                                                                                                        Activities and assessment only
                                                                            Activities and assessment only address      address the Remember and understand
                  Activities and assessments address five levels of the     one level of thinking beyond the            level of the Revised Taxonomy of
                  Taxonomy of Bloom(Revised)                                remember and understanding level            Bloom.
                   Remember
                   Understand                                                 Remember
                   Application                                                Understand
                   Analysis                                                   Application
 20%               Evaluation                                                 Analysis
                   Synthesis                                                  Evaluation
                                                                              Synthesis
FORMATIVE         Formative assessments are related to students’ needs,     Parts of assessment are related to          There is limited evidence that the
ASSESSMENTS                interests, and abilities in the Performance based           students’ needs, interests, and abilities.    assessment is related to students’
                           subject area.                                                                                             needs, interests, and abilities in the
                                                                                       Some assessment strategies are                Performance based subject area.
                           Formative assessment strategies are appropriate for         inappropriate for students’ ability and
                           students’ ability and developmental levels.                 developmental levels.                         Assessment strategies are
5%                                                                                                                                   inappropriate for students’ ability
                           Formative assessments are aligned to objectives and         Alignment of assessment to objectives and     and developmental levels
                           instruction and are based on standards.                     instruction based on standards is not
                                                                                       complete.                                     Assessment lacks clear alignment to
                           Music unit includes a variety of alternative                                                              objectives, instruction and standards.
                           assessments that accommodate different rates of             Some varieties of assessments are used.
                           learning and learning styles.
                                                                                       Some assessments accommodate different        Limited varieties of assessment are
                                                                                       rates of learning and learning styles.        used.


SUMMATIVE                  Summative assessment is fair and related to students’       Portions of assessments are related to        Assessment is limited in relationship
ASSESSMENT                 needs, abilities and developmental levels in the            students’ needs, abilities, and               to students’ needs, abilities and
                           performance based unit.                                     developmental levels.                         developmental levels.

 5%                                                                                    Portions of assessment are unclear and        The major portion of assessment is
                           Directions for performance based assessment are clear       may be difficult for students to understand   unclear and will be difficult for
                           and understandable.                                         expectations.                                 student to understand what the teacher
                                                                                                                                     is expecting from the lesson.
                           Summative assessment is aligned to standards and            Scoring rubric or guideline is provided,
                           objectives that are stated in lesson plans., and reflects   but parts of scoring are not appropriate      Scoring rubric or guideline is not
                           the music skills and knowledge most important for           for assessment or students, or performance    provided.
                           students to learn                                           based content.
                                                                                                                                     Assessment is limited in its alignment
                           Scoring for assessment is fair and appropriately            Portions of assessment are aligned to         to standards and objectives states in
                           designed                                                    standards and objectives stated in lesson     lesson plans, and the performance
                           For alternative type assessments in the performance         plans, and unit plans, but only reflects      based unit, and reflects only a few
                           based unit.                                                 some of the music skills and knowledge        music skills and little knowledge most
                                                                                       most important for students to learn.         important for students to learn.

                                                                                                                               No alternative assessments were used
                                                                                   Portions of assessment are developed on     in the performance based lesson or
                                                                                   the alternative type assessments in the     unit.
                                                                                   performance based unit.
      Performance definitions are provided at levels, 5,3, and 1. Candidates can score at levels 2 or 4 based on their performance
                       FIELD EXPERIENCE: Secondary Education

COURSE NAME & Number____________________
Name                                     Semester: ________

School                                            Grade __________

Cooperating Teacher ___________________________

                                  ATTENDANCE LOG

                                                   Time
         Week No.                 Day        In           Out         Teacher's Initials




Total Number of Hours________
_____________________________                 _______________________________
Cooperating Teacher’s Signature                        Student Signature
North Greenville University
College of Education
                       FIELD EXPERIENCE – Secondary Education

Course Name and Number______________________________________

Name                                              Semester: ________

School                                            Grade __________

Cooperating Teacher ___________________________

                                    ATTENDANCE LOG

                                               Time
 Week No.                     Day         In          Out            Teacher's Initials




Total Number of Hours___________


__________________________________             _______________________________
Cooperating Teacher’s Signature                 Student Signature
North Greenville University
College of Education
Rubric                    Field Experience Evaluation
Indicator                 Target (5-4)                                               Acceptable (3)                                   Developing (2-1)
THE EFFECTIVE             PRACTIONER: Teaching the lesson
Communication and         Uses correct grammar, Calls on all students, Uses levels   Uses correct grammar most of the time            Uses incorrect grammar
questioning               of questioning,                                            Engages all students with questions              Does not call on all students
                          Is articulate
Accurate Content          Presents current and accurate content in a variety of      Uses correct content, but not varied             The content has errors
                          formats
Resources are ready       Has adequate resources and supplies organized, has a       Has adequate resources and supplies, knows       Does not have the supplies necessary
                          system for moving supplies to students, does not have      where the resources are located                  Looks for materials just prior to the lesson
                          to look for the supplies
Engages students in       Has critical questions prepared and utilizing content,     Candidates keep discussion to a minimum.         Students are not involved in discussion.
meaningful discussion     students are invited into meaningful discussion. Their     Only a few points of view are allowed.
                          points of view are valued.
Practices safety in the   Explains safety procedures and practices the safety        Mentions safety in passing and does not          Does not explain safety procedures and/or
Laboratory                procedures. Demonstrates a commitment to safety            always engage in safe procedures.                does not practice safety procedures.
                          through a safety plan.
Assess and review         Plans assessments and reviews in the lesson,               Plans assessments and reviews in the lesson,     Assessments and reviews are inadequate or
                          assessments relate to objectives and are part of the       assessments relate to objectives                 non-existent in planning or unrelated to
                          learning process, knows what to review and how, varies                                                      objectives
                          approaches to reviews
Dress and demeanor        Wears professional and non-distracting attire, has         Wears professional attire, shows confidence      Is inappropriately dressed, appears nervous,
                          confidence, knows how to organize the class for                                                             is not in charge
                          learning, is clearly in charge
Enthusiastic              Shows enthusiasm about the content, is enthusiastic        Shows enthusiasm about content                   Not enthusiastic about teaching or content
                          about teaching and learning
Follows policies          Follows the policies of the school and the student         Follows the policies of the school and student   Does not follow policies of school or NGU,
                          teaching handbook, informs the cooperating teacher in      teaching handbook, informs the cooperating       fails to inform others when emergencies
                          case of emergency, makes up work, plans with the           teacher in case of emergency                     arise, or does not make up work
                          teacher, follows the state standards, is ethical
II. THE CARING            Teaching the Lesson
LEADER
Effective classroom       Is firmly in control of classroom, makes expectations        Makes expectations and rules known,            Does not make expectations known, is
management                and rules known, deals fairly with students, works           deals fairly with students                     inconsistent in discipline, tries to wing it
                          individually in discipline
Responsive to             Responds appropriately to students needs,                    Responds appropriately to student              Does not respond well to student needs
students needs            anticipates problems, knows how to listen to                 needs or discipline needs                      or discipline situations
                          students
Maintains High            Finds ways to make expectations clear and known to           Helps all students achieve some                Leaves some students behind, gets
expectations              all students and helps all students to achieve at high       measure of success, cheers students to         frustrated when students do not learn
                          levels                                                       try
Appropriate praise        Knows how to celebrate student achievement, seeks            Praises student success, some praise           Praise is not always warranted, Praise
and correction            ways to give legitimate praise, corrects students in a       may not be warranted, is discrete in           may not include all students in success,
                          way that does not embarrass them                             correcting student mistakes                    and may correct students in a way that
                                                                                                                                      embarrasses them
Indicator               Target (5-4)                                             Acceptable (3)                               Developing (2-1)
Directs behavior        Anticipates problem situations, moves around the         Anticipates problem situations, is aware     Does not anticipate problem situations,
toward acceptable       room and keeps abreast of the class, knows how to        of the entire class, directs behavior        can be unaware of the class as a whole,
ones                    keep students on track, can direct behavior with         more directly                                may direct behavior in inappropriate
                        non-verbal cues                                                                                       ways
Respectful to           Is respectful to students and faculty, knows how to      Is respectful to students and faculty,       Is sometimes disrespectful, allows
students, colleagues,   have a sense of humor, uses respectful language,         demonstrates humor                           annoyance to show, poor tone and body
and parents             tone and body language                                                                                language
III. THE LIFE LONG      LEARNER: Teaching the Lesson
Adequate Planning       Thoroughly thinks through lessons, resources, and        Has a plan and follows it. May lack some     Has a plan, but does not follow through
and preparation         pacing. has a plan and follows it, knows where the       eventualities, may get off track at times    or is easily distracted or falls through
                        lesson is going, is not easily distracted                                                             because of eventualities
Demonstrates            Thinks of ways to assist student learning, recognizes    Looks for way to assist student learning,    Is not pro-active in averting boredom,
Initiative              resources, moves to intercept problem behaviors, or      has adequate resources                       seems unaware of class momentum or
                        adjusts to avert boredom                                                                              problems
Modifies plans as       Sees when the momentum is lagging and adjusts,           Adjusts lessons to avoid boredom or          Does not adjust for momentum,
needed                  recognizes difficulties and assist students with         leaving students behind                      boredom, or lagging students
                        difficult concepts
Uses assessments for    Understands what needs to be done so that all            Uses assessments to monitor                  Does not connect assessment to learning
instruction             students succeed, uses assessments to review, uses       achievement and adjust lessons               or need for adjustments
                        assessments to adjust lessons
Modifies instruction    Plans for all learning styles and intelligences, finds   Plans for all learning styles and seeks to   Does not include all learning styles and is
for learning styles     ways to engage all students in learning, seeks to        understand how students learn best           unaware of the learning styles of
                        understand how students learn best, offers choices                                                    students
                        in learning
         North Greenville University: Assessment for Candidate’s Teaching Performance

         Student: ……………………………………………………… Date………………Subject……………………………………
Indicator                                      Target     Acceptable    Developing   Comments
Broad Field Science                           5      4     3      2     1       0

I. EFFECTIVE PRACTITIONER
Uses effective communication and
questioning
Communicates with correct grammar
Highlights accurate content
Incorporates a variety of resources
Engages students in discussion
Practices safety in the Laboratory
Includes review and assessments
Displays professional dress and
demeanor
Is enthusiastic about content and
teaching
Works within the policies of the school
II. CARING LEADER
Demonstrates effective classroom
management
Displays a responsiveness to student
needs
Maintains high expectations for learners
Incorporates appropriate praise and
correction
Directs behavior to acceptable ones
Shows respect to students and colleagues
III. LIFE LONG LEARNER
Uses adequate planning and preparation
Demonstrates initiative
Modifies plans in an appropriate manner
Utilizes assessments for instruction
Varies instruction for all learning styles



         Evaluator…………………………………........................Position ........................................Total (100) …….
         From the Lesson plan assessment, did students demonstrate
         growth/development/learning?_____
         Did the candidate contribute to student learning? ____                                         (EL- FA 2008)
         Supervising Teacher/Teacher of Record:…………………………………………………………
         North Greenville University: Assessment for Candidate’s Teaching Performance

         Student: ……………………………………………………… Date………………Subject……………………………………
Indicator                                      Target     Acceptable    Developing   Comments
Broad Field Science                           5      4     3      2     1       0

I. EFFECTIVE PRACTITIONER
Uses effective communication and
questioning
Communicates with correct grammar
Highlights accurate content
Incorporates a variety of resources
Engages students in discussion
Practices safety in the Laboratory
Includes review and assessments
Displays professional dress and
demeanor
Is enthusiastic about content and
teaching
Works within the policies of the school
II. CARING LEADER
Demonstrates effective classroom
management
Displays a responsiveness to student
needs
Maintains high expectations for learners
Incorporates appropriate praise and
correction
Directs behavior to acceptable ones
Shows respect to students and colleagues
III. LIFE LONG LEARNER
Uses adequate planning and preparation
Demonstrates initiative
Modifies plans in an appropriate manner
Utilizes assessments for instruction
Varies instruction for all learning styles



         Evaluator…………………………………........................Position ........................................Total (100) …….
         From the Lesson plan assessment, did students demonstrate
         growth/development/learning?_____
         Did the candidate contribute to student learning? ____                                         (EL- FA 2008)
         Supervising Teacher/Teacher of Record:…………………………………………………………
        Admission to Broad Field Science Teacher Education Program Worksheet
Student ____________________________________Advisor____________________________________

Date of University acceptance ________________Date of “Intent to Declare Major” letter ___________

Date of Triplicate letter _________SAT or ACT score: _______ (PRAXIS I exempt when SAT=1650 or ACT=24)

PRAXIS I scores
Reading (passing=175): _______ Date: __________                                Writing Sample: _________
Writing (passing=173): _______ Date: __________
Math (passing=172):    _______ Date: __________

Date completed 45 hours _____________________________

GPA on date of completing 45 hrs. (min=2.5) ____________________
(including 12 hrs. of science prefix courses and 12 hrs. of English Core classes

GRADES (C or above in each of the following courses):
    Course     Grade          Sem/yr                  Course                                Grade    Sem/yr completed
                            completed
                                             EDUC 1215
BIOL 1440/1                                  EDUC 1210
CHEM 1450/1                                  EDUC 2230
PHYS 142X                                    EDUC 3350
BIOL 2455/1                                  EDUC 3410
CHEM 1460/1                                                   PHYS 1410/1
CHEM 2470/1                                                   BIOL 3445
PHSC 1425/1                                                   BIOL 4450/1
BIOL 2490                                                     PHYS 1420
BIOL 2300                                                     BIOL 3440
BIOL 3465                                                     BFED 4340
BIOL3210                                                      EDUC 4340
BIOL4200                                                      EDUC 3335

ASSESSMENT OF DISPOSITIONS FORMS (from a BIOL prefix & Intro to Ed or Foundations)
course: ____________________ professor: __________________________ date recv’d ____________

course: ____________________                 professor: __________________________ date recv’d ____________

Lab Portfolio:
1st Evaluation: _________                    2nd Evaluation: ______                   Final Evaluation _______
Science Teaching Manual:
1st Evaluation:__________                    2nd Evaluation:______                    Final Evaluation______

Date Teacher Education Program Application Completed: ________________

Problems or Concerns:
__________________________________________________________________________________
                North Greenville University Field Experience: Assessment of Dispositions
                               Broad Field Science Secondary Education

Candidate_______________________ ID #_________________Semester_________Major________________

Please rate 1-4: never = 1; seldom = 2; usually = 3; consistently = 4 by writing the appropriate number in the box.
Circle indicators that are weak for student and/or make specific comments below.

1.          EFFECTIVE PRACTITIONER
            A.        Exhibits Professional Attitude
Indicators: Confident, responsible, appropriate dress, punctual, meets deadlines, prepared, possesses self-efficacy,
takes responsibility for own actions
            B.        Values Communication
    Indicators: Communicates content enthusiastically, uses correct grammar, has good communication skills, is
   able to relate and communicate with all stake holders, communicates safety expectations in the laboratory, makes
complex scientific content understandable for 9-12 students.
_______________________________________________________________________________________________
           C. Demonstrates a Positive Attitude toward Teaching/Students
Indicators: Exhibits enthusiasm, goes the extra mile, meets the needs of all learners, values students, demonstrates
   patience with students, uses a variety of teaching strategies, practices safety in the laboratory
           D. Displays a Positive Attitude toward the Profession, Colleagues, and Authority
Indicators: Loyal, flexible, cooperative, values teamwork, promotes the school, ethical, demonstrates self-control,
respectful of mentor, cooperating teacher, and school officials
2.          CARING LEADER
            A.        Promotes Nurturing and Kindness
Indicators: Effective tone of voice and word choices, interacts well with students, is sensitive to students, respectful,
patient in class, praises students for positive work, and keeps students on task
            B.        Values Relationships
Indicators: Keeps a confidence, shows concern for others’ well-being, loyal, respectful, trustworthy, team player,
able to work with others, cheerful positive and encouraging, helpful, giving
            C. Creates a Nurturing Environment
Indicators: Includes all learners (promoting an appreciation for others), creates a warm learning space, ensures
that students are free from harassment, respects diverse learners, utilizes a variety of resources beyond the text
3.          LIFELONG LEARNER
            A.        Values Professional Development
Indicators: Engages positively in learning opportunities, joins professional organizations, keeps abreast of
   current issues, seeks learning opportunities, utilizes research to improve practice, is open to correction,
   makes every effort to improve lessons, maintains a commitment to standards of ethics within the profession, values
   technology as a means for understanding self and a tool for teaching, learning, and communicating
            B.        Takes Initiative
Indicators: Is organized and prepared, contributes, plans, turns in work, produces quality work, ethical
           C. Practices Reflective Inquiry
Indicators: Understands effects of decisions on students, reads with a critical understanding, knows how to
write reflections, understands consequences of actions, corrects misunderstandings quickly
COMMENTS: (Use the back if necessary.)




Signature:___________________________________________                  Date: ________________(Revised SP 09)
College of Science and Math: Broad Field Science Education: Individual Student Record
Name___________________________________Student ID______________________
  Assessment              Benchmark 1    Benchmark 2 Benchmark 3         Benchmark 4
  Effective Practitioner
  Writing sample           sample
  GPA                      GPA           GPA           GPA              GPA
  Praxis l/Praxis 2                      Read:         PLT
  Or SAT/ACT scores                      Write:        Math
                                         Math:         Math
  Lab Portfolio            Lab Port      Lab Port
  Admittance to TEP                      Date:
  Field Experience         FEE Intro     Sem 1
  Evaluations from                       Sem 2
  Cooperating Teacher                    Sem 3
  Supervising Teacher                    Sem 1
  Evaluations                            Sem 2
                                         Sem 3
  Lesson Plans/Unit                      Sem 1
                                         Sem 2
  ScienceTeaching Manual                 STM1
                                         STM2
  ADEPT Portfolio                                      APS 1
                                                       APS 2
                                                       APS 3
                                                       APS 4
                                                       APS 5
                                                       APS 6
                                                       APS 7
                                                       APS 8
  Teacher Work Sample                                  Elem 1
                                                       Elem2/3
                                                       Elem 4
                                                       Elem 5
                                                       Elem 6
  Principal’s survey                                                    Survey:
  CARING LEADER
  Assessment of            AOD           AOD           AOD              Chapel
  dispositions (average)
  APS 9                                                APS 9
  LIFELONG LEARNER
  Electronic Portfolio                   Portfolio:
                                         Technology
  APS 10 Professional                                                   Cultural Events
  Affiliations

Comments______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
INDIVIDUAL PROGRAM WORKSHEET                                                                       NAME__________________________________
Bachelor of Arts Degree – Broad Field Science with Biology        July 20, 2009

                                                             HRS      GR    DATE   PROFESSIONAL EDUCATION                  HRS   GR         DATE
GENERAL EDUCATION
COMPOSITION                                                                        EDUC 1210 – Introduction to Education     2
ENGL 1310 – Comp. & Rhetoric                                  3                    EDUC 2230 – Foundations of Education      2
ENGL 1320 – Comp. & Literature                                3
                                                                                   EDUC 3350 – Exceptional Learner           3
COMMUNICATION                                                                      EDUC 3410 – Educational Psychology        4
Comm. 2300 – Oral Communications                              3                    EDUC 3290 Curriculum Development          2

WESTERN CIVILIZATION                                                               METHODS COURSES
Hist 1350 OR 1360 – West. Civ. To 1715/Since 1715             3
                                                                                   BFED 4340 Science Methods * (BIOL)        3
LITERATURE                                                                         EDUC 4340 Classroom Management *          3
ENGL 23XX                                                     3                    EDUC 3395 Reading in Content Area *
                                                                                                                             3
INTERNATIONAL STUDIES                                                              BIOL 3210 Jr. Seminar for Ed              2
CHST 2335 – World Religions                                   3                    BIOL 4200 Sr. Seminar
                                                                                                                             2
CHRISTIAN STUDIES
CHST 1310 OR 1320 – Old or New Test                           3
                                                                                   EDSE – Directed Student Teaching *       12
FINE ARTS
MUSC 1320 – History of Art & Music                            3
SOCIAL SCIENCES

PSYC 2385 – Adolescent Psychology                             3
NATURAL SCIENCES                                                                   Advisor: Please document all visits with advisees on the
BIOL 1100 – Scientific Learning                               1                    back of this form.
BIOL 1410/1411 Principles of Biology                          4
CHEM 1450/1451 General Chemistry I                            4                    ** VERY IMPORTANT** If for any reason you are delayed in being
PHYS 142X General Astronomy                                   4                    admitted to the Teacher Education Program later than the end of
BIOL 2455/2456 Zoo/Plant ED                                   4                    your sophomore year, it may require more than 4 years to
CHEM 1460/1461 General Chem II                                4                    complete your degree.
CHEM 2470/2471 Organic/Biochem                                4
PHSC 1425/1426 General Earth Science                          4
BIOL 2490 A&P for Educators                                   4
BIOL 2300 Intelligent Design                                  3
PHYS 1410/1411 Physics I                                      4
BIOL 3445 Genetics                                            4
BIOL 4450/4451 Ecology                                        4
PHYS 1420 Physics II                                          4
BIOL 3440 Cell and Molecular                                  4
BIOL 3465 Developmental Biology                               4

MATHEMATICS
MATH 1410 – Calculus                                          4
MATH 1333 – Stats for Biology                                 3
COMPUTER SCIENCE
EDUC 1215 – Integration Technology                            2
HEALTH and PHYSICAL EDUCATION
PHED 1200 – Concepts of Physical Fitness & Wellness           2
                          SCORING RUBRIC FOR BIOLOGY DEGREE ESSAYS

                                                       CONTENT
 Score             Grading                                           Explanation
          3                                     Fully accomplishes the purpose of the assignment
          Excellent / Very Good                 Demonstrates complete understanding of question or topic
                                                Raises provocative questions or gives insightful
                                                 interpretations
          2                                     Accomplishes the purpose of the task
          Satisfactory / Good                   Demonstrates understanding of question or topic
                                                Omits or misinterprets some less important ideas
          1                                     Partially accomplishes the purpose of the task
          Needs Improvement                     Demonstrates some understanding of question or topic
                                                Omits or misinterprets many important ideas
          0                                     Does not accomplish the purpose of the task
          Unscorable                            Demonstrates no understanding of question or topic
                                                Totally unrelated to the assignment
                                                Not enough writing to evaluate; illegible; blank


                                              CLARITY / ORGANIZATION
 Score             Grading                                          Explanation
          3                                   Evidence / examples are organized logically and effectively
          Good                                Includes a clear thesis statement and an effective conclusion
                                              Paragraphing and transitions are used appropriately
                                              Flows smoothly from idea to idea
          2                                   Organized with an introduction, body, and conclusion
          Satisfactory                        Paragraphing and transitions are used somewhat
                                               appropriately
          1                                   Organization attempted
          Needs Improvement                   Lacks and introduction, supporting body, or conclusion
                                              Evidence / examples may be disorganized, inappropriate
                                              Lacks appropriate paragraphing, indentation, or transitions
          0                                   No organizational pattern evident
          Unscorable                          No paragraphing transitions


                                                    GRAMMAR AND USAGE
_____ 3 points: 0-4 Errors = Good
_____ 2 points: 5-8 Errors = Satisfactory
_____ 1 point: 9-12 Errors = Needs Improvement
_____ 0 points: 13+ Errors = Unsatisfactory

Points Totals: _____________

GRADE EQUIVALENTS OF TOTAL SCORE
9=A
8=B
7=C
6=D
5 or below = F

Evaluator: ___________________________________________________________
                                            Senior Seminar
                                       Presentation Scoring Sheet


  1                   3                    5              8                 10
Very Poor           Poor                  Fair           Good             Excellent


_____ 1. Appropriate Dress

_____ 2. Good Introduction (What, when, why)

_____ 3. Good eye contact with audience.

_____ 4. Hypothesis was clearly stated.

_____ 5. Appeared confident and used good voice intonation.

_____ 6. Appeared knowledgeable about subject.

_____ 7. Presentation was well organized.

_____ 8. Statistical analysis was appropriate and described completely.

_____ 9. Slides were easy to read and uncluttered.

_____ 10. Did not read slides verbatim or use notes.

_____ 11. Presentation fully informed audience about topic.

_____ 12. Used correct grammar on slides as well as in speaking.

_____ 13. Closed the presentation properly.

_____ 14. Answered questions completely and confidently.


Comments:




_____ Overall Presentation Grade

Evaluator: ___________________________________________
Exit Survey for Student Teacher

       Student                                                Phone:
       Address


       Based on course work, clinical experiences, interactions with professors, and school personnel,
       identify the strengths and weaknesses of the Secondary Education Broad Science Biology Emphasis
       Teacher Education Program of North Greenville University in relation to your readiness to student
       teach.

       Classroom knowledge of:                                Strong           Average          Weak
       Content
       Teaching methods
       Planning
       Classroom management
       Developmental levels of students
       Multi-cultural awareness
       Exceptionalities of students
       Monitoring learning
       Maintaining high expectations for learners
       Personal Readiness:                                    Strong           Average          Weak
       Written communications skills
       Oral communications skills
       Ability to cooperate with others
       Professional development
       Stress Management
       Comment on any special strengths or weaknesses you feel should be addressed in the teacher
       education program. Use back of form or attach additional paper if necessary. Thank you for
       your candor. Complete and turn in at final seminar.



                  Student Teacher’s Signature                               Date
                                         Grading Rubric

                                  Junior Seminar for Educators


                                   Above                    Below
                       Superior   Average     Average      Average   Poor   Comments

Introduction:
attention, preview,
credibility
                         12         10            8              7    5
Organization:
logic of points,
development of
topic and
explanation of a
procedure ---
Biological content       14         12           11              8    6
Supporting
Material:
appropriateness,
adequacy,
timeliness, written
report APA
                         12         10            9              7    5

Visual Aid:
clarity,
appropriateness
                         12         10            8              7    5
Visual Aid Use:
timing,
explanation,
presentation             14         10            9              8    5

Physical Delivery:
extemporaneous,
eye-contact,
gestures
                         14         12           10              9    7
Vocal Delivery:
rate, pitch quality,
volume
                         10         10            8              7    5

Conclusion:
summary present,
closing thought
                         12         10            8              7    5


Student________________________________________Topic____________________________________
Lab Portfolio Scoring Rubric:

Student…………………………….…….Date………………..Score………………

Criteria                 0-2- needs           3-5-adequate          6-8- Good             9-10 Exceptional
                         improvement
1. Contains 5 formal     Lacking reports or   All reports and       All reports meet      All reports go beyond
lab reports              information          barely meets          standards,            standard, exceptional
                                              standards             organized well        conclusions, well
                                                                    and in formal         formatted
                                                                    format
2. Well organized and    One or two         Has all elements,       Elements and          Elements and detail are
formatted including      elements included, but not in detail       detail are evident.   evident, but conclusions
the introduction,        but others are                                                   and related questions are
objectives,              missing.                                                         significant.
background
information, materials
and equipment,
procedures, data and
results, related
questions and
conclusions.
3. Analyzes and          Some analysis,       Good analysis and     Good analysis,        Good analysis, logical
reaches logical          inadequate           minimal conclusion    draws a logical       conclusion, draws
conclusion               conclusion                                 conclusion            inferences or extends
                                                                                          inquiry beyond the Lab
4. Scientific Method     Shows inadequate     Takes minimally     Scientific Method       Shows exceptional use
                         steps used in        adequate steps in   is understood and       of scientific inquiry,
                         scientific inquiry   scientific inquiry  applied. Easy to        documents activity,
                                                                  follow and              organized and well
                                                                  understand.             explained.
5. Higher Order          No skills            Begins to go beyond Goes beyond the         Goes beyond the
Thinking Skills          demonstrated         the assignment, but assignment and          assignment and makes
                                              does not follow     makes                   connections to other
                                              through with        connections to          studies. Demonstrates
                                              conclusions or      other concepts or       creativity and insight.
                                              questions           labs.

1. ……….      2………. 3……… 4………. 5………                           Total: ………
Science Teaching Manual

As part of the Junior Seminar, each candidate will summarize selected major concepts in science. They will
choose a concept and prepare a written report in APA style and present an oral presentation.

The Science Teaching Manual will serve a resource for candidates as they prepare science lessons for grades 9-
12 students. The manual will have a table of contents, contain the major scientific concepts covered in class, the
written report prepared for the seminar, and be in APA format. Resources for each concept will be listed in
APA format. Each section will align with NSTA standards and SC content standards.

Scoring Rubric Guide:

Criteria           0-2                3-5               6-8                9-10
Organization       Lacks a table of   Has table of      Has table of       Has table of
and formatting     contents and       contents and      contents, APA,     contents, APA,
in APA             does not have      some APA, but     and is well        good
                   everything in      not well          organized          organization,
                   APA                organized                            and exceptional
                                                                           layout
                                                                           (creative)
Includes a         Has some           Has most          Has detailed       Has detailed
detailed           summaries of       summaries of      summaries of       summaries of
summary of         key concepts       concepts, but     key concepts       key concepts
major scientific                      not in detail                        and goes
concepts                                                                   beyond the
                                                                           requirement
Includes the       Does not           Includes the      Has the written    Has the written
written report     include the        written report    report, oral       report and has
and results of     report or oral     but not oral      presentation       an exceptional
oral               presentation       presentation      results            oral
presentation                          results                              presentation
Has an             Has 0 – 2          Has 3-5           Has 6-10           Has more than
adequate list of   resources          resources         resources          10 quality
resources                                                                  resources
including
articles, book,
and websites
Aligned with       Not aligned        Some              Aligns well        Give evidence
NSTA                                  alignment         with NSTA but      of the
standards and                                           not SC             understanding
SC content                                              standards          of NSTA and
standards                                                                  SC content
                                                                           standards by
                                                                           full alignment

				
DOCUMENT INFO
Categories:
Tags:
Stats:
views:3
posted:1/14/2012
language:English
pages:43