Holy Cross College Teacher Education Handbook by Holy Cross College

Contents Page 1.

Message from the Chair

Foreword

Conceptual Framework (abbreviated with the standards)

Division of Education Requirements, Policies and Form

a. Core Requirements

b. Education Program Requirements

c. Transition to Teach Requirements

d. Education Minor Requirements

e. Professional and Confidentiality Agreement

f. Student Teaching Placement Request Form

Application and Admission to the Teacher Education Program

Confidentiality of Records

Disabilities Access/Assistance Policies

Field Experiences Policy

Grievance Review Process

10.

Policy on Harassment

11.

Reapplication to the Teacher Education Program

12.

Retention in the Teacher Education Program

13.

State Licensing

14.

Student Organizations

15.

Student Teaching Policies

16.

Involuntary Withdrawal

17.

Additional College Resources

18.

Assessment

Message from the Chair

â&#x20AC;&#x2022;We shall always place education side by side with instruction. The mind will not be cultivated at the expense of the heart.â&#x20AC;&#x2013; Father Basil Moreau. The education department at Holy Cross College is a vibrant, faith-centered learning community. Students and faculty work together to advance the gospel through the mission of the college and the department. I welcome you and hope that you spend some time traveling through the website and on-line handbook. Please contact us to arrange a visit, we look forward to seeing you on campus! Susan Devetski, Ph.D. Chair, Dept. of Education

Foreword

The education department embraces the mission of the college fully; in fact, the mission provides the foundation for the purposes in preparing teachers to transform the lives of their future students. The Teacher Education Program at Holy Cross College has the following goals: 1. To prepare competent minds and compassionate hearts of future teachers so that they can transform the lives of their future students; 2. To prepare teachers who are passionate, life-long learners that see teaching as a vocation; 3. To prepare teachers who are compelled to act on behalf of all children, especially those marginalized by society Holy Cross College Principles of Teaching Folded into these principles are the following:  INTASC Standards  NCATE Elementary Education Standards  Indiana Standards for Teachers of Early and Middle Childhood Generalist  Indiana Standards for Teachers of English as New Language  Indiana Standards for Teachers of Bilingual/Bicultural Students The Holy Cross principles are organized into three domains: Passionate Teachers; Content Knowledgeable Teachers; and Reflective Professionals. Graduates become… Passionate Teachers  Candidates view teaching as a vocation  Candidates develop compassionate hearts for teaching  Candidates value the cultural and linguistic backgrounds of their students  Candidates embrace action on behalf of all children  Candidates foster Gospel values in secular and parochial ways  Candidates see themselves as teachers who serve those marginalized by society  Candidates promote acceptance and understanding of cultural and language diversity in the school and community  Candidates create high and positive expectations for all learners, including those for whom English is not their first language  Candidates integrate the disciplines to create meaningful curriculum  Candidates provide all learners with access to learning opportunities Content Knowledgeable Teachers  Candidates develop their minds within a liberal arts tradition

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Candidates know their content well Candidates understand second language acquisition and development and can adjust instruction and assessment tools to promote interaction and learning for English language learners in their classrooms Candidates create challenging and engaging curriculum for all children Candidates set learning goals, create instruction, and develop a variety of assessments for children that show command of the subject matter and respect for students‘ primary cultures Candidates model effective communication, writing and speaking effectively Candidates use a variety of media and technology, multiple strategies, and effective materials to engage students, including those for whom English is not their first language Candidates encourage students to see, question, and interpret ideas Candidates use appropriate classroom procedures Candidates create collaborative, supportive environments for all children to learn

Reflective Professionals  Candidates make effective decisions and solve problems in the best interest of students  Candidates see themselves as lifelong learners  Candidates review their performance constantly to improve  Candidates seek help from other professionals as needed  Candidates collaborate with families and community as needed Education Program: Elementary Education and English as a New Language (K-6) The curriculum in the teacher education program is designed to prepare beginning teachers for public, private, or parochial schools. The program has defined its core beliefs to establish the competency base of its graduates. Competence is also demonstrated by the completion of academic requirements as well as field requirements necessary to be considered a novice professional ready for a teaching career. The Elementary Education Program will prepare candidates for a dual license in teaching children in grades K-6. The inclusion of the second area of English as a New Language (ENL) reflects the acknowledged need for beginning teachers to be culturally competent in working with children from all language backgrounds.

3. Conceptual Framework The Vision and Mission of the Institution and Unit Description of the College Holy Cross College is a Catholic higher education community that transforms lives by advancing the Gospel, and building competent minds and compassionate hearts. Founded by the Brothers of Holy Cross, we are animated by their traditions which require a practical, demanding, and comprehensive training of the mind that is compelled to action by a generous spirit. We accommodate a broad spectrum of needs, interests, and backgrounds within a challenging, supportive, and sacred environment. We offer a foundational liberal arts program of engaging and relevant instruction which prepares students for productive futures. By actively pursuing the integrated development of mind, body, and heart, the liberal arts core of the Associates of Arts Degree program(s) provides transferable skills for continuing education and reaching professional goals. Baccalaureate option(s) offer a global and experiential liberal arts curriculum coordinating the planning of life-long learning with the courage to face future challenges. We advance the Gospel message by developing a personal understanding of relationships with God, others, and self. We respect and challenge one another through active spiritual and intellectual lives and through service. We support and enlighten one another about our common responsibilities to further the Kingdom of God. Legacy of Father Basil Moreau The legacy of Holy Cross College comes from the inspiration of the founder of the Congregation of Holy Cross by Father Basil Anthony Moreau in 1837. Influenced by Father Jacques Dujarie, the founder of the Brothers of St. Joseph, Moreau was moved to accept direction of the Brothers and add to their membership priests – the Salvatorists – and sisters – the Marianites. The three groups became the Congregation of Holy Cross and were immediately responsive to the plight of many children left homeless after the carnage of the French Revolution. Today the priests and brothers operate secondary schools, colleges and universities and many other apostolates throughout the world under the banner of the Cross and the Anchor and the mission to educate first the hearts and then the minds of those desiring services. Moreau taught that the purpose of education is to lead persons ―out of ignorance and disorder.‖ Moreover, the purpose of Christian education is to lead these persons back to a time before the fall of man – back to Paradise – or ―forward to completeness in Christ.‖ If we think in terms of Maslow‘s hierarchy of needs (survival, security, social acceptance, self-esteem, and self-actualization), ―completeness in Christ‖ might replicate what it means to become a self-actualized person who has the capacity to accept the angst of shame (after the fall) and deal with the self and others out of mental/emotional health.

So a Holy Cross education deals not only with the intellect, but with, and most significantly, the heart: first the heart, then the mind, and with the newest research information on knowing, the gut as the domain for intuitive understanding. Moreau believed that teachers must receive a call to teach and this call is tangent with vocation, both a religious one and a lifestyle choice for a lay person. If not called, the teacher will burn out because of all-consuming needs of students. If there is the call, then the candidate needs to demonstrate, begin to develop and live certain virtues: reverence, knowledge, zeal, vigilance, seriousness, meekness, patience, prudence, and firmness. These virtues rest on a foundation of common sense and genuine love for youth that is not overwhelmed by the often over-blown emotional releases of normal development. Finally, these virtues assist one to relate to students in a mutually healthy manner. Moreau identifies a diversity of ―special students: spoiled because of poor upbringing; unintelligent; self-centered; opinionated; insolent; envious; without integrity; immature; lazy; and of weak health.‖ Certainly today, these ―types‖ add another layer of complexity to the diverse group of persons who engage in all areas of education. Liberal Arts Goals As a liberal arts institution, Holy Cross has identified nine skills graduates need in order to be intellectually, emotionally, and aesthetically responsible individuals. They are the following:  Creative thinking: includes generating and synthesizing ideas, use multiple forms of thinking, understand the creative process, and develop aesthetic responses.  Critical thinking: includes asking questions, making interdisciplinary connections, critiquing society, using the scientific method, and analyzing and interpreting the thoughts and works of others  Library and information literacy: includes pursuing scholarship, using and evaluating multiple forms of information, seeking assistance in use of resources, use appropriate materials in research  Oral communication: includes speaking effectively, delivering effective oral presentations, targeting an audience appropriately, using effective listening skills, and defending a position or interpretation  Quantitative reasoning: includes using algebraic concepts and applications, collecting, organizing and using information appropriately, applying mathematic principles in a variety of situations, and understanding relations and functions in mathematical constructions  Reading: includes using comprehension strategies appropriately, and interpreting, analyzing, and evaluating ideas in written texts  Religious, moral, and social development: includes understanding the religious and moral wisdom of the past and present, articulating how Catholic teaching provides a foundation for understanding contemporary issues to distinguish what is good, just and true from what is evil, unjust and false, respecting all cultures and religions, interacting and cooperatively working with others

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Technology: includes understanding the functions and uses of computer technology, accessing information from a variety of sources, and using software programs as appropriate for major areas of study Writing: includes writing effectively, refining written expression, and writing for a variety of audiences.

Mission of the Teacher Education Program We shall always place education side by side with instruction. The mind will not be cultivated at the expense of the heart. Father Basil Moreau The Teacher Education Program of Holy Cross College cultivates a faith-centered, value-oriented environment in which teacher education candidates are prepared for lives of service through a program grounded in the liberal arts, knowledge of teaching, and critical school experiences. Candidates are equipped with the knowledge, skills, and values to be empathetic and culturally competent professionals who function as scholars, problem-solvers, and effective decision-makers in private and public schools. The Unit’s Philosophy, Purposes and Goals The unit is focused on Compelled to Action: Educating Hearts and Minds of Teachers for All Children. Educating candidates who see themselves as changed, profoundly different, is the goal of the unit. As the candidates become more informed, intellectually developing, they will form their vision and values in such a way that they can act on behalf of all children. By being educated in mind and heart, candidates are able to foster Gospel values in secular as well as parochial ways. Candidates have multiple opportunities to develop their teaching skills to enhance the education of all children. All of this preparation is done in an effort that will produce beginning teachers who are compelled to act as stewards who will support the education of all children. This development is ongoing and requires skilled abilities to reflect upon performance and thus grow and transform continuously.

Scope and Purposes of the Education Program The unit embraces the mission of the college fully; in fact, the mission provides the foundation for the unit‘s purposes in preparing teachers to transform the lives of their future students. The Teacher Education Program has the following goals: 1. To prepare competent minds and compassionate hearts of future teachers so that they can transform the lives of their future students; 2. To prepare teachers who are passionate, life-long learners that see teaching as a vocation; 3. To prepare teachers who are compelled to act on behalf of all children, especially those marginalized by society Holy Cross College Principles of Teaching The principles developed for the Holy Cross Division of Education have been developed through a conversation with faculty and key stakeholders in the South Bend, Indiana, area. Course work, assessment expectations, and field work reflect the Indiana and NCATE content standards. Folded into these principles are the following:  INTASC Standards  NCATE Elementary Education Standards  Indiana Standards for Teachers of Early and Middle Childhood Generalist  Indiana Standards for Teachers of English as New Language  Indiana Standards for Teachers of Bilingual/Bicultural Students The Holy Cross principles are organized into three domains: 1. Passionate Teachers; 2. Content Knowledgeable Teachers; and 3. Reflective Professionals. Graduates become… Passionate Teachers  Candidates view teaching as a vocation  Candidates develop compassionate hearts for teaching  Candidates value the cultural and linguistic backgrounds of their students  Candidates embrace action on behalf of all children  Candidates foster Gospel values in secular and parochial ways  Candidates see themselves as teachers who serve those marginalized by society  Candidates promote acceptance and understanding of cultural and language diversity in the school and community  Candidates create high and positive expectations for all learners, including those for whom English is not their first language  Candidates integrate the disciplines to create meaningful curriculum  Candidates provide all learners with access to learning opportunities

Content Knowledgeable Teachers  Candidates develop their minds within a liberal arts tradition  Candidates know their content well  Candidates understand second language acquisition and development and can adjust instruction and assessment tools to promote interaction and learning for English language learners in their classrooms  Candidates create challenging and engaging curriculum for all children  Candidates set learning goals, create instruction, and develop a variety of assessments for children that show command of the subject matter and respect for students‘ primary cultures  Candidates model effective communication, writing and speaking effectively  Candidates use a variety of media and technology, multiple strategies, and effective materials to engage students, including those for whom English is not their first language  Candidates encourage students to see, question, and interpret ideas  Candidates use appropriate classroom procedures  Candidates create collaborative, supportive environments for all children to learn Reflective Professionals  Candidates make effective decisions and solve problems in the best interest of students  Candidates see themselves as lifelong learners  Candidates review their performance constantly to improve  Candidates seek help from other professionals as needed  Candidates collaborate with families and community as needed Initial-Education Program: Elementary Education and English as a New Language (K-6) The curriculum in the initial teacher education program is designed to prepare beginning teachers for public, private, or parochial schools. The program has defined its core beliefs to establish the competency base of its graduates. Competence is also demonstrated by the completion of academic requirements as well as field requirements necessary to be considered a novice professional ready for a teaching career. The Elementary Education Program will prepare candidates for a dual license in teaching children in grades K-6. The inclusion of the second area of English as a New Language (ENL) reflects the acknowledged need for beginning teachers to be culturally competent in working with children from all language backgrounds. The content of the program includes educational foundations, second language acquisition, appropriate instruction and modeling in the content areas, and a specific focus on English language learners. Specific performance competencies are tied courses and assessments. The program will also promote recruitment of and/or development of candidates who are bicultural/ bilingual.

Knowledge Bases, Including Theories, Research, the Wisdom of Practice, and Education Policies, that Inform the Unit’s Conceptual Framework. The unit believes that the theme: Compelled to Act: Educating hearts and minds of teachers for all children embraces a moral imperative to teach in certain ways. It is not enough to provide technically strong teaching. The mission of the college and the unit addresses this moral component of compassion, justice, and selflessness. However, Holy Cross College understands that preparing new teachers involves multiple dimensions that draw on various areas of research. To provide a more complete breakdown of the knowledge base informing the unit‘s conceptual framework, the organizational structure of a recent compilation of research is used. Preparing Teachers for a Changing World (2005) suggests that there are three questions to be asked regarding preparation of teachers. They are  What kinds of experiences do children need in order to grow and learn, to develop the confidence and competence they need to succeed in life?  What kinds of knowledge do teachers need to facilitate these experiences of children and youth?  What kinds of experiences do teachers need to have in order to develop these kinds of knowledge? (p. 20-21) These questions provide the basis for a rich conversation regarding the what and how of the new teacher preparation at Holy Cross College. Answers to these questions provide the basis for the program. Knowledge of Learners and How They Learn The unit defines the concept of intelligence, not as IQ, but as a multi-dimensional capacity (Gardner, 1983; Sternberg, 1985). This is an important foundational concept for the unit‘s explanation of what learning is and how children learn. The unit takes a constructivist approach to how children learn and ―know.‖ Airasian and Walsh (1997) suggest that constructivist epistemology rests on three premises: (1) learners do not passively receive and store information in their minds but actively create meaning from their own perception of reality; (2) though knowledge is shaped by a person‘s prior experience, learners continually reconstruct their concepts; and (3) the construction of new knowledge or concepts is located in social situations and interactions in which it is acquired. Piaget emphasized that children were active explorers of their worlds. What they could understand was affected by what they knew and their developmental level. He emphasized the constructive nature of knowing (1952; 1970). Learning is an active process in which the learner uses sensory input and constructs meaning out of it. The more traditional formulation of constructivism involves the terminology of the active learner stressing that the learner needs to do something; that learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner s

engaging with the world (Dewey, 1902; 1916/1977; 1938) The action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands. Learning also involves language: the language we use influences learning. On the empirical level, researchers have noted that people talk to themselves as they learn. On a more general level, there is a collection of arguments, presented most forcefully by Vygotsky (1978; 1986), that language and learning are inextricably intertwined. Learning is a social activity: our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances. Much of traditional education, as Dewey pointed out, is directed towards isolating the learner from all social interaction, and towards seeing education as a one-onone relationship between the learner and the objective material to be learned. Learning is contextual: we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from the rest of our lives: we learn in relationship to what else we know, what we believe, our prejudices and our fears. On reflection, it becomes clear that this point is actually a corollary of the idea that learning is active and social. We cannot divorce our learning from our lives. Vygotsky (1978) provides understanding regarding the connections between individuals and society through his concept of ZPD (Zone of Proximal Development). He suggests that learning is highly social and mediated by the culture. Dweck (1986, 1989) suggests that content needs to connect with students‘ interests and strengths as well as provide interesting challenges to their preconceptions. Reflection is one of the means of assisting candidates in articulating their own attitudes, beliefs, knowledge and skills as they develop into beginning teachers. Reflecting is the process by which they can review their experiences to understand their own growth and then transfer their learning to new situations. The reflective writing assists the candidates in becoming more aware (Collier, 1999; Fogarty, Perkins & Barell, 1999). Our view of learners in the teacher education program suggests that reflection is a key component of candidates‘ documenting their own progress. One of the most important purposes of the program is to assist the candidates in moving from naïve generalizations about students‘ learning to more expert, theory-based interpretations of the learning process (Darling-Hammond & Bransford, 2005. p. 84). This focus on learning – recognizing it, describing it, supporting it, assessing it, and analyzing it – is critical to helping candidates think about learning in more complex ways (p.84). Candidates are also asked to reflect on their own learning in order to make their own assumptions about teaching and learning explicit (Darling-Hammond & Bransford, 2005, p. 85). Focusing on metacognition – giving candidates opportunities to monitor their

own learning and help them think about their own learning – increases their insights into the understanding the process their future students will be engaged in. Throughout the program, candidates take coursework and engage in field-based activities which allow them the time to learn and reflect on learning, about the nature of learning itself and how it is accomplished. English Language Learners The Holy Cross Division of Education believes that teachers must now be prepared for the increasing numbers of English language learners entering schools. Even in South Bend, Indiana, the schools are seeing increased numbers of students for whom English is not their first language. One of the challenges facing Indiana teachers is their lack of knowledge and preparation when the inclusion of students who are at different levels of proficiency in their English language development is becoming more widespread. Teachers must understand these various levels, understand differences between social and academic language, and understand the importance of teaching content and English at the same time. ―Specific designed instruction in which content is combined with language, sometimes referred to as ‗sheltered instruction‘ or ‗specially designed academic instruction in English (SDAIE)‘ is generally recommended only for students who are at the intermediate level of language learning‖ (Valdes, Bunch, Snow, Lee and Matos in Darling-Hammond and Bransford, 2005, p. 156). Teachers must get to know their students well because there are many differences in their backgrounds. It is also important that teachers focus on the students‘ strengths as well as weaknesses. The focus on second language acquisition needs to be embedded in a larger focus on language development with preparation programs. Valdes et al. (p. 159-160) suggest the following big ideas regarding teachers‘ understanding of language differences in general:  Speakers of English use many different varieties or dialects depending on their regional and class origins. With a basic knowledge of regional and class language variation, teachers can understand that such differences are a natural result of human language development and not a ―problem to be rectified‖  Dialects of English known as ―Standard English‖ also vary. Teachers who understand that there is variation among forms of Standard English may be less likely to alienate their students by attempting to change their own standard dialects  Children come to school as competent speakers of the varieties spoken in their homes and communities. Teachers who understand the nature of language development may be less likely to view their students as deficient  Like speakers of all other languages, speakers of English use many different registers and styles of English in their everyday lives. Teachers who understand the nature of register variation can focus on expanding students‘ repertoire to include the styles of various academic conventions, without expecting students to abandon styles appropriate for other contexts.  For most children, enhancing children‘s language in school will involve helping them to expand their linguistic repertoires to acquire ways that students are expected to speak and write in school in order to discuss ideas, to understand

texts, and to demonstrate their learning. In the classroom, this means that students who come from language and literacy backgrounds different from those dominant in schools will need opportunities for modeling, practice, and feedback in using language for academic purposes in ways consistent with the expectations of schools. Focus on language should not be relegated only to classes in language acquisition, reading, and language arts but should be strengthened throughout all content matter courses (Valdes, et al., p. 165).

Developmentally Appropriate Practice Darling-Hammond and Bransford (2005) suggest that teachers must be able to take a developmental perspective in teaching. The following statements reflect key definitional content. 1. Creating a caring community of learners Developmentally appropriate practices occur within a context that supports the development of relationships between adults and children, among children, among teachers, and between teachers and families. Such a community reflects what is known about the social construction of knowledge and the importance of establishing a caring, inclusive community in which all children can develop and learn. 2. Teaching to enhance development and learning Adults are responsible for ensuring children's healthy development and learning. Relationships with adults are critical determinants of children's healthy social and emotional development. These adults serve as mediators of language and intellectual development. At the same time, children are active constructors of their own understanding, who benefit from initiating and regulating their own learning activities and interacting with peers. Therefore, teachers strive to achieve an optimal balance between children's self-initiated learning and adult guidance or support. Teachers accept responsibility for actively supporting the development of children and provide occasions for children to acquire important knowledge and skills. Teachers use their knowledge of child and adolescent development and learning to identify the range of activities, materials, and learning experiences that are appropriate for a group or individual child. This includes attention toward children with special needs. This knowledge is used in conjunction with knowledge of the context and understanding about individual children's growth patterns, strengths, needs, interests, and experiences to design the curriculum and learning environment and guide teachers' interactions with children and adolescents. The needs of English language learners must also be addressed within the design of instruction,

3. Constructing appropriate curriculum The content of a curriculum is determined by many factors, including the subject matter of the disciplines, social or cultural values, and parental input. In developmentally appropriate programs, decisions about curriculum content also take into consideration the age and experience of the learners. Achieving success for all children and adolescents depends, among other essentials, on providing a challenging, interesting, developmentally appropriate curriculum. In some respects, the curriculum strategies of many teachers today do not demand enough of children and in other ways demand too much of the wrong thing. On the one hand, narrowing the curriculum to those basic skills that can be easily measured on multiple-choice tests diminishes the intellectual challenge for many children. Such intellectually impoverished curriculum underestimates the true competence of children or adolescents, which has been demonstrated to be much higher than is often assumed. Watered-down, oversimplified curriculum leaves many children unchallenged, bored, uninterested, or unmotivated. In such situations, children's experiences are marked by a great many missed opportunities for learning. On the other hand, curriculum expectations sometimes are not appropriate for the age groups served. When next-grade expectations of mastery of basic skills are routinely pushed down to the previous grade and whole group and teacher-led instruction is the dominant teaching strategy, children or adolescents who cannot sit still and attend to teacher lectures or who are bored and unchallenged or frustrated by doing workbook pages for long periods of time are mislabeled as immature, disruptive, or unready for school. A particular need is to focus on children with special needs who need adapted curriculum. In additional, English language learners need sheltered instruction and/or other kinds of assistance in learning the curriculum. 4. Assessing children's learning and development Assessment of individual children's development and learning is essential for planning and implementing appropriate curriculum. In developmentally appropriate programs, assessment and curriculum are integrated, with teachers continually engaging in observational assessment for the purpose of improving teaching and learning. Accurate assessment of children is difficult because their development and learning are rapid, uneven, episodic, and embedded within specific cultural and linguistic contexts. Too often, inaccurate and inappropriate assessment measures have been used to label, track, or otherwise harm children. 5. Establishing reciprocal relationships with families Developmentally appropriate practices derive from deep knowledge of individual children and the context within which they develop and learn. The younger the child, the more necessary it is for professionals to acquire this knowledge through relationships with children's families. The traditional approach to families has been a parent education orientation in which the professionals see themselves as knowing what is best for children and view parents as needing to be educated. There is also the limited view of parent involvement that sees PTA membership as the primary goal. These approaches do

not adequately convey the complexity of the partnership between teachers and parents that is a fundamental element of good practice. When the parent education approach is criticized in favor of a more family-centered approach, this shift may be misunderstood to mean that parents dictate all program content and professionals abdicate responsibility, doing whatever parents want regardless of whether professionals agree that it is in children's best interest. Either of these extremes oversimplifies the importance of relationships with families and fails to provide the kind of environment in which parents and professionals work together to achieve shared goals for children (Bedekamp & Copple, 1997). When children receive appropriate support and guidance along each of the developmental pathways, they learn to use their growing cognitive capabilities to undertake increasingly complex tasks and to reason through things with growing independence. They become more socially aware and adept. They learn how to recognize and manage their emotions. They recognize their strengths and interests as pathways to learning and healthy identity development. And they develop a growing capacity to think and act ethically and in concert with others (Darling-Hammond & Bransford, 2005, p.113). Best Practices in Content Best practice is not defined only as â&#x20AC;&#x2022;what works.â&#x20AC;&#x2013; It is research-based practice that provides for studentsâ&#x20AC;&#x2DC; learning. The department strives to teach beginning teachers these practices as well as model them in college courses. General best practices in all content areas include the following: 1. Student-Centered: Students own questions, interests, and needs should be the starting point for schooling. 2. Experiential: Active, hands-on concrete experience is the most powerful. 3. Holistic: Children learn best when they encounter whole ideas, events and materials. 4. Authentic: Rich, complex ideas and materials are at the heart of curriculum. 5. Expressive: Students regularly use a range of communicative media. 6. Reflective: Learners reflect, debrief, and abstract from their experiences. 7. Social: Learning is socially constructed and interactional. 8. Collaborative: Cooperative learning taps the social power of learning 9. Democratic: The classroom is a model community; students are citizens of the school. 10. Cognitive: Powerful learning through higher order thinking, inquiry, and selfmonitoring. 11. Developmental: Children grow through definable stages. 12. Constructivist: Students are not passive learners but recreate and reinvent every cognitive system

13. Challenging: Students learn best when faced with genuine challenges, choices, and responsibility (Zellman, Daniels, Hyde, 1998). Throughout foundations and methods courses, teacher candidates learn best practices in their content area (Zellman, Daniels, Hyde, 1998), classroom environment, multicultural education, technology, and exceptional needs. Because the teaching of reading is extremely important at all grade levels and in all content areas, the department has adopted the following exemplary research-based practices for literacy teaching: 1. Teach reading for authentic, meaning-making literacy experiences: for pleasure, to be informed, and to perform a task. 2. Use high-quality literature. 3. Integrate a comprehensive word study/phonics program into reading/writing instruction 4. Use multiple texts that link and expand concepts. 5. Balance teacher and student led discussions. 6. Build a whole class community that emphasizes important concepts and builds background knowledge. 7. Work with students in small groups while other students read and write about what they have read. 8. Give students plenty of time to read in class. 9. Give students direct instruction in decoding and comprehension strategies that promote independent reading. Balance direct instruction, guided instruction, and independent learning. 10. Use a variety of assessment techniques to inform instruction (Morrow, Gambrel, Pressley, 2003). Pedagogy emphasized by the unit includes systematic observation of children and their development, child case studies, and analyses of student work and learning, using assessment tools and tasks to help gauge development and learning. Candidates also learn about effective family engagement practices and interview families to increase their understanding of students‘ development and home and community environments. Cultural Contexts One of the most important aspects of the curriculum is to help build candidates‘ abilities to teach in culturally responsive ways. Candidates need to review their own cultural assumptions, learning how to inquire into the backgrounds of their students in order to connect their learning to instruction (Darling-Hammond & Bransford, 2005). Research on successful teachers of students of color and English language learners ―suggests that effective teachers…form and maintain connections with their students within their social contexts. They are familiar with community speech patterns and often incorporate elements of such communications patters, such as ‗call and response‘ even while they instruct in standard English…. They allow the use of multiple languages while teaching the target language, and they celebrate their students as individuals and as members of

specific cultures, asking students to share who they are and what they know with the class in a variety of ways‖ (Darling-Hammond & Bransford, 2005; Cochran-Smith, 1995; Garcia, 1993, Irvine, 2003; Murrell, 2002; Nieto and Rolon, 1997). Multicultural education in the United States is an approach to teaching and learning based on democratic values and beliefs, affirming cultural pluralism within diverse societies and an interdependent world. It is based on the assumption that the primary goal of public education is to foster the intellectual, social, and personal development of all students to their highest potential (Bennett, 1999). Tiedt and Tiedt (1999) agree that ―multicultural education is an inclusive teaching/learning process that engages all students in developing a strong sense of self-esteem, discovering empathy for persons of diverse cultural backgrounds, and experiencing equitable opportunities to achieve their fullest potential‖ (p. 18). Nieto (2000) provides an additional comprehensive definition that suggests it is a process of comprehensive school reform and basic education for all students. It focuses on pluralism, rejecting racism and other forms of discrimination. Multicultural education is an integral component of the school, part of every person, action, program, or behavior. It promotes the democratic principles of social justice. Banks and Banks (2001) suggest that multicultural education is a reform movement designed to affect schools and other institutions so that we learn from all social classes, gender, racial and cultural groups. We also need to learn from all groups of children with exceptional needs, language groups, and varied sexual orientation. All groups must have the opportunity to learn from each other as well as from teachers. Educational equality and improved achievement are the ideals we all work toward. The National Association for Multicultural Education (NAME) provides the following definition of multicultural education to be used by the Education Department. Multicultural education is a philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity as acknowledged in various documents such as the U.S. Declaration of Independence, constitutions of South Africa and the United States, and the Universal Declaration of Human Rights adopted by the United Nations. It affirms our need to prepare students for their responsibilities in an interdependent world. It recognizes the role schools can play in developing the attitudes and values necessary for a democratic society. It values cultural differences and affirms the pluralism that students, their communities, and teachers reflect. It challenges all forms of discrimination in schools and society through the promotion of democratic principles of social justice…. It helps students develop a positive self-concept by providing knowledge about the histories, cultures, and contributions of diverse groups. It prepares all students to work actively toward structural equality in organizations and institutions by providing the knowledge, skills, and dispositions for the redistribution of power and income among diverse groups…. Multicultural education advocates the belief that students and their life histories and experiences should be placed at the center of the teaching and learning process and pedagogy should occur in a context that is familiar to students and that addresses multiple ways of thinking…. To accomplish these goals, multicultural education demands a school staff that is culturally competent, and to the greatest extent

possible, racially, culturally and linguistically diverse. Staff must be multiculturally literate and capable of including and embracing families and communities to create an environment that is supportive of multiple perspectives, experiences, and democracy…. Recognizing that equality and equity are not the same thing, multicultural education attempts to offer all students an equitable educational opportunity, while at the same, encouraging students to critique society in the interest of social justice. Banks‘ model of the five types of multicultural curriculum informs the unit‘s assessment practices: 1. Content integration: deals with the extent to which teachers use examples, data, and information from a variety of cultures and groups to illustrate key concepts, principles, generalizations and theories in their subject area or discipline. 2. Knowledge construction: describes the procedures by which social, behavioral, and natural scientists create knowledge and the manner in which the implicit cultural assumptions, frames of reference, perspectives and biases within a discipline influence ways that knowledge is constructed. When the knowledge construction process is implemented in the classroom, teachers help students understand how knowledge is created and it is influenced by the gender, religious, regional, racial, ethnic, and social class positions of individuals and groups. 3. Prejudice reduction: describes the characteristics of children‘s racial attitudes and suggests strategies that can be used to help students develop more democratic attitudes and values 4. Equity pedagogy: describes how teachers use techniques and methods that facilitate the achievement of students from diverse gender, abilities, racial, ethnic, and social-class groups. Multicultural course content often provides intervention strategies that are designed to help students and members of low status-population groups to increase academic achievement. 5. Empowering school culture: the process of restructuring the culture and organization of school so that students from diverse groups will experience educational equality and cultural empowerment. Such variables as labeling practices, social climate, grouping practices, staff expectations, and student achievement are explored. Teacher candidates review literature that focuses on institutionalized factors of the school culture and environments that need to be reformed in order to increase the academic achievement and emotional growth of students from diverse groups. Candidates are challenged to reform educational curriculum and instructional practices in both their instructional planning and delivery practices to move beyond the contributions approach: 1. Level 4: Action Approach a. Students actively make decisions on important personal, social, and civic problems and take actions to help solve them 2. Level 3: Transformative Approach a. Students view concepts, issues, events, and themes from the perspectives of diverse religious, gender, socio-economic, ethnic, and cultural groups

3. Level 2: Additive Approach a. Content, concepts, lessons, and units are added to the curriculum without changing the structure 4. Level 1: Contributions Approach a. Heroes, heroines, holidays, food, and discrete cultural elements are celebrated occasionally (Banks and Banks, 2001). The pedagogy, curriculum and assessment practices of candidates sensitive to childrenâ&#x20AC;&#x2DC;s differences as well as dispositions that candidates have all play a part in enabling graduates to be effective teachers for all students in their classrooms. Candidates must show respect for all learners and their experiences, have confidence in their abilities to learn, and be willing to examine their own beliefs and assumptions to change/improve their practice. Darling-Hammond and Bransford call this â&#x20AC;&#x2022;developing a sociocultural consciousnessâ&#x20AC;&#x2013; for teaching (2005, p. 253). They suggest that developing this consciousness enables the development of more positive attitudes toward their students. Inclusion of All Children Candidates learn about children with exceptional needs in the program. They must understand various types of disabilities and the range of intensity on a spectrum. They learn the basics of eligibility and placement and how to implement an IEP. Candidate must know how to establish a supportive classroom environment that encourages interaction among all the children, develop positive relationships with parents and families, and to work with colleagues and other professionals. Role of Technology Candidates learn to integrate the use of technology into their overall thinking and planning of curriculum and instruction. First, candidates themselves become technically literate professionals. Second, they develop a set of practices that asks their students to use technology within their disciplines. These practices include use of email, information searches, multimedia presentations, data analysis, and use of administrative tools required by schools. The capstone experience prior to student teaching will also demand technological proficiency for presentation. Three Program Pillars: Compelled to Act: Educating Hearts For candidates to be successful in the program, it is not enough for them to demonstrate technical capability in a classroom. Candidates must demonstrate specific dispositions and values to be successful. Candidate must display an attitude of selflessness through professional interactions as shown through dress, attendance, punctuality, interpersonal relationships, and proper speech. Candidates must embrace and display Gospel values of compassion and justice by:

  

Recognizing, planning, and implementing strategies to accommodate a variety of learners, based on cognition gender, physical ability, culture, language, and exceptional need; Recognizing, planning, and implementing strategies to accommodate students with social and behavioral differences; Recognizing, planning, and implementing an environment where all students are treated respectfully, lovingly and fairly. This includes effective classroom management, safe organization of the classroom, effective use of procedures and rules, and consistency in behavior management.

Compelled to Act: Educating Minds Candidates study a rigorous curriculum that addresses the nine liberal arts areas described earlier and education.

Compelled to Act: Social Justice Candidates in the elementary education program are prepared in ways that enable them to develop a commitment to all children. Candidates view their profession as a vocation in which they see their roles and responsibilities as ones that will prepare all students for ―equitable participation in a democratic society‖ (Darling-Hammond & Bransford, 2005, p. 11). The social importance of teaching suggests that the quality of teachers, even beginning teachers, matters tremendously. And successful candidates accept the vision of the program to act on behalf of all children. Experiential Learning Candidates in the Elementary Education Program will begin their experiential components in their first year. Local schools in the South Bend area, both Catholic and public, are working with Holy Cross personnel to develop the parameters for the various field experiences and student teaching. In the first two years, early field experiences provide a context for candidates to begin learning the meaning of skill performance. Performance activities are included in each of the field experiences. Candidates‘ abilities to perform skills range from basic understandings to skilled and mastery levels in student teaching. Performance evidence is gathered from mentors in the field as well as college instructors for each of field placement. Candidates are asked to reflect on and assess their own performances. They are provided many opportunities for self-analysis, including observation logs, journals, and selfevaluations. Strategies for reflection are connected to course content. For example, candidates may be asked to keep learning logs regarding their work with a small group in reading.

A variety of methods will be used by college faculty and school mentors to determine how well candidates are progressing. The candidate assessment plan described elsewhere will allow the TEC to review candidates‘ progress to determine their readiness to move from one stage to the next. Candidate Proficiencies Aligned with Expectations in professional, state and institution standards Elementary Generalist with English as a New Language INTASC Standards/Indiana Standards for Early and Middle Childhood Teachers/Indiana ENL Standards INTASC 1: Content Pedagogy: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Early and Middle Childhood 2: Curriculum (Mathematics, English/Language Arts, Science, Social Studies, Fine Arts, Health Education, Physical Education, Connections between Technology and the Disciplines* ENL 1: Teachers of English as a New Language understand the process of language acquisition and development and the role this process plays in their students‘ educational experience. ENL 2: Teachers of English as a New Language recognize that the students‘ primary culture plays a crucial role in their adaptation to United States culture INTASC 2: Student Development: The teacher understands how children learn and develop, and can provide learning opportunities that support a child‘s intellectual, social, and personal development. Early and Middle Childhood 1: Teachers of Early and Middle Childhood know, understand, and use the major concepts, principles, theories, and research related to the development of children and young

Holy Cross Proficiencies for Dual License: Elementary Generalist and ENL  Candidates develop their minds within a liberal arts tradition 

Candidates know their content well

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Candidates understand second language acquisition and development and can adjust instruction and assessment tools to promote interaction and learning for English language learners in their classrooms

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Candidates integrate the disciplines to create meaningful curriculum

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Candidates foster gospel values in secular and parochial ways

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Candidates provide all learners with access to learning opportunities

adolescents to construct learning opportunities, that support individual students‘ development, acquisition of knowledge, and motivation. ENL 3: Teachers of English as a New Language understand students‘ cognitive, affective, psychological, social and cultural development and backgrounds INTASC 3: Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Early and Middle Childhood 3a: Teachers of Early and Middle Childhood understand how elementary (primary and intermediate) students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse learners. INTASC 4: Multiple Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. Early and Middle Childhood 3b: Teachers of Early and Middle Childhood understand and use a variety of teaching strategies that encourage elementary (primary and intermediate) students‘ development of critical thinking, problem solving, and performance skills. ENL 4: Teachers of English as New Language understand how to facilitate instruction by creating a supportive environment and implementing the appropriate activities that promote optimal learning for English language learners. INTASC 5: Motivation and Management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active

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Candidates develop compassionate hearts for teaching

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Candidates value the cultural and linguistic backgrounds of their students

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Candidates embrace action on behalf of all children

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Candidates see themselves as teachers who serve those marginalized by society Candidates set learning goals, create instruction and develop a variety of assessments for children that show command of the subject matter and respect for students‘ primary cultures

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Candidates create challenging and engaging curriculum for all children

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Candidates use a variety of media and technology, multiple strategies, and effective materials to engage students, including those for whom English is not their first language

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Candidates encourage students to see, question, and interpret ideas



Candidates use appropriate classroom procedures

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Candidates create collaborative, supportive environments for all children to learn

engagement in learning, and self motivation. Early and Middle Childhood 3c: Teachers of Early and Middle Childhood use their knowledge and understanding of individual and group motivation and behavior among students to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments. ENL 4: Teachers of English as New Language understand how to facilitate instruction by creating a supportive environment and implementing the appropriate activities that promote optimal learning for English language learners. INTASC 6: Communication and Technology: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Early and Middle Childhood 3d: Teachers of Early and Middle Childhood use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary (primary and intermediate) classroom. INTASC 7: Planning: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Early and Middle Childhood 3: Teachers of Early and Middle Childhood plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community. INTASC 8: Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. Early and Middle Childhood 4: Teachers of Early and Middle Childhood know,

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Candidates model effective communication, writing and speaking effectively, using technology effectively

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Candidates create high and positive expectations for all learners, including those for whom English is not their first language



Candidates set learning goals, create instruction and develop a variety of assessments for children that show command of the subject matter and respect for students‘ primary cultures

understand, and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of each elementary (primary and intermediate) student. ENL 6: Teachers of English as a New Language are able to effectively use formal and informal assessment strategies that include methods to promote the development of the learner. INTASC 9: Reflective Practice: Professional Growth: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Early and Middle Childhood 5a: Teachers of Early and Middle Childhood are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally. ENL 7: Teachers of English as a New Language are reflective practitioners who actively seek opportunities for professional development. INTASC 10: School and Community Involvement: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. Early and Middle Childhood 5b: Teachers of Early and Middle Childhood know the importance of establishing and maintaining a positive and collaborative relationship with families to promote the academic, social, and emotional growth of

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Candidates see themselves as lifelong learners

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Candidates view teaching as a vocation



Candidates make effective decisions and solve problems in the best interest of students



Candidates review their performance constantly to improve

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Candidates seek help from other professionals as needed



Candidates promote acceptance and understanding of cultural and language diversity in the school and community



Candidates collaborate with families and community as needed

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Candidates seek help from other professionals as needed

children. Early and Middle Childhood 5c: Teachers of Early and Middle Childhood foster relationships with school colleagues and agencies in the larger community to support students‘ learning and well-being. ENL 5: Teachers of English as a New Language collaborate effectively to maximize student learning ENL 8: Teachers of English as New Language promote acceptance and understanding of cultural and language diversity in the community and in the school.

2e: Fine Arts: Teachers of Early and Middle Childhood know, understand, and use – as appropriate to their own understanding and skills—the content, functions, and achievements of dance, music, theater, and several visual arts as primary media for communication, inquiry, and insight among elementary (primary and intermediate) students. 2f: Health: Teachers of Early and Middle Childhood know, understand, and use the comprehensive nature of students‘ physical, mental, and social well-being to create opportunities for student development and practice of skills that contribute to good health. 2g: Physical Education: Teachers of Early and Middle Childhood know, understand, and use – as appropriate to their understanding and skills – human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary (primary and intermediate) students. 2h: Connections between Technology and the Disciplines: Teachers of Early and Middle Childhood know, understand, and use the connections among concepts, procedures, and ap0plkications from content areas to motivate elementary (primary and intermediate) students, build understanding, and encourage the application of knowledge, skills and ideas to real world issues. Elementary Generalist/English as a New Language/Bilingual Bicultural Program INTASC Standards/Indiana Standards for Teachers of Early and Middle Childhood/Indiana ENL Standards/Indiana Bilingual Bicultural Standards INTASC 1: Content Pedagogy: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Early and Middle Childhood 2: Curriculum (Mathematics, English/Language Arts, Science, Social Studies, Fine Arts, Health Education, Physical Education, Connections between Technology and the Disciplines* ENL 1: Teachers of English as a New Language understand the process of language acquisition and development and the role this process plays in their students‘

Holy Cross Proficiencies for Multiple License: Elementary Generalist /ENL/Bilingual and Bicultural 

Candidates develop their minds within a liberal arts tradition



Candidates know their content well



Candidates understand second language acquisition and development and can adjust instruction and assessment tools to promote interaction and learning for English language learners in their classrooms



Candidates integrate the disciplines to create meaningful curriculum

educational experience. ENL 2: Teachers of English as a New Language recognize that the students‘ primary culture plays a crucial role in their adaptation to United States culture Bilingual/Bicultural 1: Teachers of bilingual bicultural students are fluent in two or more languages and understand the processes of language and literacy development and the role they play in students‘ educational experiences and learning INTASC 2: Student Development: The teacher understands how children learn and develop, and can provide learning opportunities that support a child‘s intellectual, social, and personal development. Early and Middle Childhood 1: Teachers of Early and Middle Childhood know, understand, and use the major concepts, principles, theories, and research related to the development of children and young adolescents to construct learning opportunities, that support individual students‘ development, acquisition of knowledge, and motivation. ENL 3: Teachers of English as a New Language understand students‘ cognitive, affective, psychological, social and cultural development and backgrounds. Early and Middle Childhood 3a: Teachers of Early and Middle Childhood understand how elementary (primary and intermediate) students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse learners. Bilingual Bicultural 3: Teachers of bilingual bicultural students understand students‘ cognitive, affective, psychological, social and cultural development and backgrounds to create a supportive learning environment. INTASC 3: Diverse Learners: The teacher understands how students differ in



Candidates foster gospel values in secular and parochial ways



Candidates provide all learners with access to learning opportunities



Candidates develop compassionate hearts for teaching

their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Early and Middle Childhood 3b: Teachers of Early and Middle Childhood understand and use a variety of teaching strategies that encourage elementary (primary and intermediate) students‘ development of critical thinking, problem solving, and performance skills Bilingual Bicultural 2: Teachers of bilingual bicultural students have cultural competencies in two or more cultures and understand the assistive role these competencies play in a student‘s cultural adaptation, educational experiences, and learning INTASC 4: Multiple Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. Early and Middle Childhood 3b: Teachers of Early and Middle Childhood understand and use a variety of teaching strategies that encourage elementary (primary and intermediate) students‘ development of critical thinking, problem solving, and performance skills. ENL 4: Teachers of English as New Language understand how to facilitate instruction by creating a supportive environment and implementing the appropriate activities that promote optimal learning for English language learners. Bilingual Bicultural 4: Teachers of bilingual bicultural students understand instructional strategies and methods that promote optimal learning INTASC 5: Motivation and Management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active



Candidates value the cultural and linguistic backgrounds of their students



Candidates embrace action on behalf of all children



Candidates see themselves as teachers who serve those marginalized by society



Candidates set learning goals, create instruction and develop a variety of assessments for children that show command of the subject matter and respect for students‘ primary cultures



Candidates create challenging and engaging curriculum for all children



Candidates use a variety of media and technology, multiple strategies, and effective materials to engage students, including those for whom English is not their first language



Candidates encourage students to see, question, and interpret ideas



Candidates use appropriate classroom procedures



Candidates create collaborative, supportive environments for all children to learn

engagement in learning, and self motivation. Early and Middle Childhood 3c: Teachers of Early and Middle Childhood use their knowledge and understanding of individual and group motivation and behavior among students to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments. ENL 4: Teachers of English as New Language understand how to facilitate instruction by creating a supportive environment and implementing the appropriate activities that promote optimal learning for English language learners. INTASC 6: Communication and Technology: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Early and Middle Childhood 3d: Teachers of Early and Middle Childhood use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary (primary and intermediate) classroom. Bilingual Bicultural 8: Teachers of bilingual bicultural students are crosscultural communicators who promote acceptance and understanding of culture and language diversity in the home, the community, and in the school INTASC 7: Planning: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Early and Middle Childhood 3: Teachers of Early and Middle Childhood plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community INTASC 8: Assessment: The teacher



Candidates model effective communication, writing and speaking effectively, using technology effectively



Candidates create high and positive expectations for all learners, including those for whom English is not their first language



Candidates set learning goals,

understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. Early and Middle Childhood 4: Teachers of Early and Middle Childhood know, understand, and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of each elementary (primary and intermediate) student. ENL 6: Teachers of English as a New Language are able to effectively use formal and informal assessment strategies that include methods to promote the development of the learner. Bilingual Bicultural 6: Teachers of bilingual bicultural students are able to effectively use formal and informal methods of assessment that may include native language assessment , to evaluate learners INTASC 9: Reflective Practice: Professional Growth: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Early and Middle Childhood 5a: Teachers of Early and Middle Childhood are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally. ENL 7: Teachers of English as a New Language are reflective practitioners who actively seek opportunities for professional development. Bilingual Bicultural 7: Teachers of

create instruction and develop a variety of assessments for children that show command of the subject matter and respect for students‘ primary cultures



Candidates see themselves as lifelong learners



Candidates view teaching as a vocation



Candidates make effective decisions and solve problems in the best interest of students



Candidates review their performance constantly to improve



Candidates seek help from other professionals as needed

bilingual bicultural students are reflective practitioners who actively seek opportunities for professional development INTASC 10: School and Community Involvement: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. Early and Middle Childhood 5b: Teachers of Early and Middle Childhood know the importance of establishing and maintaining a positive and collaborative relationship with families to promote the academic, social, and emotional growth of children. Early and Middle Childhood 5c: Teachers of Early and Middle Childhood foster relationships with school colleagues and agencies in the larger community to support students‘ learning and well-being. ENL 5: Teachers of English as a New Language collaborate effectively to maximize student learning ENL 8: Teachers of English as New Language promote acceptance and understanding of cultural and language diversity in the community and in the school. Bilingual Bicultural 5: Teachers of bilingual bicultural students collaborate effectively with ENL/ESL and content area teachers and others within the school community to maximize student learning through the use of the students‘ primary language and culture. Bilingual Bicultural 8: Teachers of bilingual bicultural students are crosscultural communicators who promote acceptance and understanding of culture and language diversity in the home, the community, and in the school



Candidates promote acceptance and understanding of cultural and language diversity in the school and community



Candidates seek help from other professionals as needed



Candidates collaborate with families and community as needed

2a: Mathematics: Teachers of Early and Middle Childhood know, understand, and use major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and deal with data. 2b: English/Language Arts: Teachers of Early and Middle Childhood demonstrate a high competence in the use of English language arts and they know, understand, and use concepts from reading, language, and child development, to teach reading, writing, speaking, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas. They teach children to read with a balanced instructional program that includes an emphasis on the use of letter/sound relationships (phonics), the context (semantic and syntactic), and meaningful text. 2c: Science: Teachers of Early and Middle Childhood know, understand, and use the fundamental concepts in the subject matter of science, including physical, life, and earth and science as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific literacy. 2d: Social Studies: Teachers of Early and Middle Childhood know, understand, and use the major concepts and modes of inquiry from the social studies – the integrated study of history, geography, the social sciences (such as anthropology, archeology, economics, political science, psychology, and sociology), and other related areas (such as humanities, law, philosophy, religion, mathematics, science, and technology) – to promote elementary (primary and intermediate) students‘ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. 2e: Fine Arts: Teachers of Early and Middle Childhood know, understand, and use – as appropriate to their own understanding and skills—the content, functions, and achievements of dance, music, theater, and several visual arts as primary media for communication, inquiry, and insight among elementary (primary and intermediate) students. 2f: Health: Teachers of Early and Middle Childhood know, understand, and use the comprehensive nature of students‘ physical, mental, and social well-being to create opportunities for student development and practice of skills that contribute to good health. 2g: Physical Education: Teachers of Early and Middle Childhood know, understand, and use – as appropriate to their understanding and skills – human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary (primary and intermediate) students.

2h: Connections between Technology and the Disciplines: Teachers of Early and Middle Childhood know, understand, and use the connections among concepts, procedures, and ap0plkications from content areas to motivate elementary (primary and intermediate) students, build understanding, and encourage the application of knowledge, skills and ideas to real world issues. References Araison, P.W. & Walsh, M.E. (1997). Constructivist cautions. Phi Delta Kappan, 78, 444-449. Banks, J.A. and Banks, C.A. (2001). Handbook on research on multicultural education. San Francisco, CA: Jossey-Bass. Bennett, C.I (1999). Comprehensive multicultural educator: Theory and practice. 4th edition. Needham Heights, MA: Allyn and Bacon. Bredekamp, S. & Copple, C. (1997. Developmentally appropriate practice in early childhood programs (Rev. Ed.) Washington, DC: National Association for the Education of Young Children. Cochran-Smith, M. (1995). Color blindness and basketmaking are not the answers: Confronting the dilemmas of race, culture, and language diversity into teacher education. American Educational Research Journal, 32(3), 493-522. Collier, S. (1999). Characteristics of reflective thought during the student teaching experience. Journal of Teacher Education, 50(3), 173-180. Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press. Dewey, J. (1916/1977). Democracy and education: An introduction to the philosophy of education. New York: Macmillan. Dewey. J. (1938). Experience and education. New York: Macmillan. Dweck, C. S. (1989). Motivation. In A. Lesgold and R. Glaser (Eds.), Foundations for a psychology of education (pp. 87-136), Hillsdale, NJ: Erlbaum. Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. Fogarty, R. Perkins, D. & Barrel, J. (1992). The mindful school: How to teach for transfer. Palatine, IL: IRI/Skylight Publishing. Garcia, E. (1993). Language, Culture, and Education. In L. Darling-Hammond (Ed.) Review of research in education, Volume 19, 51-98. Washington, DC: American Educational Research Association.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Irvine, J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York: Teachers College Press. Morrow, L.M, Gambrell, L.B., Pressley M. (2003) Best practices in literacy instruction. NY: Guilford Press. Murrell, P. (2002). African-centered pedagogy: Developing schools of achievement for African-American children. Albany: State University of New York Press. Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education. 3rd edition. White Plains, NJ: Longman. Nieto, S. & Rolon, C. (1997). Preparation and professional development of teachers: A perspective from two Latinas. In J. Irvine (Ed.), Critical knowledge for diverse teachers and learners (pp. 89-124). District of Columbia: American Association of Colleges for Teacher Education. Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press. Piaget, J. (1970). Piaget‘s theory. In L. Carmichael and P.H. Mussen (Eds.) Carmichael‘s manual of child psychology (3rd ed.). New York: Wiley. Sternberg, R. J. (1985). Beyond I.Q.: Toward a triarchic theory of intelligence. Cambridge, MA: Cambridge University Press. Tiedt, P. and I.M. (1999). Multicultural teaching: A handbook of activities, information, and resources. 5th edition. Needham Heights, MA: Allyn and Bacon. Vygotsky, L (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press. (Original English translation published in 1962). Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press. Yager, R. (1991). The constructivist learning model, towards real reform in science education. The Science Teacher, 58 (6), 52-57. Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice: New standards for teaching and learning in America‘s schools (3rd edition). Portsmouth, NH: Heinemann.

Division of Education Requirements, Policies and Forms

a. Core Requirements Course Number Course Title IDST 101 Intro to Liberal Studies ARTS 101 Two-Dimensional Art Fundamentals MUSI 115 Music Perceptions I THEO 140 Intro Theology IDST 350 International Experience HIST 101 or 102 Western Civilization I or II HIST 151 U.S. History I HIST 152 U.S. History II SOCI 151 Principles of Sociology SOCI 410 Social Stratification PSYC 101 Intro Psychology PSYC 315 Child & Adolescent Development ENGL 101 Composition I ENGL 203 or World Literature I or ENGL 204 or World Literature II or ENGL 235 Latin American Literature COMM 101 Foundations of Speech MATH 111 or *Discrete Mathematics or MATH 118 Finite Mathematics MATH 114 Math for Elem. Teachers CPSC Intro Computer 107/EDUC107 Applications SCIE 101 *Great Ideas Sci (Lab) GEOL 110 or Geology of Americans SW BIOL 101 or Biological Sci (Lab) BIOL 118 or *Plant Biology (Lab) CHEM 101 or Chemistry Principles (Lab) PHYS 101 Physics (Lab) Total General Education Courses

Credits 3 3

Semester

Grade

3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 4 4

GPA * Recommended courses

b. Education Program Requirements Course Course Title Number EDUC 200T Transformative Teaching EDUC 220T Diverse Learners EDUC 300T Field Experience K6/ENL EDUC 310T Reading/Lang Arts I: K-6 EDUC 315T Teach Science/Health: K6 EDUC 301T Field Experience K6/ENL EDUC 311T Reading/Lang. Arts II: K6 EDUC 320T Assessment & Evaluation EDUC 350T Teaching Mathematics: K-6 EDUC 420T Teaching K-6 Classroom EDUC 425T Culture and the Arts K-6 EDUC 490T Senior Seminar EDUC 491T Student Teaching Total Education Courses

Credits

Semester

Grade

2 2 0 3 2 0 3 2 2 2 2 1 3 24

GPA Education GPA Overall

Praxis I - PPST

TEP

Reading (176) Writing (172) Math (175) Transition to Teach Program

Student Teaching Application

Praxis II

Elementary Education (165) Reading Specialist (370)

CPR

Cardio and Heimlich Maneuver

Acceptance Acceptance

Current for Licensing

Required for Admission to T2T:  Pass PPST (Praxis I)-Indiana cut scores  BS or BA with a 3.0 GPA or above for all college work (or 2.5 with 5 years ed. experience)  Education Philosophy Essay  Interview by TEP faculty  2 Professional Reference letters and contacts  HCC Application

c. Transition to Teach Requirements Course Course Title Number EDUC 200 Transformative Teaching EDUC 210 Building Relationships w/ Families & Community EDUC 220 Diverse Learners EDUC 265 Children‘s Literature EDUC 301 Field Experience K6/ENL/C EDUC 311 Reading/Lang. Arts II: K6 EDUC 420 Teaching K-6 Classroom Total Education Courses

Credits

Semester

Grade

3 3 3 3 1 3 3 19

GPA Education GPA Overall

d. Education Minor Requirements Course Course Title Number EDUC 200 Transformative Teaching EDUC 210 Building Relationships w/ Families & Community EDUC 220 Diverse Learners EDUC 265 Children‘s Literature EDUC 301 Field Experience K6/ENL/C EDUC 311 Reading/Lang. Arts II: K6 EDUC 420 Teaching K-6 Classroom Total Education Courses

Credits

Semester

Grade

3 3 3 3 1 3 3 19

GPA Education GPA Overall

e. Professionalism and Confidentiality Agreement I am a guest in the school where I am observing and gaining experiential learning. My task is to objectively collect information and interact in a school environment so that my peers and I can learn more about educating children and becoming a teacher. Since I am present for a limited time in the classroom and school, I am not in a position to pass judgment on the teacher, students, or school. I agree to protect the confidentiality of the students, classroom, and school, and respect the professionalism of the teachers, principal, and other staff members. I agree that information from my placement should only be discussed with the teacher, principal, or Holy Cross instructors. There are not â&#x20AC;&#x2022;rightâ&#x20AC;&#x2013; answers or behaviors for my assignments. My responsibility is to observe, interact, record, and appropriately discuss activities. I have read and agree to follow the Professionalism and Confidentiality Agreement.

_______________________________ Printed Name

_______________________________ Signature

______________________ Date

f. Student Teaching Placement Request Form Review the Student Teaching Policies and Procedures regarding placement. Complete the information on the top portion of this page. The bottom will be completed during a conference with the Supervisor of Student Teaching. Name _____________________________________________ Present Phone # _____________________________________ Semester of Student Teaching: Spring _________

Fall _________

Teaching Area: ELEMENTARY _____ and ENL/Bicultural ______ or Combined ______ SECONDARY _____

Content Area _______________________

1. Where do you plan to live during student teaching? 2. List any schools in the area that you attended during your K-12 education.

3. List any schools in the area where close friends or family attend or are employed.

This portion of the form is to be completed during a brief meeting with the Supervisor of Student Teaching. Grade Preferences:

School Preferences:

1st Choice ______________________

2nd Choice _____________________

2nd Choice ______________________

Program Preference:

School Preferences:

1st Choice ______________________

2nd Choice _____________________

Comments:

5. Application and Admission to the Teacher Education Program Any student enrolled in the Liberal Arts Studies program at Holy Cross College may apply for admission to the Teacher Education Program (TEP) after completing the Transformative Teaching Class and K-6 Teaching Class with a minimum grade of C+. The student must have passed (Indiana Cut Scores) Praxis Pre-professional Skills Test (PPST) in Reading, Writing, and Math. The student must have an overall grade point average of 2.5 or above with completion of 30 credit hours OR 3.0 or above with completion of 15 credit hours. The student must submit an application (available on line) and 2 reference from faculty or other professional. Additionally, the student must create a portfolio for review and complete an interview with the Teacher Education Committee. 6. Confidentiality of Records--see Student Teaching Handbook Documents (http://www.hcc-nd.edu/academics/2/Student-Teaching-Handbook) 7. Disabilities Access/Assistance Policies Holy Cross College‘s mission statement recognizes and values a diversity of backgrounds among its students. The goal ―to actively promote diversity through willingness to accommodate the services of the College to the needs of mature students and the physically challenged‖ affirms that all students are valued members of the college community and that we strive to provide the same access to programs and activities to students with disabilities. It is not always easy to understand students‘ disabilities and/or to discern the appropriate accommodation. This Guidebook is an effort to remove any existing barriers, whether physical, programmatic, or attitudinal through the cooperation of all associated with Holy Cross College. This information also seeks to dispel any mystery that might exist around the services to be provided. This Guidebook is a reference in that it delineates both students‘ and instructors‘ responsibilities. This resource book should foster better communication among students, faculty and staff, and facilitate the learning of those to whom accommodation is appropriate. See Guidebook for Students with Disabilities (http://faculty.hccnd.edu/cdreyer/Disability/index.htm) For more information contact: Christopher J. Dreyer, CSC, MS, MSW Director of Student Counseling Services PO Box 308/54515 SR 933 N Notre Dame, IN 46556-0308 Office: V-168 Phone: 574.239.8383 Fax: 574.239.8323

8. Field Experiences Policy Overview Classes in the Department of Education include Field Experiences as an important component to the learning process of prospective teachers. Field Experience assignments occur as a part of education coursework. There are three levels of supervision for the field experiences: 1. The classroom teacher at the school site is the ―cooperating teacher.‖ This person is an employee of the cooperating school. 2. The HCC faculty member teaching the associated course oversees students at the sites. 3. The HCC chair of education oversees the cooperation between the sites and HCC. Students begin by observing and gradually take on tutoring and teaching roles within the assigned classroom. Student roles will vary based on the associated coursework and level of study within the education department. Guidelines All HCC students and cooperating teachers receive guidelines/assignments for field experiences. Guidelines/assignments vary based on the course and level of practicum within the department of education. The assignments for HCC students are based on the concurrent coursework or class. More advanced placements associated with Block Coursework will include more actual teaching requirements. The actual teaching that a practicum student does is subject to the cooperating teacher‘s discretion and the nature of the course/class. Please note: 1. The cooperating teacher makes the final decision about the schedule of teaching responsibilities of the HCC student. 2. One important role for the cooperating teacher is to be a model for the practicum student. Watching a teacher actually discipline a student or explain an abstract math concept is worth a thousand words in a book; therefore focused observation of the classroom (cooperating) teacher actually teaching is one important goal of the practicum. 3. Practice teaching is an important part of later practicum experiences. It should not, however, replace observation. Observation will continue to be an important goal of practicum experiences throughout the HCC students experiences. 4. Discussions in class sharpen powers of observation. HCC students should become critical observers in the same way they become critical consumers of educational theory and practice. Specifics a. Planning—It is essential that the HCC practicum students carefully plan what they will teach. Good teachers carefully think through their lessons well in advance. Opportunities to practice lessons during concurrent HCC coursework is

sometimes possible. Check with instructor. Lesson plan formats for block field experiences will be made available to HCC students during their HCC courses. Materials—The cooperating teacher should show the HCC students the available materials in the classroom. HCC students should also feel comfortable asking their cooperating teacher questions regarding the availability of supplies. Specific materials needed to teach lessons, not available at the site, are the responsibility of the HCC student. Dress—There is appropriate dress at every school site. Cooperating teachers and HCC students should discuss this at the first meeting. Additionally, HCC students should maintain a base level of professional dress regardless of building appropriateness. Appropriate dress does not include blue jeans, sweats, tank tops, or t-shirts with slogans or writing. Appropriate dress does include neat, clean, comfortable clothing. HCC students are representing the college, and modeling for students. Absence—HCC students contact the HCC faculty member for concurrent coursework during the practicum. HCC faculty members will contact the school. Field placement time is to be ―made-up‖ in the case of an absence. Observation form—HCC students are asked to complete an observation form for their cooperating teachers during block field placements. Forms will be provided by HCC faculty in concurrent courses. Journals—HCC students will be asked to journal during all field experiences. Specific guidelines/assignments will be distributed by HCC faculty during concurrent courses. Evaluation—The cooperating teacher and university faculty will serve as formative evaluators during the practicum experiences. The chair of education will visit classrooms and site principals to evaluate the design of future field experiences. Block Field Experience students will receive a separate grade (pass/fail) on their transcripts. Grades for other Field Experiences will be included in the concurrent courses.

9. Grievance Review Process A student in Education program may be dismissed from the program due to any of the following: 1. 2. 3.

GPA below minimum requirements of the college. (see student handbook) instances of illegal or immoral behavior that cannot be tolerated in a teacher; or violation of student handbook code of behavior for Holy Cross College.

A student dismissed from the program may appeal in writing. This appeal is reviewed by the Teacher Education Committee. The determination made by the committee is final.

10. Holy Cross College’s Policy on Harassment See the Student Handbook. http://www.hcc-nd.edu/student-life/1/Student-Handbook

11. Reapplication to the Teacher Education Program Students who have chosen to withdraw from the Teacher Education Program for more than one semester must reapply for admission into the program. The application process is the same for those reapplying, see ―Application and Admission to the Teacher Education Program.‖ Students are advised to contact an advisor or the chair of the education department prior to pursuing a reapplication. Students who have been dismissed or involuntarily withdrawn, see ―Involuntary Withdrawal‖ for information on appeals.

12. Retention in the Teacher Education Program Students maintain enrollment in the Teacher Education Program by passing through a series of Phase Assessments. Students need to pass each phase assessment to move to the next experiential level of the program. Students that fail to pass Phase 1 will not be admitted to the program, students that do not pass Phase 2 will not be permitted to student teach. Students that do not pass Phase 3 will not be permitted to graduate.

Phase 1 Assessment: Required for Application to Teacher Education Program (TEP):  Submit Application  Initial Portfolio Review (see inclusion requirements)  Transformative Teaching  Interview by member of the Teacher Education Committee (TEC)  Pass Praxis I (PPST)- Indiana cut scores  Complete a minimum 15 credit hours with 3.0 GPA & above OR a minimum of 30 credit hours with 2.5 GPA & above Phase 2 Assessment: Required for Application to Student Teaching:  Pass Praxis 2—see ETS web site for dates, sites, and application  Complete above Block coursework with ―C‖ or better  Overall GPA 2.5  Interview with TEC  Portfolio Review Phase 3 Assessment: Required for Graduation:  Coursework to complete 124 credit hours

    

Complete12 hours Student Teaching Experience Recommendation of Student Teaching Supervisor Portfolio Review Overall GPA 2.5 International Experience

13. State Licensing Students in the Holy Cross College Teacher Education Program are enrolled in a performance-based program leading to an initial license in the State of Indiana. This initial license will define at least one developmental level (early childhood, middle childhood - elementary; early adolescence - middle school; or adolescence, young adult high school) and a content area (ie elementary generalist, ELL/ENL). Students will need to pass the appropriate Praxis test to their content area, and developmental level. Students are responsible for the cost of the tests. Some information is available below. However, much more is available at the Education Testing Services website, www.ets.org. In Indiana, an initial license is valid for five years. Licenses in other states may vary. Generally, additional coursework and/or professional experience is required for renewal of the license. Check with an education advisor or the licensing chair for additional information. Praxis The Indiana Professional Standards Board, in accordance with state law requires that all candidates for teacher licenses pass the Praxis I test of Reading, Writing, and Math, and the Praxis II test in the content area of licensure. Below are the required tests codes and qualifying scores. Test Name

Code

Praxis I (PPST) Reading Writing Math OR Reading (computer based test: CBT) Writing (computer based test: CBT) Math (computer based test: CBT) Praxis II ELEM, Ed.: Curriculum, Instruction, & Assess. And

Qual. Score

176 172 175 323 318 320

10011

165

Reading Specialist

0300

370

Go to the ETS web site for more information: www.ets.org. License Test Fee Waivers While students are responsible for their own test fees, the Education Testing Service (ETS) has recently developed a process that addresses the various hardships that many students face. ETS offers test fee remission to students that earn modest salaries. To inquire about a fee waiver, contact ETS directly at (800) 772-9476. License Process Certification is the term frequently used to describe the process by which students acquire a teaching license. Acquiring a teacher license is a complex task, and can sometimes be overwhelming. Because the responsibility for education was deemed a state function when the constitution was written, each state determines the qualifications for its teachers. As a result, a student graduating from a teacher education program in Ohio, will be eligible for a license in Ohio, but may need to take additional tests or courses to be licensed in Michigan. Generally, states license teachers using one of two methods: required credits and courses, or performance standards which a candidate must meet. The agency within a state, which is responsible for the licensing of teachers, is usually a state teachersâ&#x20AC;&#x2DC; professional standards board or a division within a state department of education. The process for obtaining a license is as follows. A candidate completes an approved teacher education program within the state and requests from the stateâ&#x20AC;&#x2DC;s professional standards board or state department of education an application for a license. The majority of states also require a satisfactory score on some form of competency test. Most states test the subject matter competency, ie math or biology. Some states also test basic competency in reading, writing, and math. Many also require tests of basic pedagogical skills. Candidates need to contact the teacher licensing board or department in a particular state to determine which tests need to be completed. Many states us Praxis tests, including Indiana. Various states, may use various cut-off scores, for the same test. License candidates code their application and have scores sent to the state and to the college. Most states require a portion of the application to be completed by the college education advisor and/or licensing chair. Generally, states also require a criminal history check. Once all paperwork is submitted to the state agency it usually takes 2-6 weeks to obtain a license in Indiana. The length of time in other states vary. Internship Period The State of Indiana and many other states require an internship period that is generally the first one or two years following initial license. Teachers are paid full salary and

benefits during this time and depending on the state, often are assigned a mentor teacher or other support system to assist with questions, and evaluation through the first year.

Application and Information For more information regarding Indiana Licensing please go to the Division of Professional Standards web site: www.doe.state.in.us/dps

14. Student Organizations Holy Cross College has many clubs and organizations for our students to get involved in and to pursue their passions. What‘s more, many tri-campus clubs at the University of Notre Dame and Saint Mary‘s College are open to Holy Cross College student participation. Holy Cross is also supportive of students groups who are interested in starting a new activity, club or organization. Here is a list of current (2010/2011) offerings: Campus Clubs, Organizations, and Activities:  Air Force ROTC  Army ROTC  Art Club  Athletic Team Manager  Campus Ministry  Cheerleading  Community Service  Education Club  Geology/National Park Study  HANDS Multicultural Club  Intramural Sports  Liberal Studies Club  Liturgical Choir  Lourdes, France Service Trip  Mission Team  Music/ Choir/Theatre  Notre Dame Marching Band  Pep Band for HC Athletics  Psychology Club  Rome, Italy History Trip  SGA Student Government Association  SGA Athletic Committee  SGA Commuter Student Association  SGA Entertainment Committee  SGA Resident Hall Council

    

SGA Social Concerns/Service Committee SGA: Tri-Campus Clubs/Activities Saints for Life Venture Crew (Outdoor Club) Yearbook

Men’s Intercollegiate Athletic Teams:  Baseball  Basketball  Cross Country  Golf  Ice Hockey  Lacrosse  Soccer Women’s Intercollegiate Athletic Teams:  Basketball  Cross Country  Golf  Soccer

15. Student Teaching Policies Students must complete Phase 1 and Phase 2 assessment requirements prior to student teaching. Students must have a limited criminal history check on file with the department of education. Students must have completed all methods courses through the block framework and meet the grade criteria described in the Phase 1 & 2 Assessments.

16. Involuntary Withdrawal A student in Education program may be dismissed from the program due to any of the following: 1. GPA below minimum requirements of the college. (see student handbook) 2. Instances of illegal or immoral behavior that cannot be tolerated in a teacher; or 3. Violation of student handbook code of behavior for Holy Cross College. A student dismissed from the program may appeal in writing. The appeal is submitted to the Chair of the Department of Education. The appeal is reviewed by the Teacher Education Committee and/or HCC Administration (for student handbook code of behavior violation). The determination made by the committee is final.

17. Additional College Resources Holy Cross College provides a wide array of services for students. Students are encouraged to seek support in the physical, spiritual, and academic arenas. The student handbook provides details regarding services provided to students. HCC handbook student services: http://www.hcc-nd.edu/student-life/1/StudentHandbook

18. Assessment Elementary Education (K-6) and ENL/Bilingual Program Phase 1 Assessment: Required for Application to Teacher Education Program (TEP) Students must be accepted into the TEP to take 300 and 400 level courses in Education:  Submit Application (online HCC web site)  2 letters of recommendation  Efolio Review (must include statement of educational philosophy and resume)  EDUC 200 Transformative Teaching (C+ or better)  Interview with member of the Teacher Education Committee (TEC)  Pass Praxis I (PPST or CBPST), register: www.ets.org  Complete a minimum 30 credit hours with 2.5 GPA & above Phase 2 Assessment: Required for Student Teaching:  Praxis II (as required for Indiana licensure)—register: www.ets.org  Complete each 300 and 400 level Education course with ―C‖ or better  Overall GPA 2.5  Interview with Director of Student Teaching  Efolio Formative Review Phase 3 Assessment: Required for Graduation:  Required Education Coursework to complete minimum 124 credit hours  Complete minimum12 hours Student Teaching Experience  Recommendation of Director of Student Teaching  Praxis II (meet minimum scores required for Indiana licensure areas)  Efolio Summative Review  Overall GPA 2.5  International Experience  Capstone