Pre-Professional Block Program (PPB)

 

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Attention:
Fall 2009 PPB Students

PPB Schedule Fall 2009

Background Check

Field Experience Guidelines

TEP Admissions Information

TEP Application Directions

Code of Ethics for Educators

Dress Code

 

Welcome to the pre-professional block!

This "block" consists of three courses with a field experience component:

Typically, students enroll in all three courses concurrently, and complete a 50 hour practicum, or field experience, that meets on the alternate days of your PPB classes (i.e., if class meets M & W, field experience meets on T & Th).  This field experience does not carry course credit, but it must be satisfactorily completed before a student can be admitted to the upper division Teacher Education Program he or she hopes to enter.

The field experience consists primarily of directed observation and participation in a real classroom setting at one of the area schools. Pre-professional block students will attend their field placement for 8 1/2 weeks, two days per week, 3 hours per day for a total of 17 field days and 51 hours in the field. Health and Physical Education majors will complete a single field experience to meet the requirements for Area F courses and HPE Foundations, with the four courses completed concurrently. Music Education majors will complete a modified field experience. During this time, pre-professional block students will be engaged in a wide variety of activities (see below) that range from whole-class observations to individual interactions with children in the class.

This PPB field experience will be graded on a pass or fail basis. PPB students will be assigned a university supervisor (one of the student’s PPB instructors) who will be responsible for assigning the grade for this field experience. The grade for this field experience will be based on evaluations of the university supervisor as well as the student’s cooperating teacher. The basis for this pass or fail grade will be described in a syllabus, to be distributed by the university supervisor.

Fall 2009 PPB Students:

Attention: Fall 2009 PPB Students

Field placements begin Monday, Sept. 14 or Tuesday, Sept. 15. You will not attend an EDUC 2090 field placement during the first week of classes, but you MUST attend the orientation session for your assigned PPB section in order to receive a field placement. Orientation I sessions are listed below.

MANDATORY Orientation Sessions for Fall 2009 PPB Students

Orientation Session I

  Sections A & B: Thursday, 8/20/09, 8:30 - 11:30 a.m.; Assembly Hall, Nessmith Lane Bldg.
  Section C & D: Wednesday, 8/19/09, 9:00 a.m. - 12:00 noon; Assembly Hall, Nessmith Lane Bldg.
  Section E: Thursday, 8/20/09, 12:00 - 3:00 p.m.; Room 2903, Nessmith Lane Bldg.
  Section G: Friday, 8/21/09, 8:00 a.m. - 10:45 a.m.; Room 2148, Education Building

Orientation Session II

  Sections A & B: Thursday, 8/27/09, 8:30 - 11:30 a.m.; Assembly Hall, Nessmith Lane Bldg.
  Section C & D: Wednesday, 8/26/09, 8:30 a.m. - 11:30 a.m.; Assembly Hall, Nessmith Lane Bldg.
  Section E: Thursday, 8/27/09, 12:15 a.m. - 3:15 p.m.; Room 2903, Nessmith Lane Bldg.
  Section G: Friday, 8/28/09, 8:30 a.m. - 10:50 a.m.; Room 2148, Education Building

Meetings with University Supervisors:

  Will take place between Aug. 31 and Sept. 4, 2009. Dates/time and place to be announced by University Supervisors.

Field Experience Schedule - Fall Semester 2009:

Blocks A & B:  Tues. & Thurs., 8-11 a.m..
Blocks C & D:  Mon. & Wed., 8-11 a.m.
Blocks E & F:  Tues. & Thurs., 12-3 p.m.

Starting date for field placement: Monday, Sept. 14 or Tuesday, Sept. 15.

Ending date for field placement:

Monday, Nov. 9 or Tuesday, Nov. 10 (If your school did NOT have any breaks during your practicum).
Monday, Nov. 16 or Tuesday, Nov. 17 (If your school DID have a scheduled break during your practicum).

Other Important Dates:

August 17 - Classes begin

August 19-21 - Orientation I: Data sheets, PPB Handbook, Reflection
  Sections A & B: Thursday, 8/20/09, 8:30 - 11:30 a.m.; Assembly Hall, Nessmith Lane Bldg.
  Section C & D: Wednesday, 8/19/09, 9:00 a.m. - 12:00 noon; Assembly Hall, Nessmith Lane Bldg.
  Section E: Thursday, 8/20/09, 12:00 - 3:00 p.m.; Room 2903, Nessmith Lane Bldg.
  Section G: Friday, 8/21/09, 8:00 a.m. - 10:45 a.m.; Room 2148, Education Building

August 27 - Background Check Initiation due date

August 26-28 - Orientation II
  Sections A & B: Thursday, 8/27/09, 8:30 - 11:30 a.m.; Assembly Hall, Nessmith Lane Bldg.
  Section C & D: Wednesday, 8/26/09, 8:30 a.m. - 11:30 a.m.; Assembly Hall, Nessmith Lane Bldg.
  Section E: Thursday, 8/27/09, 12:15 a.m. - 3:15 p.m.; Room 2903, Nessmith Lane Bldg.
  Section G: Friday, 8/28/09, 8:30 a.m. - 10:50 a.m.; Room 2148, Education Building

August 28 - TEP forms due to Student Success Center (SSC) in College of Education

August 31 - Sept. 4 - Meetings with University Supervisors, specific dates and times TBA by University Supervisors

Sept. 2 - Deadline for TaskStream purchase. *** NOTE: Placements will not be posted for any student not purchasing TaskStream

Sept. 11 - In-house writing evaluation, 11:00 - 12:15; location TBA. **Note: Writing evaluation MUST be passed prior to TEP admission.

Sept. 14 & Sept. 15 - Field Placements begin

Your class schedule should indicate which pre-professional block you are in (A-G), so that you can determine which days you will be expected to go to the school for your field experience. You will be informed about the particular school where you are scheduled to do your field experience during the week before you go. *PLEASE NOTE THAT THE TIMES ABOVE INDICATE THE TIMES THAT YOU NEED TO BE AT THE SCHOOL. Thus, students in the 8-12 lab time blocks will be AT the schools from 8-11 a.m. (with driving time to be back on campus by 12 noon). Students in the 11-3 lab time blocks will be AT the schools from 12-3 (with driving time to leave campus by 11 a.m.). This field experience practicum will serve several purposes:

1) To provide you with a realistic "picture" of the workings of a school, the day-to-day occurrences in a classroom setting, and the responsibilities of a teacher, to enable you to determine whether you would like to become a teacher;

2) To encourage you to develop your observation, reflection and critical thinking skills, which are vital to classroom teachers.

Required Assignments for Field Experience

Observation Activities

All pre-professional block students will complete a checklist of activities (see page 11) while they are in the schools. IT IS YOUR RESPONSIBILITY TO MAKE SURE THAT YOU COMPLETE ALL THE ACTIVITIES DURING YOUR FIELD EXPERIENCE! Your classroom teacher will assist you in scheduling these activities, but you should take the initiative and discuss them with your classroom teacher ahead of time. Please note that you are expected to contact and interview your host teacher before your first day in the field. This would be a good opportunity to initiate a discussion of the organization and completion of these activities with him or her.

Please keep in mind that the most important goal of this field experience is to provide you with a valuable experience that will facilitate your reflection about whether you want to teach. Although the activities on the checklist must be completed, you should know that your teacher might have additional activities for you to do in an effort to make your experience more informative. These activities might include some grading and additional work with students; you will not, however, be required (or allowed) to present a lesson for the whole class, or be left alone in the classroom with the students.

Journal Writing

Pre-professional block students will complete a journal that is based on their field experience. This journal should contain a 1 to 1-1/ 2 -page minimum personal reflection paper pertaining to each of the activities on the checklist. Completion of this journal will allow pre-professional block students to practice the important skill of reflecting upon their experiences in the classroom, as well as providing documentation of completion of the activities on the checklist. Journals will be completed in partial fulfillment of the requirement for a passing evaluation in your PPB Practicum; your university supervisor will provide you with more specific guidelines/deadlines for completing these journals. In addition, your journals will be kept on file upon completion, and may be considered by your pre-professional block instructors as well as the TEP Admissions committee as they are evaluating your personal and professional development as well as written communication skills. This evaluation process will be discussed in more detail below.

Journal Submission

Journals will be submitted electronically through the COE's electronic database. Directions for uploading journals through this database will be provided in your PPB classes, and will also be available in the PPB office (room 1103 of the Education Building ) .

In addition to completing a journal that is based on the checklist of activities, each pre-professional block instructor may require that the student complete assignments based on the field experience that pertain specifically to that course. These additional assignments will receive a letter grade for the specific course.

Please also note that your Clinical Supervisor might request to see a copy of one of your journal entries, to help him or her evaluate your personal reflection (see rubric in this packet). You are required to provide an entry if one is requested; however, this entry can be one that YOU select, and your teacher will not be allowed to read your entire journal.

Meetings with University Supervisor

In addition to your visits out to an area school, part of your lab time will be devoted to Field Placement Orientation Sessions, and individual and/or small group meetings with your University Supervisor. Please keep in mind that one purpose of these individual and/or small group meetings is to provide your university supervisor with an opportunity to evaluate you based on the criteria presented in the University Supervisor rubrics at the back of this packet . One of these meetings will take place before your first day in the field and one of these meetings, the Capstone meeting, will take place after your last day in the field. More information about the capstone meeting is given below and more will be provided by your university supervisor.

Summary of Required Assignments

•  Observation Activities

•  Journal Writing

•  Journal Submission

•  Orientations and Meetings with University Supervisor

•  Other Assignments as Specified by University Supervisor and/or Clinical Supervisor

Pre-Professional Block Field Experience

Statement of purpose: The general goal of the field experience component of the pre-professional block courses is to enable the student to gain significant hands-on experience that will serve to inform his or her decision about becoming a teacher. In addition, the field experience will provide a forum for facilitating the development of critical observation as well as reflective thinking, both crucial skills for classroom teachers and school professionals.

Required Activities:

Students must complete 12 of the 14 activities described below, as well as four additional activities to be assigned by the Clinical Supervisor. Thus, a total of 16 activities must be completed . Additional requirements and/or assignments pertaining to these activities might be required by one or more of the student's PPB instructors.

  1. Orientation to the School. This orientation should include a campus tour, overview of procedures/guidelines, handbooks, visits with school nurse, school counselor, media specialist, and a representative administrator such as the assistant principal.
  2. Teacher Duties. Observation of at least two "duties" such as hall duty, recess duty, lunch duty, bathroom duty or bus duty (at the participating classroom teacher's discretion).
  3. Observing a Whole Class Session. Whole class instruction directed observation (to occur before any interaction activities with students) followed by teacher interview. Observe the instructional activities and comment on the level of student engagement (i.e., interest) as well as teacher attempts to foster engagement. In addition to observing the instructional activities, observe the seating arrangement and images in the classroom. Specific ideas on seating arrangement and images follow
    .
    1. Diagram the seating arrangements for students and teacher in a classroom.  Use a code to label the items:  A=student chairs, B=teacher desk, and so on.  Indicate the race and gender of the students in the diagram. W=White; B=Black; H=Hispanic; M=male; F=female.  Describe the physical space of the classroom, the features that enhance learning, and the type of learning that the room arrangement promotes, i.e., teacher centered, small group, large group, individualized work, etc.
    2. Take inventory of the images you see in the classroom....commercials, bulletin boards, posters, photos, artwork, texts.  How are images in the classroom consistent to promote student learning?

  4. Small Group Interaction. Interaction activity with a small group of students (choice of activity to be made by mutual agreement between participating classroom teacher and PPB student). Describe the interaction activity, noting particularly students' level of interest in the task, any challenges or successes you had, and your ideas of what might be done differently in a different situation.
  5. Working with Individuals I. One-on-one interaction activity with a single classroom student (choice of activity and student to be made by mutual agreement between participating classroom teacher and PPB student). Describe the interaction activity, noting particularly students' level of interest in the task, any challenges or successes you had, and your ideas of what might be done differently in a different situation.
  6. Working with Individuals II. One-on-one interaction activity with one culturally diverse child. “Culturally diverse” is defined as culturally different, as much as possible, from the PPB student completing the activity. Diversity may be SES, racial, gender, or all of the preceding (choice of activity and student to be made by mutual agreement between participating classroom teacher and PPB student). Describe the interaction activity, noting particularly students' level of interest in the task, any challenges or successes you had, and your ideas of what might be done differently in a different situation. Also, describe what made this student a “diverse” student and what you learned related to diversity.
  7. Other Grade Level. One field day devoted to whole class observation of a different grade level class. In addition to observing the instructional activities, observe the seating arrangement and images in the classroom. Specific ideas on seating arrangement and images follow.
    1. Diagram the seating arrangements for students and teacher in a classroom.  Use a code to label the items:  A=student chairs, B=teacher desk, and so on.  Indicate the race and gender of the students in the diagram. W=White; B=Black; H=Hispanic; M=male; F=female.  Describe the physical space of the classroom, the features that enhance learning, and the type of learning that the room arrangement promotes, i.e., teacher centered, small group, large group, individualized work, etc.
    2. Take inventory of the images you see in the classroom....commercials,  bulletin boards, posters, photos, artwork, texts.  How are images in the classroom consistent to promote student learning?
  8. Teacher Interviews. Complete an interview with your Clinical Supervisor during his or her planning period, or after or before school. Be sure that you schedule this interview with your teacher . When you interview your teacher, you may choose to focus on one of the following as the topic of your interview:
    1. Ask the teacher how he or she defines intelligence? Or intelligences?  (Do you accept a particular theorist's conception of intelligence, e.g., Howard Gardner's?) What are characteristics of intelligent behavior? What are some examples of how students demonstrate intelligence?
    2. Ask the teacher about the effectiveness of measures being used at the school to decrease violence in the school. Describe the measures being implemented in the school in attempts to deal with, and/or prevent, the problem of violence at the school.
    3. Talk to the teacher about her classroom management plan. What are her or his rules and procedures? What measures are taken to prevent student misbehaviors before they occur? How are students encouraged to stay on task? What punishment measures are used in the classroom? What punishment measures are used in the school?
    4. Ask the teacher about the planning process. Does he or she plan alone or with a team of teachers? How often do grade level meetings occur, what is discussed, and how productive are they? Describe planning for diverse learners.
    5. Ask your teacher what he or she does to motivate students, to capture their imagination and engage them in learning. Ask if he or she has any students that are particularly difficult to involve, and what measures are taken to get them interested.
    6. Develop your own interview questions, (such as why did the teacher choose teaching; what does he or she like the most about it; what are his or her greatest challenges; if they had to choose a profession again, would they choose teaching and why or why not?) or use those provided by your instructor for EDUC 2110, 2120, or 2130.
  9. Student Behaviors in the School.  Position yourself in a central location where students congregate between classes or during breaks.  This might be a hallway, the cafeteria area, or a playground.  Observe the student behaviors and the exchanges that occur.  Pay attention to comments and actions that are intended to express care as well as those intended to demean and harass.  Note the actions of the individuals or groups at whom these actions are targeted.  What types of positive behaviors do you notice?  What seemed to be the basis for the intolerance you observed? 
  10. English Language Learners (ELLS), Immigrant, and Migrant Students in Schools. Interview the school counselor or obtain a "fact sheet" showing the cultural, ethnic, and linguistic backgrounds of the students, teachers, paraprofessionals, administrators, and custodial staff at your school.  How is bilingual or bicultural education supported?  How are the ELLs and migrant students doing academically in your host school and district?
  11. No Child Left Untested.  Talk to a student (consult with Clinical Supervisor for permission before talking to a student about testing), teacher, counselor, or administrator about the test-taking strategies and preparation activities that are implemented at the school.   What tests are used at your school?  Are they norm-referenced or criterion-referenced tests?  If possible, observe a testing session.  Describe the testing procedures and environment.
  12. Disruptive Behavior in the Classroom.  Observe the students who are not behaving within the norms of the classroom rules.  Talk to the students to determine why they did what they did (be sure to obtain teacher permission to do so first).   Were they bored?  Were they confused?  Were they attempting to hide embarrassment or confusion?  Not all misbehavior is resistance. Describe the student "mis-behaviors" in your classroom.
  13. Textbook Analysis and Evaluation.  Obtain a copy of the primary text used in the classroom.  If a teacher's manual is available, inspect that also.  Examine all parts of the text.  What information is provided?  What would you have added or left out?  How might you supplement the text you examined? How well written is the text? On what do you base this evaluation? Provide examples.
  14. School Punishment.  Talk to a teacher or counselor to determine what punishment measures are used at the school.  Obtain a student handbook.  What wrongdoings constitute automatic suspension or expulsion?  Observe an in-school suspension room and/or timeout room and describe what occurs in this setting.  Describe the academic repercussions for students who have been suspended.  

* Must be completed by all PPB students

Your cooperating teacher will provide guidance for you in scheduling these activities. Please note that you are expected to contact and interview your host teacher before your first day in the field. This would be a good opportunity to discuss the organization and completion of these activities with him or her.

**Please keep in mind that the most important goal of this field experience is to provide you with a valuable experience that will facilitate your reflection about whether you want to teach. Although the activities on the checklist must be completed, you should know that your teacher might have additional activities for you to do, in an effort to make your experience more informative. These activities might include some grading and additional work with students; you will not, however, be required (or allowed) to present a lesson for the whole class, or be left alone in the classroom with the students.

** Please also note that your teacher might request to see a copy of one of your journal entries, to help him or her evaluate your personal reflection (see rubric in this packet). You are required to provide an entry if one is requested; however, this entry can be one that YOU select, and your teacher will not be allowed to read your entire journal.

In addition to your visits out to an area school, part of your lab time will be devoted to individual and/or small group meetings with your university supervisor. Please keep in mind that one purpose of these individual and/or small group meetings is to provide your university supervisor with an opportunity to evaluate you based on the criteria identified below. One of these meetings will take place before your first day in the field, and one of these meetings will take place after your last day in the field, and will be called the Capstone meeting. More information about the capstone meeting is given below, and will be provided in the syllabus that is distributed by the university supervisor.

Pre-Professional Block Field Experience Guidelines

ATTENDANCE POLICY:  

Students must complete a minimum of 50 field hours during the PPB Practicum. Attendance every day of your field experience is MANDATORY ! One unexcused absence will result in an unsatisfactory evaluation in Professionalism which will prevent you from being admitted into the TEP. You are responsible for scheduling makeup days with your Clinical Supervisor if you have a documented excused absence or if your host school does not meet on one or more of your assigned field days. Failure to coordinate these make up days with the Clinical Supervisor will result in a poor evaluation of your professionalism by your classroom teacher as well as your pre-professional block instructors, which could affect you admittance into the Teacher Education Program. Excused absences include: documented death in the family, documented illness requiring hospitalization or doctor's visit, religious holidays, and documented attendance at certain University functions. OFFICIAL DOCUMENTATION OF ANY ABSENCE MUST BE PROVIDED TO THE UNIVERSITY SUPERVISOR AS WELL AS THE Clinical Supervisor.

When you go into the schools, you are expected to:

Please read the following carefully.

1. DRESS IN A PROFESSIONAL MANNER.

•  *NAME BADGES MUST BE WORN AT ALL TIMES.

•  Find out about and comply with your school's dress code.

•  Consult with your teacher as well. Some teachers prefer more formal dress even if the dress code allows more informal clothes. Your teacher's preference is what you should follow. You can ask your Clinical Supervisor for suggestions regarding dress during your initial interview session, before your first visit to the classroom.

•  Some general guidelines for dress, compiled from a variety of school dress codes for teachers and students, appear below:

•  Belts may not be worn unbuckled; all pants must be fastened at the waist and not allowed to sag below the waist.
•  Students should note that one of Bulloch County 's dress policies states that apparel with suggestive lettering, suggestive pictures, or which refers to alcoholic beverages, drugs, or tobacco products may not be worn to school. This policy is applicable to all other counties as well.
•  Sunglasses are not allowed to be worn on the face, head or around the neck.
•  Leggings worn as pants under long shirts are not allowed. 
•  Dresses and skirts should fall at or below the knee. 
•  Tattoos and body piercings (other than the traditional earrings in the ear for girls, with a limit to three per ear) are not permissible and must be covered up (tattoo covering product can be found at Walmart) or removed while in the schools. 
•  Crop pants must be longer than the calf of the leg (in some schools crop pants are not allowed at all). 
•  Some schools allow sleeveless tops for female staff members (not tank tops). Check with your school on this policy. In addition, tops should not be tight or low-cut.
•  Some schools do not allow open-toed or backless shoes. Check with your school on this policy. 
•  NO jeans, sweat pants, sweat suits, athletic shoes (P.E. majors may be the exception), T-shirts, overalls, skorts, flip-flops, and sheer or lace-type clothing. Hats are not to be worn on the head or around the neck. Head scarves, sweat bans, combs, tank tops, see-through or mesh shirts, bare midriff, bare backs, halter, tops, tube tops or strapless attire are unacceptable for school wear. Dress must cover the armpits and chest, and no undergarments should be visible. Shirts must be kept buttoned to cover the chest. No swim wear or sleep wear.
•  Physical Education majors in most cases may wear appropriate clothing for the playing field (such as shorts, jogging suits, and t-shirts) but must comply with the professional dress code when in the classroom. Check with your school before the first day in the field. 

What is appropriate to wear?

•  General Guidelines for Men and Women:

Clothing should be neat and professional.  Your clothing should help portray you as an adult, as an aspiring teacher.  It should not be distracting in any way, should not be “sexy,” should not be designed to attract attention of the opposite sex, should not be clothing that would be worn for weekend or evening activities.

•  Specific Suggestions for Men:

Dress slacks, short/long sleeve dress shirts, ties, polo-style shirts (some schools), sport jacket/suit, khaki pants. Shirts should be tucked in and paired with a belt if necessary. 

•  Specific Suggestions for Women:

Skirts/dresses, slacks, suits, khaki pants, blouses/sweater sets. Shirts should be tucked in unless the shirt is designed to be worn out. 

Be aware that teachers or administrators have the right to ask you to leave if dress is not appropriate.

 

2. BEHAVE IN A PROFESSIONAL MANNER

•  Plan to arrive a few minutes before you are scheduled and sign in at the office. For those of you traveling out of town to a school, PLAN AHEAD and leave sufficient time for yourself to arrive on time. Tardiness will reflect poorly on your professionalism evaluation. Don't forget to sign in at the office when you arrive and sign out at the office before you leave.

•  Remember that you are a representative of the teaching profession when you are in the schools.

•  Strive to be a responsible adult role model. This is what students need from you, not a “buddy”.

•  When working with students, remember that their learning is your primary concern.

•  The following are not appropriate: chewing gum, food or drink in the classroom, studying for other classes, or doing anything that will distract the students from learning or the teacher from teaching. Do not bring cell phones into the classroom.

•  Use professional language while in the classroom. Slang words such as “freakin,” “sucks,” and “screwed” are all examples of words not to be used in the schools.

•  Do not violate a student's right to privacy by discussing him or her outside of the educational setting.

•  Any pictures taken of students in your placement should be used in a professional manner (i.e. personal picture albums or capstone presentation). They should not be posted on Myspace, Facebook or any other online photo album. Pictures taken or publicized without consent are a student privacy violation under the Professional Standards Commission (PSC) Code of Ethics for Educators.

•  Statement on Internet BLOG Sites: Participation in student teaching is a privilege and carries with it professional responsibilities. As a future professional educator, you are expected to maintain high standards of personal and professional ethics at all times and in all settings. Social networking sites, such as Facebook, MySpace, Xanga, and Friendster should represent your high personal and professional standards. If you have postings on any of these sites you must remember that they are public and may be viewed by school personnel and students. If school personnel find your postings to be unprofessional they can request your removal from their school. This request will be honored immediately and a new student teaching placement will not be identified until the following semester.

Be aware that teachers and administrators have the right to ask you to leave if your behavior is not appropriate.

 

3. OBSERVE AND PARTICIPATE ATTENTIVELY AND RESPECTFULLY

 

4. BE CONSIDERATE OF YOUR Clinical Supervisor

 

HAVE A WONDERFUL FIELD EXPERIENCE!!

TEP Admissions Information Performance Evaluation

During your pre-professional block (PPB) semester you will be evaluated to determine your level of performance on the following characteristics of effective teacher behavior.

Domain #1: Communication

A - Oral Communication

  1. Uses English diction (vocabulary, correct grammar, & syntax) when speaking to students, peers, teachers, and professors in the public school, university, and other settings.
  2. Uses appropriate tone of voice when speaking to students, peers, teachers, and professors, in the public school, university, and other settings (E.g., use of appropriate voice inflections with young children; use of respectful tone with peers and professionals).

B - Written Communication

  1. Uses standard English grammar, syntax, semantics, and spelling in both formal and informal writings (e.g., standard English, punctuation, sentence structure, semantics, and spelling).
  2. Organizes and presents written information on a selected topic in a clear and effective manner (e.g., writes sentences and paragraphs that clearly and concisely represent ideas; organizes paragraphs using transitions that logically develop the central theme or idea of the writing).

Domain #2: Professionalism

  1. Arrives at classes and field-based activities punctually and well-prepared.
  2. Complete assignments in a timely manner and with regard for quality.
  3. Interacts positively with students, teachers, peers, and professors in the public school, university, and other professional settings.
  4. Demonstrates professional conduct within educational settings (e.g., behaves in a non-disruptive manner in professional settings; serves as a respectful role model to students; attire is appropriate for school settings).
  5. Follows public school and university guidelines regarding professional appearance.

Because the College of Education believes the development of these behaviors is essential to your success as a future professional educator, you will be evaluated by several people in different settings/situations which are described below during your PPB semester.

University Supervisor: Your university supervisor will complete a detailed rubric based on his/her interactions with you in class as well as out of class in the context of small group and/or individual meetings. In addition, your supervisor's evaluation will include input from capstone evaluators.

Cooperating Teacher: Your cooperating teacher will also complete a detailed rubric, based upon his/her evaluation of your performance in your field experience. Evaluations of university supervisors and cooperating teachers will be combined to determine your grade (S/U) for the field experience.

These evaluations will be considered by the TEP admissions committee in making their decision about whether to admit you into the Teacher Education Program. Thus, successful completion of your PPB courses and field experience constitute a necessary but not sufficient criterion for admittance into the TEP at the end of the semester.

Capstone Experience Preparation

Capstone Experience - Upon completion of your field experience you will be required to give a 5-7 minute oral presentation on a topic related to your PPB experience this semester. This presentation will take place in a small group consisting of several of your classmates, your university supervisor, a cooperating teacher, and possibly one other College of Education representative. Additionally, at the time of your presentation you will submit evidence of advanced preparation for the presentation. The university supervisor will provide specific guidelines for this documentation. Guidelines for the written essay will be provided. Your university supervisor will be setting up this capstone meeting, which will take place either out at an area school or here on campus, during your designated lab time. As you work on developing effective teacher characteristics throughout PPB, think of ways you can address in your essay/oral presentation those PPB events that have fostered your development. Your evaluation on this capstone presentation will be utilized in determining your final evaluation for the COED practicum.

Capstone Presentation Topic

As you think over your PPB course work and field experience this semester, (a) describe the belief you held about teaching which has developed the most, (b) explain how and why you think it has changed, and (c) explain how your PPB experience has influenced the way in which you view yourself as a future professional educator?

Oral Presentation Guidelines

  1. Develop notes to focus your presentation.
  2. Be sure to address all parts of the presentation topic.
  3. Present a 5-7 minute formal talk on the Capstone presentation topic.
  4. Use your best oral presentation skills!

Teacher Education Program Georgia Southern University

Directions for Application to the Teacher Education Program

Undergraduates

During Pre-Professional Block (PPB), students will be expected to apply for admission into the Teacher Education Program (TEP). The following requirements for eligibility must be met before entry into the Pre-Professional Block (or it must be evident that they will be met during the PPB term). The Folio will be developed and submitted for review during the PPB semester. The GPA requirements for eligibility must continue to be met at the end of the PPB when the admissions decision is made.

I. ELIGIBILITY

In order to be admitted into the Teacher Education Program (TEP), you must have:

a. A minimum cumulative GPA of 2.5 on all attempted hours in the system core curriculum, with 40 or more hours completed in Areas A through F. (Those students holding a B.A. or B.S. degree must have a minimum cumulative GPA of 2.5 or higher on all coursework.)

b. Earned a minimum of 40 semester credit hours in Core Curriculum courses, including Pre-Professional Block courses (COED 2110, EDUF 2120, EDUF 2121, SPED 2120 and ITEC 2120).

c. Successfully completed Area A and F courses (including Pre-Professional Block) with "C" or better and a 2.75 GPA in both areas combined.

d. Successfully completed the Regents Testing Program.

e. Successfully completed the GACE Basic Skills examination, or be exempted by SAT/ACT/GRE scores.

f. Successfully completed the Pre-Professional Block TEP Admissions Folio Review.

g. A satisfactory evaluation on PPB field experience rubrics. Any student who does not successfully complete the field component of the PPB courses may apply through the Undergraduate Teacher Education office to attempt this field experience again. This field experience will be repeatable as field placements are available, and must be completed successfully within three attempts, including the original attempt.

h. Successful completion of writing sample and interview if applicable (see Transfer Student Plan, available in the Student Success Center )

 

II. INFORMATION & APPLICATION FORMS

Please read the following materials that are included in this TEP admissions packet:

a. Georgia Professional Standards Commission’s Code
 of Ethics for Professional Educators.

b. College of Education Conceptual Framework.

c. Georgia Southern, Teacher Education Program Standards and
Indicators.

d. PPB Performance Evaluation Form.

 

III. TEACHER EDUCATION PROGRAM GOALS, STANDARDS, AND ADMISSION

CRITERIA

In selecting candidates for the Teacher Education Program, Georgia Southern University uses criteria which are related to the kinds of knowledge, abilities, dispositions, and character we expect graduates of our Program to possess. Georgia Southern strives to prepare "reflective educators for diverse students."

Candidates in the Teacher Education Program are expected to meet a set of standards that will help them achieve this goal and help assure their success as beginning teachers. In order to be successful in the Program, students need to enter with a level of competence in three main domains:

Personal (Interpersonal & Intrapersonal), Communication (Oral & Written), and Professionalism.

IV. APPLICATION PROCESS

The application process occurs during enrollment in the Pre-Professional Block. The TEP admissions packet will be distributed in PPB during the first week of classes. For the TEP Admissions Folio, candidates will be required to read the information provided, complete the required forms, and submit a Position Paper. Assignments will be given in the three classes of the PPB that will relate to the performance evaluation and admission decision. Student -selected work samples from course work also can be included in the TEP Admissions Folio. During the PPB, candidates will participate in a specially-designed field experience, spending approximately 50 hours in a school setting over a ten week period.

At the end of the term, each candidate will make an oral presentation in a Capstone experience. Using the PPB Performance Evaluation Form, the PPB instructors, cooperating teacher, and Georgia Southern faculty representing the program area will evaluate the candidate’s performance in the three domains.

If a student is rejected admission to the Teacher Education Program, the COE advisor will recommend possible actions the student may take to remedy deficiencies. However, it is the student’s responsibility to meet all standards for admission. Please note the TEP Admission Criteria and the domains (and element of each domain) that are assessed in the PPB (see PPB Performance Evaluation Form).

CRITERIA FOR RETENTION IN THE PROGRAM

Students who are accepted into the Teacher Education Program are evaluated periodically. All of the following requirements must be met for retention in the Program:

  1. Maintain a cumulative GPA of 2.50 or better on all attempted hours in the Core Curriculum in Areas A-D.
  2. Maintain an adjusted 2.75 GPA in all professional education and all teaching field course work.
  3. Successfully complete all field experiences.
  4. Must not have been found in violation of the Georgia Southern Student Conduct Code. (Reviews will be made on a case-by-case basis based on the seriousness of the violation and with regard to consistency).
  5. Must not have violated the Georgia Professional Standards Commission’s Code of Ethics for Professional Educators.
  6. Must be making satisfactory progress toward meeting program objectives.

Students must also meet admission requirements for Student Teaching. A passing score on the Praxis II certification examination is required to exit Student Teaching. Information on program requirements and testing can be obtained in the College of Education Advisement Center.

505-6-.01 THE CODE OF ETHICS FOR EDUCATORS

http://www.gapsc.com/Ethics/NEthics.asp

 

(1) Introduction .

The Code of Ethics for Educators defines the professional behavior of educators in

Georgia and serves as a guide to ethical conduct. The Professional Standards Commission has adopted

standards that represent the conduct generally accepted by the education profession. The code protects

the health, safety and general welfare of students and educators, ensures the citizens of Georgia a degree

of accountability within the education profession, and defines unethical conduct justifying disciplinary

sanction.

 

(2) Definitions

(a) “Certificate” refers to any teaching, service, or leadership certificate, license, or permit issued by authority of the Professional Standards Commission.

(b) “Educator” is a teacher, school or school system administrator, or other education personnel who holds a certificate issued by the Professional Standards Commission and persons who have applied for but have not yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also refers to paraprofessionals, aides, and substitute teachers.

(c) “Student” is any individual enrolled in the state's public or private schools from preschool through grade 12 or any individual between and including the ages of 3 and 17.

(d) “Complaint” is any written and signed statement from a local board, the state board, or one or more individual residents of this state filed with the Professional Standards Commission alleging that an educator has breached one or more of the standards in the Code of Ethics for Educators. A “complaint” will be deemed a request to investigate.

(e) “Revocation” is the invalidation of any certificate held by the educator.

(f) “Denial” is the refusal to grant initial certification to an applicant for a certificate.

(g) “Suspension” is the temporary invalidation of any certificate for a period of time specified by the Professional Standards Commission.

(h) “Reprimand” admonishes the certificate holder for his or her conduct. The reprimand cautions that further unethical conduct will lead to a more severe action.

(i) “Warning” warns the certificate holder that his or her conduct is unethical. The warning cautions that further unethical conduct will lead to a more severe action.

(j) “Monitoring“ is the quarterly appraisal of the educator's conduct by the Professional Standards Commission through contact with the educator and his or her employer. As a condition of monitoring, an educator may be required to submit a criminal background check (GCIC). The Commission specifies the length of the monitoring period.

 

(3) Standards

(a) Standard 1: Criminal Acts - An educator should abide by federal, state, and local laws and statutes.

Unethical conduct includes but is not limited to the commission or conviction of a felony or of any crime

involving moral turpitude. As used herein, conviction includes a finding or verdict of guilty, or a plea of

nolo contendere , regardless of whether an appeal of the conviction has been sought; a situation where first

offender treatment without adjudication of guilt pursuant to the charge was granted; and a situation where

an adjudication of guilt or sentence was otherwise withheld or not entered on the charge or the charge was

otherwise disposed of in a similar manner in any jurisdiction.

 

(b) Standard 2: Abuse of Students - An educator should always maintain a professional relationship with

all students, both in and outside the classroom. Unethical conduct includes but is not limited to:

1. committing any act of child abuse, including physical and verbal abuse;

2. committing any act of cruelty to children or any act of child endangerment;

3. committing or soliciting any unlawful sexual act;

4. engaging in harassing behavior on the basis of race, gender, sex, national origin, religion or disability;

5. soliciting, encouraging, or consummating an inappropriate written, verbal, or physical relationship with a student; and

6. furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a student to consume alcohol, or illegal/unauthorized drugs.

 

(c) Standard 3: Alcohol or Drugs - An educator should refrain from the use of alcohol or illegal or

unauthorized drugs during the course of professional practice. Unethical conduct includes but is not

limited to:

1. being on school premises or at a school-related activity involving students while under the influence of, possessing, using, or consuming illegal or unauthorized drugs; and

2. being on school premises or at a school-related activity involving students while documented as being under the influence of, possessing, or consuming alcoholic beverages. A school-related activity includes, but is not limited to, any activity sponsored by the school or school system (booster clubs, parent-teacher organizations, or any activity designed to enhance the school curriculum i.e. Foreign Language trips, etc).

 

(d) Standard 4: Misrepresentation or Falsification - An educator should exemplify honesty and

integrity in the course of professional practice. Unethical conduct includes but is not limited to:

1. falsifying, misrepresenting, omitting or erroneously reporting professional qualifications, criminal history, college or staff development credit and/or degrees, academic award, and employment history when applying for employment and/or certification or when recommending an individual for employment, promotion, or certification;

2. falsifying, misrepresenting, omitting or erroneously reporting information submitted to federal, state, and other governmental agencies;

3. falsifying, misrepresenting, omitting or erroneously reporting information regarding the evaluation of students and/or personnel;

4. falsifying, misrepresenting, omitting or erroneously reporting reasons for absences or leaves; and

5. falsifying, misrepresenting, omitting or erroneously reporting information submitted in the course of an official inquiry/investigation.

 

(e) Standard 5: Public Funds and Property - An educator entrusted with public funds and property

should honor that trust with a high level of honesty, accuracy, and responsibility. Unethical conduct

includes but is not limited to:

1. misusing public or school-related funds;

2. failing to account for funds collected from students or parents;

3. submitting fraudulent requests for reimbursement of expenses or for pay;

4. co-mingling public or school-related funds with personal funds or checking accounts; and

5. using school property without the approval of the local board of education/governing board.

 

(f) Standard 6: Improper Remunerative Conduct - An educator should maintain integrity with

students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and

additional compensation. Unethical conduct includes but is not limited to:

1. soliciting students or parents of students to purchase equipment, supplies, or services from the educator or to participate in activities that financially benefit the educator unless approved by the local board of education/governing board;

2. accepting gifts from vendors or potential vendors for personal use or gain where there may be the appearance of a conflict of interest;

3. tutoring students assigned to the educator for remuneration unless approved by the local board of education/governing board or superintendent; and

4. coaching, instructing, promoting athletic camps, summer leagues, etc. that involves students in an educator's school system and from whom the educator receives remuneration unless approved by the local board of education/governing board or the superintendent. These types of activities must be in compliance with all rules and regulations of the Georgia High School Association.

 

(g) Standard 7: Confidential Information - An educator should comply with state and federal laws and

local school board/governing board policies relating to the confidentiality of student and personnel

records, standardized test material and other information covered by confidentiality agreements.

Unethical conduct includes but is not limited to:

1. sharing of confidential information concerning student academic and disciplinary records, personal confidences, health and medical information, family status and/or income, and assessment/testing results. unless disclosure is required or permitted by law;

2. sharing of confidential information restricted by state or federal law;

3. violation of confidentiality agreements related to standardized testing including copying or teaching identified test items, publishing or distributing test items or answers, discussing test items, violating local school system or state directions for the use of tests or test items, etc.;

4. violation of other confidentiality agreements required by state or local policy.

 

(h) Standard 8: Abandonment of Contract - An educator should fulfill all of the terms and obligations

detailed in the contract with the local board of education or education agency for the duration of the

contract. Unethical conduct includes but is not limited to:

1. abandoning the contract for professional services without prior release from the contract by the employer, and

2. willfully refusing to perform the services required by a contract.

 

(i) Standard 9: Failure to Make a Required Report - An educator should file reports of a breach of one

or more of the standards in the Code of Ethics for Educators, child abuse (O.C.G.A. § 19-7-5 ), or any

other required report. Unethical conduct includes but is not limited to:

1. failure to report all requested information on documents required by the Commission when applying for or renewing any certificate with the Commission.

2. failure to make a required report of a violation of one or more standards of the Code of Ethics for educators of which they have personal knowledge as soon as possible but no later than ninety (90) days from the date the educator became aware of an alleged breach unless the law or local procedures require reporting sooner.

3. failure to make a required report of any violation of state or federal law soon as possible but no later than ninety (90) days from the date the educator became aware of an alleged breach unless the law or local procedures require reporting sooner. These reports include but are not limited to: murder, voluntary manslaughter, aggravated assault, aggravated battery, kidnapping, any sexual offense, any sexual exploitation of a minor, any offense involving a controlled substance and any abuse of a child if an educator has reasonable cause to believe that a child has been abused.

 

(j) Standard 10: Professional Conduct - An educator should demonstrate conduct that follows generally

recognized professional standards. Unethical conduct is any conduct that impairs the certificate holder's

ability to function professionally in his or her employment position or a pattern of behavior or conduct

that is detrimental to the health, welfare, discipline, or morals of students.

 

(4) Reporting

(a) Educators are required to report a breach of one or more of the Standards in the Code of Ethics for Educators as soon as possible but no later than ninety (90) days from the date the educator became aware of an alleged breach unless the law or local procedures require reporting sooner. Educators should be aware of local policies and procedures and/or the chain of command for reporting unethical conduct. Complaints filed with the Professional Standards Commission must be in writing and must be signed by the complainant (parent, educator, personnel director, superintendent, etc.).

(b) The Commission notifies local and state officials of all disciplinary actions. In addition, suspensions and revocations are reported to national officials, including the NASDTEC Clearinghouse.

 

(5) Disciplinary Action

(a) The Professional Standards Commission is authorized to suspend, revoke, or deny certificates, to

issue a reprimand or warning, or to monitor the educator's conduct and performance after an investigation

is held and notice and opportunity for a hearing are provided to the certificate holder. Any of the

following grounds shall be considered cause for disciplinary action against the holder of a certificate:

1. unethical conduct as outlined in The Code of Ethics for Educators, Standards 1-10 (PSC Rule 505-6-.01);

2. disciplinary action against a certificate in another state on grounds consistent with those specified in the Code of Ethics for Educators, Standards 1-10 (PSC Rule 505-6-.01);

3. order from a court of competent jurisdiction or a request from the Department of Human Resources that the certificate should be suspended or the application for certification should be denied for non-payment of child support (O.C.G.A. §19-6-28.1 and §19-11-9.3);

4. notification from the Georgia Higher Education Assistance Corporation that the educator is in default and not in satisfactory repayment status on a student loan guaranteed by the Georgia Higher Education Assistance Corporation (O.C.G.A. §20-3-295);

5. suspension or revocation of any professional license or certificate

6. violation of any other laws and rules applicable to the profession (O.C.G.A. §16-13-111); and

7. any other good and sufficient cause that renders an educator unfit for employment as an educator.

(b) An individual whose certificate has been revoked, denied, or suspended may not serve as a volunteer or be employed as an educator, paraprofessional, aide, substitute teacher or in any other position during the period of his or her revocation, suspension or denial for a violation of The Code of Ethics.

 

Authority O.C.G.A. § 20-2-200; 20-2-981 through 20-2-984.5

Dress Code

NOTE: The dress code below is published by the Bulloch County Board of Education. Other counties publish dress codes as well. Two things you should do before you start your PPB field experience: (1) review the dress code enforced by the county where your field experience is taking place and (2) obtain and review a copy of the dress code enforced by the school where your field experience is occurring. Sometimes schools modify county dress codes to fit schools’ unique needs.

DRESS CODE

The policy of the Bulloch County Board of Education is that good grooming and personal appearance are essential elements in the teaching-learning processes. Therefore, it is expected that student dress in such a manner to ensure the health and safety of all people in the school. Furthermore, the dress and personal appearance will not be disruptive or interfere with the legitimate interest and welfare of the students. Students should adhere to the following guidelines:

  1. Students must be neatly dressed, clean and well groomed while at school.
  2. Shoes or sandals must be worn.
  3. Hair must be clean, neatly styled and well groomed, not in the eyes, and not of a length to be dangerous around machinery and equipment.
  4. Clothing with pictures, writings, messages and/or symbols related to or promoting or considered to promote racism, obscenities, anti-Americanism, sex, alcohol, tobacco or drugs shall be considered disruptive of the educational process and are prohibited.
  5. Hats, headbands, bandannas, curlers, picks, hair nets and sunglasses are not to be worn in the school building or on the school buses. These items must be placed in book bags or in lockers immediately upon arrival on campus.
  6. Pants/shorts with holes above the knee are unacceptable. Students wearing pants/slacks/skirts or shorts at an unacceptable level shall move the clothing to an acceptable level and secure it with their own personal belt, or with means supplied by the administration of the school. Pants/slacks/skirts/shorts worn by a student at an unacceptable level after having been instructed to do otherwise will be considered an act of insubordination.
  7. Belts must be buckled, sashes tied, straps strapped, and suspenders properly worn.
  8. Shirts must be of a length to be tucked, and mid-section must be covered at all times (seated/standing). Females should not wear tops showing cleavage, bare tank tops alone, or spaghetti strap type tops without an over shirt/jacket.
  9. With the approval of the principal, activity sponsors may establish different rules for dress and grooming for participation in special activities.
  10. UNACCEPTABLE DRESS ANY DAY
    Biker pants, sagging pants, uncovered spandex, strapless attire, tank tops, half shirts, bare midriff tops, halters, see-through clothing, exposed underwear, unbuttoned shirts revealing bare chests, or duster coats are not to be worn.
  11. Changing of clothes on school property is to be restricted to restrooms, dressing rooms, and other appropriate assigned places and is not to occur in classrooms or school buses.
  12. Any student violating the dress code may be suspended for the remainder of the school day and receive unexcused absences in the classes missed. The principal/designated person(s) has the authority to determine inappropriate dress.

Any student violating the dress code may be suspended for the remainder of the school day and receive unexcused absences in the classes missed. The principal/designated person(s) has the authority to determine inappropriate dress.