Teacher Education Handbook - College of Education

Transcription

Texas Christian University
College of Education
Teacher Education Handbook
MessagefromtheDean
Dear Students,
Teaching to change the world is more than the title of the statue outside the
College of Education. It captures the intention of the faculty, staff and
students to fulfill the mission of the University, to educate individuals to think
and act as ethical leaders and responsible citizens in the global community.
As a graduate of our program, you will be prepared to meet the challenges of
today’s schools. Your courses and experiences are grounded in theory and
research and include extensive field-based experiences in diverse
educational settings.
The TCU College of Education has prepared educators since 1873. Students enjoy close, personal
relationships with professors describing them as “inspirational,” “passionate,” and “rigorous.” You will
experience small classes in state-of-the-art classrooms, and have many opportunities to apply what
you are learning in schools, museums, and community agencies. Educators from around the state
come to our career fairs to hire our graduates describing them as “teachers who have a solid, fieldbased education” and “teachers who demonstrate the highest levels of professionalism.”
Get to know your professors. They epitomize the teacher-scholar model embraced by TCU. They are
dedicated teachers and productive researchers in their fields of science education, mathematics
education, urban education, special education, educational leadership, counseling, literacy and
curriculum studies. Be sure to visit our website, and join us on Facebook and Twitter.
Welcome to the College of Education!
Mary M. Patton, Dean
TCU College of Education
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Updated 2015 by:
Sarah Quebec Fuentes, Associate Professor and Middle Secondary Program Coordinator
Michelle Bauml, Assistant Professor and EC-6 Program Coordinator
Originally Compiled and Edited 2012 by:
Ranae Stetson, Associate Professor and Early Childhood Program Coordinator
Original Contributors in 2012:
Michelle Bauml, Assistant Professor
Sarah Quebec Fuentes , Assistant Professor
Victoria Reneau, Graduate Assistant
Diana Woolsey, Director of Teacher Certification
Cindy Williams, Assistant Professor and COE Director of Assessment and Evaluation
Dale Young, Director of Student Teaching
Original Sources:
TCU Undergraduate Catalog
Texas Education Agency website
Various COE course syllabi
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TableofContents
MessagefromtheDean.........................................................................................................................................................2
TableofContents...................................................................................................................................................................4
Introduction...........................................................................................................................................................................6
Mission,Vision,Values,andBeliefs.......................................................................................................................................7
Mission...............................................................................................................................................................................7
Vision..................................................................................................................................................................................7
CoreValues........................................................................................................................................................................7
CoreBeliefs........................................................................................................................................................................7
BecomingaTeacherinTexas.................................................................................................................................................9
EducatorSkills:...................................................................................................................................................................9
ProfessionalResponsibilities:.............................................................................................................................................9
StudentExpectations:........................................................................................................................................................9
CollegeofEducationDegreesandMajors...........................................................................................................................10
EarlyChildhoodEducation(GradesEC-6)........................................................................................................................10
MiddleSchoolEducation(Grades4-8).............................................................................................................................10
SecondaryEducation(Grades7-12,exceptPhysicalScience)..........................................................................................10
EducationalStudiesMajor...............................................................................................................................................10
All-levelTeacherCertification(EC-12)..............................................................................................................................10
AdmissiontotheCollegeofEducation................................................................................................................................12
ApplicationDeadlines.......................................................................................................................................................12
AdmissionsCommittee....................................................................................................................................................12
PerformanceMilestones......................................................................................................................................................13
Milestone1:ApplicationforAdmissiontotheCollegeofEducation...............................................................................13
MilestoneII:RetentionintheTeacherEducationProgram&ProgressTowardStudentTeaching.................................13
MilestoneIII:CompletionofStudentTeaching,theTeacherEducationProgram,andDegreeRequirements...............14
AcademicPerformanceandProfessionalismWarning(APPW)...........................................................................................15
FieldExperiences:CandidateResponsibilities......................................................................................................................16
DressCode...........................................................................................................................................................................18
AllStudents......................................................................................................................................................................18
Women.............................................................................................................................................................................18
Men..................................................................................................................................................................................18
AllLevelPhysicalEducation..............................................................................................................................................18
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SpecialOccasionDress.....................................................................................................................................................19
Field-BasedActivitiesandExperiences................................................................................................................................20
Field-basedExperiencesPriortoStudentTeaching:........................................................................................................20
StudentTeaching..............................................................................................................................................................20
MediaandSocialNetworking..............................................................................................................................................21
Cell-PhoneUse.................................................................................................................................................................21
SocialNetworks................................................................................................................................................................21
CertificationandTExES.........................................................................................................................................................22
TExES(TexasExaminationofEducatorStandards)..........................................................................................................22
Pedagogy&ProfessionalResponsibilitiesStandards(EC-12)..............................................................................................23
TexasEducationAgencyProfessionalStandardsandCompetencies:BasisforTeacherEducationCurriculum..............23
StudentTeaching..................................................................................................................................................................24
AdmissionCriteria............................................................................................................................................................24
ApplicationDeadlines.......................................................................................................................................................24
StudentTeaching..............................................................................................................................................................24
LiabilityInsurance.............................................................................................................................................................24
InternationalStudentTeaching........................................................................................................................................25
CareerServicesCenter.....................................................................................................................................................25
Master’sDegreesinEducation.............................................................................................................................................26
AcceleratedMasters:.......................................................................................................................................................26
TraditionalMasterofEducationDegree..........................................................................................................................26
Appendices...........................................................................................................................................................................28
TexasEducators’CodeofEthics......................................................................................................................................29
FamilyEducationalRightsandPrivacyAct......................................................................................................................31
InformedConsentandAssumptionofRisk.....................................................................................................................32
AcademicPerformanceandProfessionalismWarning....................................................................................................33
DefinitionofTerms..........................................................................................................................................................34
HelpfulResources............................................................................................................................................................36
FilingComplaintsandGrievances....................................................................................................................................38
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Introduction
Welcome to TCU’s College of Education! The educator certification program at TCU has been
carefully designed to prepare exemplary teachers and teaching professionals for Texas public
schools. Program curriculum is scientifically-based and aligned with
state curriculum standards and Texas Essential Knowledge and Skills
(TEKS). As noted in the College of Education mission statement,
program focus is on educator effectiveness in diverse educational
settings and the preparation of leaders who are “reflective, ethical,
innovative, and committed to all learners.”
The College of Education teacher education programs provide many
opportunities to learn about a chosen field while practicing in diverse
public school settings. Candidates will be prepared to implement a
positive, equitable, engaging learning environment that establishes
rapport with students and their parents. Candidates will learn to model, manage, and motivate in
ways that meet the academic needs of all students. Technology will become a comfortable tool for
instruction, data management, and research.
Throughout the selected program of studies and at the close of the professional program, candidates
will be observed performing the duties of their chosen certification area by a TCU faculty or field
supervisors who will provide feedback on the candidate’s performance with opportunities for
communication, collaboration and reflection. Approaching graduation, candidates will know that they
have taken the first steps to becoming the classroom teacher or other school professional they
envisioned they could be.
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Mission,Vision,Values,andBeliefs
Mission
The TCU College of Education prepares exemplary
leaders for diverse educational settings and related
fields who are reflective, ethical, innovative, and
committed to all learners.
Vision
We are committed to preparing individuals who will
contribute to the creation of a humane and just society.
To accomplish this, the TCU College of Education
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Engages students in ethical, responsible, and
meaningful scholarship and practice
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Fosters community collaboration locally and
globally
• Expects excellence in all college endeavors.
Core Values
As professionals and active citizens in our community, we strive to create a humane and just society
in which all individuals can develop their full potential. We are governed by an ethical code that
documents our obligations to students, colleagues, and the community which includes:
• Rationality and objectivity in our professional judgments and actions
• Civility and caring in our interactions with others
• Encouragement of diverse views on issues of significance to society.
Core Beliefs
Consistent with the above values, our core beliefs connect a strong foundational knowledge base with
professional practice. Professionals in education:
• Study and expand the knowledge base of effective practice
• Ground their practice in theory and research and acquire expertise through activities in
diverse, field-based settings which are exemplars of practice
• Promote high student achievement and a passion for learning by:
ü Mastering content knowledge and effective pedagogical skills
ü Using multiple strategies, resources, and technologies to plan, implement, and
assess instruction and to document effectiveness with students
ü Synthesizing knowledge from relevant, academically diverse perspectives and
a variety of theoretical orientations and approaches.
• Provide service and leadership in diverse settings, ranging from local to global communities
• Seek to improve professional settings and society
• Collaborate with representatives from various groups within and outside the educational
community.
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Approved by the faculty of the College of Education, November 11, 2011
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BecomingaTeacherinTexas
Educator Skills:
Prospective teachers in the state of Texas are required to demonstrate skills that educators are
required to possess by passing content and pedagogy certification exams: Texas Examinations of
Educator Standards, or TExES.
The pedagogy certification exam (Pedagogy and Professional Responsibilities, EC-12) TExES exam
is comprised of four domains:
I. Designing instruction and assessment to promote student learning
II. Creating a positive, productive classroom environment
III. Implementing effective, responsive instruction and assessment.
IV. Fulfilling professional roles and responsibilities
Similarly, the content certification TExES exams will include domains of learning that are unique to
your certification area.
For each domain, educator standards are supported by specific competencies.
Detailed information about the exams, domains, standards, and competencies for each certification
area can be found on the ETS website:
http://cms.texes-ets.org/texes/prepmaterials/texes-preparation-manuals/
Professional Responsibilities:
Prospective and practicing teachers in Texas are expected to comply with the Educators’ Code of
Ethics. Teachers must maintain high standards of professionalism in their daily practices and
interactions with co-workers, students, community members, and other stakeholders. A copy of this
document is included in the Appendix within this handbook.
Student Expectations:
The Texas Essential Knowledge and Skills (TEKS) are the state standards that describe what
students should know, understand, and be able to do. Teachers have a responsibility to teach to the
standards, which represent high expectations for students set by the state of Texas.
TEKS for each subject area can be found on the Texas Education Agency’s website, at:
http://tea.texas.gov
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CollegeofEducationDegreesandMajors
The TCU College of Education offers the Bachelor of Science in Education degree with majors in:
Early Childhood Education (Grades EC-6)
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Generalist EC-6 with ESL Option
Generalist EC-6 with Special Education Option
Generalist EC-6 with Bilingual Option
Middle School Education (Grades 4-8)
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Language and Literacy
Mathematics
Science
Social Studies
Secondary Education (Grades 7-12, except Physical Science)
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Life Science
Language and Literacy
Physical Science (Grades 6-12)
Social Studies
Educational Studies Major
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Mathematics (Grades 7-12)
History (Grades 7-12)
Languages Other Than English (French, German, Spanish)
Business Administration (Grades 6-12)
Computer Science (Grades 8-12)
Dance (Grades 8-12)
Theatre (Grades EC-12)
Journalism (Grades 7-12)
Communication (Grades 7-12)
Biology (Grades 7-12)
English (7-12)
Chemistry (Grades 7-12)
Physics/Mathematics (Grades 7-12)
All-level Teacher Certification (EC-12)
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Art
Music
Deaf and Hard of Hearing
Physical Education
COE students may also earn English as a Second Language (ESL) supplemental certification. See
the TCU Undergraduate Catalog for more information.
Any TCU student may obtain an Educational Studies Minor through the College of Education.
Students who minor in Educational Studies will NOT meet the requirements for teacher
certification.
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Refer to the TCU Undergraduate Catalog for complete degree plans.
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AdmissiontotheCollegeofEducation
Admission to TCU and declaration of a major in education are not synonymous with
admission to the Teacher Education Program.
Students who plan to declare a major or minor in education or who
plan to earn a teaching certificate must formally apply for admission
to the Teacher Education Program in the College of Education.
Eligibility to apply does not ensure admission to the Teacher
Education Program. If more applicants are eligible for admission to
the program than the College of Education can admit, applicants will
be selected based upon their overall record on all criteria. For a list of
admissions criteria, refer to the College of Education’s website.
Application Deadlines. Students applying for admission to the
Teacher Education Program should do so by March 1 for fall
admission and October 1 for spring admission. Late applications will
be considered on a space-available basis.
Prior to admission to the College of
Education, students may take a
variety of education coursework. Students should refer to the TCU
Undergraduate Catalog or see the College of Education’s advisor for
specific courses they may enroll in prior to admission.
Admissions Committee. The role of the committee members is
to review, critique, and vote on each applicant to the COE Teacher
Education Program; and to recommend whether the candidate is
ready to progress, complete additional criteria, or needs remediation.
Each candidate will be notified as to the committee’s decision
regarding admission.
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PerformanceMilestones
The College of Education tracks each candidate’s progress to ensure that the candidate is wellprepared as a highly qualified teacher and the faculty and staff feel confident in recommending the
candidate for certification. All materials must be submitted for review by the deadlines set by the
College of Education. The candidate’s progress is monitored by the following major checkpoints:
Milestone 1: Application for Admission to the College of Education
To work toward a degree in teacher education, a candidate must first be admitted into the College of
Education. This is a separate step from admission to university. The application for entry into the
College of Education and a selected teacher education program is considered the first checkpoint in
the program. Deadlines for Admission are March 1 for fall admission and October 1 for spring
admission. When applying for admission to the College of Education (and later Benchmarks), the
following steps occur:
1. Students submit a formal application with supporting documentation to the COE Director of
Certification.
2. The application and supporting documentation is verified by the Director of Certification.
3. The data and application materials of all applicants are reviewed by the COE Admissions
Committee.
4. Successful candidates are admitted into the COE and the selected program of study (EC-6,
Middle School, or Secondary Education).
Milestone II: Retention in the Teacher Education Program & Progress Toward
Student Teaching
Students who have elected to pursue a degree or major in the College of Education understand that
the faculty and staff are dedicated to producing highly qualified and passionate professional
educators. In order to achieve that goal, all candidates must:
1. Maintain acceptable academic performance in all content area and education classes.
Acceptable academic performance is identified as earning a minimum 2.75 GPA overall
and a grade of “C” or better in content area and education courses.
2. Maintain high professional standards. Candidates will be assessed based on their
academic achievement AND their professional behavior, attitudes, demeanor, judgment,
dependability and reliability throughout their teacher education experiences.
3. Successfully pass the Professional Practice Seminar.
4. Submit an Application for Student Teaching by the appropriate deadlines. Applications for
student teaching are due by May 1 for fall student teaching and October 1 for spring
student teaching. Additional requirements for Student Teaching include:
• Completion of all content area and education coursework with a minimum GPA of
2.75 and no grade lower than a “C”;
• A minimum overall TCU GPA of 2.75; and
• Successful completion of EDEC/EDMS/EDSE 30001: Professional Practice
Seminar.
• The Admissions Committee will consider minimum criteria, as well as student
performance (professional attitude, demeanor, abilities and preparation) and forward
their recommendations to the Director of Student Teaching and the Associate Dean
for Undergraduate Studies. The program faculty and the College of Education dean
and/or designee must approve any exception to these student teaching standards.
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Milestone III: Completion of Student Teaching, the Teacher Education Program,
and Degree Requirements
The College of Education is dedicated to student academic success and successful completion and
passing state certification exams. Every effort will be made to provide additional instruction and
support, if needed, to ensure this success.
1. Final GPA of 2.75 with C or better in education and content area coursework;
2. Pass on all practice exams;
3. Successful completion of the Teacher Education Program, including the student teaching
experience;
4. Apply for graduation: conferred bachelor's degree; (see TCU Registrar for specific
deadlines);
5. Request approval from the COE Director of Certification to take state certification exams;
6. Register online for TExES certification exams;
7. Passing scores on the required state certification exams
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Academic Performance and Professionalism
Warning(APPW)
Students must maintain acceptable academic performance (a minimum 2.75 GPA overall and a grade
of C or better in content area and education courses), as well as high professional standards, in order
to advance in the program and to student teaching.
The faculty and staff within the College of Education are committed to identifying and intervening to
assist students who demonstrate difficulties maintaining expected norms in their academic progress
or professionalism.
Any faculty member who has a concern about a candidate’s performance and/or professionalism may
initiate the Academic Performance and Professionalism Warning (APPW) process.
The process operates as follows:
1. The faculty member fills out the APPW form describing the concerns and indicating
potential strategies and solutions to resolve the problem(s).
2. A conference between the student and two faculty members is required to complete the
APPW form. During the conference, the parties discuss the student's understanding of the
concerns and the course of action required to remediate the problem(s). The APPW
contract is signed by the student and faculty. If the student fails to respond or attend a
conference, faculty will complete the form and notify the student via certified mail.
3. The completed form is submitted to the Associate Dean of Undergraduate Studies, the
student, and the Office of Campus Life.
4. Any student receiving three notices through this process may be considered for dismissal
from the College of Education. Except in an unusually severe or critical situation, no one
notice will result in dismissal from the college or program.
5. These notices do not become part of a student's permanent academic record held in the
registrar’s office.
See the Appendix for a copy of the APPW form.
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FieldExperiences:CandidateResponsibilities
Candidate responsibilities include but are not limited to the following:
• Coursework: Complete all stated class requirements with a grade of C or better in all
education and content area coursework, including the documentation of completing the
required number of field experience hours prior to student teaching.
• Professional Behavior: Develop a positive professional reputation within the College of
Education, among peers, and with mentor teachers through the field-based experiences.
Follow the Texas Educators’ Code of Ethical Behavior.
• Absences/Late Arrivals/Leaving Early: Candidates are responsible for notifying their
Cooperating Teacher(s) and their TCU professor(s) or supervisors prior to any absence (if
possible). Absences may be made-up at the discretion of the Cooperating Teacher and the
TCU faculty member or supervisor. Avoid late arrivals and leaving early as they are a
disruption to the learning environment. A pattern of absences, late arrivals, and leaving early
may negatively impact the candidate’s grades and professional reputation.
• Transportation and Meals: Candidates are responsible for their own transportation to and
from their field experiences and for all meals while participating in field experiences.
• TB Tests and Health Care Expenses: Most schools and school districts require verification of
a current negative TB test result for people working or observing in their schools. The TCU
Health Center may provide TB testing. Please check with the TCU Health Center for more
information. Other health care issues are the sole responsibility of the candidate while
participating in field experiences. More specifically, candidates are responsible for any
expenses related to personal injuries that may occur during field-based experiences.
• Criminal Records Check: The TCU College of Education and most schools and school
districts will require students to maintain a current, clear criminal record. Candidates are
responsible for completing forms and fees for a criminal records check in a timely manner.
Schools and school districts may have differing requirements and most will inform candidates
of those requirements.
• Termination of Field Experience or Student Teaching: A candidate may be removed from
his/her field experience or student teaching at any time upon the request of the building
administrator or cooperating teacher(s). Depending on the circumstances, an alternative field
experience site may be identified. Removal from a second field experience site may be
grounds for dismissal from the program.
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TCU education candidates will be assigned to numerous and varied field experiences in accredited
public and private school settings. As such, they are a representative of TCU, the College of
Education, and responsible for building their own professional reputation. Please follow these
expectations during all field experiences:
1. ALWAYS WEAR the TCU College of Education nametag during school placements. This will help
the school staff and the candidate get to know one another. TCU name badges can be ordered
through the TCU Bookstore.
2. When reporting to the school, candidates should introduce themselves to the office staff. Let them
know the nature of the visit, and identify the cooperating teacher or purpose of the placement.
3. Be on time, dependable, and reliable. Work out a schedule for the field placement with the
cooperating teacher and maintain this schedule throughout the semester. This may already be set
up by the requirements of the professor(s) or the program.
4. Exchange contact information (emails, phone numbers, etc.) with the mentor teacher(s).
5. If candidates must be absent, call and/or email the school, the cooperating teacher, and the
professor(s) or supervisors to notify them as far in advance as possible.
6. Professional manner is of utmost importance. Candidates need to begin transforming their identity
from, “just a college student” to professional member of the teaching staff. Candidates should look
and act accordingly.
7. Give the cooperating teacher the utmost cooperation and respect. Candidates should actively
remember to act as a polite guest in the cooperating teacher’s classroom and the school.
8. Follow through and complete all assignments.
9. Accept suggestions for improvement in a positive and professional manner. The cooperating
teacher is there to help candidates learn and grow. Remember, experience is a great teacher!
10. Confidentiality is extremely important. Please remember this when conferencing with the
cooperating teacher, professors, principals, parents, other teachers, and friends. Breach of
confidentiality can cost candidates a job and the opportunity to continue in the profession. In
addition, breaching confidentiality can hurt children and families. Professionalism is essential at all
times.
11. Do not criticize the school, teachers, or students. Learning opportunities will be abundant, but as a
guest in the building. it is expected that candidates will guard what is shared with others. Do not
jeopardize the opportunity to complete the field placement.
12. Students will imitate candidates’ oral and written language. Use correct English (or Spanish in
appropriate settings) at all times.
13. If there is a problem with any aspect of the assignment, discuss this with the cooperating teacher
or the TCU professor/supervisor only. Handle concerns professionally by going directly to those
people who have the authority to make adjustments.
14. Absolutely no use of cell phones or accessing social media sites during field assignments.
15. TCU candidates will follow the TCU academic calendar regarding holidays.
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DressCode
TCU Education candidates have a very positive reputation within the school districts. We want this to
continue. Becoming a professional educator begins by looking professional. Please consult the
following guidelines for minimum standards of professional dress, grooming, and attire.
All Students
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Wear the TCU nametag or the school’s ID badge at
all times.
No jeans (especially with holes, worn-out, ripped
styling and frayed hems), overalls, tank top t-shirts, tshirts with advertising or celebratory announcements,
and hats.
Wear sensible shoes. No flip-flops or very high heels.
Some schools do not allow open-toe shoes.
Avoid wearing strong colognes, perfumes, and other
fragrances as they can be offensive to others. In
addition, some students and colleagues may be
allergic to them.
Cover any tattoos or other body art while in the
schools.
Remove any facial and/or mouth piercings and
excessive ear piercings while in the schools.
Wear belts with pants or skirts that have belt-loops.
Women
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Pants must be mid-calf in length or longer. Low-slung pants or hip-huggers exposing the midriff
are not permitted. Pants must be high enough to cover the lower back and undergarments when
bending over. No yoga (skin tight stretch) pants.
Skirts/dresses must be knee length or longer, slits no more than 4” above the knee. Skirts and
dresses must allow one to sit/bend over without running the risk of exposure. Spaghetti strap
dresses are not permitted, except with a jacket that must not be removed during the day.
Clothing should not be suggestive, excessively tight, or revealing.
No bare midriffs, sleeveless or low cut tops. If bending over or sitting, others should not be able to
see down the shirt or top.
No sheer, see-through, or lingerie style clothing.
Undergarments should not be visible.
Men
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Slacks, khaki or dress pants and a belt. Low-slung pants, hip-huggers, or “sag” are not permitted.
Pants must be high enough to cover the lower back and undergarments when bending over.
Shirts with collars.
Closed toed shoes only.
All Level Physical Education. Check with the cooperating teacher for each school’s dress
code for PE teachers and follow that rule.
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Special Occasion Dress. From time to time a school will have special or theme dress days.
Please follow the cooperating teacher’s suggestion for those days.
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Field-BasedActivitiesandExperiences
The TCU College of Education pre-service teacher education program is committed to providing
teacher education candidates with relevant and research-based pedagogy coupled with intensive and
ongoing field-based experiences in a variety of educational settings and with diverse student
populations.
Field-based Experiences Prior to Student Teaching:
You will be in the field (i.e., schools) for a minimum of 30 hours prior to student teaching. Your
participation in classrooms may vary each semester, but you can expect to spend time observing,
engaging in classroom activities, and teaching lessons.
Observing. Some field experiences are primarily developed as observation hours.
Observation hours typically involve watching and paying close attention to the children,
classroom environment, instructional techniques, classroom routines, and interpersonal
relationships. Depending on what the professor expects from this experience, candidates may
find it helpful to take detailed notes about the observations and ask questions of the mentor
teacher regarding reasons for interactions and instructional methods. “Why” and “How”
questions help establish a knowledge base for choosing one’s own methods for both
instruction and management. Making a seating chart and quickly learning the names of
students helps build relationships and shows an active interest in learning everything possible
from the field observation experience. The candidate should use these experiences as
opportunities for interaction and reflection of classroom practices and educational activities.
Engaging in classroom activities. Your field-based experiences may begin with a few hours
of observation time but very shortly thereafter, the candidate should expect more involvement
with the students. This may be limited interaction at first, such as monitoring students working
at their desks, giving one-on-one assistance, opening/closing activities, attendance, grading,
passing out papers or materials, or reading aloud to students. If the candidate is ready and the
cooperating teacher agrees, the candidate may teach a few short, prepared lessons to small or
large groups of pre-K-12 students.
Teaching lessons. After an appropriate amount of observation and interaction in a classroom,
the candidate may be ready to assume a greater portion of classroom responsibility. Teaching
lessons enables the candidate to assume more responsibility for planning and teaching
lessons under the guidance of a cooperating teacher and the university supervisor or
professor. Formal lesson plans should be written by the candidate and reviewed by
supervisors. Feedback about the lesson plan will increase the likelihood of the candidate’s
success in teaching the lesson and K-12 student learning the content.
Student Teaching. As defined by TAC §228.2, student (clinical) teaching is a minimum 12-week,
full-day or 24-week, half-day educator assignment through an educator preparation program at a
public school accredited by the Texas Education Agency (TEA) or other school approved by the TEA
for this purpose that may lead to completion of a standard certificate. Student teaching at TCU is
offered only during the fall and spring semesters. Please see the Student-Clinical Teacher,
Cooperating Teacher, and University Supervisor Handbook for more detailed information. (The 12
week clinical teaching period is calculated by the day; therefore, students must complete at least 60
days in the field. Clinical teachers will follow the district calendar with respect to start dates, holidays,
and breaks.
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MediaandSocialNetworking
Cell-Phone Use. Please be polite and REFRAIN from using cell phones (text messaging, etc.)
during class and absolutely no use of cell phones during field
assignments. It is expected that students in the College of
Education will have the maturity to avoid accessing social
networking sites such as Facebook or other non-course related
internet usage during class or field assignments. All students are
expected to follow rules of common courtesy in all email
messages, threaded discussions, and chats. The same rules
apply online as they do in person. Be respectful of others at all
times. Please take a moment and read the following link
concerning "netiquette". http://www.albion.com/netiquette/
Social Networks. It is never appropriate to establish intimate,
personal relationships or out-of-school friendships with K-12 students in field-based settings. This
includes “friending” them on social networking sites such as Facebook, Linkedin, MySpace, etc. The
TCU College of Education strictly follows the TCU Student Handbook and the Texas Education
Agency Ethics for Educators’ Guidelines. The TCU Student Handbook (2012-2013) states:
Students often choose to participate in online forums including social networking
sites, virtual communities, blogs, online journals, and other websites (familiar
examples of this type of forum include Facebook, MySpace, Xanga, and
Friendster). While the university recognizes that these forums are an integral part
of modern communication, we caution students to consider carefully the
information and comments they post in online forums. For their own safety and
success, students should assume that any information they publish online is
visible and accessible to everyone. Students are as responsible for their words
and actions in online forums as they are in any interpersonal interaction, private
forum, or public forum. Behavior inconsistent with the university’s mission,
community standards, or Code of Student Conduct will not be exempted from
disciplinary action simply because it occurred or originated in an online forum (p.
11).
TCU education students should avoid any question of inappropriate relationships with students by
using sound judgment, common sense, and caution when accessing or using any type of electronic
communication or social media sites. In particular, COE students need to be mindful they:
1. Do not breach student confidentiality and privacy rights.
2. Do not post photographs or other identifying information featuring students in any type of
electronic forum.
3. Do not expect privacy with anything posted on the internet or social media sites; even those
with privacy settings. Organizations can, and often do, change privacy settings and policies.
4. Do not post inappropriate photos as this may affect job searches and hiring preferences.
Keep this standard in mind, “If a particular type of behavior is inappropriate in the classroom or a
professional workplace, then that behavior is also inappropriate on the professional social media
site.” (New York City Department of Education Social Media Guidelines, Spring 2012, n.p.) .
Student Handbook
21
CertificationandTExES
TExES (Texas Examination of Educator Standards). At TCU, to be eligible to take the
TExES certification exams for initial teacher certification, candidates must pass the practice
representative exams with 80% accuracy, which are offered during the Professional Practice
Seminar, a requirement of the undergraduate degree plan. Upon passing the appropriate practice
exam, the Director of Teacher Certification will release a student to test in the online TEA system, and
will send the student instructions for registration in the TEA/ETS online systems. It is strongly
recommended that students test at the earliest possibility upon being released to test.
Candidates who do not pass these practice exams must present acceptable evidence of test
preparation before the exam will be re-administered. A candidate who receives no credit in the
Professional Practice Seminar is not considered a program completer and the Director of Certification
will not release the candidate to take the TExES certification exams.
The College of Education is dedicated to student success on state exams. Every effort will be made
to provide additional instruction and support, if needed, to ensure this success.
Students who fail to take the appropriate TExES exam within three years of program completion must
present documentation of completion of TExES review or additional coursework prior to receiving
permission to test. The practice test may be given again.
There is a 5-time limit on taking a single certification exam. Any tester who has attempted a test
(regardless of how many attempts before August 31, 2015) may test up to four more times after
September 1, 2015. Additional attempts would require SBEC permission.
After graduation, and upon completion of the following requirements, the Director of Certification will
recommend the candidate for teacher certification to the state of Texas:
•
•
•
•
Successful completion of the Teacher Education Program, including the student teaching
experience,
Final GPA of 2.75 with C or better in education and content area coursework,
Conferred bachelor's degree, and
Passing scores on the required state certification exams.
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22
Pedagogy&ProfessionalResponsibilities
Standards(EC-12)
Texas Education Agency Professional Standards and Competencies: Basis for
Teacher Education Curriculum
TCU COE teacher education students are prepared to meet criteria
on the state standards for new teachers set by the Texas Education
Agency and the State Board for Educator Certification. These
standards are found on the TEA website: www.tea.texas.gov. All
teacher education candidates must meet these standards to be
recommended for certification.
Standard I: The teacher designs instruction appropriate for all students that reflects an understanding
of relevant content and is based on continuous and appropriate assessment.
Standard II: The teacher creates a classroom environment of respect and rapport that fosters a
positive climate for learning, equity, and excellence.
Standard III: The teacher promotes student learning by providing responsive instruction that makes
use of effective communication techniques, instructional strategies that actively engage students in
the learning process, and timely, high-quality feedback.
Standard IV: The teacher fulfills professional roles and responsibilities and adheres to legal and
ethical requirements of the profession.
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23
StudentTeaching
Admission Criteria. Any candidate who wishes to be considered for admission to student
teaching must meet the following requirements:
• Completion of all content area and education coursework with a minimum GPA of 2.75 and no
grade lower than a C;
• A minimum overall TCU GPA of 2.75; and
• Successful completion of EDEC/EDMS/EDSE 30001: Professional Practice Seminar.
• Professionalism in attitude, demeanor, ability, and preparation.
Application Deadlines.
Refer to the COE website for
application deadlines.
Student Teaching. Student teaching is considered full-time
enrollment (or similar to a full-time job—without pay). Because of
October
this full-time status, candidates should try to complete all the
program coursework and must pass the Professional Practice
1
Seminar before student teaching. Depending on the program of
study, the candidate may have one or more student teaching
placements (e.g., EC-6, international student teaching, all level
certification, dual content areas of study, etc.). After a gradual
build-up of assuming classroom responsibilities, student teachers should be able to assume the full
responsibility of planning and teaching for the whole school day as though he/she were the classroom
teacher. During this time, the cooperating teacher and university supervisor will conduct periodic
evaluations and consultations with the candidate. The full-time teaching experience is usually
followed by a gradual return of the cooperating teacher to the classroom duties. All candidates are
expected to remain involved and fully engaged in the classroom until the completion of the student
teaching semester. Refer to the Clinical (Student) Teaching Handbook on the COE website for more
details.
1
Liability Insurance. As students enter public and private schools for observations, tutoring, after
school programs and student teaching, it is important to be covered by liability insurance. Under
Texas law, both the TCU student (candidate) and teacher can be held responsible for a child's injury.
For this reason, we strongly suggest TCU teacher education candidates be covered with liability
insurance. This insurance is offered at low cost to teachers-in-training who belong to a teacher
organization. Candidates can become members of the TCU chapter of the Texas Student Education
Association (TSTA-NEA), which covers liability insurance, costs of an attorney and costs for
Student Handbook
24
defending claims. Other teacher organizations in the state, such as ATPE, UEA and AFT, offer similar
coverage.
International Student Teaching. Expanding international education for students is a major
emphasis at TCU. The College of Education is dedicated to ensuring that candidates have many
opportunities for international experiences. These international experiences increase understanding
of other cultures, helping students become better teachers and better citizens. Students in the
College of Education can participate in the many Study Abroad programs at TCU or experience
student teaching in one of many countries. The College of Education is a member of the European
Teacher Education Network that includes
teacher preparation institutions from many
European countries.
After the international student teaching
experience, candidates will still need to
complete 60 days of full-time student
teaching in an approved TEA site to fulfill
certification requirements.
See the Director of Student Teaching for
more specific information, application
criteria and deadlines, and further
guidelines.
Career Services Center. The Career Services Center maintains contact with public and private
schools seeking teachers, school counselors, administrators and other types of educational
personnel. Registration with the center entitles candidates to file a summary of their academic
records together with requested recommendations from teachers and others acquainted with their
qualifications. Former students may use the center in seeking positions. The center provides oncampus interviews with school districts in Texas, as well as outside the state. More than 95 school
districts conduct interviews on campus each year.
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Master’sDegreesinEducation
The College of Education offers Master of Education degrees via two routes: an expedited
Accelerated Master’s Program and the traditional delivery system.
Accelerated Masters: Available only to TCU undergraduates, the Accelerated Master’s program
allows outstanding students to combine a bachelor's degree with the Master of Education (M.Ed.) in
five years. Only candidates demonstrating superior undergraduate academic and professional
performance with strong recommendations are considered for admission to the Accelerated Masters
program.
Students are eligible to apply for admission to the graduate program in the College of Education
during the semester they complete 90 hours of undergraduate coursework. To be considered for
admission to the Accelerated Master’s option students must:
• Submit a Graduate Program Application for admission;
• Fulfill admission requirements;
• Be admitted into the Teacher Education Program; and
• Complete additional hours for certification if fulfilling a minor in education.
If admitted to the Accelerated Master’s program, students may complete up to 12 semester hours of
the M.Ed. program during their fourth year of undergraduate study. Students should work with their
advisor to determine how the courses will apply to the undergraduate degree. At the end of the fourth
year, assuming that all other graduation requirements are met, students earn the baccalaureate
degree. During their fifth year, students complete the remaining semester hours toward the M.Ed.
degree.
Accelerated Master’s M.Ed. degrees
are offered in Special Education, or in
Curriculum and Instruction with
specializations in:
•
•
•
•
Curriculum Studies
Language & Literacy
Mathematics Education (not
approved by Graduate Council
yet, so maybe should not list)
Science Education
Traditional
Master
of
Education Degree. The College
of Education offers Master of
Education degrees with majors in:
• Counseling
• Curriculum and Instruction
o Curriculum Studies
o Language & Literacy
o Mathematics Education
o Science Education
• Educational Leadership
• Special Education
Student Handbook
26
Please consult the TCU Graduate Bulletin for more specific information and consult with an
advisor within the College of Education for updates and important program information.
Student Handbook
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Appendices
Ethics Statement
Students sign this form prior to admission to the COE or as part of the admissions application.
FERPA Waiver
Students sign this form as part of the admissions application and prior to student teaching.
Assumption of Risk Form
Each semester, all students involved in courses which require field trips, observations, practicums,
student teaching, or any other type of activity that necessitates students leaving the TCU campus are
required to complete the Informed Consent and Assumption of Risk form. The forms are maintained
in the Dean’s Office for one year.
Academic Performance & Professionalism Warning Form
Definition of Terms
Helpful Resources
Student Handbook
28
TexasEducators’CodeofEthics
TAC Title 19, Part 7, Chapter 247: RULE §247.1 states: The Texas educator shall comply with standard practices and
ethical conduct toward students, professional colleagues, school officials, parents, and members of the community and shall
safeguard academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and obey the
law, demonstrate personal integrity, and exemplify honesty and good moral character. The Texas educator, in exemplifying
ethical relations with colleagues, shall extend just and equitable treatment to all members of the profession. The Texas
educator, in accepting a position of public trust, shall measure success by the progress of each student toward realization of
his or her potential as an effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate
with parents and others to improve the public schools of the community. This chapter shall apply to educators and
candidates for certification.
Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance.
(A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding
official policies of the school district, educational institution, educator preparation program, the Texas Education
Agency, or the State Board for Educator Certification (SBEC) and its certification process.
(B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment
committed to his or her charge for personal gain or advantage.
(C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.
(D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage.
(E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or
to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted
openly from students, parents of students, or other persons or organizations in recognition or appreciation of
service.
(F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
(G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and
federal laws.
(H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of
professional qualifications.
(I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members,
students, or parents of students.
(J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this
state.
(K) Standard 1.11. The educator shall not intentionally or knowingly misrepresent his or her employment history, criminal
history, and/or disciplinary record when applying for subsequent employment.
(L) Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of
prescription drugs and toxic inhalants.
(M) Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school activities when
students are present.
(2) Ethical Conduct Toward Professional Colleagues.
(A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless
disclosure serves lawful professional purposes or is required by law.
(B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school
system.
(C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the
hiring, evaluation, and dismissal of personnel.
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29
(D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights
and responsibilities.
(E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion,
national origin, age, gender, disability, family status, or sexual orientation.
(F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence
professional decisions or colleagues.
(G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who
provides information for a disciplinary investigation or proceeding under this chapter.
(3) Ethical Conduct Toward Students.
(A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful
professional purposes or is required by law.
(B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that
adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor.
(C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student.
(D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or
grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status,
or sexual orientation.
(E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or
abuse of a student or minor.
(F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or
minor.
(G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age
unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless
the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of
the educator.
(H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries
based on a reasonably prudent educator standard.
(I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not
limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or
other social network communication. Factors that may be considered in assessing whether the communication is
inappropriate include, but are not limited to:
(i) the nature, purpose, timing, and amount of the communication;
(ii) the subject matter of the communication;
(iii) whether the communication was made openly or the educator attempted to conceal the communication;
(iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic
relationship;
(v) whether the communication was sexually explicit; and
(vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual
history, activities, preferences, or fantasies of either the educator or the student.
Source Note: The provisions of this Texas Administrative Code §247.2 were adopted to be effective March 1, 1998, 23 TexReg 1022; amended to
be effective August 22, 2002, 27 TexReg 7530; amended to be effective December 26, 2010, 35 TexReg 11242.
I have read the above Code of Ethics and Standard Practices for Texas Educators and I agree to comply and
commit myself to these practices, accepting the public trust of being an ethical educator.
___________________________________________
Signature of Candidate
___________________________________________
TCU ID Number
_____________________________________
Date
_____________________________________
Email
Student Handbook
30
FamilyEducationalRightsandPrivacyAct
FERPA Consent to Release Educational Records and Information
This release represents your written consent to permit Texas Christian
University, College of Education to disclose educational records (as noted
below) and any information contained therein to the school and other agency
officials with legitimate educational interests. Further, without such a release, I
am unable to participate in any field-based experiences including hours of
observation, clinical teaching, practicums, student teaching, or internships. This
consent covers the entire student career at TCU unless revoked in writing by the
student.
Please read this document carefully and fill in all blanks.
I, ______________________________________________________ [print full name] am a
candidate at Texas Christian University, College of Education and hereby give my voluntary consent:
A. To disclose the following records:
• Records relating to any of my field-based experiences
• Records relating to my performance in the field
• TExES test score results in aggregate
B. To the following person(s):
• School districts or other agencies associated with field-based experiences
• School-based/Agency-based administrators
• School-based/Agency-based cooperating teachers/mentors
• Program faculty
C. These records are being released for the purpose of:
• Conversing and reviewing performance
• Acquiring feedback
• Procuring required signatures
I understand that under the Family Educational Rights and Privacy Act of 1974 (“FERPA” 20 USC
123g; 34 CFR §99; commonly known as the “Buckley Amendment”) no disclosure of my records can
be made without my written consent unless otherwise provided for in legal statutes and judicial
decisions. I also understand that I may revoke this consent at any time (via written request to the TCU
College of Education and the TCU Registrar’s Office) except to the extent that action has already
been taken upon this release.
______________________________________________
Signature of Candidate
______________________________________________
TCU ID Number
Student Handbook
_____________________________________
Date
_____________________________________
Email
31
InformedConsentandAssumptionofRisk
TEXAS CHRISTIAN UNIVERSITY
INFORMED CONSENT AND ASSUMPTION OF RISK
IMPORTANT – READ ENTIRE AGREEMENT BEFORE SIGNING
Texas Christian University is a non-profit educational institution. References to Texas Christian University include “TCU”, its trustees, officers, officials, employees,
volunteers, students, agents, and assigns.
I (print your name)___________________________________________________ understand I am to participate in the __________________________________
(henceforth referred to as the Program).
I fully understand and appreciate the dangers, hazards and risks inherent in participating in the Program, in the transportation to and from the Program, and in any
independent research or activities I undertake as an adjunct to the Program.
I agree that participating in any activity is an acceptance of some risk of injury and/or loss or damage of property. I agree that my safety is primarily dependent upon
my taking proper care of myself. I understand that is my responsibility to know what I will need for the Program and to provide what I will need. I agree to make sure
that I know how to safely participate in any activities, and I agree to observe any rules and practices, which may be employed to minimize the risk of injury. I agree to
stop and seek assistance if I do not believe I can safely continue any activity. I will not wear or use or do anything that would pose a hazard to myself, or others,
including using or ingesting any substance which could pose a hazard to myself or others. I agree that if I do not act in accordance with this agreement, I may not be
permitted to continue to participate in the Program.
In consideration of my participation in this Program, I agree as follows:
SPECIFIC HAZARDS OF TRAVEL OR PROGRAM: Despite precautions, accidents and injuries can occur. I understand that traveling, doing fieldwork or being in a
large city may be potentially dangerous and that I may be injured and/or lose or damage personal property as a result of participation in the Program. Therefore, I
ASSUME ALL RISKS RELATED TO THE ACTIVITIES including, but not limited to:
•
Death, injury or illness from accidents of any nature whatsoever, including, but not limited to, bodily injury of any nature, whether severe or not, which may
occur as a result of participating in an activity or contact with physical surroundings or other persons; arising from travel by car, bus or any other means;
death injury or illness including food poisoning arising from the provision of food or beverage by restaurants or other service providers.
•
Theft, loss or damage of my personal property while in transit or participating in the Program.
•
Natural disaster or other disturbances, and alteration or cancellation of the Program due to such causes.
•
Most trips to hospitals, schools and community service centers require travel through or parking in high crime areas. Please review the attached safety
guidelines.
•
Listed below are specific dangers endemic in this Program’s area of travel or endemic to the Program.
INSTITUTIONAL ARRANGEMENTS: I understand that TCU is not an agent of, and has no responsibility for, any third party which may provide any services
including food, lodging, travel, or other goods or services associated with the Program. I understand that TCU may provide these services only as a convenience to
participants and that accordingly, TCU accepts no responsibility, in whole or in part, for delays, loss, damage or injury to persons or property whatsoever, caused to
me or others prior to departure, while traveling or while staying in designated lodging. I further understand that TCU is not responsible for matters that are beyond its
control. I acknowledge that TCU reserves the right to cancel the trip without penalty or to make any modifications to the itinerary and/or academic program as
deemed necessary by TCU.
INDEPENDENT ACTIVITY: I understand that TCU is not responsible for any loss or damage I may suffer when I am traveling independently or I am otherwise
separated or absent from any TCU activity. In addition, I understand that any travel that I do independently on my own before or after the TCU sponsored Program is
entirely at my own expense and risk.
HEALTH AND SAFETY: I have been advised to consult with a medical doctor with regard to my personal medical needs. I state that there are no health-related
reasons or problems that preclude or restrict my participation in this Program. I have obtained the required immunizations, if any. I recognize that TCU is not
obligated to attend to any of my medical or medication needs, and I assume all risk and responsibility. I agree to pay all expenses relating thereto.
TCU RULES, REGULATIONS AND POLICIES: I agree to obey and comply at all times with all of the rules, regulations, codes and policies of TCU while participating
in the Program. I agree to notify my professor immediately of any injury or loss.
TRAVEL CHANGES: If I become separated from the Program group, fail to meet a departure airplane, bus, or train, or become sick or injured, I will, to a reasonable
extent, and at my own expense seek out, contact, and reach the Program group at its next available destination.
SIGNATURE: I indicate that by my signature below that I have read the terms and conditions of participation and agree to abide by them. I have carefully read this
Informed Consent and Assumption of Risk Form and acknowledge that I understand it. My signature below indicates that I have read and freely signed this
agreement, which take effect as a sealed instrument.
________________________________ ______________________
Signature of Program Participant Date
________________________________ ______________________
Signature of Parent or Legal Guardian (if minor) Date
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32
Academic Performance and Professionalism
Warning
COLLEGE OF EDUCATION
Academic Performance and Professionalism Warning
This form must be completed and signed by the student, faculty and the Associate Dean.
See current TCU Undergraduate or Graduate Catalog for additional requirements.
Student Name:__________________________________ TCU ID #______________________
Major:_________________________________________ Minor/Specialization_____________
Faculty Concerns:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Potential Strategies and Solutions:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Strategies and Solutions should be completed by (date): ______________________________
______________________________________________________________________________
Student Signature
Date
______________________________________________________________________________
Faculty Signature
Date
______________________________________________________________________________
Faculty Signature
Date
______________________________________________________________________________
Faculty Signature
Date
______________________________________________________________________________
Associate Dean’s Signature
Date
Please return completed form to the office of the Associate Dean - Bailey Building 201
Cc: Campus Life
Student Handbook
33
DefinitionofTerms
The TCU College of Education follows the Texas Administrative Code, Rule 229.2 for definitions of
the requirements for educator preparation programs.
§TAC 229.2 states:
The following words and terms, when used in this chapter, shall have the following meanings,
unless the context clearly indicates otherwise.
(1) Academic year--If not referring to the academic year of a particular public, private, or charter
school or institution of higher education, September 1 through August 31.
(2) ACT®--The college entrance examination from ACT®.
(3) Administrator--For purposes of the surveys and information required by this chapter, an
educator whose certification would entitle him or her to be assigned as a principal or assistant
principal in Texas, whether or not he or she is currently working in such an assignment.
(4) Alternative certification program--An approved educator preparation program, delivered by
entities described in §228.20(a) of this title (relating to Governance of Educator Preparation
Programs), specifically designed as an alternative to a traditional undergraduate certification
program, for individuals already holding at least a bachelor's degree.
(5) Beginning teacher--For purposes of this chapter, a classroom teacher with less than three
years experience.
(6) Campus-based mentor--A certified educator assigned by the campus administrator who has
completed mentor training; who guides, assists, and supports the beginning teacher; and who
reports the beginning teacher's progress to that teacher's educator preparation program.
(7) Candidate--An individual who has been admitted into an educator preparation program,
including an individual who has been accepted on a contingency basis; also referred to as an
enrollee or participant.
(8) Certification field--Academic or career and technical content fields, special education fields,
specializations, or professional fields in which an entity is approved to offer certification.
(9) Clinical teaching--A minimum 12-week, full-day or 24-week, half-day educator assignment
through an educator preparation program at a public school accredited by the Texas Education
Agency (TEA) or other school approved by the TEA for this purpose that may lead to completion
of a standard certificate; also referred to as student teaching.
(10) Completer--According to the Higher Education Act, "A person who has met all the
requirements of a state-approved educator preparation program." The term completer is no longer
used to define the class of educator preparation program candidates subject to a determination of
certification examination pass rate.
(11) Consecutively measured years--Consecutive years for which a group's performance is
measured, excluding years in which the small group exception applies, in accordance with
§229.4(g) of this title (relating to Determination of Accreditation Status).
(12) Cooperating teacher--The campus-based mentor teacher for the clinical teacher.
(13) Demographic group--Male and female, as to gender; the aggregate reporting categories
established by the Higher Education Act, as to race and ethnicity. Each educator preparation
program will assign a candidate to one gender demographic group and at least one Higher
Education Act-established race or ethnicity group.
(14) Educator preparation program--An entity that must be approved by the State Board for
Educator Certification to recommend candidates in one or more educator certification fields.
(15) Educator preparation program data--Data elements reported to meet requirements under the
Texas Education Code, §21.045(b).
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(16) Examination--An examination or other test required by statute or any other State Board for
Educator Certification rule codified in the Texas Administrative Code, Title 19, Part 7, that governs
an individual's admission to an educator preparation program, certification as an educator,
continuation as an educator, or advancement as an educator.
(17) Field supervisor--A currently certified educator, hired by the educator preparation program,
who preferably has advanced credentials, to observe candidates, monitor their performance, and
provide constructive feedback to improve their effectiveness as educators. A campus mentor or
cooperating teacher, assigned as required by §228.35(e) of this title (relating to Preparation
Program Coursework and/or Training), may not also serve as a field supervisor.
(18) First year in the classroom--For purposes of the Texas Education Code, §21.045(a)(4), and
its implementation in this chapter, the first year of employment as a classroom teacher.
(19) GPA--Grade point average.
(20) GRE®--Graduate Record Examinations®.
(21) Higher Education Act--Federal legislation consisting of the Higher Education Act of 1965 (20
United States Code, §1070 et seq.) and its subsequent amendments, which requires reports of
educator preparation program performance data.
(22) Institutional report--Educator preparation program data reported to the United States
Department of Education and the Texas Education Agency as required under the Higher
Education Act.
(23) Internship--A supervised, full-time educator assignment for one full school year at a public
school accredited by the Texas Education Agency (TEA) or other school approved by the TEA for
this purpose that may lead to completion of a standard certificate.
(24) Pass rate--For each academic year, the percent of tests passed by candidates who have
finished all educator preparation program requirements for coursework; training; and internship,
clinical teaching, or practicum by the end of that academic year. For purposes of determining the
pass rate, candidates shall not be excluded because the candidate has not been recommended
for certification, has not passed a certification examination, or is not considered a "completer" for
purposes of the Higher Education Act or other applicable law. The pass rate is based solely on the
examinations required to obtain certification in the field(s) for which the candidate serves his or
her internship, clinical teaching, or practicum. Examinations not required for certification in that
field or fields, whether taken before or after admission to an educator preparation program, are not
included. The rate reflects a candidate's success only on the last attempt made on the
examination by the end of the academic year in which the candidate finishes the coursework;
training; and internship, clinical teaching, or practicum program requirements, and does not reflect
any attempts made after that year. The formula for calculation of pass rate is the number of
successful (i.e., passing) last attempts made by candidates who have finished the specified
educator preparation program requirements divided by the total number of last attempts made by
those candidates.
(25) Practicum--A supervised professional educator assignment at a public school accredited by
the Texas Education Agency (TEA) or other school approved by the TEA for this purpose that is in
a school setting in the particular field for which a professional certificate is sought such as
superintendent, principal, school counselor, school librarian, educational diagnostician, reading
specialist, and/or master teacher.
(26) SAT®--The college entrance examination from the College Board.
(27) Scaled score--A conversion of a candidate's raw score on an examination or a version of the
examination to a common scale that allows for a numerical comparison between candidates.
(28) Texas Education Agency staff--Staff of the Texas Education Agency assigned by the
commissioner of education to perform the State Board for Educator Certification's administrative
functions and services.
Source Note: The provisions of this §229.2 adopted to be effective April 18, 2010, 35 TexReg 2849; amended
to be effective October 26, 2014, 39 TexReg 8395
Student Handbook
35
HelpfulResources
Texas Education Agency
1701 N. Congress Avenue
Austin, Texas 78701
(512) 463-9734
Texas Education Agency
State Board for Educator Certification
1701 N. Congress Ave.
WBT 5-100
Austin, Texas 78701
512-463-8762 (fax)
State Board for Educator Certification
TEKS (Texas Essential Knowledge and Skills): Texas Essential Knowledge and Skills (TEKS)
TExES Standards, Domains, & Competencies: TExES Standards, Domains, & Competencies
Pearson LearningStudio (eCollege): TCU Online Resources: Pearson Learning Studio (eCollege).
Turn-it-in: Turnitin
Grammar Check: Grammar Check
APA Style Checklist: APA Style Checklist
APA Tutorial: APA Tutorial
TCU Writing Center: TCU Writing Center
Texas Educators’ Code of Ethics: Texas Educators' Code of Ethics
Publication Manual of the American Psychological Association, 6th edition
General APA Guidelines
Papers should be typed and double-spaced with 1-inch margins on all sides. Font should be Times
New Roman or something similar and 10-12 pt.
References
• Alphabetize references by author surnames and use a hanging indent of five spaces.
• DO NOT capitalize titles of articles aside from the first letter of the first word. DO capitalize journal
titles.
Books
Author, A. A., Author, B. B., & Author, C. C. (Year of publication). Title of work:
Capital letter also for subtitle. Location: Publisher.
Cleary, B. (1995). Ramona the brave. New York, NY: HarperCollins.
Articles in Periodicals
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical,
volume number(issue number), pages.
Berson, I. R., & Baggerly, J. (2009). Building resilience to trauma: Creating a safe and
supportive early childhood classroom. Childhood Education, 85(6), 375-380.
Student Handbook
36
Parenthetical Citations
Include the author and year with all material referred to or paraphrased
Use parenthetical citations that emphasize author and timeliness when paraphrases are used:
(Author, year)
• e.g.: (Black, 2004)
• e.g.: (Jones, Moore, & Pearson, 2010)
• e.g.: According to Black (2004)…
• e.g.: A 2004 study by Black indicated that…
Include page numbers in the citation when direct quotations are used: (Author, year, p. #)
• e.g.: (Black, 2004, p. 62)
• e.g.: (Jones, More, & Pearson, 2010, p. 12)
• e.g.: …noted Black (2004, p. 62)
• e.g.: Black (2004) noted…(p. 62).
Block Quoting
Block quotations should be used if a quotation contains more than 40 words. To do so, start the quote
on a new line, using the tab or margin function, indent each line five spaces and omit quotation
marks.
Works with Multiple Authors
For sources with three to five authors, list all names the first time the source is cited in the text. In
subsequent parenthetical citations, use the first author’s surname followed by “et al.” (with a period
after “al”).
• First parenthetical note: (Fisher, Taylor, Leggot, Stewart, & Maroney, 2010)
• Subsequent parenthetical notes: (Fisher et al., 2010)
For sources with six or more authors, use the first author’s surname followed by “et al.” in all
parenthetical citations, but list all authors in the reference entry.
• Parenthetical note: (Sowards et al., 2002)
• Reference list: Sowards, C. S., Kroon, C. J., Marney, M. M., Espinosa, P. A., Mladdenoff,
A. G., & French, C. M. (2002)…
For sources with eight or more authors, use the first author’s surname followed by “et al.” in all
parenthetical citations, and use an ellipsis between the sixth and last authors’ names in the reference
entry.
• Parenthetical note: (Brent et al., 2001)
• Reference list: Brent, D. S., Canterbury, T. H., Clarke, J. T., Finch, C. T., Keenan, G. S.,
Malone, K.B., . . . Tinsley, D. B. (2001)…
Information Adapted From Purdue’s OWL Website: Purdue OWL Website
Student Handbook
37
FilingComplaintsandGrievances
Filing a complaint is a two stage process:
Stage I: Register your complaint following the appeals process listed below.
Students
Faculty
Cooperating Teachers, Principals, Partnering Districts and Students
Stage II: File complaint with the Texas Education Agency
STAGE I: Register your complaint following the appeals process
Complaints or reports should be made as soon as possible after an incident. Students and employees
should first follow the appropriate complaint procedures in the College of Education as noted in the
TCU Official Student Handbook 2015-2016, pp. 26-27 and the Faculty Staff Handbook 2015-2016.
Students
If not
satisfied
Talk to the
Dean of
College of
Education
If not
satisfied
Step 4
Talk to the
Associate
Dean
Step 3
Talk to the
professor
Step 2
Step 1
Course Concerns (not grading, sexual harassment, or discriminatory harassment)
If not
satisfied
Talk to the
Vice
Chancellor
for
Academic
Affairs
Grade Appeals
These must be initiated no later than 5 academic days of the beginning of the next semester.
Step 1
Talk to the professor
If after 5 academic days of no response,
Step 2
Talk to the Associate Dean
Within 7 days, the Associate Dean will make a
decision. If the student wishes to appeal the decision
of the Associate Dean,
Step 3
The student may appeal in writing within 7
academic days of the first day of the next
long semester, to the Dean of the College of
Education
If not satisfied,
Step 4
Appeal in writing to the Academic Appeals
Committee Chair within 7 academic days of
the Dean's decision
A hearing will be set to include the student, faculty
member, committee members, and the college dean
or designee
Step 5
Appeal to the Provost
The student, faculty member, Dean, and Associate
Dean may appeal to the Provost in writing within 10
academic days of the committee's decision
For more detailed information, refer to the TCU Official Student Handbook.
Student Handbook
38
If the complaint cannot be resolved after all College of Education and Texas Christian University
processes have been exhausted, see Stage II.
Faculty
Dispute or grievance is a complaint or concern voiced by any College of Education faculty member
regarding a condition of employment or the application, meaning, or interpretation of policies or
procedures as they affect work activity. Issues related to faculty tenure, promotion and/or
reappointment are not considered for tenure track faculty under this policy.
Step 1
Informal Discussion: The faculty member and supervisor discuss the conflict and attempt to resolve the issues informally. If it cannot be
resolved, then the faculty member works with the Conflict Resolution Facilitator (CRF) to resolve it. If it is not resolved,
Step 2
Mediation: The CRF assigns a mediator to the case within 3 days of the request, and mediators have 10 days to set up the mediation.
Step 3
Peer Review Panel/Provost: CRF appoints 3-person peer review panel and conducts hearing. The final, written decision is forwarded to
the Provost who issues a final, written decision to all parties in the dispute.
Step 4
Appeal of the CRF and the Provost’s decision may be made to the Chancellor, who then issues a final decision.
See the TCU Faculty and Staff Handbook for complete information on timelines and procedures for
faculty appeals.
Cooperating Teachers, Principals, Partnering Districts and Students
If the cooperating teacher, principal, or partnering district has a complaint that is not included under
Sexual Harassment and Discriminatory Harassment, the individual should:
Student Handbook
39
Step 1
Step 2
• Contact the field supervisor to discuss the concern as close to the event as possible.
• If the field supervisor is not available or the concern has not been resolved,
• The individual should contact the associate dean of undergraduate studies in the College of Education.
• If the concern is still not resolved, a written complaint should be sent to the Dean of the College of Education.
• The Dean of the College of Education will respond within 10 working days to the written complaint.
• If the concern is still not resolved,
• The individual should contact the Provost and Vice Chancellor for Academic Affairs.
Step 3
Sexual Harassment and Discriminatory Harassment
Complaints or reports should be made as soon as possible after an incident. All individuals are
encouraged to report discrimination, harassment, sexual misconduct and retaliation so that prompt
effective action can be taken.
All complaints and third-party reports of conduct in violation of this policy should be made to the Equal
Opportunity/Affirmative Action Officer/Title IX Coordinator (“Title IX Coordinator”) or to a Deputy Title
IX Officer identified below. All complaints against a student will be referred to Glory Z. Robinson,
Associate Dean of Campus Life.
There are several ways to submit a complaint or report:
• Leave a private message for the Title IX Coordinator at (817) 257-8228.
• File a written complaint with the Title IX Coordinator.
• Make an appointment to see the Title IX Coordinator or one of the Deputy Title IX Officers.
Complaints against a student for conduct alleged to have been committed by a student in violation of
this policy can also be made to Campus Life – Dean’s Office.
Title IX Coordinator
Dr. Darron Turner
Associate Vice Chancellor for Student Affairs
Jarvis Hall 228
(817) 257-5557 (main number)
d.turner@TCU.edu
Deputy Title IX Officer Kathy
Cavins-Tull
Vice Chancellor for Student
Affairs
Sadler Hall, Room 4017
(817) 257-7820
k.cavins@tcu.edu
Deputy Title IX Officer
Glory Z. Robinson
Associate Dean of Campus
Life
Student Affairs
Sadler Hall, Suite 2006
(817) 257-7926
g.robinson@tcu.edu
Kim Johnson
Senior Associate Athletics
Director
TCU Athletics
John Justin Athletic Center,
Room C206
(817) 257-7950
k.n.johnson@tcu.edu
Student Handbook
Kristen Taylor
Director of Employee
Relations Human Resources
3100 W. Berry St.,
Fort Worth, Texas
(817) 257-4161
kristen.taylor@tcu.edu
40
The Title IX Coordinator coordinates and tracks all complaints and reports of conduct alleged to
violate this policy. The Title IX Coordinator may handle a complaint alleging a violation of this policy,
or it may be handled by one of the Deputy Title IX Officers, or another appropriate University official.
The Title IX Coordinator and/or Deputy Title IX Officers may confer with one another or others when
deemed appropriate. (see TCU Faculty/Staff Handbook or TCU Official Student Handbook).
STAGE II: File Complaint with TEA
If the student, faculty member, or staff member is unable to resolve the complaint at the institutional
level, and all TCU’s complaint and appeal processes have been exhausted, the individual may file a
complaint with the Texas Education Agency (TEA).
The official TEA complaint process can be found at www.tea.texas.gov in the banner located at the
bottom of the page and then select “Educator Preparation Programs.”
The complaint process allows for an applicant or a candidate in an educator preparation program to
seek redress in areas where they feel that the program did not fulfill requirements for certification or
for actions that the candidate feels are wrong. Educator preparation programs may also file a
complaint about the actions of other programs when it involves a candidate transferring into a
program.
Not all complaints fall under the authority of TEA. TEA has jurisdiction to investigate allegations of
noncompliance regarding specific laws and rules, generally related to state and federal requirements.
Complaints may address educator preparation program requirements listed in Texas Administrative
Code (TAC) in Chapters 227, 228, 229, ethics (TAC 247), fingerprinting (TAC §§227,232) and
certification (TAC §§230, 231, 232, 239, 241, 242)
All complaints filed with the TEA must be in writing. We do not accept complaints by phone or
complaints that are submitted anonymously. A person or entity may file a written complaint with TEA
by filling out the complaint form online or by mailing or faxing a hard copy to the address on the form.
You may fax your submission to (512) 463-9008 or email it to generalinquiry@tea.texas.gov.
To adequately review and address a complaint, TEA needs specific details. We must be able to
identify a clear violation of TAC and determine whether the agency has authority to act upon the
allegation.
Complaints submissions should include the following:
The reasons you believe the issues raised in your complaint are valid. You should also indicate how
you believe that TEA can assist you with this matter. Remember that TEA cannot assist you in
understanding your contractual arrangement with the educator preparation program, arranging for a
refund, obtaining a higher grade or credit for training, or seeking reinstatement to an educator
preparation program.
Documentation to support your claim when possible. For example, if you refer in your complaint to an
educator preparation program policy, include a copy of the policy with your complaint. Helpful
documentation might include letters or e-mails exchanged between the parties.
Texas Education Agency staff will send confirmation of a complaint within 30 days of receiving the
submission. Remember, information the public sends to TEA by email may not be secure. Do not
Student Handbook
41
email sensitive information to TEA. The agency will remove confidential or sensitive information when
replying by email. TEA will maintain confidentiality of information to the extent the law allows.
TEXAS ADMINISTRATIVE CODE §228. 70
Student Handbook
42

Teacher Education Handbook - College of Education

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