MIT XXIV Handbook by Gonzaga University

MIT XXIV Handbook Teacher Education Department

June 2020

Education is the most powerful weapon which you can use to change the world - Nelson Mandela

TABLE OF CONTENTS General Information Mission Statements Dispositions

Fair Process Manual

Elementary Program Academic Calendar

Course Scope and Sequence Summer and Fall Schedules

Secondary Program Academic Calendar

Course Scope and Sequence Summer and Fall Schedules

Clinical Experience

Field Experience Handbook

Student Teaching Handbook Finger Printing Instructions Pre-Residency Instructions

District Calendars

Washington State Certification Requirements Washington State Testing Information

Reading and English Language Learner Endorsements

Campus Resources

Registration & Financial Information Center for Cura Personalis Foley Center Library IT Services

Student Health Insurance Off Campus Living

Rudolf Fitness Center

Parking & Traffic Regulation Content Information

Teaching is the greatest act of optimism. - Collen Wilcox

General Program Information Mission Statements Dispositions Fair Process Manual

Gonzaga University Mission Statement Adopted: February, 2013

Gonzaga University is an exemplary learning community that educates students for lives of leadership and service for the common good.

In keeping with its Catholic, Jesuit, and humanistic heritage and identity, Gonzaga models and expects excellence in academic and professional pursuits and intentionally develops the whole person â&#x20AC;&#x201C; intellectually, spiritually, physically, and emotionally.

Through engagement with knowledge, wisdom, and questions informed by classical and contemporary perspectives, Gonzaga cultivates in its students the capacities and dispositions for reflective and critical thought, lifelong learning, spiritual growth, ethical discernment, creativity, and innovation. The Gonzaga experience fosters a mature commitment to dignity of the human person, social justice, diversity, intercultural competence, global engagement, solidarity with the poor and vulnerable, and care for the planet. Grateful to God, the Gonzaga community carries out this mission with responsible stewardship of our physical, financial, and human resources.

MISSION STATEMENTS Gonzaga University School of Education The mission of the School of Education is to prepare socially responsive and discerning practitioners to serve their community and profession. •

We model and promote leadership, scholarship and professional competence in multiple specializations.

•

We support an environment that is challenging, inclusive, reflective, and collegial.

•

We foster inquiry, intellectual creativity, and evidence-based decision making to accept the challenges facing a global society.

•

We provide academic excellence in teaching, advising, service, and scholarship. We promote, support and respect diversity

•

The School of Education upholds the tradition of humanistic, Catholic, and Jesuit education

Gonzaga Teacher Education As faculty and staff of the Department of Teacher Education, we commit ourselves to facilitate the development of exemplary educators through the integration of knowledge, skills, and dispositions necessary for teaching and learning in a global society. We further commit ourselves, in the tradition of Jesuit education, to foster leadership and ethical behavior by stimulating intellectual vitality, advocating for justice, promoting a spirit of service, and developing life-long learning communities.

COMMON DISPOSITIONS 1. Commits to Learning and Acquiring Knowledge As Evidenced by: i. Engaging in reflective practice and maintaining a positive openness to growth. ii. Actively pursues new concepts and valid ideas iii. Developing critical thinking and problem solving skills iv. Openness and willingness to examine own assumptions and biases. v. Takes advantage of opportunities for professional development and seeks feedback

2. Respects Diversity As Evidenced by: i. Respecting students as individuals with differing personal and family backgrounds and various skills ii. talents, interests, and identified disabilities iii. Modeling behaviors that oppose racism and sexism while respecting differences. iv. Maintaining a belief that each child can learn

3. Exhibits Professionalism As Evidenced by: i. Accepting personal professional responsibility ii. Demonstrating ethical behavior and maintains confidentiality iii. Following University, School of Education, and school placement procedures and policies. iv. Engaging productively in collaborative situations v. Professional written and verbal communication vi. Demonstrates and models reliability and responsibility

4. Commits to Social Justice and Service As Evidenced by: i. Understanding of teaching as a service profession ii. Committing to confronting inequity in classrooms, schools and society

Teacher Certification Professional Intervention and Program Dismissal Process Introduction The Professional Intervention and Program Dismissal Process, hereafter referred to as The Intervention

Process, used by the Teacher Certification Program within the SOE (SOE) at Gonzaga University is a formative process designed to provide support, via a system of remediation, for teacher candidates who might be experiencing difficulty in the teacher certification preparation program and a process for dismissal when warranted. The Intervention Process communication between teacher candidates and the University Professional Community is outlined in the following four steps. For the purposes of this document, “the University Professional Community” henceforth will be referred to as “Community Member,” includes all faculty, staff, and administrative personnel on the university campus and in the local educational community who interact with teacher candidates. NOTE: The Intervention Process can proceed to any step immediately if in the professional opinion of the “Community Member” the behavior is deemed severe enough.

Steps for Activating the Intervention Process STEP I: Verbal discussion A Community Member initiates a verbal discussion with the teacher candidate regarding a behavioral concern that has been observed. Step 1 serves as a warning to the teacher candidate that modification in behavior is required. Following the discussion, the Community Member will email informal documentation to the teacher candidate within 48 hours summarizing the discussion and provide the teacher candidate an opportunity to submit a response. The teacher candidate has 48 hours to submit a response. If the teacher candidates does not submit a response, the Community Member may assume that the candidate had no questions or clarifications from the discussion. There is no formal documentation placed in the candidate’s file. Informal Documentation to include: • Identification of the behavioral concern(s) • Date of discussion • Action/time frame recommended for correcting the undesired behavior • Initial documentation will be kept with the Community Member. Note: A candidate may be involved in more than one informal verbal discussion should there be concerns from more than one Community Member.

Teacher Certification Professional Intervention and Program Dismissal Process STEP II: Formal discussion between the teacher candidate and a Community Member A Community Member(s) will convene an in-person meeting with the teacher candidate. During this meeting, the Community Member(s) will clearly communicate verbally and in writing that the teacher candidate is at Step II of The Intervention Process and an intervention plan that identifies the concern(s) and the corrective action required. The candidate will be given the opportunity to share his/her perspective at the time of the meeting or he/she may request additional time to respond to the concerns. Should the latter option be chosen, it is the candidate’s responsibility to make certain a time has been set (within 5 working days) for the meeting. This meeting is to provide to the Community Member(s) the teacher candidate’s written documentation supporting his or her perspective. At the conclusion of this meeting, the teacher candidate will be required to sign the appropriate documentation acknowledging that Step II was conducted. This signature does NOT indicate acceptance of the conditions. All documentation will be shared with the candidate’s SOE (SOE) Advisor, Department Chair where the concern originated, and placed in the file that rests with his/her SOE advisor.

STEP III: Continuation of the behavioral concern A Community Member(s) will complete a new intervention plan that identifies the concern(s) and the corrective action to be taken and present it to the SOE Teacher Certification Department Chair of the department where the concern originated. The SOE Teacher Certification Department Chair, where the concern originated, will convene an in-person meeting with the teacher candidate, the Community Member(s) citing the concern, and the teacher candidate’s SOE advisor. The teacher candidate may bring an individual for support, other than legal counsel to the meeting, should he/she choose. Concurrently, the SOE Teacher Certification Department Chair, where the concern originated, will notify the Dean or Associate Dean in writing that Step III of The Intervention Process is being pursued. At this meeting, the Community Member(s) will clearly communicate verbally and in writing to the teacher candidate that he/she is at Step III of The Intervention Process, the concern(s), future expectations, and the potential for being dismissed from the program or both. The candidate will be given the opportunity to share his/her perspective at the time of the meeting or he/she may request additional time to respond to the concerns. Should this latter option be chosen, it is the candidate’s responsibility to make certain a time has been set (within 5 working days) for the meeting. This meeting is to provide the Community Member the teacher candidate’s written documentation supporting his or her perspective. At the conclusion of this meeting, the teacher candidate will be required to sign the appropriate documentation acknowledging that Step III was conducted. This signature does NOT indicate acceptance of the conditions.

Teacher Certification Professional Intervention and Program Dismissal Process All documentation from Step III will be placed in the candidate’s file that rests with his/her SOE advisor and the Department Chair, where the concern originated.

STEP IV: Dismissal from the Program This step is activated if the teacher candidate continues to exhibit the behavioral concern and there has been no progress toward complying with the remediation plan that has been presented and agreed upon in Step III or if the behavior is considered severe enough to warrant dismissal. Action 1: The “Request for Dismissal from Program” form is completed and includes documentation supporting the rationale for dismissal (assignments, emails, previous meeting documentations, etc.) Action 2: The Request for Dismissal from Program form is brought forward to the SOE Certification Committee from the Teacher Certification Chair of the Department where the concern originated. The Certification Committee makes a recommendation for a course of action. a. If the Certification Committee supports “dismissal,” then the process will move to Action 3 below. b. If the Certification Committee requires more documentation or a visit with the student, then the process stops until that can take place. This action must take place within a reasonable time from the point of submission to the Committee. See Alternative Steps for the Certification Committee below. Action 3: A meeting will take place with the teacher candidate, the Community Member(s) citing the concern, the teacher candidate’s SOE advisor, the Gonzaga University Teacher Certification Chair of the Department where the concern originated, and, if desired, a support person of the teacher candidate’s choosing, other than legal counsel. The Department Chair will conduct the meeting, clearly communicating the rationale for dismissal from the program. At this meeting, the candidate will NOT be given the opportunity to share his/her perspective or submit any additional materials. At the conclusion of the meeting, the teacher candidate will be presented the ‘dismissal form’ and requested to sign. It will be emphasized that this signature does NOT indicate acceptance or non-acceptance of the dismissal, but only that there has been a meeting and the information regarding the dismissal has been presented to the teacher candidate. A copy of this information, and that an official dismissal letter will be given to the teacher candidate for his/her file. Should the teacher candidate not be in agreement with the dismissal, he or she may then proceed to the Formal Appeal Process that is outlined in the SOE Fair Process Manual. The teacher candidate may also request a copy of the process from The Dean’s Office should he/she not have access to the Fair Process Manual.

Alternative Actions by the Teacher Certification Committee The Committee will request the information it needs to render a final decision. This information may include additional documentation, interviews with any of the Community Members who are involved, or the teacher candidate. Once the committee has gathered all the information it must render a decision to either dismiss or retain the teacher candidate. If the committee upholds the dismissal request then the process resumes at Step

Teacher Certification Professional Intervention and Program Dismissal Process IV, Action 3 listed above. If the Certification Committee decides not to support the dismissal request, then a new remediation plan must be drafted for the teacher candidate and The Intervention Process returns to Step III.

STANDARDS & FAIR PROCESS MANUAL

Fair Process Manual Agreement The purpose of this Fair Process Manual (Manual) is to communicate the School of Education and its respective programs mission, vision, foundational elements, standards, policies, procedures, requirements, expectations,

and other relevant information. Successful completion of the requirements for graduation and certification (if applicable) demands your compliance with the information contained in this Manual and the other resources provided during the course of your program. It is important that you assume the responsibility of being well

informed about the program and degree in which you have decided to pursue. If you need clarification of any of the policies and procedures described in this Manual, be sure to ask questions of your advisor or any other member of the faculty or staff

_______________________________ Printed Name

_______________________________

Signature

__________________________ Date

What sculpture is to a block of marble, education is to a human soul. - Joseph Addison

Elementary Program Academic Calendar Course Scope & Sequence Summer & Fall Schedules

ACADEMIC CALENDAR 2020 – 2021 Calendar Fall Semester 2020

Date

Monday ONLY Classes Begin Classes Begin Labor Day Holiday Last Day to Add Last Day to Drop Mass of the Holy Spirit

Last Week of the Semester Christmas Holiday Begins Grades Due in Registrar’s Office

Monday, August 31 Tuesday, September 1 Monday, September 7 Wednesday, September 9 Friday, September11 Tuesday, September 15 (The only classes canceled are those conflicting with Mass & Lunch following) Friday, October 2 Friday, October 9 – Sunday, October 11 Monday, October 26 Tuesday, October 27 Friday, November 13 Wednesday, November 25 - Friday, November 27 Saturday, December 7 through Monday, December 9 Tuesday, December 12 - Friday, December 18 Monday, December 21 Wednesday, December 23

Spring Semester 2021

Date

Monday ONLY Classes Begin Classes Begin Martin Luther King, Jr., Holiday Last Day to Add Last Day to Drop Incompletes Revert to Provisional Grades President’s Day Holiday Spring Vacation Mid-semester Grades Due in Registrar’s Office Last Day to Withdraw from a Course Good Friday Holiday Easter Holiday Academic Honors Convocation

Monday, January 11 Tuesday, January 12 Monday, January 18 Wednesday, January 20 Friday, January 22 Friday, February 12 Monday, February 15 Monday, March 8 - Friday, March 12 Tuesday, March 9 Friday, April 1 Friday, April 2 Monday, April 5 Tuesday, April 20 (Process 3:15pm, Ceremony 3:30pm)

Incompletes Revert to Provisional Grades Fall Family Weekend Founder’s Day Holiday Mid-Semester Grades Due in Registrar’s Office Last Day to Withdraw from a Course Thanksgiving Holiday Reading/Study Days

ACADEMIC CALENDAR Reading/Study Days Last Week of Semester Commencement Mass Graduate School Commencement Undergraduate Commencement Grades Due in Registrar’s Office

Saturday, May 1 – Monday, May 3 Tuesday, May 4 - Friday, May 7 Saturday, May 8 Saturday, May 98 Sunday, May 9 Wednesday, May 12

Summer 2020

Date

First Session Begins First Session Ends Second Session Begins Second Session Ends Summer Begins Summer Ends

Monday, May 17 Friday, June 26 Monday, June 28 Friday, August 6 Monday, May 17 Friday, August 6

MIT Course Sequence - 1 Year Program Elementary Certification Secondary Certification 1st Summer EDTE

511

EDSE

501

EDTE

512E

Instructional Foundations Psychology of the Exceptional Child Planning for Differentiated Instruction & Assessment

1st Summer 3

EDTE

511

EDTE

520

EDTE

512S

1st Fall

Instructional Foundations Teaching in the Middle School Planning for Differentiated Instruction and Assessment

3 3 3

1st Fall

EDTE

505

Field Experience I

EDTE

505

Field Experience I

EDTE

506

Field Experience II

EDTE

506

Field Experience II

EDTE

509

Math Methods

EDTE

518

Discipline Specific Literacy

1 3

EDPE

517

Abuse Prevention

EDTE

554

EDTE

540

Foundations of Reading and Language Arts

EDTE

555S

EDPE

518

EDPE

517

EDTE

632

EDTE

632

Discipline Specific Methods Classroom Environment: Management Procedures/Routines Abuse Prevention Education Research & Assessment

EDTE

555E

Health & Fitness Methods Educational Research & Assessment Classroom Environment: Management Procedures/Routines

507

EDTE

537

EDTE

507

EDSE

501

510

EDTE

550

Social Studies Methods

EDTE

633

Research & Evaluation

EDTE

696

Student Teaching

Professional Seminar Total Credits For Elementary Certification and Master’s Degree

633

Field Experience III Psychology of the Exception Child Research & Evaluation

696

Student Teaching

2nd Summer 689

1st Spring

Field Experience III Integrated Instruction: Lang. Arts, Art, Music, and Drama Science Methods

EDTE

1st Spring EDTE

2nd Summer 1

EDTE

689

Professional Seminar Total Credits for Secondary Certification and Master’s Degree

Note: All MIT candidates will be required to successfully complete the Pacific Northwest / Since Time Immemorial: Tribal Sovereignty workshop to meet Washington State teacher certification requirements.

MIT Course Sequence - 2 Year Program Elementary Certification Secondary Certification 1st Summer EDTE

511

EDTE

512E

EDSE

501

1st Summer

Instructional Foundations

EDTE

511

Instructional Foundations

Planning for Differentiated Instruction & Assess.

EDTE

520

Teaching in the Middle School

Psychology of the Exceptional Child

EDTE

512

Planning for Differentiated Instruction

1st Fall

EDTE

505

Field Experience I

EDTE

505

EDPE

518

Health & Fitness Methods

EDTE

554A-T

EDTE

540

Foundations of Reading and Language Arts

EDPE

517

1st Spring EDTE

506

Field Experience II

EDTE

537

EDTE

550

Integrated Instruction: Language Arts, Art, Music, and Drama Social Studies Methods

EDTE

510

Science Methods

Field Experience I Discipline Specific Methods *Contact Secondary Advisor to Determine Optimal Semester Abuse Prevention

1 3 1

1st Spring 1

EDTE

506

Field Experience II

EDSE

501

Psychology of the Exception Child

2 2

2nd Summer – No Classes

2nd Fall

EDTE

507

Field Experience III

EDTE

507

Field Experience III

EDTE

509

Math Methods

EDTE

518

Discipline Specific Literacy

EDPE

517

Abuse Prevention

EDTE

555S

Classroom Management

EDTE

555E

Classroom Environment: Management Procedures/Routines

EDTE

632

Education Research and Assessment

EDTE

632

Educational Research and Assessment

2nd Spring

EDTE

633

Research & Evaluation

EDTE

633

Research & Evaluation

EDTE

696

Student Teaching

EDTE

696

Student Teaching

3rd Summer EDTE

689

Professional Seminar

Total Credits For Elementary Certification and Master’s Degree

3rd Summer 1

EDTE

689

Professional Seminar Total Credits for Secondary Certification and Master’s Degree

MIT Secondary Summer 2020 Schedule Times are reserved for Zoom classes (whole classes and collaboration time). Monday – Thursday: 10:00 – 11:30am; 1:30 – 3:00pm. Students should expect to have work to do in between these meeting times on most days

Dates/Days

Monday EDTE 511

Tuesday

Wednesday

Thursday

EDTE 512

EDTE 520

EDTE 511

June 29 – July 2 (9-12; 1-4)

EDTE 511

July 6 – July 7

EDTE 511

EDTE 512

EDTE 511

EDTE 520

July 13 – July 17

EDTE 520

July 20 – July 24

EDTE 512

July 27 – July 31

EDTE 512

EDTE 511

Aug 3 – Aug 7 (mornings only)

EDTE 511

EDTE 512

EDTE 520

MIT Elementary Summer 2020 Schedule Times are reserved for Zoom classes (whole classes and collaboration time) Monday – Thursday: 10:00 – 11:30am; 1:30 – 3:00pm. Students should expect to have work to do in between these meeting times on most days

Dates/Days

Monday

Tuesday

Wednesday

Thursday

EDTE 511

EDTE 512

EDSE 501

EDTE 511

July 6 – July 7

EDTE 511

EDTE 512

EDTE 511

EDSE 501

July 13 – July 17

EDTE 512

July 20 – July 24

EDTE 512

EDSE 501

July 27 – July 31

EDSE 501

EDTE 511

Aug 3 – Aug 7 (morning only)

EDTE 511

EDTE 512

EDSE 501

June 29 – July 2 (9-12; 1-4)

Fall 2020 MIT XXIV Elementary – 1 Year Program (Subject to Change)

Course Number EDTE 505 ESM/ 506 ESE

CRN

Title

Days

Hours

Instructor

Start/End

14045/ 14046

Field Experience

School day 8:00 – 3:00

TBD

EDTE 509 ESM

14055

Math Methods

10:00 – 11:15

Kathy Nitta

EDTE 540 ESM

14044

Foundation of Reading & Language

8:00 – 9:15

Deborah Nieding

EDPE 518 ESM

13912

PE & Health Methods

6:00 – 8:50

R. Barbieri

EDTE 555E ESM

14068

Classroom Management

4:10 – 7:00

Ashley Segadelli

EDPE 517 ESM

14674

Abuse Prevention

9:00 – 2:00

R. Schebor

Dates: 9/5, 9/12, 9/19, & 9/26

RC 230

EDTE 632 ESE

14056

Education Research & Assessment

1:00 – 4:00

Suzann Girtz

Start Date: 8/31/2020 End Date: 12/18/2020

RC 141

Location Placement Site RC 159 RC 159 1st Half of Semester Martin Ctr 202A RC 216

Fall 2020 MIT XXIV Elementary 2 Year Program (Subject to Change)

Course Number EDTE 505 EE2

CRN Section

Description

Day

Time

Instructor

Start/End

Location

14047

Field Experience I

Arranged with Cooperating Teacher

TBD

Start Date: 8/31/2020 End Date: 12/18/2020

Placement Site

EDPE 518 ESM

13912

PE & Health Methods

6:00 – 8:50pm

R. Barbieri

Start Date: 8/31/2020 End Date: 12/18/2020

EDTE 540 ESM

14044

Foundation of Reading and Language

1ST Half of Semester Martin CTR 202A

8:00 – 9:15

Deborah Nieding

Start Date: 8/31/2020 End Date: 12/18/2020

RC 159

Fall 2020 Reading and ELL Endorsement Course Offerings for all MIT Candidates (Subject to Change)

Reading Endorsement Courses Course Number

CRN

Description

Day

Time

Instructor

Start/End

Location

EDTE 562 ESM

14049

Child and Adolescent Literature

1:00 – 4:00

Angela Splater

Start Date: 8/30/2020 End Date: 12/18/2020

TBA

EDTE 564 ESM

14069

Reading Practicum

Connie Ramsey

Start Date: 8/30/2020 End Date: 12/18/2020

EDTE 566 ESM

14050

Literacy for English Language Learners

3:30 – 6:30

Anny Case

Start Date: 8/30/2020 End Date: 12/18/2020

RC 148

English Language Learner (ELL) Endorsement Courses Course Number

CRN

Description

Day

Time

Instructor

Start/End

Location

MTSL 503 ESM

14076

Immigrant & Refugee Prospective

2:10 – 5:00

James Hunter

Start Date: 8/30/2020 End Date: 12/18/2020

RC 216

MTSL 550 ESM

14077

Language Awareness

Via Internet

James Hunter

Start Date: 8/30/2020 End Date: 12/18/2020

14050

Literacy for English Language Learners

3:30 – 6:30

Anny Case

Start Date: 8/30/2020 End Date: 12/18/2020

RC 148

EDTE 566 ESM

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. - William A. Ward

Secondary Program Academic Calendar Course Scope & Sequence Summer & Fall Schedules

ACADEMIC CALENDAR 2020 – 2021 Calendar Fall Semester 2020

Date

Monday ONLY Classes Begin Classes Begin Labor Day Holiday Last Day to Add Last Day to Drop Mass of the Holy Spirit

Last Week of the Semester Christmas Holiday Begins Grades Due in Registrar’s Office

Spring Semester 2021

Date

ACADEMIC CALENDAR Reading/Study Days Last Week of Semester Commencement Mass Graduate School Commencement Undergraduate Commencement Grades Due in Registrar’s Office

Saturday, May 1 – Monday, May 3 Tuesday, May 4 - Friday, May 7 Saturday, May 8 Saturday, May 98 Sunday, May 9 Wednesday, May 12

Summer 2020

Date

First Session Begins First Session Ends Second Session Begins Second Session Ends Summer Begins Summer Ends

Monday, May 17 Friday, June 26 Monday, June 28 Friday, August 6 Monday, May 17 Friday, August 6

MIT Course Sequence - 1 Year Program Elementary Certification Secondary Certification 1st Summer EDTE

511

EDSE

501

EDTE

512E

Instructional Foundations Psychology of the Exceptional Child Planning for Differentiated Instruction & Assessment

1st Summer 3

EDTE

511

EDTE

520

EDTE

512S

1st Fall

Instructional Foundations Teaching in the Middle School Planning for Differentiated Instruction and Assessment

3 3 3

1st Fall

EDTE

505

Field Experience I

EDTE

505

Field Experience I

EDTE

506

Field Experience II

EDTE

506

Field Experience II

EDTE

509

Math Methods

EDTE

518

Discipline Specific Literacy

1 3

EDPE

517

Abuse Prevention

EDTE

554

EDTE

540

Foundations of Reading and Language Arts

EDTE

555S

EDPE

518

EDPE

517

EDTE

632

EDTE

632

Discipline Specific Methods Classroom Environment: Management Procedures/Routines Abuse Prevention Education Research & Assessment

EDTE

555E

Health & Fitness Methods Educational Research & Assessment Classroom Environment: Management Procedures/Routines

507

EDTE

537

EDTE

507

EDSE

501

510

EDTE

550

Social Studies Methods

EDTE

633

Research & Evaluation

EDTE

696

Student Teaching

Professional Seminar Total Credits For Elementary Certification and Master’s Degree

633

Field Experience III Psychology of the Exception Child Research & Evaluation

696

Student Teaching

2nd Summer 689

1st Spring

Field Experience III Integrated Instruction: Lang. Arts, Art, Music, and Drama Science Methods

EDTE

1st Spring EDTE

2nd Summer 1

EDTE

689

Professional Seminar Total Credits for Secondary Certification and Master’s Degree

MIT Course Sequence - 2 Year Program Elementary Certification Secondary Certification 1st Summer EDTE

511

EDTE

512E

EDSE

501

1st Summer

Instructional Foundations

EDTE

511

Instructional Foundations

Planning for Differentiated Instruction & Assess.

EDTE

520

Teaching in the Middle School

Psychology of the Exceptional Child

EDTE

512

Planning for Differentiated Instruction

1st Fall

EDTE

505

Field Experience I

EDTE

505

EDPE

518

Health & Fitness Methods

EDTE

554A-T

EDTE

540

Foundations of Reading and Language Arts

EDPE

517

1st Spring EDTE

506

Field Experience II

EDTE

537

EDTE

550

Integrated Instruction: Language Arts, Art, Music, and Drama Social Studies Methods

EDTE

510

Science Methods

Field Experience I Discipline Specific Methods *Contact Secondary Advisor to Determine Optimal Semester Abuse Prevention

1 3 1

1st Spring 1

EDTE

506

Field Experience II

EDSE

501

Psychology of the Exception Child

2 2

2nd Summer – No Classes

2nd Fall

EDTE

507

Field Experience III

EDTE

507

Field Experience III

EDTE

509

Math Methods

EDTE

518

Discipline Specific Literacy

EDPE

517

Abuse Prevention

EDTE

555S

Classroom Management

EDTE

555E

Classroom Environment: Management Procedures/Routines

EDTE

632

Education Research and Assessment

EDTE

632

Educational Research and Assessment

2nd Spring

EDTE

633

Research & Evaluation

EDTE

633

Research & Evaluation

EDTE

696

Student Teaching

EDTE

696

Student Teaching

3rd Summer EDTE

689

Professional Seminar

Total Credits For Elementary Certification and Master’s Degree

3rd Summer 1

EDTE

689

Professional Seminar Total Credits for Secondary Certification and Master’s Degree

Dates/Days

Monday EDTE 511

Tuesday

Wednesday

Thursday

EDTE 512

EDTE 520

EDTE 511

June 29 – July 2 (9-12; 1-4)

EDTE 511

July 6 – July 7

EDTE 511

EDTE 512

EDTE 511

EDTE 520

July 13 – July 17

EDTE 520

July 20 – July 24

EDTE 512

July 27 – July 31

EDTE 512

EDTE 511

Aug 3 – Aug 7 (mornings only)

EDTE 511

EDTE 512

EDTE 520

Dates/Days

Monday

Tuesday

Wednesday

Thursday

EDTE 511

EDTE 512

EDSE 501

EDTE 511

July 6 – July 7

EDTE 511

EDTE 512

EDTE 511

EDSE 501

July 13 – July 17

EDTE 512

July 20 – July 24

EDTE 512

EDSE 501

July 27 – July 31

EDSE 501

EDTE 511

Aug 3 – Aug 7 (morning only)

EDTE 511

EDTE 512

EDSE 501

June 29 – July 2 (9-12; 1-4)

Fall 2020 MIT XXIV Secondary - 1 Year Program Subject to Change

Please Note: Secondary Candidates will choose a Discipline Specifics Course, (e.g. English, Social Studies, Math, Science, OR World Languages). All 1 Year Candidates this pursing two endorsements will register for two discipline specific method courses, (e.g. Math and Social Studies, Chemistry and Math, etc.), all other required courses plus EDTE 554L Field Experience, Additional Endorsement. Course CRN Description Day Time Instructor Start/End Location Number

EDTE 505 EMA EDTE 505 ENG EDTE 505 ESC EDTE 505 EST EDTE 505 ESM EDTE 506 ESS EDTE 554M ESM EDTE 554E ESM EDTE 554S ESM

14054 14061 14067 14064 14045 14052 14053 14060 14066

EDTE 554F ESM

14063

EDTE 554T ESM

TBD

EDTE 555S ESM EDTE 554L ESM EDTE 518 ESM EDTE 632 ESS EDPE 517 ESM

14059 14073 14051 14057 14674

Field Experience I Math Field Experience I – English Field Experience I – Science Field Experience I – Social Studies Field Experience I – World Language

Start Date: 8/31/2020 End Date: 12/18/2020 Start Date: 8/31/2020 End Date: 12/18/2020 Start Date: 8/31/2020 End Date: 12/18/2020 Start Date: 8/31/2020 End Date: 12/18/2020 Start Date: 8/31/2020 End Date: 12/18/2020 Start Date: 8/31/2020 End Date: 12/18/2020 Start Date: 8/31/2020 End Date: 12/18/2020 Start Date: 8/31/2020 End Date: 12/18/2020 Start Date: 8/31/2020 End Date: 12/18/2020

Placement Site Placement Site Placement Site Placement Site Placement Site Placement Site

8:00 - 3:00

Kathy Nitta

8:00 – 3:00

Andrew Lochhead

8:00 – 3:00

Dan Shay

8:00 – 3:00

Pat Segadelli

8:00 – 3:00

Jennifer Akins

Field Experience II

8:00 – 3:00

Anny Case

Discipline Specific Methods - Math Discipline Specific Methods - English Discipline Specific Methods - Science Discipline Specific Methods - Social Studies Discipline Specific Methods – World Language Classroom Management Field Experience : Add-on Endorsement Discipline Specific Literacy Education Research & Assessment

M W

810 – 8:50 8:00 – 9:50

Kathy Nitta

4:10 – 7:00

Andrew Lochhead

4:40 – 7:30

Dan Shay

4:40 – 7:30

Pat Segadelli

Start Date: 8/31/2020 End Date: 12/18/2020

RC 153

TBA

5:10 – 8:10

Jennifer Akins

Start Date: 8/31/2020 End Date: 12/18/2020

RC 141

5:00 – 8:00

Julia Rendall

TBA

1:10 – 4:00

Anny Case

9:00 – 11:50

Suzann Girtz

9:00 – 2:00

R. Schebor

Abuse Prevention

Start Date: 8/31/2020 End Date: 12/18/2020 Start Date: 8/31/2020 End Date: 12/18/2020 Start Date: 8/31/2020 End Date: 12/18/2020 Start Date: 8/31/2020 End Date: 12/18/2020 Dates: 9/5, 9/12 , 9/19, 9/26

G Prep RC 153 RC 159

TBA NA RC 216 RC 148 RC 230

Fall 2020 MIT XXIV Secondary 2 Year Program (Subject to Change)

Please Note: Two year secondary Candidates pursing 1 or two endorsements, please contact Anny Case at casea@gonzaga.edu to determine the optimal semester(s) to register for your method courses(s)

Course Number EDTE 505 EMA EDTE 505 ENG EDTE 505 ESC EDTE 505 EST EDTE 505 ESM

CRN 14054 14061 14067 14064 14045

EDTE 554M ESM

14053

EDTE 554E ESM

14060

EDTE 554S ESM

14066

EDTE 554F ESM

14063

EDTE 554T ESM

TBD

EDPE 517 ESM

14674

Description Field Experience I Math Field Experience I English Field Experience I Science Field Experience I Social Studies Field Experience I World Language Discipline Specific Methods Math Discipline Specific Methods English Discipline Specific Methods Science Discipline Specific Methods Social Studies Discipline Specific Methods World Lang Abuse Prevention

Day

Time

Instructor

Start/End

Location

8:00 - 3:00

Kathy Nitta

Placement Site Placement Site Placement Site Placement Site Placement Site

8:00 – 3:00

Andrew Lochhead

8:00 – 3:00

Dan Shay

8:00 – 3:00

M W

810 – 8:50 8:00 – 9:50

Kathy Nitta

Start Date: 8/31/2020 End Date: 12/18/2020

G Prep

4:10 – 7:00

Andrew Lochhead

Start Date: 8/31/2020 End Date: 12/18/2020

RC 153

4:40 – 7:30

Dan Shay

Start Date: 8/31/2020 End Date: 12/18/2020

RC 159

4:40 – 7:30

Pat Segadelli

Start Date: 8/31/2020 End Date: 12/18/2020

RC 153

TBA

5:10 – 8:10

Jennifer Akins

Start Date: 8/31/2020 End Date: 12/18/2020

RC 141

9:00 – 2:00

R. Schebor

Dates: 9/5, 9/12 , 9/19, 9/26

RC 230

Pat Segadelli Jennifer Akins

Fall 2020 Reading and ELL Endorsement Course Offerings for all MIT Candidates (Subject to Change)

Reading Endorsement Courses Course Number

CRN

Description

Day

Time

Instructor

Start/End

Location

EDTE 562 ESM

14049

Child and Adolescent Literature

1:00 – 4:00

Angela Splater

Start Date: 8/30/2020 End Date: 12/18/2020

TBA

EDTE 564 ESM

14069

Reading Practicum

Connie Ramsey

Start Date: 8/30/2020 End Date: 12/18/2020

EDTE 566 ESM

14050

Literacy for English Language Learners

3:30 – 6:30

Anny Case

Start Date: 8/30/2020 End Date: 12/18/2020

RC 148

English Language Learner (ELL) Endorsement Courses Course Number

CRN

Description

Day

Time

Instructor

Start/End

Location

MTSL 503 ESM

14076

Immigrant & Refugee Prospective

2:10 – 5:00

James Hunter

Start Date: 8/30/2020 End Date: 12/18/2020

RC 216

MTSL 550 ESM

14077

Language Awareness

Via Internet

James Hunter

Start Date: 8/30/2020 End Date: 12/18/2020

14050

Literacy for English Language Learners

3:30 – 6:30

Anny Case

Start Date: 8/30/2020 End Date: 12/18/2020

RC 148

EDTE 566 ESM

Every child deserves a champion â&#x20AC;&#x201C; an adult who will never give up on them, who understands the power of connection and insists that they become the best that can possibly be. - Rita Pierson

Clinical Experience Field Experience Handbook Student Teaching Handbook Fingerprinting Instructions Pre-Residency Instructions District Calendars

COVID 19 â&#x20AC;&#x201C; Field Experience Announcement Due to the pandemic, there is still some uncertainty around the schedule and format for K-12 schools for the fall. The unknowns and the strong possibility that K-12 schools will look different this year means that we are still figuring out details around field placements. Rest assured that we are in regular communication with our colleagues in local K-12 school districts and will keep you informed as plans get formalized. We are committed to ensuring that you receive high quality clinical experiences to enhance your professional preparation, even as those experiences will likely be different from previous years. If you have questions about your placement, please contact Cathy Dieter, Director of Clinical Experiences. Cathy Dieter, Clinical Placement Director 509-313-3516 dieter@gonzaga.edu

Field Experience Guide Department of Teacher Education

Cathy Dieter

DIRECTOR OF CLINICAL EXPERIENCES

509.313.3516 dieter@gonzaga.edu

FIELD EXPERIENCE GUIDE Gonzaga School of Education Mission Statement The mission of the School of Education is to prepare socially responsive and discerning practitioners to serve their community and profession. • • •

We model and promote leadership, scholarship and professional competence in multiple specializations We support an environment that is challenging, inclusive, reflective, and collegial

We foster inquiry, intellectual creativity, and evidence-based decision making to accept the challenges

facing a global society •

We provide academic excellence in teaching, advising, service, and scholarship. We promote, support and respect diversity

•

The School of Education upholds the tradition of humanistic, Catholic, and Jesuit education

Department of Teacher Education Mission Statement As faculty and staff of the Department of Teacher Education, we commit ourselves to facilitate the development of exemplary educators through the integration of knowledge, skills, and dispositions necessary for teaching and learning in a global society. We further commit ourselves, in the tradition of Jesuit education, to foster

leadership and ethical behavior by stimulating intellectual vitality, advocating for justice, promoting a spirit of service, and developing life-long learning communities.

“Preparing social responsible professionals who serve with care, competence and commitment."

FIELD EXPERIENCE GUIDE Introduction to the Field Experience Field experiences at Gonzaga University provide opportunities for teacher candidates to observe experienced teachers, practice newly emerging teaching skills, and apply theory gained from university coursework to the â&#x20AC;&#x153;real worldâ&#x20AC;&#x2122; of elementary, middle, and secondary schools. It is also a time of feedback and reflection on the social, psychological, and pedagogical aspects of classroom and school life.

Washington State Standards for Beginning Teachers EFFECTIVE TEACHING (i) Using multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds

(ii) Applying principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content

areas of reading, mathematical, scientific, and aesthetic reasoning

(iii) Using standards-based assessment that is systematically analyzed using multiple formative, summative,

and self-assessment strategies to monitor and improve instruction

(iv) Implementing classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others

(v) Planning and/or adapting standards-based curricula that are personalized to the diverse needs of each

student

(vi) Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them

(vii) Planning and/or adapting curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology

(viii) Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society

(ix) Planning and/or adapting learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies

(x) Using technology that is effectively integrated to create technologically proficient learners

(xi) Informing, involving, and collaborating with families/neighborhoods, and communities in each student's educational process, including using information about student cultural identity, achievement and performance.

FIELD EXPERIENCE GUIDE PROFESSIONAL DEVELOPMENT (i) Developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection TEACHING AS A PROFESSION (i) Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication

(ii) Demonstrating knowledge of professional, legal, and ethical responsibilities and policies

FIELD EXPERIENCE GUIDE Cooperating Teacher Information Cooperating Teacher Cooperating teachers are a significant professional influence in teacher candidates' development. They are field based educators who help the teacher candidate bridge the gap between theory and practice. Cooperating

teachers are a coach, a collaborator and a consultant. They possess skills in current best practices; assist the

candidate in developing knowledge and skills and guide them in developing their own style of teaching.

A key element of a successful experience is the mentoring a candidate receives from the cooperating teachers. Working collaboratively with stated expectations and ongoing evaluation and reflection are key elements to

success. The following expectations have shown to contribute to a successful experience.

Cooperating Teacher Expectations   

Become familiar with the requirements through the review of the Field Experience Guide Discuss with your teacher candidate your expectations

Provide and demonstrate best teaching practices, planning, collaboration and professionalism for the teacher candidate to observe



Monitor and evaluate the teacher candidates progress throughout the experience, notifying the university supervisor of any concerns or notable achievements

 

Submit all assignments to VIA by due date provided

Review teacher candidate lesson plan a minimum of 24 hours prior to implementation, and access teacher candidate’s reflection after each lesson taught.

Cooperating Teacher Assignments Access VIA to complete assignments by due date.

Clock Hours for Cooperating Teachers The cooperating teacher is eligible to receive 15 continuing education clock hours per teacher candidate, not to exceed 30 clock hours during a calendar year, for mentoring a field experience candidate from Gonzaga University. The clock hour forms will be distributed from the Field Experience Office at the end of each

university semester. Cooperating teachers are required to keep the form and submit to their district HR office at the end of the semester.

FIELD EXPERIENCE GUIDE Conflict Resolution If an issue arises regarding any part of the field experience, follow the listed procedure.

1. The cooperating teacher and teacher candidate should discuss the issue and try to resolve the concern.

2. If necessary, the cooperating teacher/teacher candidate informs the university supervisor of the concern and supervisor informs the Director of Clinical Experience. Please document in writing the exact areas of concern. If an issue arises that needs immediate attention, please contact the Director of Clinical

Experience. If necessary, the Director of Clinical Experience will pursue the issue further following the

Gonzaga University protocol.

3. The Director of Clinical Experience, in collaboration with the cooperating teacher/school administration and university supervisor, reserves the right to remove any teacher candidate from the field.

FIELD EXPERIENCE GUIDE University Supervisor Information University Supervisor University supervisors are faculty/adjunct professors. The university supervisor is assigned by the Director of

Clinical Experience and has the responsibility to assist and evaluate the field experience candidate. They work in partnership with the cooperating teacher, and are liaisons between the university and the school districts.

Supervisors have the minimum qualifications of a Master’s degree and are current in education best practices.

Supervisors will be making visits to the classrooms three to four times a semester to observe and evaluate the teacher candidate.

The university supervisor provides personal and professional assistance toward the growth and development of the field experience candidate and reinforces instructional methods and techniques to support the candidate in exploring his/her beliefs about teaching and the profession

University Supervisor Expectations  Read the Field Experience Guide and commit to the outlined university supervisor expectations

 Adhere to all district standards, policies and regulations  Communicate regularly with the teacher candidate

 Meet with the cooperating teacher to clarify roles, responsibilities, timelines and documents  Maintain an open dialogue with the cooperating teacher and administrators

 Maintain contact with the Director of Clinical Experience and immediately notify if there is a concern in the field

 Attend required meetings

 Meet the expectations and deadlines outlined on the “semester calendar” and the “supervisor forms checklist”

 Submit all assignments to Via by due date provided

 Require the teacher candidate to use the lesson design plan for all formally observed lessons,

submitting lesson plans 24 hours ahead of time and reflections to the cooperating teacher and university supervisor 48 hours after the lesson is taught

 Follow the “Department of Teacher Education Professional Intervention Process”

 Include the cooperating teacher in pre and post observation conferences when possible

FIELD EXPERIENCE GUIDE Teacher Candidate Information The field experiences at Gonzaga University provide opportunities for teacher candidates to observe

experienced teachers, practice newly emerging teaching skills, and apply theory gained from university

coursework to the “real world’ of elementary, middle, and secondary schools. As a learner-participant, he/she assumes a central role in his/her own development as a teacher candidate. In this role, the field experience candidate is expected to demonstrate responsibility and commitment in the following ways:

The role and expectations of the Teacher Candidate  Read the Field Experience Guide  Current fingerprints and Pre Residency Clearance on file prior to the beginning of each field placement  Be on time for the dates agreed upon; inform the cooperating teacher and university supervisor (in advance, if possible) of any absence  Demonstrate the dispositions adopted by the Gonzaga University School of Education  Develop a cooperative, collaborative and helping relationship with all personnel in the field  Share concerns with the cooperating teacher and/or university supervisor; ask questions for clarification  Share all lesson plans with the cooperating teacher a minimum of 24 hours prior to implementation, and submit lesson reflections a maximum of 48 hours after lesson taught  Establish and maintain clear communication  Actively participate in conferences with the cooperating teacher and/or university supervisor; act upon constructive criticism  Engage in continuous self-evaluation to increase your level of competency  Be flexible and willing to adjust to new conditions and situations  Use Gonzaga’s Lesson Design Plan  Complete and turn in required assignments to Via on time

VIA Documents All assignments for the field experience are accessed and submitted through VIA

Attendance Policy You are expected to be in attendance at your respective schools at the dates and times arranged. If you cannot be there, it is your responsibility to inform your cooperating teacher and university supervisor immediately.

FIELD EXPERIENCE GUIDE Communication Communication is vital to the success of this experience. Communication should include the teacher candidate, cooperating teacher(s), university supervisor, and if necessary, the Director of Clinical Experience. If an issue arises that needs immediate attention, please contact the Director of Clinical Experience.

Conflict Resolution If an issue arises regarding any part of the field experience, follow the listed procedure.

1. The cooperating teacher and teacher candidate should discuss the issue and try to resolve the concern. 2. If necessary, the cooperating teacher/teacher candidate informs the university supervisor of the concern and supervisor informs the Director of Clinical Experience. Please document in writing the exact areas of concern. If an issue arises that needs immediate attention, please contact the Director of Clinical Experience. If necessary, the Director of Clinical Experience will pursue the issue further following the Gonzaga University protocol. 3. The Director of Clinical Field Experience, in collaboration with the cooperating teacher/school administration and university supervisor, reserves the right to remove any teacher candidate from the field.

New Placements If securing a new placement is required for any reason, it might result in loss of teaching time in the field, so

extra time or an extra semester may be required. Gonzaga cannot guarantee that a request for an additional

placement will be secured. Please see Director of Clinical Experience for the policy and process for requesting a new placement.

Unprofessional Conduct Candidates are to adhere to the Washingtonâ&#x20AC;&#x2122;s Administrative Codes that are on posted blackboard and on OSPIâ&#x20AC;&#x2122;s website. Violation of these codes will result in immediate withdrawal.

Emergency Procedures You are responsible to learn all emergency procedures. Review and practice until you can demonstrate an

understanding of all procedures. In case of any emergency at your site, immediately contact your university supervisor after the emergency is over.

FIELD EXPERIENCE GUIDE Confidentiality Teacher Candidates are to use discretion at all times regarding confidentially. Confidential information is NEVER to be removed from the classroom without permission. Student teachers may not break FERPA or HIPAA confidentiality through any form of communication including all forms of social media.

STUDENT TEACHING GUIDE

Student Teaching Guide

Cathy Dieter

Director of Clinical Experiences 509.313.3516

dieter@gonzaga.edu

STUDENT TEACHING GUIDE Gonzaga School of Education Mission Statement The mission of the School of Education is to prepare socially responsive and discerning practitioners to serve their community and profession. •

We model and promote leadership, scholarship and professional competence in multiple specializations.

• •

We support an environment that is challenging, inclusive, reflective, and collegial.

We foster inquiry, intellectual creativity, and evidence-based decision making to accept the challenges facing a global society.

•

We provide academic excellence in teaching, advising, service, and scholarship. We promote, support and respect diversity

•

The School of Education upholds the tradition of humanistic, Catholic, and Jesuit education

leadership and ethical behavior by stimulating intellectual vitality, advocating for justice, promoting a spirit of service, and developing life-long learning communities.

“Preparing social responsible professionals who serve with care, competence and commitment."

STUDENT TEACHING GUIDE Introduction to the Student Teaching Experience Welcome to Gonzaga University student teaching. The goal of this guide is to provide an overview of this capstone experience and assist in providing information that will be helpful to the student teacher, cooperating teacher, and Gonzaga University supervisor.

Overview Student teaching is the intensive collaborative and culminating experience of the Gonzaga University Teacher Certification Program. This capstone course engages the student teacher in the actual activity of teaching for approximately 15-16 weeks and a minimum of 450 hours. Student teaching gives the prospective teacher the

opportunity to meld theory with practice in the actual activity of teaching. The foundation is for student teachers

to have a positive impact on student learning. This experience is in partnership with the cooperating teacher, the student teacher, the university supervisor and the faculty and staff of Gonzaga.

Washington State Standards for Beginning Teachers EFFECTIVE TEACHING

1. Using multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds

2. Applying principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning

3. Using standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction

4. Implementing classroom/school centered instruction, including sheltered instruction that is

connected to communities within the classroom and the school, and includes knowledge and skills for working with others

5. Planning and/or adapting standards-based curricula that are personalized to the diverse needs of each student

6. Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them

7. Planning and/or adapting curricula that are standards driven so students develop understanding

and problem-solving expertise in the content area(s) using reading, written and oral communication,

and technology

STUDENT TEACHING GUIDE 8. Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society

9. Planning and/or adapting learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies

10. Using technology that is effectively integrated to create technologically proficient learners

11. Informing, involving, and collaborating with families/neighborhoods, and communities in each student's educational process, including using information about student cultural identity, achievement and performance

PROFESSIONAL DEVELOPMENT

1. Developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.

TEACHING AS A PROFESSION

1. Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.

2. Demonstrating knowledge of professional, legal, and ethical responsibilities and policies.

STUDENT TEACHING GUIDE Cooperating Teacher Information Cooperating teachers are a significant professional influence in the student teachers development. They are

field-based educators who help the student teacher bridge the gap between theory and practice. Cooperating teachers are a coach, a collaborator and a consultant. They possess skills in current best practices; assist the candidate in developing knowledge and skills and guide them in developing their own style of teaching.

A key element of a successful capstone experience is the mentoring a candidate receives from the cooperating teachers. Working collaborative through the co-teaching model with stated expectations and ongoing

evaluation and reflection are key elements to success. The following expectations have shown to contribute to a successful student teaching experience.

Cooperating Teacher Expectations  Become familiar with the requirements through the review of the “student teaching guide”

 Attend the student teaching orientation, mid-term conference, exit meeting and student teaching celebration

 Turn in all required paperwork by due dates which includes the honoraria forms (so you can be paid)  Complete all assignments on our assessment platform by the due dates

 Discuss with your student teacher your expectations to include: being at school before and after, planning, involvement with activities and communication

 Introduce the student teacher as a collegial partner and co-teacher, provide a space to work

 Provide and demonstrate best teaching practices, planning, collaboration and professionalism for the student teacher to observe and allow the student teacher the flexibility and openness to adapt to fit their style and philosophy

 Monitor and evaluate the student teacher’s progress throughout the experience

 Participate in the midterm and exit meeting, provide at the meeting the observation rubric with your notes and the disposition rubric

 Meet weekly with the student teacher to complete the “weekly conference document”

 Provide access to resources for the student teacher such as curriculum guides and other planning materials

 Discuss and make a plan for how to provide opportunities to communicate about the experience  Engage in co-planning and co-teaching with the student teacher (handouts will be provided)

 Require the student teacher to use the lesson design plan for all formally observed lessons, submitting lesson plans 24 hours ahead of time and reflections to the cooperating teacher and university supervisor 48 hours after the lesson is taught

STUDENT TEACHING GUIDE  Collaborate and maintain an open dialogue and frequently communicate with the student teacher and the university supervisor regarding their progress and notify the university supervisor immediately if there are concerns that could comprise the student teaching experience.

 Attend, when possible, pre and post observation conferences with the student teacher and university supervisor

 Support the student teacher in the edTPA process (edTPA handouts will be provided)

 Write a letter of recommendation and alert the university supervisor if you are unable to provide a letter to support the student teacher for a teaching position

Cooperating Teacher Assignments Throughout the Semester 

WEEKLY Conference with student teacher and complete weekly progress report

By Mid-Term

 Observe the student teacher using the Field Based Assessment Tool(FBAT), complete the disposition evaluation & participate in the midterm conference  Use Assessment platform for assignments

End of Semester

 A final observation using the Field Based Assessment Tool(FBAT), complete the disposition evaluation & participate in the exit meeting

 Approve Student Teacher hours and community service affidavit

 Collaborate with the university supervisor on the summative field based observation  Attend the exit meeting

 Use assessment platform for assignments  Evaluate the university supervisor

 Attend the Student Teaching Celebration

 Write a letter of recommendation for the student teacher

STUDENT TEACHING GUIDE Mentoring Teaching is a complex interactive practice. Your role as a cooperating teacher is critical in their development to transition to a first year teacher. The student teaching experience is the opportunity for them to practice and demonstrate their knowledge and skill of their professional practice. Since each candidate is a developing teacher, we encourage you to see this experience as a developmental process.

Mentoring may take on different roles as the experience progresses: coach, collaborator, and consultant.

These three roles are uniquely integrated during the student teaching experience for each reflects a different aspect of the mentoring role. As the candidate progresses, the cooperating teacher may find their role shifting depending on candidate development. COACH

COLLABORATOR

CONSULANT

Focus is on content development

Focus in on both individuals

Focus is on providing candidate

enhance student learning and

co-planning and co-teaching.

to the school, ideas to improve,

& instructional strategies used to

achievement. The Cooperating

teacher guides the candidate to reflect, inquire and use data to

actively working together through Each takes on equal roles and

responsibility for student learning

make instructional decision.

with suggestions, orienting them thinking aloud about routines and decision and developing an idea bank.

Most of the time is spent in this role GUIDING the candidate to make independent decisions.

Co-Teaching Co-teaching is a critical element of helping candidates scaffold early classroom experience. Research has shown that student learning is positively impacted when co-teaching occurs. Co-teaching is when two teachers share

responsibility for the planning, organization, delivery and assessment of instruction as well as the physical

space. Both teachers are actively involved and engage in all aspect of instruction. It is recommended that coteaching occur throughout the student teaching experience.

Solo Teaching

With the recommendation that student teaching use the co-teaching model, Gonzaga requires the student

teacher to do a minimum of 3 weeks solo teaching. As their cooperating teacher, you may determine with the student teacher if there needs to be additional weeks of solo teaching.

STUDENT TEACHING GUIDE edTPA The edTPA is a mandatory, high stakes summative subject-specific portfolio-based teacher performance

assessment completed during student teaching. It is a student centered multiple measure assessment of

teaching. It is designed to be educative and predictive of effective teaching and student learning. Your role as a cooperating teacher is to offer support. Your collaboration and support is critical to the overall experience and success of your student teacher.

Clock Hours for Cooperating Teachers

The cooperating teacher is eligible to receive 30 continuing education clock hours per student teacher not to exceed 30 clock hours during a calendar year, for mentoring a student teacher candidate from Gonzaga University. The clock hour forms will be distributed from the Field Experience Office at the end of each

university semester. Cooperating teachers are required to keep the form and submit to their district HR office at the end of the semester.

Honorarium for Cooperating Teacher Cooperating teachers receive an honorarium for mentoring student teachers. In order to pay the honorarium, the W-9 form and profile document must be completed and turned into the field office no later than a month

into the experience.

STUDENT TEACHING GUIDE University Supervisors Information University supervisors are faculty/adjunct professors. The university supervisor has the responsibility to assist

and evaluate the student teacher in partnership with the cooperating teacher. The university supervisors act in a liaison capacity in coordinating the functions of the student teaching experience with the expectations of the university.

University Supervisor Expectations  Read the student teaching guide and commit to the outlined university supervisor expectations  Adhere to all district standards, policies and regulations

 Communicate weekly with the student teacher candidate

 Meet with the cooperating teacher to clarify roles, responsibilities, timelines and documents

 Maintain an open dialogue and communication with the cooperating teacher and administrators

 Maintain contact with the Director of Field Experience and immediately notify if there is a concern in the field

 Attend required seminars/meetings/celebration dinner

 Meet the expectations and deadlines outlined on the “semester calendar” and the “supervisor forms checklist”

 Use assessment platform for assignments

 Follow the “Department of Teacher Education Professional Intervention Process.”

 Conduct a minimum of 6 formal observations with attached supervisor notes, lesson plans, observation rubrics and reflections

 Include the cooperating teacher in pre and post observation conferences when possible  Provide 1 letter of recommendation for the student teacher

STUDENT TEACHING GUIDE Student Teacher Information Requirements for successful completion of the student teaching practicum The student teaching practicum is graded on a satisfactory (S) or unsatisfactory (NS). Criteria include:

 Attend and participate in all seminars. Seminars are mandatory, and absences may result in an NS  Meet the attendance policy outlined in the syllabus. 450 hours are required for state certification  Meet the state requirements

 Meet the program requirements

 Meet the stated expectations below

 No unresolved disposition concerns

 Complete and turn in required student teaching and certification paperwork by deadlines

Student Teacher Expectations  Responsible for transportation to your student teaching placement

 Become familiar with the requirements through the review of the student teaching guide

 Know school policies pertaining to teaching responsibilities (discipline, safety procedures, first aid

procedures, use of equipment, copying…). and your functions in relation to the district, school building, and classroom

 Review school and district website for information

 Discuss with your cooperating teacher their expectations of you during the student teaching experience to include: being at school before and after, involvement with activities and communication

 Adhere to WACs related to Acts of Unprofessional Conduct for Teachers  Attend all required SOE meetings and seminars

 Maintain weekly communication with your university supervisor

 Complete and turn in on time all of required documents as outlined on your checklist

 Maintain open communication between the student teacher, cooperating teacher, university supervisor, and Director of Field Experience

 Act in a mature, responsible, and professional manner reflecting high professional standards

 Provide for your university supervisor and cooperating teacher, the lesson design plan 24 hours prior to

your scheduled formal observation and send reflections within 48 hours to the university supervisor and cooperating teacher.

 Solo teach a minimum of three weeks, more weeks may be required by cooperating teacher  Notify your cooperating teacher and supervisor immediately if you are absent  Notify your supervisor immediately with concerns

 Have appropriate lesson plans as deemed necessary by the cooperating teacher

STUDENT TEACHING GUIDE  Use assessment platform for assignments and meet the deadlines  Engage often in reflective thinking and self -evaluation

 Demonstrate the dispositions adopted by the Gonzaga University School of Education

Attendance Policy Student teachers are expected to be in attendance in the role of a student teacher at their respective schools

every contracted school day. The student teacher will follow the schedule of their respective site. In the event

of an illness, the student teacher must notify their cooperating teacher and university supervisor immediately. If you are requesting to be absent or not be in the role of student teacher, you need approval first from the Director of Field Experience before you ask your cooperating teacher. If approved, the student teacher is

required to fill out the Request for Absence form and submit to the Director of Field Experience. After two

absences, the student teaching experience can be extended past the end of the semester, or may result in a

N/S grade. Do not schedule activities that will interfere with your student teaching, such as trips, WCC, etc.

Calendar Student teachers are required to follow the calendar of the school district in which they are placed rather than

Gonzaga University's calendar. Student teachers should make themselves aware of school district holidays, inservices or other released time. The start and end dates of your student teaching will follow the University’s

beginning and ending of the semester. It is also your responsibility to follow the student teaching calendar of important dates/seminars/meetings provided by the field office.

Communication Communication is vital to the success of the student teaching experience. Communication should include the student teacher, cooperating teacher(s), university supervisor and if necessary, the Director of clinical

Experiences. Weekly contact with the university supervisor is required to set up observations and discuss the status of your experience. Daily communication is encouraged with your cooperating teacher. If there is an issue that needs immediate attention, please contact the Director of Field Experience. (509-313-3516)

STUDENT TEACHING GUIDE Conflict Resolution If issues/concerns arise regarding any part of the student teaching experience, follow the listed procedure. 1. The cooperating teacher and student teacher should discuss the issue and try to resolve it.

2. If necessary, the cooperating teacher/student teacher informs the university supervisor of the concern and if necessary informs the Director of Field Experience. Please document concerns in writing. If an

issue arises that needs immediate attention or cannot be resolved, please contact the Director of Field Experience.

3. If necessary, the Director of Field Experience will pursue the issue following the Gonzaga University protocol.

Unprofessional Conduct Candidates are to adhere to the Washingtonâ&#x20AC;&#x2122;s Administrative Codes that are on posted VIA and on OSPIâ&#x20AC;&#x2122;s website. Violation of these codes will result in immediate withdrawal in the student teaching experience.

Dismissal from Student Teaching The Director of Clinical Experiences in collaboration with the cooperating teacher/school administration and

university supervisor, reserves the right to remove any student teacher from the student teaching experience.

New Placements If securing a new placement is required for any reason, it might result in loss of teaching time in the field, so

extra time or an extra semester may be required. Gonzaga cannot guarantee that a request for an additional placement be secured.

Emergency Procedures You are responsible to learn all emergency procedures. Review and practice until you can demonstrate an

understanding of all procedures. In case of any emergency at your site, immediately contact your university supervisor after the emergency is over.

Confidentiality Student Teachers are to use discretion at all times regarding confidentially. Confidential information is NEVER to be removed from the classroom without permission. Student teachers may not break FERPA or HIPAA confidentiality through any form of communication including all forms of social media.

STUDENT TEACHING GUIDE Co-Teaching Co-teaching is a critical element of helping candidates scaffold early classroom experience. Research has shown that student learning is positively impacted when co-teaching occurs. Co-teaching is when two teachers share

responsibility for the planning, organization, delivery and assessment of instruction as well as the physical

space. Both teachers are actively involved and engage in all aspect of instruction. It is recommended that coteaching occur throughout the student teaching experience, and that student teachers are provided the opportunity to solo teach a minimum of three weeks.

Solo-Teaching The student teacher is required to do a minimum of three weeks of solo teaching throughout the semester.

Student Teaching Seminars Student teachers are required to attend all student teaching seminars. You are required to contact the Field

Placement Office if you must miss a seminar. Student teachers are expected to participate in discussions and complete assigned activities.

Lesson Design Plan Student teachers are required to use the Gonzaga approved lesson plan referred to as the Lesson Design Plan for every observation scheduled by the University Supervisor until the edTPA is submitted. After the edTPA submittal, the cooperating teacher and university supervisor will determine the lesson plan design. The

template can be found on the assessment platform. Lesson plans are to be submitted a minimum of 24 hours

prior to the lesson the university supervisor and cooperating teacher. The university supervisor will observe the student teacher lesson and debrief following the observation. Cooperating teachers are encouraged to attend

the debrief session and observe the lesson. The student teacher will upload the reflection (Evidence of Positive Impact on Student Learning) to VIA within 48 hours after the lesson is taught. Cooperating teachers may

request daily lesson plans be written for all instruction performed by the student teacher. It is the cooperating

teacherâ&#x20AC;&#x2122;s decision as to when these plans need to be completed for review/modifications.

Teacher Performance Assessment â&#x20AC;&#x201C; EdTPA The edTPA is a state required summative performance assessment completed during student teaching. Passing the edTPA is required for successful completion of the program and Washington state certification. If the candidate does not pass the edTPA there are actions steps that need to be followed.

STUDENT TEACHING GUIDE Professional Growth Plan The Professional Growth Plan (PGP) is a Washington state certification requirement that is to be submitted by the end of the student teaching practicum. Please refer to the template provided on blackboard. The PGP should be completed, signed by your university supervisor and shared at the exit interview.

Exit Meeting The purpose of an exit meeting is to celebrate the successful completion of the student teaching practicum

with the student teacher and to share the PGP. All cooperating teachers, the university supervisor, and student

teacher should be part of the meeting. A building administrator may be invited to attend. At the exit meeting, all documentation included in the Teacher Education/Certification checklist needs to be given to the university

supervisor.

Placement File It is the student teacherâ&#x20AC;&#x2122;s responsibility to maintain their own placement file and to get three letters of

recommendation. One from the university supervisor, one from the cooperating teacher and one from a

principal if possible or another professional who has seen the teaching. Your file may also contain tests scores, resume and philosophy.

Suggested Framework for Calendar Plan for Student Teaching The following is offered as a gradual release of responsibility for the student teacher, but each situation is unique. This is an example and not prescriptive. Please make adaptations as needed for the cooperating

teacher, student teacher and university supervisor keeping in mind P-12 student learning needs. It is important to draft a tentative time frame for the 16 weeks.

Week One Student teacher begins building relationships with the cooperating teacher, students and university supervisor. Familiarity with policies, emergency drills, and procedures, routines in the classroom, curriculum guides, and school facilities takes place this week. Initiative should be taken to introduce him/herself to the building

administration team and other faculty members. Student teacher should begin working with individual and

small groups. Ask questions, discuss observations with cooperating teacher, and find out about instructional

responsibilities for the following week. Get to know your students, start building relationships and be thinking about your context for learning task.

STUDENT TEACHING GUIDE Week Two to Three Become familiar with student records, assessment and reporting procedures. Participate in co-teaching with cooperating teacher. If possible, observe other teachers for specific purposes, such as management

techniques, student engagement, and transitions techniques. Discuss teaching plans and make written plans available to cooperating teacher for review. Take responsibility for small group content area activities and

planning/delivery of one period or content area. Start planning with co-teaching strategies and long term planning. Self-reflect and set goals based on evidence of impact on students.

edTPA- Determine your central focus, and collaborate with your cooperating teacher about the best time to deliver your 3-5 edTPA teaching segments that fit in the curriculum.

Week Four to Six Gradually assume responsibility for more subject areas or classes. Share lesson plans with cooperating teacher prior to presenting lessons. If co-teaching, co-plan to share role responsibilities. Midterm meeting should be arranged for the next couple of weeks. Cooperating teacher should observe student teacher and offer suggestions and positive reinforcement. Candidate is open to suggestions for changes and is able to

demonstrate these changes in lesson presentations. Self-reflect and set goals based on evidence of impact on

students. edTPA- Start planning your edTPA lessons. Start practicing videoing lessons so that you and your students are comfortable.

Week Seven to Twelve The student teacher in collaboration with the cooperating teacher assumes responsibility for preparing and

implementing the curriculum. This may be in the form of co-teaching, but the candidate should experience a

minimum of three weeks solo teaching during this time period. Self-reflect and set goals based on evidence of

impact on students. edTPA- The student teacher should be videotaping your teaching segments.

Week Thirteen to Fourteen Continue collaboration with cooperating teacher with student teacher solo teaching for at least two weeks.

Begin the conversation of transition out of full time teaching. Make sure all student progress records are up to date. Invite the principal to observe you teaching so they can write a letter of recommendation. Self-reflect and set goals based on evidence of impact on students. Set your exit meeting date.

Week Fifteen Final phasing out of teaching responsibilities for the student teacher takes place. All final assessments and paperwork for the candidate are completed. Exit interview with PGP is usually scheduled this week.

STUDENT TEACHING GUIDE Week Sixteen Student teacher in collaboration with the cooperating teacher arranges observation of other classrooms and teachers in the building, or making visits outside the building.

Stages that can happen during the Student Teaching Experience Anticipation Candidates are often excited and apprehensive. They have a pre-conceived idea of what the experience should

be. They are committed to making a difference and have ideas they want to try. Student teachers are usually very idealistic.

Survival Candidates may feel overwhelmed. They are taking in vast amounts of information and skills. Even the most well prepared candidates can be caught off guard and overwhelmed. It is important to break down each activity in a

scaffolding manner to bring to a sound organization system and ability to manage. They are concerned about the evaluations of supervisors and cooperating teachers, which can cause a great deal of stress at this stage.

Disillusionment This stage reflects stress and not because they are not passionate for teaching. Candidates are taking on more

and more and often fail to recognize the positive elements that occur. They are being evaluated and some selfdoubt and/ or questioning happens. Realize this is normal and focus on the positive!

Rejuvenation Feeling more confident and understanding routine, school culture and the students. There is more time to focus

on planning and instruction.

Reflection This usually happens the last few weeks and is an excellent opportunity to engage in the Professional growth plan. They can begin to catalog what they have learned and can see themselves as a first year teacher.

NEWESD 101 FINGERPRINT & BACKGROUND CHECK INSTRUCTIONS NEWESD 101 provides digital fingerprinting services for individuals in Washington State that are obtaining a teaching certificate, are or will be a school district employee, or are enrolled in a college or university program that requires clearance prior to beginning field experience in a school setting. NEWESD 101 employs a digital technology which submits scanned images directly to the Washington State Patrol. After additional review by the FBI, fingerprint records are held by OSPI. For more information on Washington State fingerprinting requirements, please visit: http://www.k12.wa.us/ProfPractices/fingerprint/default.aspx.

Appointments: Fingerprinting services are done, by Appointment Only, every Wednesday and Thursday. Times may vary and are subject to change. The fee for the this service is $81.00

Acceptable Forms of Payment: • Visa/Mastercard or Debit card • Cash - Exact Amount Only • Money Order or Cashier's Check (no personal checks) made payable to ESD101

One Valid Piece of Government issued identification from the list below is required on the day of your appointment. • Driver's license • State ID • Military ID • Passport To schedule an appointment call (509)789-3000 EWESD 101 for a fingerprinting appointment. NEWESD 101 office is located at 4202 South Regal St. in Spokane, WA. Appointments must be scheduled in advance by calling (509) 789-3800, Monday through Friday between the hours of 8:00am to 3:30pm. You can contact LaVerne Rettkowski, fingerprint technician during fingerprinting hours at (509)789-3502 or by email at lrettkowski@esd101.net. Candidates should not schedule appointments if they are suffering from cuts, wounds or injuries to their hands or experiencing general ill health. NEWESD 101 also kindly requests that you have another adult accompany you if you are bringing a small child.

PRE-RESIDENCY CERTIFICATE CLEARANCE Office of Superintendent of Public Instruction processes your application for a Pre-Residency Clearance Certificate. E-Certification for the College/University Candidate User Guide go to http://bit.ly/2R5lOdQ

Step 1: Create an E-Cert Account • •

• • • • • • • •

Go to: https://eds.ospi.k12.wa.us Click “Create an Account” tab Username: Must be valid email address Password: Passwords must be at least 8 characters long, contain at least: one uppercase letter, one lowercase letter, one number, and one symbol. To Complete Profile Information (you can leave the certification field blank) – Click Submit You will be prompted to “Request Application Roles” select the “Not Now” button to continue to EDS Wait an hour before you complete the remaining steps: Go to the EDS website, https://eds.ospi.k12.wa.us Login Select “My Applications” Then select “E-Certification” You will be prompted to confirm/enter your demographic information

Step 2: Complete Education History and Work Experience • • •

• •

Go to home page ⇨ My Credentials ⇨ Educator ⇨ Education History Select “Click Here to Add Education History” Input your education history to the best of your knowledge, you can estimate dates and credit hours. The system does not recognize future dates so only include education you have already completed. Once you have completed your education history select “work history” under the Educator tab Professional Education Experience is paid experience you have completed in a school district (i.e. paraprofessional, coach, bus driver). If you have professional education experience select “Click Here to Add Professional Education Experience” Other Employment Experience should include non-education paid jobs. Include the last two jobs you have held. Again, you can use estimated dates and total number of hours worked. Do not spend a lot of time on this. If additional information is needed you will be contacted by the Office of the Superintendent of Public Instruction.

Step 3: Apply Pre-Residency Certificate Allow for 30 minutes to complete the application. If you exit the wizard before it is complete none of your information will be saved. You will be asked to provide name, phone numbers, and addresses for three character references. If you answer “yes” on any of the background questions you will need to provide a written statement and supporting documents and your information will be routed to the Office of Professional Practices (OPP). Detailed information regarding background checks can be found below. Specific questions are found on the Character and Fitness Supplement. OPP will review your file once you have Washington State Patrol and FBI clearance and determine if you qualify for the Pre-Residency Certificate. Our contract with

PRE-RESIDENCY CERTIFICATE CLEARANCE Washington schools prohibits you from being in the schools if you do not have the Pre-Residency Certificate. • From your home screen select “Apply for a Washington Credential Here” • Select “Apply for Credential” by the “Pre-Residency Certificate Clearance” • Step 3 will ask you if your employment history is correct. Make sure you select “yes” otherwise you will be kicked out of the wizard and you will have to start over. If the information is not correct once you complete your Pre-Residency Certificate Clearance Process you can return to the Educator tab and edit the information. • Step 6 – do NOT select the box that says, “I am completing a teacher preparation program from an outof-state college/university.” Instead, select Gonzaga University from the drop down menu. • Follow the directions and complete all of the steps required in the wizard. • Gonzaga will automatically be notified once you have submitted your application and you will receive your clearance after OPP or Gonzaga processes your request.

MON

3 10 17 24 31

MON

AUGUST

TUE

4 11 18 25

MON

5 12 19 26

MON

2 9 16 23 30

MON

7 14 21 28

5 12 19 26

THUR

FRI

6 13 20 27

7 14 21 28

SEPTEMBER TUE

1 7 14 21 28

WED

SIGNIFICANT DATES

8 15 22 29

WED

2 9 16 23 30

THUR

3 10 17 24

OCTOBER TUE

WED

THUR

6 13 20 27

7 14 21 28

1 8 15 22 29

NOVEMBER TUE

WED

THUR

3 10 17 24

4 11 18 25

5 12 19 26

DECEMBER TUE

WED

THUR

1 8 15 22 29

2 9 16 23 30

3 10 17 24 31

FRI

4 11 18 25

FRI

2 9 16 23 30

FRI

6 13 20 27

4 11 18 25

TUE

5 12 19 26

WED

6 13 20 27

THUR

7 14 21 28

ELEMENTARY GRADING PERIODS

MON

H1 8 15 22

FEBRUARY TUE

WED

THUR

2 9 16 23

3 10 17 24

4 11 18 25

FRI

4

11 18 25

FRI

1 8 15 22 29

ELEMENTARY REPORTING First Grading Period Feb. 8.......................................................................Report Cards Second Grading Period June 18...................................................................Report Cards

SECONDARY GRADING PERIODS Nov. 6........................................................... End of First Quarter Jan. 29....................................................... End of First Semester Apr. 16........................................................ End of Third Quarter June 18................................................ End of Second Semester

SECONDARY REPORTING Nov. 17........................... First Quarter Report Cards Secondary Feb. 8........................... First Semester Report Cards Secondary Apr. 26............................................. Third Quarter Report Cards June 24..................................... Second Semester Report Cards

2020-2021 SPS Calendar

FRI

5

12 19 26

MARCH

MON

TUE

WED

THUR

1 8 H15 22 29

2 9 16 23 30

3 10 17 24 31

4 11 18 25

MON

TUE

5 12 19 26

6 13 20 27

MON

TUE

3 10 17 24 31

4 11 18 25

MON

TUE

WED

THUR

FRI

7 14 H21 28

1 8 15 22 29

2 9 16 23 30

3 10 17 24

4 11 18 25

Jan. 29................................... End of First Semester Elementary June 18............................ End of Second Semester Elementary

JANUARY MON

Aug. 31- Sep 2..........Teacher Workday/Prof. Learning Imp. Day Sept. 3............................................................First Day of School Sept. 7......................................................Labor Day - No School Sept. 9................................................. First day of Kindergarten Sept. 25...............................Friday Collaboration/Early Release Oct. 9........................Teacher Workday/Prof. Learning Imp. Day Oct. 23.................................Friday Collaboration/Early Release Nov 2-6.................................................Elementary Conferences Nov 3-6.................................................. Secondary Conferences Nov. 11............................................... Veteran’s Day - No School Nov. 20................................Friday Collaboration/Early Release Nov. 25-27....................................................Thanksgiving Break Dec. 4..................................Friday Collaboration/Early Release Dec. 21-Jan. 1......................................................... Winter Break Jan. 8...................................Friday Collaboration/Early Release Jan. 18........................................................ MLK Day - No School Jan. 22.................................Friday Collaboration/Early Release Feb. 1...................................Semester Break/ Weather Make-up Feb. 5...................................Friday Collaboration/Early Release Feb. 15.............................................President’s Day - No School Feb. 19.................................Friday Collaboration/Early Release Mar. 5........................Teacher Workday/Prof. Learning Imp. Day Mar. 15......................................... Weather/Emergency Make-up Mar. 19.................................Friday Collaboration/Early Release Mar. 29-Apr. 2.......................................Elementary Conferences Apr. 5-9.................................................................... Spring Break Apr. 23.................................Friday Collaboration/Early Release May 7...................................Friday Collaboration/Early Release May 21.................................Friday Collaboration/Early Release May 31................................................Memorial Day - No School June 18............................................. Last day of School 1/2 day June 21....................................... Weather/Emergency Make-up

FRI

5 12 19 26

APRIL WED

THUR

7 14 21 28

1 8 15 22 29

MAY WED

THUR

5 12 19 26

6 13 20 27

FRI

2 9 16 23 30

FRI

7

14 21 28

JUNE



LEGEND

First/Last day of School

n Holiday

 No School/School Break Day

n Afternoon or All-Day Conferences



Friday Collaboration Day/Early Release

Weather/Emergency Makeup Day



Teacher Workday/Prof. Learning Imp. Day

Central Valley School District Calendar â&#x20AC;˘ 2020-2021 August 2020 M

IMPORTANT DATES: W

3 10 17

4 11 18

5 12 19

6 13 20

7 14 21

24 31

September 7...............................................Labor Day September 8.....................Employee Orienta on Day September 9 ........................................School Begins September 10 ...........Late Start Collabora on Begins September 9,10,11.....Kindergarten Parent Mee ngs September 14..............................Kindergarten Starts

1 8 15

T Q S

2 9 16

3 10 17

4 11 18

5 12 19

October 9 ................................................Teacher LID October 27-30 ................Middle School Conferences Early Release

September M

August 18 .....................................Secretaries Return August 24..............Schools Open for Fall Registra on

February

1 8 15

7 14

2 KM 9 16

3 KM 10 17

22 29

21 28

23 30

4 KM 11 18 25

November 10 ..........First Elementary Trimester Ends November 11 ........................................Veterans Day November 12..........................First MS Quarter Ends November 18-24 .................Elementary Conferences Early Release for Grades K-5 November 25 ........................................Early Release November 26-27..........................Thanksgiving Break December 21-January 1 ........................Winter Break January 4 ..........................................School Resumes January 18 .............................Mar n Luther King Day

(19)

March M

1 8 15

2 9 16

22 29

23 30

3 10 17

4 11 18

5 12 19

24 31

(16)

October M

5 12 19 26

7 14 21 28

6 13 20 27

8 15 22 29

9 16 23 30 (21)

2 9 16

23 30

3 10 17

4 11 18

5 12 19

6 13 20

27 (18)

December M

7 14

1 8 15

2 9 16

3 10 17

4 11 18

21 28

22 29

23 30

24 31

25 (14)

January 2021 M

March 1..................Kindergarten Registra on Begins March 17.............Second Elementary Trimester Ends March 19 ............Snow Make-Up Day / Teacher LID* March 26-April 2 .................Elementary Conferences Early Release for Grades K-5 April 5-9..................................................Spring Break April 15 ..................................Third MS Quarter Ends May 31.................................................Memorial Day

November M

(22)

February 2 .........................Second MS Quarter Ends February 2 .............................First HS Semester Ends February 3 .....................Second HS Semester Begins February 15 .......................................Presidentsâ&#x20AC;&#x2122; Day February 17-19 ...............Middle School Conferences Early Release

1 8

18 25

19 26

20 27

21 28

22 29 (19)

June 9 ....................Third Elementary Trimester Ends June 10 .........Mica Peak High School Gradua on Day June 12 ..........................High School Gradua on Day June 18............................School Ends - Early Release June 23 ................................Schools Closed to Public July 5 ............................Independence Day Observed

LEGEND: Schools Open for Fall Registra on No School Employee Orienta on Day School Begins and Ends KM Kindergarten Parent Mee ngs K Kindergarten Starts Late Start Collabora on Begins Teacher Learning Improvement Day (LID) Early Release Elementary Conferences Middle School Conferences T Elementary Trimester Ends Q MS Quarter Ends S HS Semester Ends S HS Semester Begins No School unless Snow Make-Up Day S Kindergarten Registra on Begins Schools Closed to Public

April M

5 12

6 13

7 14

19 26

20 27

21 28

1 8 15

2 9 16

22 29

23 30 (17)

May M

3 10 17

4 11 18

5 12 19

6 13 20

7 14 21

24 31

28 (20)

Visit cvsd.org for required state testing dates. *The March 19 Snow Make-Up Day will not be used for a make-up day if we have a school closure a er March 10.

June M

7 14

1 8 15

21 28

22 29

2 9 16

3 10 17

4 11 18

23 30

25 (14)

July M

5 12

6 13

7 14

1 8 15

19 26

20 27

21 28

22 29

2 9 16 23 30

APPROVED MAY 13, 2019

MEAD SCHOOL DISTRICT 2020-2021 MON

TUE

WED THUR

August

FRI 1

September

20 Student Days

Sept. 4 No School

Sept. 7 Labor Day

Sept. 8 Kindergarten 1st Day of School

30 1

October

21 Student Days

November

17 Student Days

19 Student Days

18 25

19 26

20 27

21 28

22 29

February

31 1

January

19 Student Days

March

22 Student Days

May

19 Student Days

June 12 Student Days

Nov. 11 Veteran's Day Nov. 25-27 Thanksgiving Break - No School

Dec. 21 - Jan 1 Winter Break - No School

April

17 Student Days

October 9 LID (Non-Student Day)

December

14 Student Days

Sept. 1 1st Day of School

Jan. 4 School Resumes Jan. 18 Martin Luther King Jr. Day Jan. 29 End 1st Semester

Feb. 15 President's Day

March 19 LID (Non-Student Day)

April 5-9 Spring Break

May 28 - No School (Snow Make-Up Day) May 31 Memorial Day

June 16 Last Day of School

21 28

22 29

23 30

June 17 & 18 - No School (Snow Make-Up Day)

Education is not the filling of a pail but the lighting of a fire. - William Butler Yeats

Washington State Certification Requirements Washington State Testing Information Reading & English Language Learner Endorsements

English Language Learner Teacher Candidate Name: Click to enter text. Teacher Candidateâ&#x20AC;&#x2122;s Signature:

My signature certifies under penalty of perjury under the laws of the state of Washington that the foregoing and all information listed is true and correct. All requirements for the teacher certification program and for the listed endorsements have been met. Any falsification or deliberate misrepresentation, including omission of a material fact in completion of this document can be grounds for denial of certification.

Date:

Advisor Printed Name: Click to enter text. Advisor Signature

________________________________________________ Date:_________________

Advisor signature indicates the course summary has been confirmed with transcripts, program and endorsement requirements.

Major: Click here to enter major. These courses are the minimum requirements for an ELL endorsement. Course #

Course Name

MTSL 501

Term Taken

Year Taken

Theory & Practice of Language Pick One Field Experience (Required Concurrent with MTSL 401/501) MTSL 580 TESL Language Camp (1 credit) Practicum Prior to Fall 2019 Summer only

Credits 3 1

TESOL Field Experience as of Fall 2019 EDTE 594

Field Experience (Special Topics) prior to Fall 2019

MTSL 503 (3 credits) MTSL 508 (3 credits)

Immigrant and Refugee Perspectives

Second Language Acquisition Language Awareness

Literacy for English Language Learners

MTSL 550 (1 credit) MTSL 514 (3 credits) OR EDTE 566 (3 credits)

Grade

Transfer Credit (name of college)

Reading Endorsement Teacher Candidate Name: Click to enter text. Teacher Candidateâ&#x20AC;&#x2122;s Signature:

Date:

Advisor Printed Name: Click to enter text. Advisor Signature

________________________________________________ Date:_________________

Advisor signature indicates the course summary has been confirmed with transcripts, program and endorsement requirements.

These courses are the minimum requirements for a reading endorsement. The state requires that all candidates must earn C grade or better in courses required for certification. Course #

Course Name

EDTE 540

Foundations of Reading and Language Arts Integrated Instruction: Language Arts, Art, Music, and Drama Field Experience Literacy for English Language Learners Reading Diagnosis Children and Adolescent Literature

Reading Practicum

EDTE 537

EDTE 506 EDTE 566 EDTE 561 EDTE 562 EDTE 564

Term Taken

Year Taken

Credits

1 3 3 3

Grade

Transfer Credit (name of college)

TESTS edTPA Beginning January 1, 2014, edTPA® is a requirement for graduates of Washington educator preparation programs to earn state certification

Washington Educator Skills Test–Basic® (WEST–B®) Applicant must have attempted the WEST B in all three areas, Reading, Writing, Math or any of the Equivalents (SAT/ACT) Test Code Test 095/096/097 WEST–B: Reading, Writing, Mathematics

National Evaluation Series™ (NES®) Tests The following NES tests may be used to fulfill the requirement for candidates applying for endorsements on Washington residency teaching certificates. Test Code Test 503 Art 305 Biology 306 Chemistry 101 Early Childhood Education 307 Earth and Space Science 102/103 Elementary Education (Subtests I and II) 301 English Language Arts 104 Essential Components of Elementary Reading Instruction 311 General Science 304 Mathematics 204 Middle Grades General Science 203 Middle Grades Mathematics 504 Music 308 Physics

Washington Educator Skills Tests–Endorsements™ (WEST–E™) Test Code 037 050 038 073 054 072 100 101 071

Test Agriculture Education Bilingual Education Business and Marketing Education Computer Science Dance Deaf Education Designated World Languages Designated World Languages: Latin Early Childhood Special Education

TESTS 051 041 029 027 042 052/053 056 057 028 070 040 055 043

English Language Learners Family and Consumer Sciences Education Health/Fitness History Library Media Middle Level Humanities Subtests 1 and 2 (English Language Arts, Reading, and Social Studies) Music: Choral Music: Instrumental Social Studies Special Education Technology Education Theatre Arts Traffic Safety

TESTS REQUIRED BY THE STATE OF WASHINGTON FOR CERTIFICATION TO REGISTER FOR THE TEST GO TO -----www.west.nesinc.com Gonzaga Institution Code: 215

Basic Skill Requirement

Minimum Score

Test Subcategories

WEST B

Reading, Writing, Math Math: 240, Reading 240, Writing 240

SAT

Reading, Writing, Math Math: 515, Reading: 500, Writing: 490

ACT

Revised MATH Score

Revised READING Score

27.5 After 3/5/2016

27 After 3/5/2016

WEST E Test Code

NES Test Code

Biology

Not Available

305

Chemistry

Not Available

306

Test Name Biology

220

$95

Chemistry

220

Designated World Languages

240

Early Childhood Special Education

071

Early Childhood Spec. Education

240

Elementary Education (2 Subtests Required)

Not Available

English Language Arts

Not Available

102

Elementary Education Subtest 1: Reading, English Language Arts, Social Studies

103

Elementary Education Subtest 2: Mathematics, Science, The Arts, Health and Fitness

$95 The WEST- E and the **ACTFL Oral Proficiency Interview and ACTFL Writing Proficiency Test at the Advanced Low level. Please go to the website http://www.languagetesting.com

$96 $50 for one test $95 for both

220

$50 for one test $95 for both

English Language Arts

220

$95

English Language Learners

051

English Language Learners

240

$96

Health/Fitness

029

Health/Fitness

240

$96

Mathematics

220

$95

Music: Choral

240

$96

Music: General

220

$95

Music: Instrumental

240

$96

Mathematics

Not Available

Music: Choral

056

Music: General Music: Instrumental

Not Available

301

28 After 3/5/2106

Test Fee

100

Not Available

$32 for single subtest $96 for 3

Qualifying Score

Designated World Languages: French & Spanish

Elementary Education (2 Subtests Required)

Test Fee

8 beginning 9/1/2016 23 from 9/1/2015 - 8/31/2016

Reading, Writing, Math Math: 22, Reading: 22, Writing: 8

Licensure Area

Revised WRITING Score

304

504

057

Physics

Not Available

308

Physics

220

$95

Reading

Not Available

104

Reading

220

$95

Social Studies

028

Social Studies

240

$96

Special Education

070

Special Education

240

$96

Theatre Arts

055

Theatre Arts

240

edTPA

Test Code http://edtpa.aacte.org/

$96

Qualifying Score

Test Fee

$300

All endorsement areas

Revised SU 2019

Teaching is more than imparting knowledge; it is inspiring change. Learning is more than absorbing facts; it is acquiring understanding. - William Arthur Ward

Campus Resources Registration & Financial Information Center for Cura Personalis Foley Center Library IT Services Student Health Insurance Off Campus Living Rudolf Fitness Center Parking & Traffic Regulations Contact Information

CAMPUS REGISTRATION INSTRUCTIONS

Get Logged In - http://my.gonzaga.edu 1. Click on the Zagweb tile or type Zagweb in the search area.

2. Click on the “Student” tab.

3. Click on the “New Registration” tile.

4. Click on “Register for Classes”.

5. Select the upcoming registration term and click “Continue”.

6. Click on the “Enter CRN’s” tab.

Enter the CRN’s

1. Enter the CRN’s for the courses that you want to add to your schedule.

2. You can continue to add CRNS by clicking “+Add Another CRN”.

3. Click to “Add to Summary” when you are ready to add the CRNs to your schedule. 4. You must click “Submit” to register for the classes you entered.

5. After you click “Submit,” a green “Registered” status indicated that you have successfully registered for the courses.

Resolving Errors

1. If you receive an error message that prevents you from registering, please contact the Teacher

Education’s Program Coordinator, Gale Snyder at snyderg@gonzaga letting her know the error message you are receiving. The majority of the time the problem is easily resolved.

SOE – Site Based Education Centers MIT Tuition & Fees for Summer 2020, Fall 2020 & Spring 2021 Semesters All registered students will pay for tuition at the beginning of the semester OR apply for a monthly payment plan. If students apply to the center after the payment plan deadline, they may apply for the monthly plan within two weeks from the day they submitted their graduate school application to the School of Education.

TUITION RATES Master of Initial Teaching - Elementary Education Master of Initial Teaching - Secondary Education Main campus endorsement classes

Per credit hour Per credit hour Per credit hour

$840 $840 $1,030

***Please note that tuition rates will increase beginning the summer of 2019. If you are in the 2-year cycle for these programs, your total tuition cost will be higher than what is listed here.

3-Month Payment Plan Application for Admission Fee Degree Application Fee

FEES $25 per semester $50 $75

Late Add/Drop Fee Late Degree Application Fee

$50 $100

No payment/no arrangement Fee Parking fee Rebilling fee Returned check fine Rudolph Fitness Center Fee Summer Session Admin. Fee Technology Fee Transcript Fee Tuition Deposit ZAGCARD replacement

3% $50-75 1% or $2.00 $25 $30-150 $45 $64, 70 or 130 $8.50 $100 $30

School of Education

Course Fees

Field Experience I, II, III EDTE 505, 506, 507 Field Experience: Additional Endorsement EDTE 554L Integrated Methods Art, Drama, Music EDTE 537 MIT Elementary Student Teaching EDTE 696A MIT Secondary Student Teaching EDTE 696B Science Methods EDTE 510

$100-150 $150 $10 $180 $180 $10

Participation Fee Mandatory Mandatory Per Each Course Add-drop or Withdrawal Mandatory of the Unpaid Student Account Balance Due For University Lots, Per Year Whichever is Greater

To Confirm Acceptance Identification card

Please note: Gonzaga University reserves the right to change any costs and/or provisions without notice. It further reserves the right to withhold student information, including transcripts of record and diplomas, until said student’s account has been paid in full. No student will be allowed to register for an ensuing semester if a balance is owed for a prior semester. A finance charge of 12% per annum pro rata (365 days) or a rebilling fee of 1% of the total amount due or $3, whichever is greater, will be added to a student’s account on any amount more than thirty days past due.

SOE – Site Based Education Centers MIT Tuition & Fees for Summer 2020, Fall 2020 & Spring 2021 Semesters Students will be charged the reduced cohort tuition rate when taking courses listed in the cycle of courses for the Site Based Education Center. Students enrolling for courses not listed in the cycle of courses for their center OR for courses taken on the Main Gonzaga University campus will be charged the higher on-campus tuition rate. All fee information is given in United States funds. Acceptable forms of payment are personal check, money order, cashier’s check, or bank draft. All checks must be payable to Gonzaga University in United States funds. Post-dated checks will not be accepted and will be returned to sender. If you wish to make payment by credit card, there is an opportunity to pay Gonzaga University through our third party vendor, via Zagweb. A service fee of 2.75% per transaction is charged. Visa, American Express, Diner’s Club, Discover and MasterCard are accepted. Student Accounts asks that students and their families become familiar with the electronic billing process. When an electronic billing statement is sent, students and authorized payers receive an e-mail notification that their online bill is available. This email provides a link to Zagweb and then to CASHNet where the bill can be viewed, printed and/or paid. It is imperative that students set up any authorized payers through CASHNet. Step by step instructions for setting up a parent or other third party as an Authorized Payer can be found at www.gonzaga.edu/studentaccounts on the Billing and Payment link or by clicking on the “Help” button in CASHNet. Once set up, the Authorized Payer will also receive email notifications when a bill is ready to view and will have unlimited access to view, print and/or pay the bill. Electronic billing notifications are sent to the students at their Gonzaga email address and it is the responsibility of the student to read their Gonzaga email in a timely fashion. The obligation to pay the Gonzaga Student Account bill by the due date is not altered or modified in any way by the electronic billing process. It will remain the responsibility of the student to ensure their amount due is paid on or before the due date. Tuition, room & board, fees and/or other charges will be due and payable when incurred by the student. The electronic billing statement is printable. If you do not wish to pay online by American Express, Diner’s Club, Discover or MasterCard, you may print out the electronic bill and send the billing statement along with your check to Student Accounts. Please remember that your check must be payable in United States Funds. Electronic bills can also be saved as an attachment and sent by email. Students whose parents do not have access to email will be able to print the PDF copy of their bill and deliver it to them.

BOOKS AND SUPPLIES

Books and supplies are not included on a Student Accounts statement; therefore, those charges will not be included in a payment plan. The School of Education will give you additional information regarding obtaining your text books and materials.

COMPUTER ACCESS

Gonzaga email address (Zagmail) and Zagweb login information will be delivered to students from the Gonzaga University, School of Education Admissions department. Client Support Services or Help Desk assistance is also available.

DROPPED COURSES OR COURSE WITHDRAWAL

Please contact the Office of the Registrar for assistance with procedures for drops and/or withdrawals. Contact Student Accounts for tuition adjustment or refund information. Please remember that for United States financial aid purposes, awards may be adjusted if your course load drops below full time status. Students failing to formally notify the Office of the Registrar of drops or withdrawals from class/classes will be responsible for all tuition and fee charges shown on the account. Notice to instructors of a drop or withdrawal does not cancel registration or financial obligations. Tuition adjustments are based upon the date of the completion of the drop/withdrawal process.

SOE â&#x20AC;&#x201C; Site Based Education Centers MIT Tuition & Fees for Summer 2020, Fall 2020 & Spring 2021 Semesters

COMPLETE WITHDRAWAL FROM ALL COURSES

It is the responsibility of the student withdrawing from all courses to inform the Office of the Registrar. Students failing to formally notify the University in this manner will be responsible for all tuition and fee charges shown on the account once the withdrawal is processed. As with the dropping of courses, notice to instructors of withdrawal does not cancel registration or financial obligations. Tuition adjustments are based upon the date of the completion of the withdrawal process. Please contact the Office of the Registrar for assistance with procedures for drops and/or withdrawals. Contact Student Accounts for tuition adjustment or refund information. United States Federal Financial Aid funds will be refunded in accordance with government and Gonzaga University regulations.

TUITION ADJUSTMENT POLICY

Graduate level students completely withdrawing from the University must obtain a Complete Withdrawal form from the Registrarâ&#x20AC;&#x2122;s Office. Tuition adjustments are calculated in Student Accounts. Final adjustments are based on the effective dates of withdrawals and exclude non-refundable fees. Room and Board is prorated throughout the semester. Laboratory fees are not refunded after the first full week of classes. United States federal or state financial aid funds are refunded in accordance with governmental and University regulations. The withdrawal refund schedule and the refund schedule for dropped classes are available through the Student Accounts Office.

CANADIAN TAX ELIGIBILITY

Gonzaga University issues tuition and education amounts certificates before the last day of February for the prior calendar year to eligible students. Please notify Student Accounts or the Office of the Registrar of address changes to ensure timely receipt of your tax documents. Students must be fully admitted to a degree seeking program and be registered full-time for each academic session or term in order to receive tax documents from Gonzaga University. For more information, see pamphlet P105, Student and Income Tax, provided by Canada Customs and Revenue Agency or consult a Canadian tax accountant.

Student Accounts

Office of the Registrar

Financial Aid Office

Gonzaga University PO Box 3463 Spokane WA 99220

Gonzaga University 502 E Boone Ave Spokane, WA 99258

Gonzaga University 502 E Boone Ave Spokane, WA 99258-0072

(509)313-6817 or 1-800-440-5392 Fax: (509) 313-6399 Located Crosby Center Basement

(509) 313-6509 or 1-800-793-1723 Fax: (509) 313-5828 Located College Hall 229

(509) 313-6582 or 1-800-793-1716 Fax: (509) 313-5816 Located Crosby Center Basement

Mary Beth Charleboix Graduate Programs & Collections Specialist charleboix@gonzaga.edu

Carol Huston

www.gonzaga.edu/financial-aid

Special Programs Specialist huston@gonzaga.edu

finaid@gonzaga.edu

Revised 06-09-2020 MBC

MIT FINANCIAL INFORMATION SHEET MIT Financial Information We understand that funding a college education takes careful planning and often requires tapping a variety of financial resources. We encourage you to explore the grant, loan, and work-study options available that will help make paying for college as affordable as possible. Listed below are some funding opportunities for you to explore.

Federal Direct Unsubsidized and Grad Plus Loans • •

Students can be awarded up to $20,500 in a Federal Direct Unsubsidized loan in an academic year. The fixed interest rate first disbursed on or after July 1, 2020 and before July 1, 2021 is 4.308%. Students who have exhausted eligibility for the Federal Direct Loan may borrow from the Federal Direct Graduate Plus Loan. Beginning July 1, 2020, and before July 1, 2021, the interest rate is 5.3%. Interest rates are fixed for the life of the loan. Please see https://studentaid.ed.gov/sa/types/loans/plus#interest

Financial Aid • • • • •

•

Many graduate students are eligible to receive Federal Stafford Loans. Graduate Financial Aid is not based on income. In order to quality, complete the Free Application for Federal Student Aid each year you are in school. Go to https://fafsa.ed.gov. Gonzaga University’s school code is 003778. For questions about financial aid contact the Financial Aid Office (509) 313-6582 Email: finaid@gonzaga.edu Student Services can also help. Call or Text (509) 313-3573 Email: guonlinestudentservices@gonzaga.edu

TEACH Grant • •

•

The TEACH Grant provides grants up to $4000.00 per year to candidates who are completing or plan to complete coursework needed to begin a career in teaching. Teacher candidates must meet the eligibility criteria which includes but not limited to serving students from low-income families in a high need field (bilingual education and English language acquisition, foreign language, mathematics, reading specialist, science and special education as well as any other field that has been identified by the federal government, a state government, or a local education agency, and this is included in the annual Teacher Shortage Area Nationwide Listing (Nationwide List) Candidates must agree to serve as a full time teacher in a high-need field for at least four academic years within eight calendar years of completing the program.

MIT FINANCIAL INFORMATION SHEET •

•

Candidates that plan to teach in a high-need field that is included in the Nationwide List, the field must be listed for the state where they will teach either at the time they begin their qualifying teaching service or at the time they received a TEACH Grant. If candidates fail to complete the service obligation, all amounts of the TEACH Grant will be converted to a Federal Direct Unsubsidized Stafford Loan, with interest charged from the date of each Teach Grant disbursement. For more information please contact the administrator of the TEACH Grant, Dr. Kimberly Weber at (509)313-3661 or by email at weberk@gonzaga.edu.

Graduate Assistantships • Candidates who have been admitted to the Graduate Program for the summer 2019 semester are eligible to apply for a Graduate Assistantship. Assistantships are awarded one semester at a time. Applications will be available during the first week of August with the final decisions made by August 15, 2019.

Nelson Family Math Scholarship Fund for Candidates Pursing Math Certification •

Scholarship(s) available for math graduate candidates pursuing elementary or secondary certificates through the MIT Program.

Spokane Area Retired Educators Foundation Student Loan Fund •

•

• •

The Spokane Area Retired Educators Foundation maintains an interest free student loan fund for junior, senior and graduate students intending to pursue careers in teaching or nursing. An amount of not more than $2,000 may be borrowed each year. It is a loan, not a scholarship, gift, or grant, and must be repaid. Applicants must submit a written request for an application form and include a stamped, self-addressed legal size envelope. The application form includes a statement of need and requires references in support of the applicant. All applications are reviewed be a committee and are contacted for an interview. After interviews are completed, a number of applicants may be granted the loan by the Spokane Area Retired Educators Foundation. Inquiry and written requests for applications may be directed to: Neil D. Prescott, Chair SAREF Student Loan Committee 523 North Best Road Spokane Valley, WA 99216-2096

Scholarships •

Gonzaga University is unable to offer institutional scholarships to graduate level students. However, the Financial Aid office has posted on their website links to sites that often have graduate level scholarships.

Center for Cura Personalis Empowering students to be their best selves CCP serves students through proactive outreach and personalized support for those that might be struggling. We work to connect students to resources and strategies that will help each individual be successful in their time at Gonzaga. Case Managers meet with students one-on-one to discuss how things have been going, resources that fit any given situation, and determine ways in which a student can move forward. We aim to reduce barriors for students by supporting them, connecting them to appropriate resources, and empowering them to move forward. “Cura personalis” means care for the whole person. We are dedicated to the mission of “cura personalis” as described by Peter-Hans Kolvenbach SJ, Jesuit superior, when he said that along each of our life journeys we need the “help of a companion on the way.” With mind, body, and spirit in mind, we work and collaborate to support students holistically by connecting each individual with resources that will help them be successful in their time at Gonzaga University. If you or someone you know may need some extra support, the Center for Cura Personalis is a great place to start!

Location & Office Hours CCP is located in the Crosby Center, Room 216 and is open 8:00am-4:30pm Monday-Friday.

MAILING ADDRESS 502 E. Boone Ave. AD 76 Spokane, WA 99258

CONTACT INFORMATION Phone: (509) 313-2227 (If you receive the voice mail please leave a message and your call will be returned promptly) Email: ccp@gonzaga.edu Appointments can be made in person and some walk-in appointments can be made depending on availability.

AFTER HOURS CARE RESOURCES For Campus Emergencies: •

Contact Gonzaga Campus Security & Public Safety at 509-313-2222.

Center for Cura Personalis For after-hours assistance with mental health: •

1-877-266-1818 (toll free number) 24/7 Regional Behavioral Health Crisis Line

For after-hours medical care consider one of the following: •

Call Family Medicine of Spokane at (509) 626-9900 to speak with a physician.

•

Visit a local Urgent Care Center.

•

Visit a local Emergency Room.

Local Urgent Care Centers •

Providence Urgent Care - 421 S. Division, Spokane WA 99202 (509) 474-2100

•

Rockwood Clinic Urgent Care- 400 E Fifth Ave, Spokane WA 99202 (509) 838-2531

•

U.S. HealthWorks - 2005 E 29th, Spokane WA 99203 (509) 747-0770

Local Emergency Departments •

Sacred Heart Emergency Dept, 101 W. 8th Ave., Spokane, WA 99240, (509) 474-3131

•

Holy Family Emergency Dept, 5633 N. Lidgerwood St., Spokane, WA 99208, (509) 482-0111

•

Deaconess Hospital Emergency Dept, 800 W. 5th, Spokane, WA (509) 473-5800

If you are experiencing an urgent medical issues during an evening or weekend and have transportation concerns call (509)313-5878 to arrange a Health Ride to a local Urgent Care.

FOLEY CENTER LIBRARY Foley Library during Coronavirus

Following the Governor's Executive Order, the Foley Library building is closed We are suspending in person services, but we continue available for online support and research needs Foley Library continues to monitor the impact of the COVID-19 novel coronavirus to library services. Please refer to the campus resource site for the latest campus information. All our online resources continue to be available for your research needs. Online resources available 24/7: • • • • • •

Library Website: Course Reading lists 350+ Library databases, with full text articles, eBooks, streaming videos, primary source content, newspapers, and more. Digital Archives Library Research Subject Guides and Tutorials. Our chat service is still available 24/7, a librarian is always just a click away.

Library services available remotely: • • • • •

Schedule a virtual reference appointment from our webpage, librarians can meet with you by phone or via Zoom. You can always call us at 509-313-5931 for research and access support. ATAS – Academic Technology Applications Support is available for virtual support of Foliotek eportfolios, Qualtrics survey software, and Turnitin. EITA – Electronic Information Technology Accessibility staff is available to assist making electronic content accessible. Article delivery services via Interlibrary Loan (ILL) is available. Book borrowing and all other ILL services are suspended.

INFORMATION TECHNOLOGY SERVICES Gonzaga’s Intranet •

The University’s new intranet site, myGU (password protected at my.gonzaga.edu) is for current students, faculty and staff. It provides easy access to the tools and information needed most with a home page that can be customized for one-click access to favorite internal applications and pages. Type in my.gonzaga.edu into your “Chrome” browser and click on myGU on the upper dashboard, enter your user name and password (be sure to click on save my password). You are now in the myGU intranet site. From here you will be able to customize your home page by clicking on the plus icon and adding favorites (Zagweb, Blackboard) from the “Add Applications to Your Homepage”. Have an app tile that you no longer want or need, just click on the “x” in the upper right corner and it is deleted from My Apps.

Zagweb • •

•

Zagweb is Gonzaga University’s self-service web information system. Through Zagweb, you can access course registration, grade reporting, course evaluation, financial aid and student accounts information. To access Zagweb open the Google Chrome web browser and enter zagweb.gonzaga.edu. You will be brought the tiles page. From her click on "Enter Secure Area". You will be brought to Gonzaga’s single sign on page. You will now use you Gonzaga credentials to log in. When you click on the student tab, there are new self-service tiles that are at the top and highlighted with the red “new” icon. If you have any questions contact Student Services. Call or Text (509) 313-3573 Email: guonlinestudentservices@gonzaga.edu

Blackboard • • •

Blackboard helps faculty tie in online resources with the classroom experience. With Blackboard, students can receive announcements from professors, locate homework, and even discuss material with other students online. For Gonzaga's Blackboard site go to http://learn.gonzaga.edu. Go to https://www.atomiclearning.com/login/gonzaga. This series goes over the basics of navigating an online course in Blackboard Learn ™ Ultra. You’ll learn how to setup your profile, notification and privacy settings and add content to your course, including files, assignments, tests, discussion posts and much more.

ZagMail Gonzaga University considers email an official form of communication. • You are responsible for regularly checking and reading messages sent to your university email account, which is called Zagmail. • Your email Username is provided by Graduate Enrollment Management. Call or text 866-380-5323 or go to soegrad@gonzaga.edu.

INFORMATION TECHNOLOGY SERVICES • • •

Set up or change your password through the password reset portal, https://passwordreset.gonzaga.edu/ As such, we require that students do not forward their email account and to check Zagmail on a frequent basis. If you have any questions call Student Services. Call or Text (509) 313-3573 Email: guonlinestudentservices@gonzaga.edu

IT Support Center • •

The IT Support Center is part of the Information Technology Services (ITS) Department, focused on meeting your technical needs and providing high quality, dependable and secure services. The IT Support Center provides phone, e-mail, and walk-in computer support for all faculty, staff and students at Gonzaga University. Support for students is limited to network connection support and basic virus/malware remediation.

Where we are • •

Student Tech Support is located in the Next Gen Tech Bar (NGTB) on the main floor of Hemmingson, Room 113 Hours while classes are in session: Monday-Friday: 7:30AM-8:00PM Saturday and Sunday Closed

Contact Information • • •

Phone: 509.313.5550 E-mail: techsupport@gonzaga.edu Web: www.gonzaga.edu/techsupport

STUDENT HEALTH INSURANCE The Affordable Care Act requires all US citizens to have medical insurance, as a Gonzaga student you have several choices when it comes to medical insurance. One key factor in your decision is whether you are claimed as a tax dependent on your parent’s tax return. As a tax dependent you can remain on your parent’s medical plan until age 26. If there is no option to remain under a parents plan you may qualify for free or reduced cost plans through the Washington State Benefit Exchange. Washington Health Finder will let you shop for free or low cost insurance depending on your family size and income. Since you are a Gonzaga Student you are considered to be a Washington State resident regardless of what State you call home. Health insurance can be very complicated so it is recommended that you discuss your options with a trained individual that specializes in working with your unique situation. For more information regarding your insurance needs please contact one of our representatives below: • • •

Curtis Fackler, (509) 381-5562, curt@betterhealthtogether.org Alicyn Elder, (509) 321-7500, alicyn@betterhealthtogether.org Lisa Schwartzenburg at Gonzaga's Assistant Director of Benefits, (509) 313-5861 for general questions

Off-Campus Living & Grad Students Student Resources Welcome to Gonzaga University! This website is designed as quick resource for you. We've included links to many of the offices and services you may need throughout your time at Gonzaga. Please visit Off-Campus & Grad Students webpage to access a quick resource guide. Gonzaga has included links to many of the offices and services you may need throughout your time at Gonzaga. •

Drop down headings include:          

New to Spokane? Commuter & Transportation Resources Getting Started & Academic Resources Financial Resources Professional Resources Student Health & Wellness Resources Student Services Graduate Student Association Student Life Communication: How do people find out about things? Virtual Campus Tour

RUDOLF FITNESS CENTER The following classifications within the Gonzaga Community are eligible for membership: •

Current Graduate, Law and Part-time Undergraduate Students Fee: $150*/semester Process: Must go to Student Accounts basement of Crosby

•

Family Memberships Spouse of current GU Student, Faculty & Staff Fee: $150*/semester Spouse & Dependents of current GU Student, Faculty & Staff Fee: $200*/semester Process: Complete the membership form and bring it to the RFC. If needed, Physician's Statement & Clearance form.

•

Guests of current faculty, staff, or students Fee: $10*/day

•

Summer Memberships Fee: $30*/semester

*Prices do not include tax.

Membership Fee Policies The Rudolf Fitness Center is primarily for Gonzaga students, faculty, and staff. Children may use the pool and field house only during weekend hours. Only youth age 16 or older may use the cardiovascular and weight training equipment. Young children are not allowed to be left unattended. • •

Dependents must be high school age or younger to be eligible for family membership. Spouses are included in family membership.

Locker Rental Fee: $10/locker/semester •

Process: To rent a locker you must bring either cash or check to the front desk and they will assign you a locker

There are men's and women's locker facilities in the pool area. Locker rooms have restroom and shower facilities, as well as lockers and benches. Day lockers may be used free of charge and are located on the first floor of the Fitness Center under the stairs. Patrons must bring their own locks and remove them by the end of the day.

PARKING AND TRAFFIC REGULATIONS These regulations are applicable to all persons who operate a motor vehicle on the property of Gonzaga University. You can avoid getting GU parking citations by reading these guidelines and abiding by them. Gonzaga University requires all motor vehicles (including motorcycles) parking on University property to be registered with Campus Security and to properly display a valid parking permit. Only online parking permit sales begin August 1, 2020 at https://gonzagaparking.t2hosted.com/account/portal. Pass pickup will begin on August 18h. To complete the online order form, you will need your vehicle license plate number and Gonzaga ID. Print out a copy of your receipt and bring it to the Security Office, 503 E Sharp to pick up your permit. Green Permit (Non-Residential, Commuter Student) $108.90 with tax. Please note, Campus Security is anticipating a price increase however the exact price has not been determined. • • • • • • •

BARC, Levels 3 & 4 Boone and Van Gorp lot Martin Centre (south) McCarthey Athletic Center (south) Patterson Baseball Complete Theatre and Dance (south) Schoenberg Center (west lot) West Burch Apartment (Peart St.)

If you loan your vehicle to another person, you are obligated to inform them of the parking rules and regulations. Registered owners are liable for all citations issued to their vehicles regardless of who was driving at the time of the infraction. Vehicles parked on the city streets are regulated by Washington State statutes and Spokane City/County codes and ordinances. Spokane Police and Parking Enforcement patrol campus and issue city parking citations. Campus Security/Parking Services has no authority over citations issued by city/state enforcement agencies.

Parking Rules and Regulations The following practices are prohibited on Gonzaga University property: • • • • • • • • • • •

Parking on sidewalks or lawn areas. Parking in fire lanes including Desmet Circle, Ad Circle, Upper Kennedy Drive, the Madonna lot and behind the Ad building. Parking in a Disabled stall without a valid Disabled Permit Parking on brick areas unless designated by signage as a parking area. Parking within 30 feet of a stop sign. Obstructing crosswalks or impairing visibility around crosswalks. Parking in more than one space, or in an unmarked space, or obstructing traffic. Parking in a University lot without properly displaying a GU parking permit. Falsifying and/or using a falsified permit or citation. Purchasing, attempting to purchase, obtaining, or displaying a parking permit using false information or by fraudulent means. Parking in unauthorized or restricted areas.

PARKING AND TRAFFIC REGULATIONS Traffic Regulations • • • •

Campus speed limit is 10 MPH. Driving over the speed limit or in a reckless manner is prohibited. Driving on sidewalks, lawns or brick is prohibited. Drivers must obey all traffic control devices, signs and markings.

Motorcycles • • •

Operators/passengers on all motorcycles or mopeds are required to wear a protective helmet. Operators of all motorcycles and certain mopeds require a motorcycle endorsement on their driver’s license. There are no special arrangements for motorcycles parking on campus. They are to be parked in regularly marked stalls and must display a GU motorcycle parking permit.

Citations If you received a citation at Gonzaga University and are not a visitor, you can pay your fine or appeal your citation. As an incentive to pay fines promptly, citations paid within 7 days of issuance will be reduced to half the price. Please visit our online portal to pay or appeal your citation, (https://gonzagaparking.t2hosted.com/account/portal) or visit the Parking Office at 503 E. Sharp to pay in person. Gonzaga students’ citations that remain unpaid for 60 days may result in a hold on your Student Account.

Hours of Enforcement University parking rules and regulations are enforced every day year-round unless otherwise specified. A heavier emphasis on parking patrol will occur during regular business hours throughout the academic year. Anyone with a valid permit, regardless of color, may park in any non-residential lot after 5:00 pm until the following 8:00am Monday through Friday, on weekends, and on University holidays and breaks. Fire lanes, reserved stalls, disabled person stalls, sidewalks, brick, lawn, construction and maintenance areas are enforced every day year-round.

Contact Information 509.313.4147

CONTACT INFORMATION Contact Resources Position

Name

Phone Number

Email Address

Room #

Teacher Education Chairperson

Deborah Nieding

509-313-3663

nieding@gonzaga.edu

RC 214

Anny Case

509-313-3476

casea@gonzaga.edu

RC 224

Deborah Nieding

509-313-3663 509-313-3632

nieding@gonzaga.edu

RC 214

Teacher Education Program Coordinator

Gale Snyder

509 -313-3514

snyderg@gonzaga.edu

RC 206

Director of Clinical Experiences

Cathy Dieter

509-313-3516

dieter@gonzaga.edu

RC 204A

Certification Director

Amanda Coulter

509-313-3504

coulter@gonzaga.edu

RC 110

VIA Specialist

Shannan Palomba

509-313-5912

palomba@gonzaga.edu

RC 203D

edTPA Director

Pam LeBret

509-313-3662

lebretp@gonzaga.edu

TBD

Registrarâ&#x20AC;&#x2122;s Office â&#x20AC;&#x201C; Graduate Specialist

Carol Huston

509-313-6594

huston@gonzaga.edu

CG 229

Student Accounts

Mary Beth Charleboix

509-313-6817

charleboix@gonzaga.edu

CSC 002G

Graduate Enrollment Management

509-313-6573

enrollmentmgmt@gonzaga.edu

Campion

Help Desk

509-313-5550

helpdesk@gonzaga.edu

Foley LL 007 & 015

MIT Secondary Program Director MIT Elementary Program Director & Advisor

Foley Center

Reference Desk

509-313-5931