TABLE OF CONTENTS

 

 

Table of Contents ¨ 1

 

Memorandum to Candidates ¨ 2

 

Names You Should Know in the School of Education ¨3

 

Student National Education Association ¨ 4

 

Core Values ..To a Conceptual Frameworks ¨ 5

 

ECED 2002 Syllabus ¨7

 

Informational Seminars ¨8

Seminar Meeting Dates ¨9

Letter to Field-Based Supervisor ¨10

 

Candidate Placement Form ¨11

Candidate/Field-Based Supervisor Information Form ¨12

Observation Log Summary Form ¨13

Candidate Evaluation Form (Example)¨ 14

 

Deadline Dates to Know ¨ 15

 

Tentative Schedule ¨16

 

Act 1310 of 1995 Criminal Background Check ¨17

 

Standards for Licensure of Beginning Teachers ¨ 18

 

Observation Classroom Information, Physical ¨ 24

Observation, The Student ¨ 30

Observation, The Teacher¨ 35

Observation, Learning Environment ¨ 37

 

Principal Interview Form ¨ 46

Interview with Teacher Form ¨ 47

Interview with Parent Form ¨ 48

 

Visit to School Board Meeting Form ¨ 49

Visit to PTA/PTO Meeting Form ¨ 50

 

My Beliefs About Teaching and Learning ¨ 51

 

Classroom Management ¨ 52

Classroom Management Observation Form ¨ 53

 

 

 

                  

 

 

 

M E M O R A N D U M

 

 

DATE:              Fall/Spring 20______

 

TO:                  Field-Based Experience Seminar Candidates

 

FROM:             Curriculum and Instruction Faculty

 

SUBJECT:        Welcome

 

Welcome to Field-Based Experience Seminar ECED 2002.  We are sure that you will find this to be an exciting and rewarding experience.

 

The purpose of this experience is to help you  understand how the system of education really works. As you understand the system, you will also be gaining information to help you make an important career choice.  Working with children is not the appropriate choice for everyone.  Some of you will discover that teaching is not for you; others of you will “know for sure” that you want to devote your professional life to teaching.  Each decision is equally important and is equally respected.

 

Although the actual classroom observation phase of this course is very important, the follow-up seminars that you will have with your colleagues and your professor are equally important in helping you to clarify the experience. It is not so much a new experience that helps us to grow, but it is the reflection on any experience.  Seminar is your reflection time.  We believe that you will find the sharing time in seminar to be informative and fun - and it is always lively!

 

We have all been classroom teachers, so we are well aware of the knowledge, skills and attitudes that are necessary if you are to be a successful teacher.  Your education advisor will help you get into Phase II, and assist with other tasks as you move toward licensure to become a “real teacher”.

 

 

 

 

 

 

 

NAMES YOU SHOULD KNOW

IN THE ARKANSAS TECH UNIVERSITY

SCHOOL OF EDUCATION

 

 

 

Dr. Glenn Sheets, Ed.D

Dean School of Education

Crabaugh 204

(479)-968-0350

 

 

 

 

Dr. David Bell

 Department Head Curriculum and Instruction

Crabaugh 210

(479)-968-0392

 

 

 

 

Dr. Gwen Morgan

 Director Teacher Education Student Services

Crabaugh 109B

(479)-968-0864

 

 

 

 

Dr. David Bell

Licensure Officer

Crabaugh 210

(479)-968-0392

 

 

 

 

Seminar Instructor ECED 2002 __________________

 

Campus Office Location________________________

 

Office Hours_________________________________

 

Phone # ___________________________________

 

ATU E-Mail Address__________________________

 

 

STUDENT NATIONAL EDUCATION ASSOCIATION

 

The Student National Education Association is a recognized campus organization at Arkansas Tech University.  It is a branch of the National Education Association (NEA) and its state-level entity, the Arkansas Education Association. 

 

Students at the sophomore level and above who are taking education courses have an interest in becoming teachers are eligible to join. 

 

Membership fees are currently $22.00 and provide benefits that include $1,000,000 professional liability insurance in the event a student intern is sued while in performance of his/her duties.

 

The Student National Education Association meets monthly during the academic year.  For more information and specific events contact Dr. Sid Womack in Crabaugh Room 211, (968-0423) or please see the web page at http://education.atu.edu/people/swomack/snea.html. Teacher education students are encouraged to join, both for the benefits of the membership itself and for the prestige of being a member of a professional organization.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SCHOOL OF EDUCATION

 

CORE VALUES...TO A CONCEPTUAL FRAMEWORK

CORE VALUESYTO A CONCEPTUAL FRAMEWORK

 

Developed by members of the Unit and representative stakeholders to guide the development and assessment of programs in Early Childhood Education, Middle Level Education, and Secondary Education.

 

The mission of the Unit is founded on a set of core values, which, in turn drive the conceptual framework, which guides the development of programs and the delivery of courses within each program.  The core values are born of consideration for our goal of excellence in teaching; the examination of established national, state, and unit standards for teaching and learning; and the review of curriculum experiences and expectations in all programs. Given that there are typically more values than can reasonably be addressed in the development of a sustaining conceptual framework flexibly encompassing three teacher preparation programs, the School of Education has made thoughtful choices.  These select, enduring beliefs represent not only what is important to know and do, they are the deep and most important understandings which will anchor the unit, the programs to it, the courses within each, and assessment throughout.  We believe these values to be central to the accomplishment of standards for teaching excellence, and that they will ensure that teacher candidates are successful in making a difference in student learning.  They are powerful beliefs with transfer.  They are lasting values, carrying the teacher candidate beyond the program and throughout professional development.

 

The Core values are the context for how professional, state, and institutional standards are addressed in teacher candidate programs at Arkansas Tech University.  The core values direct the development and refinement of programs, courses, design of instruction, research, service, and assessment.  These core values, then, determine what teacher candidates should know and be able to do, and the kinds of assessment and evaluation used to gauge the performance of the teacher candidate. The core values include the following statements of belief:

 

1.   All human beings grow, develop and learn. (Standards 1, 2, 3 & 4)

2.   Student learning is the goal; the teacher’s role is to maximize growth, development and learning opportunities for each individual. (Standards 1, 2, 3 & 4)

3.   Educational opport