1
Department
of Education
Field Placement
Handbook
2
Contents
Section I: Mission and Essential Premises .................................................................................................................................................................................... 3
The Mission for Concord University Educator Preparation Program (CUEPP), ...................................................................................................................................................... 3
School of Education ............................................................................................................................................................................................................................................... 3
InTASC Standards/West Virginia Teaching Standards ............................................................................................................................................................................................ 3
Core Dimensions of the Professional Education Curriculum .................................................................................................................................................................................. 4
Pathway to Teaching Transition Points .................................................................................................................................................................................................................. 4
Section II: Teacher Education Program (TEP) ................................................................................................................................................................................ 5
Admission to the Undergraduate Teacher Education Program ............................................................................................................................................................................. 5
Educator Preparation Provider (EPP) Conditional Admission Requirements .................................................................................................................................................... 5
Educator Preparation Provider (EPP) Full Admission Requirements ................................................................................................................................................................ 6
How to Submit a Portfolio via LiveText ............................................................................................................................................................................................................ 7
Portfolio Requirements ..................................................................................................................................................................................................................................... 8
Portfolio Review Rubric ................................................................................................................................................................................................................................... 10
Educator Disposition Assessment (EDA) .............................................................................................................................................................................................................. 11
Concord University Department of Education EDA Policy .............................................................................................................................................................................. 11
EDA Candidate Intervention/Remediation ..................................................................................................................................................................................................... 11
Educator Disposition Assessment Rubric ....................................................................................................................................................................................................... 14
Assistance for Candidates Who Do Not Meet Criteria ......................................................................................................................................................................................... 17
Transfer Credit for Education Courses ................................................................................................................................................................................................................. 17
Academic Advisement ......................................................................................................................................................................................................................................... 17
Professional Seminars.......................................................................................................................................................................................................................................... 18
Livetext ................................................................................................................................................................................................................................................................ 18
How to Purchase a LiveText Membership ...................................................................................................................................................................................................... 18
LiveText Instructions ..................................................................................................................................................................................................................................... 19
Section III: Early Clinical Experiences, Year-long Residency and Student Teaching ................................................................................................................... 22
Partner Schools .................................................................................................................................................................................................................................................... 22
CastleBranch Background Check ......................................................................................................................................................................................................................... 22
Description of Clinical Experiences ...................................................................................................................................................................................................................... 22
Guidelines for Early Clinical Experiences ............................................................................................................................................................................................................. 23
Early Clinical Experience Contract .................................................................................................................................................................................................................. 24
Early Clinical Experience Placement Request Form ........................................................................................................................................................................................ 25
Courses that require an Early Clinical Experience .......................................................................................................................................................................................... 27
Additional County Requirements for Early Clinical Experiences .......................................................................................................................................................................... 27
The Year-long Residency and Student Teaching .................................................................................................................................................................................................. 28
Goals of Year-long Residency ......................................................................................................................................................................................................................... 28
Professional Commitments and Dispositions ................................................................................................................................................................................................. 29
Expectations, Procedures and Policies ........................................................................................................................................................................................................... 29
Policies Regarding P-12 Students .................................................................................................................................................................................................................... 31
Guidelines for Year Long Residency Clinical Placements and Supervision ...................................................................................................................................................... 32
The Methods Block (First Semester of Year-long Residency) ......................................................................................................................................................................... 33
Student Teaching (Second Semester of Year-long Residency) ........................................................................................................................................................................ 33
Student Teaching Expectations .................................................................................................................................................................................................................. 34
Student Teaching Application ..................................................................................................................................................................................................................... 36
Placement Request for Student Teaching ................................................................................................................................................................................................... 37
Requirements for Exit from the Teacher Education Program .............................................................................................................................................................................. 38
3
Section I: Mission and Essential Premises
The Mission for Concord University Educator Preparation Program (CUEPP),
School of Education
Concord University has a proud tradition of preparing outstanding teachers since it was founded as a Normal
School in 1872. The preparation of teachers continues to play a significant role at Concord University, as
approximately twenty-five percent of the students who graduate each year earn degrees in education. This
history of commitment to teacher education, combined with a current mission statement that emphasizes high
quality instruction creates a context of high expectations for the Teacher Education Program at Concord
University. Today, Concord’s Teacher Education Program includes both undergraduate and graduate degree
programs, as well as multiple endorsements.
The Department collaborates with representatives from public schools, professional groups, government, and
other programs within the University to prepare educators and to cooperate in the development of educational
policies. The Department also strives for the improvement of education at the local, state, regional, and national
levels in that the improvement of schooling results in a more literate and enlightened citizenry. This, in turn,
contributes to the proliferation of democratic values and enhances our position in the global economy.
The mission of the Educator Preparation Provider (EPP) is to prepare educators who are competent, intentional,
reflective, culturally responsive, leading, and empathic 21st Century Professionals. The EPP strives to provide all
teacher candidates at the initial and advanced level with the knowledge, skills, and dispositions necessary to
become effective teachers/leaders by offering the highest quality instruction and programs.
Graduates of our program have been recognized as outstanding teachers of the year, admitted to prominent
graduate schools around the country, and have earned scholarships and internships with affiliate professional
organizations. Graduates of Concord University’s Teacher Education Program are eligible for licensure in West
Virginia, and in other states through reciprocal agreements. Concord University is accredited under the Council for
the Accreditation of Education Preparation (CAEP) from 2014-2020. Additionally, all of the content specializations
are recognized by the following specialized professional associations, and/or the West Virginia Board of
Education:
Association for Childhood Education International
(ACEI)
Council for Exceptional Children (CEC)
National Association for the Education of Young Children
(NAEYC)
Society of Health and Physical Education (SHAPE) PE
Society of Health and Physical Education (SHAPE) HEALTH
International Reading Association (ILA)
Educational Leadership Constituent Council (ELCC)
National Council of Teachers of English (NCTE)
National Science Teachers Association (NSTA)
National Council for the Social Studies (NCSS)
National Council of Teachers of Mathematics (NCTM)
West Virginia Board of Education (WVDE)
InTASC Standards/West Virginia Teaching Standards
InTASC
WV Teaching Standards
4
Core Dimensions of the Professional Education Curriculum
The Professional Education Component
All teacher education candidates must earn a 2.75 GPA in the Professional Education component, and complete
the following courses with a grade of C or better:
EDUC 210 Diversity, Culture, and Education in a Pluralistic Society (3 hours)
EDUC 301 Educational Technology (3 hours)*
EDUC 305 Psychology of Teaching and Learning (3 hours)
(EDUC 301 and EDUC 305 are taught concurrently and commonly referred to as EPaT {Educational Psychology
and Technology})
EDUC 306 Classroom Management and Instructional Strategies (3 hours)
EDUC 416 Assessment and the Data Informed Teacher (3hours)
EDUC 418 Content Area Reading (3 hours) ***
EDSP 303 Introduction to Special Education (3 hours)
EDSP 415 Co-Teaching, Consultation, and Collaboration (3 hours) or EDSP 409 Strategies for the Secondary
Classroom Inclusive Environment (3 hours)
EDUC 460 Student Teaching (6 hours, 6 hours)
*Not required for Music PreK-Adult. Music Education majors must complete a computer competency test
through the Department of Fine Arts. Verification of successful completion of this competency test must be on file
in the Department of Education Office.
**Not required for Physical Education majors. Physical Education majors must complete P ED 307 Assessment in
Health and Physical Education in place of EDSP 409 Strategies for the Secondary Classroom Inclusive
Environment .
***Required for PreK-Adult and 5-Adult majors only.
Pathway to Teaching Transition Points
Concord University’s Education Preparation Provider (EPP) has five pathways through which all education majors
must travel. They are:
1. Admission to Teacher Education Program
2. Admission to the Year-long Residency-Methods Block
3. Admission to the Year-long Residency-Student Teaching
4. Completion of Year-long Residency
5. Follow-up of Completers
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Section II: Teacher Education Program (TEP)
Admission to the Undergraduate Teacher Education Program
Admission to Concord University does not guarantee admission into the Teacher Education Program (TEP). Rather, there
are specific steps you must successfully complete before you can be considered for admission into the program.
Candidates must satisfy all admission requirements (see section “Educator Preparation Provider (EPP) Full Admission
Requirements” below) in order to be fully admitted into the Teacher Education Program. Failure to satisfy all
requirements by the deadline provided in admission status letters will result in Teacher Education Program denial for
the semester in which application was made. Candidates may re-apply for admission the following semester. Candidates
must be officially admitted to the Teacher Education Program prior to taking EDUC 306, and all courses that have EDUC
306 as a pre-requisite or co-requisite.
Completers of a certified Educational Technology Program (i.e. Mercer County Teacher Cadet Program) do not need to
complete all sections of the Professional Portfolio. These candidates will only be required to complete the Introduction
section (see page 8 Department of Education Field Placement Handbook) of the Portfolio template that is in LiveText. I
addition to the Introduction materials listed, candidates will be required to include documentation of passing NOCTI
exam scores in this section of the Portfolio template. Completers of an Ed. Tech. Program are still required to satisfy Full
Admission Requirements #1, and #3-#10 listed on the following page(s).
Educator Preparation Provider (EPP) Conditional Admission Requirements
To be considered for conditional acceptance into the TEP, the following are due the last working day of September
during the fall semester, or the last working day of February during the spring semester. Failure to satisfy all conditional
requirements listed below by the last working day in September during the Fall semester, or last working day in February
during the Spring semester will result in automatic program denial. Candidates may re-apply for admission the following
semester.
1. Application for Admission – submit via LiveText as part of Portfolio
2. Portfolio & Pre-Professional Snapshot – submit via LiveText
3. Participation in Pre-Admission to TEP Seminars – submit certificates of completion as part of Portfolio
4. Signed EDA Statement – included as part of Portfolio (page 11 of Department of Education Field Placement
handbook)
5. Attainment of an overall grade point average of 2.50 or better in all coursework completed
6. Praxis Core Academic Skills for Educators Exams: Reading, Writing and Math – at least 1 attempt for each exam
must be completed prior to application with documentation included in portfolio, or wavier letter included in
portfolio. Passing scores on all exams or waiver letter must be received prior to full admission.
7. Declaration of Degree/Major- log into MyCU account and verify your Degree/Major. If necessary, update your
information by going to the Registrar's website and completing the form.
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Educator Preparation Provider (EPP) Full Admission Requirements
1. Successful completion of a minimum of 24-25 hours, which must include 18-19 hours from the General Studies
Program, with a 2.00 GPA. General Studies courses must include the following:
Elementary Majors
Written Communication – 6 hrs
(Grade of C or better is required in all courses)
ENGL 101, Composition and Rhetoric I (3hr) ENGL
102, Composition and Rhetoric II (3hr)
Oral Communication- 3 hrs
CART 101, Fundamentals of Speech (3hr)
Mathematics - 3 hrs
Elementary majors MUST complete MATH 101 or
MATH 103
Natural Sciences – 4 hours
One 4 hour Natural Science course. Elementary
majors MUST select from: BIOL101 or PHSC104
Social & Behavioral Sciences - 3 hrs
Secondary Majors
Written Communication – 6 hrs
(Grade of C or better is required in all courses)
ENGL 101, Composition and Rhetoric I (3hr)
ENGL 102, Composition and Rhetoric II (3hr)
Oral Communication- 3 hrs
CART 101, Fundamentals of Speech (3hr)
Mathematics - 3 hrs
One MATH course
Natural Sciences – 3/4 hours
One 3 hour or one 4 hour Natural Science course
Social & Behavioral Sciences - 3 hrs
2. Complete EDUC 210: Diversity, Culture and Education in a Pluralistic Society, with a grade of “C” or better and
successfully complete the required 25 hour field-based experience. Candidates transferring Diversity, Culture and
Education in a Pluralistic Society (formerly Foundations of Education) from another institution must provide
documentation of a completed 25 hour school-based field experience in the form of a course syllabi stating the hours
of the field practicum, a copy of the signed field practicum time log(s), or other proof of your participation in a 25 hour
field practicum.
3. Complete EDSP 303: Introduction to Special Education, with a grade of “C” or better.
4. Attainment of an overall grade point average of 2.50* or better in all coursework completed (including transfer credit).
*Note: A candidate may apply to the Teacher Education Program with an overall GPA of 2.50. However, the GPA of all
the candidates who apply during the semester (cohort average) must be 3.00 or above. If the cohort average is not
met, individual candidate GPAs of less than 2.75 may be removed from the cohort.
5. Successfully complete the Praxis Core Academic Skills for Educators Exams*: Reading, Writing and Math. It is highly
recommended that this test is taken within the first 24 credit hours of coursework in order for the candidate to make
continuous progress in the Professional Education Core. Official passing scores must be sent to Concord University via
ETS.
Math Computer Delivered Test Code - 5732
Reading Computer Delivered Test Code - 5712
Writing Computer Delivered Test Code – 5722
*Note: A student may obtain a waiver (these waivers are accepted only in the state of WV) for the Praxis Core
Academic Skills for Educators Exams by providing an official letter from the Registrar’s Office reflecting one or more of
the following:
an ACT test score of 26 (composite score) or higher
an SAT score of 1170 (math and verbal composite score) or higher (effective for exams taken March 2005-April 2016)
an SAT score of 1240 on the New SAT using the combined Evidence-Based Reading and Writing score and Math score
(effective for exams taken May 2016-present)
by providing documentation that you have completed a master’s degree.
6. Declaration of a specific and accurate major and content specialization(s) through www.concord.edu, Academics,
Registrar, and Declaration of Degree/Major form.
7. Successful completion of all Pre-Admission to Teacher Education Program seminars. Students will receive a Certificate
of Completion for each seminar. These must be included in the Professional Portfolio.
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8. Pre-professional Snapshot-Candidates will complete a pre-professional snapshot before applying to TEP. The snapshot
will be a part of the co-selection process which occurs prior to candidate placement in the public school. Schools will
be provided the candidate snapshots and teachers will select the candidate for their classroom. The co-selection
process enables all parties to be a part of the placement. The biographical snapshot will be a work in progress for the
candidate. It will be updated periodically throughout the candidate’s progress through the program.
9. Completion of an Educator Disposition Assessment (EDA) by a Department of Education faculty member. This is
typically completed during EDUC210, EDSP303 or EPaT. For those students who did not have an EDA completed during
these courses, one will be required to be completed by a Department of Education faculty member prior to full
admission. Candidates are required to include the signed EDA statement (page 11 of Department of Education Field
Placement Handbook) in their portfolio.
10. Completion of the “12-Item Grit Scale” by the candidate via LiveText. This is completed during EDUC210. For those
students who did complete this during EDUC210, it will be made available to students via the ‘Forms’ tab in LiveText
the first working day in October during the Fall semester, or the first working day in March during the Spring
semester.
11. Candidates must complete 75 hours of documented experience working with school age children/youth in
organized/structured settings prior to admission to the Teacher Education Program. Appropriate experiences might
include: Scouts, 4-H, Energy Express, tutoring in after-school or summer programs, camp counselors, coaching,
library read-aloud, etc. The 75 hours of experience must be documented through signed letters on official letterhead
from teachers, supervisors or leaders. This documentation must provide a description of what the volunteer hours
entailed, the dates and/or time-frame in which the experience(s) was completed, and the total number of hours
completed. All documentation must be included in the candidate’s portfolio when they apply for admission to the
Teacher Education Program. The 75 hours are in addition to any required field practicum hours.
12. Submit a professional portfolio via LiveText to the Department of Education (see below– How to Submit a Portfolio
via LiveText). In some cases, applicants may have to complete an interview with faculty prior to admission. Portfolios
will be due to the Department of Education via LiveText the last working day of September during the fall semester,
and the last working day of February during the spring semester. Candidates whose portfolios are not approved will
be given recommendations for improving their portfolios, or will be counseled concerning their admission to the
teacher education program.
How to Submit a Portfolio via LiveText
Portfolios are to be posted to LiveText before 4:00 p.m. on the last working day of September in the fall semester and the last
working day of February in the spring semester.
1. Login LiveText at: www.livetext.com
2. On your main page, Dashboard, select the Documents tab
3. The Documents page will open, select the + New button. The Create a Document page will open
4. From Choose a folder dropdown list, select Admission to TEP Portfolio
5. From the Choose a template dropdown list, select Portfolio – Department of Education
6. Enter the Title for your portfolio as follows: Doe, John Portfolio (insert your name for Doe, John). If your portfolio is not titled this way, the
Department of Education will not be able to locate it, resulting in Teacher Education Program denial!
7. Select the Layout and Style you prefer
8. Click the Save as New Document button
9. You may copy and paste documents or click File Attachment to upload them. As you go through the sections of the portfolio, please remove
any instructions/pre-existing template text.
Please copy and paste document text directly into the text box whenever possible instead of adding an attachment. This does not apply
to documents in the Introduction section of the Portfolio template, or Volunteer Hour documentation!
When adding file attachments please title the attachment appropriately.
If one document is being submitted as separate pages, please include page numbers in the document titles.
Please be sure that all attachments are the correct direction (i.e. a paper shouldn’t be upside down when attachment is opened).
10. To submit your portfolio via LiveText to the Department of Education for review: select Send for Review, select My Institutions, type
concordadmin, Enter, and Submit for Review.
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Portfolio Requirements
Candidates will submit a professional portfolio addressing specific dispositions that Concord University’s Educator
Preparation Provider (EPP) has identified as relevant to our institution, our clinical partners, and our educational
community.
1. Introduction: This section of the Portfolio allows the candidate to provide personal information about themselves in
the form of a Pre-Professional Snapshot (required), Pre-Admission to TEP seminar certificates (required), signed EDA
Statement (required), Praxis Core exam attempt documentation or wavier letter (required), TEP Application (required)
and any additional artifacts (optional) that they feel provides insight into their academic and/or non-academic
achievements or goals.
Creating a Positive Learning Environment: The candidate contributes, cooperates, and participates in creating an
environment in which all students are accepted and are provided the opportunity to achieve at the highest levels in
all areas of development. The candidate maintains a safe and healthy environment, and creates a culture of caring
through understanding and support.
2. Belief that All Students Can Learn: The candidate is committed to the belief that all children can learn. Highly effective
teachers can have an inspiring effect on the daily lives of children and their life long educational aspirations. Research
has shown that teachers who believe that all children can learn, and who hold high expectations for themselves and
their students have a maximum impact upon student learning (Darling-Hammond & Baratz-Snowden, 2005;Tucker &
Strange, 2005). The Teacher Education Program at Concord believes that effective teachers use many different tools to
help students learn, but at the heart of teaching is a belief that all children can learn. Provide an artifact such as an
essay, video demonstration, PowerPoint, or examples of students’ work along with a narrative that demonstrates your
belief that all students can learn. Here are some tips for demonstrating your belief in the ability of all children to learn:
Identify what you mean by “All students can learn.” Avoid generalizations. Do you mean that all students can learn at the same rate
and that each student can meet the same level of expertise at exactly the same time? Do you mean that given the right teacher that
all students can progress in any subject? Or, do you think that some students can do better in some subjects, but not all students can
excel in every subject? Is your belief that all students can learn based on developmental levels, abilities and/or intelligence?
Use personal examples or examples of students you have observed or worked with during a field experience to support your belief
that all students can learn. Emphasize the learning process and progress.
Consider including ideas about what students can learn, when they can learn it, and what formats are best suited to learning.
Support your belief with research on student learning. Be sure to provide references to any materials used.
3. Leadership: The candidate is a teacher leader. Danielson (2006) states that “teacher leaders don’t gain their authority
through an assigned role or position; rather they earn it through their work with both their students and their
colleagues” (p.1). Danielson presents dispositions that teacher leaders share which include: deep commitment to
student learning; optimism and enthusiasm; open mindedness to new ideas; humility; courage and willingness to take
risks and to accept change; confidence and decisiveness; perseverance; respect and care for others; and willingness to
work hard. From the above list, select a disposition(s) that Danielson presented as necessary for teacher leaders, and
describe and provide example(s) of how you have demonstrated the disposition(s).
4. Open to Change and New Ideas: The candidate demonstrates a willingness to accept change and new ideas. There is
an old saying that the only thing constant in life is change. Teaching is filled with change and a need to be ready for
anything at any time. Good teaching requires the ability to be flexible, to be able to adapt to new situations, to be
open to new ideas, and to accept and respond positively to change. Christenbury (2010) states that effective teaching
is variable and contextual. Teachers use a variety of methods and strategies, changing them and refining them over
time. Teachers also respond to students, school and community events, and societal needs. In essence, change and
new ideas are the constants of teaching. Provide an artifact that demonstrates a time or situation in your life that
required you to be flexible and/or open to new ideas.
9
Professional Learning: The candidate engages in professional learning by collaborating with colleagues and by evaluating
his/her practice.
5. Reflection: The candidate is a reflective practitioner. Lortie (1975) described how reflecting on teaching decisions
leads to intentional teaching rather than teaching by imitation. As a teacher candidate, you have already gone through
at least 12 years of the "apprenticeship of observation." As a student in the classroom you have developed
preconceived ideas of what teaching is through having watched others do it. You may sense what teachers do but
have no grasp of why they do it. To become an effective teacher it is important for teachers to examine their own
beliefs about their classroom practices. Because of their ability to reflect, great teachers know not only what to do, but
also why. Research (Constantino & De Lorenzo, 2001; Danielson & McGreal, 2000; Glickman, 2002; Lambert, 2003)
substantiates the role of reflection in teachers' professional growth.
A disposition toward reflection—and a good sense of when you as a teacher need to step back and think deeply—
should be part of all teachers' repertoires. As you progress through the teacher education program at Concord, you
will develop habits of mind that lead toward reflection.
This essay may be your first opportunity to practice the habit of reflection. In this essay, you will describe an
educational experience that influenced your beginning understanding of teaching and learning. Your description
should come from either your volunteer experience, your EDUC210 field experience, and/or your EPAT field
experience. For this essay, 1) describe the experience by providing the setting, the context, and the characteristics of
the learner(s); 2) select a WV Professional Teaching Standard and an Element of that standard and describe how they
relate to the experience you have chosen. For each experience, cite the WVPT Standard and include the exact
language of the Element. For example: Standard 2. The Learner and the Learning Environment, Element 2.1 The
teacher candidate understands and responds to the unique characteristics of learners; and 3) provide examples that
show how you will use these experiences in your future teaching. To foster higher levels of reflection in your essay,
questions like the following could be answered:
What did I do that worked or didn’t work in this experience? How do I know?
What would I do the same or differently if I repeated this experience? Why?
What actions by me might have prompted or perpetuated learner reactions?
What do I believe about how learners learn? How does this experience influence my belief?
What did I know about the learners and how did I use this to make the experience better?
Did I engage the learner in a learner-centered experience?
How will I work on my teaching to improve what I do?
6. Response to Feedback: The candidate is receptive to feedback. As teachers we know that providing feedback to our
students can produce greater learning (Marzano, Pickering, & Pollock, 2001). Constructive feedback is an important
part of the learning cycle and as a teacher candidate you must be open and receptive to constructive feedback.
Feedback doesn’t do much good if the person receiving it is not receptive to it. Provide an example of your willingness
to seek out and favorably respond to feedback from teachers, coaches, peers, or a supervisor in a job.
7. Volunteer Hours: The candidate has had diverse experiences working with children/youth. Please list the experiences
(totaling 75 hours) you have had prior to your field experiences associated with teacher education coursework.
Activities in which you have worked with children or youth (e.g. Sunday School teaching, coaching, day care center
worker, Energy Express assistant, Teacher Cadet program, tutoring, etc.). Provide the following information: Type of
Experience, Location/Setting, Dates, number of hours, and Responsibilities. Each experience must be documented
with a signed letter from a supervisor on organizational letterhead.
10
Portfolio Review Rubric
Once you have submitted your portfolio to “concordadmin” via LiveText, it will be distributed to the designated Department of Education faculty members
for review. The Department of Education faculty members will base their review of each section of your portfolio upon the following rubric of standards,
provide an overall evaluation, and leave comments that will be provided to you in your admission status letter.
Disposition
Distinguished=4
Accomplished=3
Emerging=2
Unsatisfactory=1
1. The teacher
candidate is
committed to the
belief that all
students can learn.
The artifact demonstrates the
candidate’s belief that students
from differing personal and
family backgrounds and with
differing skills, abilities,
perspectives, talents and
interests can learn. The artifact
demonstrates how the candidate
incorporates this knowledge into
teaching and learning to
maximize learning for each
student in the class. The
candidate has referenced/cited
multiple research/evidence to
support his/her beliefs.
The artifact demonstrates the
candidate’s belief that students
from differing family backgrounds
and with differing personal skills
and abilities can learn. The
artifact demonstrates how the
candidate uses this knowledge to
maximize learning for individual
learners.
The artifact includes an
example or description that
supports the candidate’s
belief that all students can
learn. The candidate provides
generalizations that are
partially supported.
Through the artifact the
candidate is unable to
demonstrate the belief that
all students can learn through
an example or description of
his/her belief. Or, the
candidate simply makes
unsupported generalizations.
3. Teacher Leadership
Through the artifact(s), the
candidate thoughtfully identifies
and describes multiple, examples
of behaviors that provide specific
evidence that dispositions and
potential for teacher leadership
have been modeled.
Through the artifact(s), the
candidate identifies and describes
examples of behaviors that
provide evidence that
disposition(s) and potential for
teacher leadership have been
modeled.
Through the artifact(s), the
candidate describes and
provides an example that
supports the emergence of
disposition(s) and potential
for teacher leadership.
Through the artifact(s), the
candidate selects
disposition(s); however
description and/or example
does not provide evidence
that disposition(s) has been
modeled.
4. The candidate
demonstrates a
willingness to accept
change and is open to
new ideas.
The artifact demonstrates
thoughtful consideration of the
complexity and multiple aspects
of a flexible mindset and
openness to implementing new
ideas.
The artifact demonstrates
multiple perspectives of a flexible
mindset and openness to explore
new ideas.
The artifact demonstrates
one aspect of a flexible
mindset and openness to
new ideas.
The candidate is unable to
demonstrate with an artifact
or through a narrative that
he/she values flexibility and
openness to new ideas.
5. Reflection Essay
Description of
Experience
Correlation to
the Standard
Relationship to
Future Teaching
Description of the learning
experience includes multiple,
specific details of the setting, the
context, and the characteristics of
the learner(s).
Correlation to the
Standard/Element and the
learning experience is fully
developed, demonstrating a deep
understanding of the Standard.
Fully describes with multiple,
thoughtful examples how the
experience relates to future
teaching; responds to multiple
prompts for higher level
reflection.
Description of the learning
experience includes sufficient
details of the setting, the context,
and the characteristics of the
learner(s).
Correlation to the Standard and
the learning experience is
relevant and demonstrates a
good understanding of the
Standard.
Describes with thoughtful detail
and at least one example of how
the experience relates to future
teaching with several responses
to prompts.
Description of the learning
experience includes the
required, basic details of the
setting, the context, but may
lack relevant characteristics
of the learner(s).
Correlation to the Standard is
made; however the
relationship lacks sufficient
understanding.
General description of how
the experience relates to
future teaching with at least
one response to the prompts.
Description includes one or
more of the details, but the
learning experience is
irrelevant or incomplete.
Lacks a correlation to a
relevant Standard.
Vague description of how the
experience relates to future
teaching with no evidence of
reflection.
6. The candidate is
receptive to feedback.
The artifact demonstrates
detailed actions the teacher
candidate has taken to seek out,
reflect and act upon feedback
and provided evidence that the
feedback produced greater
learning.
The artifact demonstrates
actions the teacher candidate has
taken to respond to feedback
that led to opportunity for
greater learning.
The artifact demonstrates
that the teacher candidate
has responded favorably to
feedback, although it is
uncertain that the feedback
led to greater learning.
The artifact demonstrates a
time when the teacher
candidate was provided
feedback, but no indication
of response is provided.
7. 75 Volunteer hours
working with
children/youth.
Extensive experiences (75 hours
or more) working with
children/youth outside of field
experiences associated with
course work. Experience with
children/youth is in an
instructional setting and/or
includes supervisory
responsibilities.
Several experiences (totaling 75
hours) working with
children/youth outside of field
experiences associated with
course work, Experiences include
some time in an instructional
setting.
A single experience (75
hours) working with
children/youth outside of
field experiences associated
with course work. Experience
is not in an educational
setting, and direct interaction
with children/youth is
limited.
Less than 75 hours of
experience working with
children/youth outside of
field experiences associated
with course work, or 100
hours is observational only,
including no direct
interaction with
children/youth.
11
Educator Disposition Assessment (EDA)
The Educator Disposition Assessment (EDA) is a valid and reliable measure of a teacher candidate’s dispositions. The EDA evaluates nine dispositions with
27 indicators. All are equally important. There are three scoring levels: meets expectations, developing, and needs improvement. A teacher candidate will
be assessed a minimum of three times using the EDA: admission to TEP, admission to the yearlong residency, and at the end of the yearlong residency.
Concord University Department of Education – Educator Disposition Assessment (EDA) Policy
Teacher Education majors are informed of the use and purpose of the EDA in coursework prior to admission into the teacher education program, in the
Field Placement Handbook, and in other materials published by the college/school/department. Candidates are aware that the dispositions identified on
the EDA are categorized descriptions of teacher behavior that affect positive influence in the professional setting and promote gains in P-12 student
learning. They are aware that a score of “0” on any disposition indicates insufficient demonstration of a given dispositional trait. The first exposure to the
EDA is in the introductory education course with subsequent discussions and activities regarding dispositions and their importance in the classroom. The
EDA is then administered within the introductory course(s), the methods block, and again during student teaching. Should a candidate’s disposition
become a concern outside the scheduled checkpoints, education faculty can elect to assess a candidate’s disposition at any other time.
Additionally, the EDA may be completed for a candidate who needs improvement or requires additional development on a specific disposition. Concord’s
EPP policy states if an EDA is completed for a candidate any time other than the three gateways, the EDA will be completed either as a “Conference
without a Formal Improvement Plan (FIP)” or a “Conference with a Formal Improvement Plan (FIP)” described in the below section “EDA Candidate
Intervention/Remediation.”
If it is determined that a FIP is warranted, then the teacher candidate will meet with the Admission, Retention, and Dismissal Committee. This committee
will be compromised of the Director of the Teacher Education Program, the Coordinator of Clinical Experiences, the course professor (if applicable), and
additional individuals as deemed appropriate. The committee along with the teacher candidate will develop a FIP which is an actionable plan to remediate
the concern. Follow up meetings will be conducted as deemed necessary by the committee. After a recommended amount of time an Outcomes, Results of
Intervention, Remediation Plan (ORIR) form will be completed to monitor progress.
EDA Candidate Intervention/Remediation
The evaluation of dispositions must include performance feedback to students when issues or concerns are raised followed with an
intervention/remediation plan for professional development. The following describes how the intervention/remediation will occur within the department
of education at Concord University: Receiving an unacceptable dispositional rating in the EDA is taken seriously by the Department of Education. The
candidate receiving an unacceptable dispositional rating will be assigned one of the following action plans at the discretion of education department
faculty, depending on perceived severity of the disposition in question. Interventions are intended to help the candidate achieve the expected targets and
benchmarks required to successfully complete the education program.
1) Conference without Formal Improvement Plan (FIP):
This level of intervention is handled by the course professor, director of clinical experiences, or department chair directly with the candidate by
recommending specific actions the candidate must take in order to improve the disposition/s where an unacceptable rating was assigned. A follow-up
conference will be held at the discretion of education department faculty to determine if the disposition concern has been improved. Should a
candidate not agree to comply with the assigned interventions, the Formal Improvement Plan intervention process will be initiated.
2)Conference with Formal Improvement Plan (FIP) with Admission, Retention, and Dismissal (ARD) Committee:
This level of intervention is handled by the Admission, Retention, and Dismissal committee within the Department of Education. This committee
consists of the department chair, director of clinical experiences, and faculty member/s. Intervention or remedial activities may include, but are not
limited to, reduced course load, audit of same course, and guided study. Intervention/remediation could also require enrollment in a zero (0) credit
hour course: EDUC 220: Special Topic - Professional Development. Interventions will be documented on the Candidate Formal Intervention Plan form.
The Candidate FIP form is completed by the ARD Committee. Completed FIP forms are placed in the candidate’s departmental file and a record is noted on
the students advising record. If necessary, the ARD Committee will complete an Outcome, Result of Intervention, Remediation (ORIR) Form depending
upon the completed FIP. Completed ORIR forms are placed in the candidate’s departmental file and a record is noted on the students advising record.
Students will be provided with copies of all completed EDA, FIP and ORIR forms.
If a student/candidate receives an Educator Disposition Assessment for the same dispositional concern more than once, they will be required to attend a
conference with the ARD Committee, and a Formal Plan of Improvement will be developed. If the student/candidate dispositions fail to improve, the
Admission, Retention, and Dismissal Committee has the option of dismissing the individual from the program.
Teacher Education Program EDA Acknowledgement and Acceptance Statement
Application into the Teacher Education Program requires applicants read and sign the following statement, indicating they understand and accept the
content and purpose of the EDA, Concord’s EDA Policy, and all other policies/statements made above. Candidates must include this signed statement in
their portfolio within Livetext.
The applicant acknowledges that dispositions identified in The Educator Disposition Assessment (EDA) apply to the university setting, courses, early practicum experiences, and
the final internship. The applicant recognizes that a strong correlation exists between the dispositions of teachers and the quality of their students’ learning. The applicant
knows that teachers who care about their students and are willing to exert the effort needed to ensure the classroom is a productive learning environment, possess the
professional dispositions outlined in the EDA. The applicant is aware his/her professional dispositions will be assessed throughout the teacher education program and will have
a bearing on decisions made regarding eligibility to complete the education program in a successful manner.
Applicant signature: ______________________________________________ Date: _____________________
12
Candidate Formal Improvement Plan (FIP)
Candidate: _________________________________Major: ____________________ Date:________________
Reason for Intervention/Remediation:
Intervention/Remediation Plan:
Plan of Action (select all that apply):
______ Candidate progresses in the Teacher Education Program
______ Candidate is dismissed from the Teacher Education Program
______ Other (please explain below)
__________________________________________________________________________________________
__________________________________________________________________________________________
Additional comments regarding Plan of Action selected above:
I have read and understand the Candidate Formal Improvement Plan and its full implications regarding my
continued progress in the Teacher Education Program at Concord University.
Candidate’s Signature: ______________________________________________Date: ____________
Faculty Issuing Rating Leading to Remediation Signature: _____________________________Date: _________
Admission, Retention, and Dismissal (ARD) Committee Signature/s:
Department Chair: ________________________________________________ Date: ____________
Director of Clinical Experiences: _____________________________________ Date: ____________
Faculty Member: _________________________________________________ Date: ____________
13
Candidate Outcomes, Results of Intervention, Remediation Plan (ORIR)
Candidate: _________________________________Major: ____________________Date: _____________
Outcomes, Results of Intervention, Remediation (select all that apply)
_____ Candidate met requirements of the plan at an acceptable level:
_____ Candidate failed to meet requirements of the plan at an acceptable level:
_____ Other (please explain below
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Additional comments regarding Outcomes, Results of Intervention, Remediation option selected above:
I have read and understand the Candidate Outcomes, Results of Intervention, Remediation Plan and its full
implications regarding my continued progress in the Teacher Education Program at Concord University.
Candidate’s Signature: ______________________________________________Date: __________
Faculty Issuing Rating Leading to Remediation Signature: _____________________________Date: __________
Admission, Retention, and Dismissal (ARD) Committee Signature/s:
Department Chair: ____________________________________________ Date: __________
Director of Clinical Experiences: __________________________________ Date: __________
Faculty Member: ______________________________________________ Date: ___________
14
Educator Disposition Assessment Rubric
Candidate Name: _______________________________________ Evaluator Name: ____________________________________ Date: _____________________
Directions: Please use the following numbers to rate the individual on each disposition based on the following scale by marking the corresponding number in the cell. Please
note that italicized constructs are further explained in the technical manual. Indicators for each disposition are found in the cells. Scores for each of the nine dispositions will be
averaged to calculate an overall composite score. Lastly, please add comments to support ratings as needed.
0-Needs Improvement: minimal evidence of understanding and commitment to the disposition
1-Developing: some evidence of understanding and commitment to the disposition
2-Meets Expectations: considerable evidence of understanding and commitment to the disposition
Disposition
Associated Indicators
1. Demonstrates Effective Oral
Communication Skills
Needs Improvement
0
Developing
1
Meets Expectations
2
□ Does not consistently demonstrate
professional oral communication skills
as evidenced by making major errors in
language, grammar, and word choice
□ Does not vary oral communication to
motivate students as evidenced by
monotone voice with visible lack of
student participation
□ Choice of vocabulary is either too
difficult or too simplistic
□ Demonstrates professional oral
communication skills as evidenced by
using appropriate language, grammar,
and word choice for the learning
environment, yet makes some common
and noticeable errors
□ Strives to vary oral communication as
evidenced of some students
demonstrating a lack of participation
□ Occasionally uses vocabulary that is
either too difficult or too simplistic
□ Demonstrates strong professional oral
communication skills as evidenced by
using appropriate language, grammar,
and word choice for the learning
environment
□ Varies oral communication as evidenced
by encouraging participatory behaviors
□ Communicates at an age appropriate
level as evidenced by explaining content
specific vocabulary
Disposition
Associated Indicators
2. Demonstrates Effective Written
Communication Skills
Needs Improvement
0
Developing
1
Meets Expectations
2
□ Communicates in tones that are harsh
or negative as evidenced by fostering
negative responses
□ Demonstrates major spelling and
grammar errors or demonstrates
frequent common mistakes
□ Communicates respectfully and positively
but with some detectable negative
undertones, evidenced by unproductive
responses
□ Demonstrates common errors in spelling
and grammar
□ Communicates respectfully and positively
with all stakeholders as evidenced by
fostering conventional responses
□ Demonstrates precise spelling and
grammar
Disposition
Associated Indicators
3. Demonstrates professionalism
Danielson: 4f; InTASC: 9(o)
Needs Improvement
0
Developing
1
Meets Expectations
2
□ Does not respond to communications
and does not submit all assignments
□ Fails to exhibit punctuality and/or
attendance
□ Crosses major boundaries of ethical
standards of practice
□ Divulges inappropriate personal life
issues at the classroom/workplace as
evidenced by uncomfortable responses
from others
□ Functions as a group member with no
participation
□ Delayed response to communications and
late submission of assignments
□ Not consistently punctual and/or has
absences
□ Crosses minor boundaries of ethical
standards of practice
□ Occasionally divulges inappropriate
personal life issues into the
classroom/workplace, but this is kept to a
minimum
□ Functions as a collaborative group
member as evidenced by minimal levels
of participation towards productive
outcomes or monopolizes conversation
□ Responds promptly to communications
and submits all assignments
□ Consistently exhibits punctuality and
attendance
□ Maintains professional boundaries of
ethical standards of practice
□ Keeps inappropriate personal life issues
out of classroom/workplace
□ Functions as a collaborative group
member as evidenced by high levels of
participation towards productive
outcomes
15
Disposition
Associated Indicators
4. Demonstrates a positive and
enthusiastic attitude
Marzano: 29
Needs Improvement
0
Developing
1
Meets Expectations
2
□ Often complains when encountering
problems and rarely offers solutions
□ Resists change and appears offended
when suggestions are made to try new
ideas/activities
□ Demonstrates a flattened affect as
evidenced by lack of expressive
gestures and vocal expressions
□ Seeks solutions to problems with
prompting
□ May tentatively try new ideas/activities
that are suggested yet is often unsure of
how to proceed
□ Overlooks opportunities to demonstrate
positive affect
□ Actively seeks solutions to problems
without prompting or complaining
□ Tries new ideas/activities that are
suggested
□ Demonstrates an appropriately positive
affect with students as evidenced by
verbal and non-verbal cues
Disposition
Associated Indicators
5. Demonstrates preparedness in
teaching and learning
Danielson: 1e, 3e, 4a; InTASC: 3(p)
Needs Improvement
0
Developing
1
Meets Expectations
2
□ Rejects constructive feedback as
evidenced by no implementation of
feedback
□ Possesses an inaccurate perception of
teaching/learning effectiveness as
evidenced by limited concept of how
to improve
□ Comes to class unplanned and without
needed materials
□ Does not have awareness to alter
lessons in progress as evidenced by
activating no changes when needed
□ Somewhat resistant to constructive
feedback as evidenced by a lack of follow
through on some suggestions
□ Reflection contains inaccuracies as
evidenced by needing assistance for
corrective measures of improvement
□ Comes to class with some plans and
most needed materials
□ Aware that lesson is not working but does
not know how to alter plans to adjust
□ Accepts constructive feedback as
evidenced by implementation of feedback
as needed
□ Learns and adjusts from experience and
reflection as evidenced by improvements
in performance
□ Comes to class planned and with all
needed materials
□ Alters lessons in progress when needed as
evidenced by ability to change plan mid-
lesson to overcome the deficits
Disposition
Associated Indicators
6. Exhibits an appreciation of and
value for cultural and academic
diversity Danielson: 1b, 2a, 2b;
Marzano: 36, 39; InTASC: 2(m), 2(n),
2(o), 3(o), 9(m), 10(q)
Needs Improvement
0
Developing
1
Meets Expectations
2
□ Demonstrates inequitable
embracement of all diversities
□ Is challenged to create a safe
classroom as evidenced by ignoring
negative behaviors by students
□ Goes through the expected and superficial
motions to embrace all diversities
□ Strives to build a safe classroom with zero
tolerance of negative behaviors towards
others but needs further development in
accomplishing this task
□ Embraces all diversities as evidenced by
implementing inclusive activities and
behaviors with goals of transcendence
□ Creates a safe classroom with zero
tolerance of negativity to others as
evidenced by correcting negative student
behaviors
Disposition
Associated Indicators
7. Collaborates effectively with
stakeholders
Danielson: 4c, 4d; Marzano: 55, 56;
InTASC: 1(k), 3(n), 3(q), 7(o)
Needs Improvement
0
Developing
1
Meets Expectations
2
□ Is inflexible, as evidenced by inability
to work well with others and does not
accept majority consensus
□ Tone exhibits a general lack of
respect for others as evidenced by
interruptions and talking over others
□ Rarely collaborates or shares
strategies and ideas even when
prompted
□ Demonstrates some flexibility
□ Maintains a respectful tone in most
circumstances but is not consistent
□ Shares teaching strategies as evidenced
by some effort towards collaboration
□ Demonstrates flexibility as evidenced by
providing considered responses and
accepts majority consensus
□ Maintains a respectful tone at all times,
even during dissent as evidenced by not
interrupting or talking over others
□ Proactively shares teaching strategies as
evidenced by productive collaboration
16
Disposition
Associated Indicators
8. Demonstrates self-regulated
learner behaviors/takes initiative
Danielson: 4e; Marzano: 57; InTASC:
9(l), 9(n), 10(r), 10(t)
Needs Improvement
0
Developing
1
Meets Expectations
2
□ Is unable to self-correct own weaknesses
as evidenced by not asking for support or
overuse of requests for support
□ Does not conduct appropriate research to
guide the implementation of effective
teaching as evidenced by a lack of
citations in work
□ Is beginning to recognize own weaknesses
and asks for support making some effort to
become involved in professional growth
□ Level of research needs further
development to acquire fully and integrate
resources leading to implementing different
and effective teaching styles
□ Recognizes own weaknesses as
evidenced by seeking solutions
before asking for support
□ Researches and implements most
effective teaching styles as evidenced
by citing works submitted
Disposition
Associated Indicators
9. Exhibits the social and emotional
intelligence to promote personal
and educational goals/stability
Marzano: 37, 38
Needs Improvement
0
Developing
1
Meets Expectations
2
□ Demonstrates immaturity and lack of self-
regulation as evidenced by overreacting
to sensitive issues
□ Does not demonstrate perseverance and
resilience (grit) as evidenced by giving up
easily
□ Demonstrates insensitivity to feelings of
others as evidenced by a lack of
compassion and empathetic social
awareness
□ Demonstrates level of maturity to self–
regulate after initial response is one of
overreaction to sensitive issues
□ Demonstrates perseverance and resilience
(grit) most of the time
□ Demonstrates sensitivity to feelings of
others most of the time
□ Demonstrates appropriate maturity
and self-regulation as evidenced by
remaining calm when discussing
sensitive issues
□ Demonstrates perseverance and
resilience (grit) as evidenced by
tenacious and determined ability to
persist through tough situations
□ Demonstrates sensitivity to feelings
of others as evidenced by
compassionate and empathetic social
awareness
AVERAGE COMPOSITE SCORE ACROSS NINE DISPOSITIONS:
COMMENTS:
17
Assistance for Candidates Who Do Not Meet Criteria
The Department of Education provides a variety of measures to facilitate candidates’ successful performance
including the following:
Ongoing Candidate Status Review
Assignment of an appropriate advisor;
Special summer advising;
Report of mid-term grades;
Individual letters to candidates upon application and acceptance to the program;
Individual interviews;
Individual letters to candidates upon application and acceptance to student teaching;
Student teaching placement meetings provide for discussion and questions;
Exit interviews with student teachers identify program strengths and recommendations for program improvement.
A variety of support services are available including the Concord Child Development Center, Student Support
Services and the Financial Aid Office.
Transfer Credit for Education Courses
The initial evaluation of transfer credit will be completed on a course-by-course basis referencing the course title,
course level, grade received, and/or supporting course descriptions. Courses required for the major, teaching field,
area of emphasis, etc. may be initially accepted as elective credit by the Registrar’s Office but will be modified once
written approval is granted by the appropriate department chair. It is the responsibility of the student to provide the
necessary evaluation forms and documentation (syllabus for each course in question) to the department chair for
the petition review. Credit transferred to Concord University from an in-state institution will have an additional level
of evaluation based upon the Core Coursework Transfer Agreement (CCTA) - see Registrar’s website for agreement
details: http://www.concord.edu/academics/registrar
Students transferring credit from an out-of-state institution of higher education will be evaluated in a similar
manner and the CCTA will serve as a reference document. Any student denied specific course credit at the
department level may petition the Provost and Vice President for Academic Affairs of Concord University to request
a final review at the institutional level. If the appeal for course credit from an in-state institution is not granted by
the Provost and Vice President for Academic Affairs, the student then has the right to appeal to the Joint
Recommending Committee for Transfer and Articulation at the state level. Any instate student wishing to utilize the
final appeal process at the state level may contact the Registrar’s Office for additional information and forms
(registrar@concord.edu or phone 304-384-5236 or 5237).
Academic Advisement
The University expresses its concern for the academic development of each student through the program of
academic advising which is coordinated by the Office of the Provost. Each student is assigned an adviser in his or her
major field of interest. Students who have not decided upon a major or teaching option are assigned a temporary
adviser until a choice of major is made. These students first work with their academic adviser for discussion of the
programs at Concord University and what may or may not be appropriate for them. Testing can help determine a
student’s aptitude in different academic areas. When one or more programs are identified, students are
encouraged to approach faculty in these areas for more information. Students expecting to complete program
requirements in a timely fashion typically declare a major before they have completed 60 credit hours.
Provision is made for the change of adviser, if this is necessary, by consulting the department office in the student’s
major area. The adviser is the student’s major contact point with the University. Questions concerning curriculum,
regulations, course selection, change of major, and academic achievement should be taken to the adviser. Personal
or social problems of a more general nature can be taken to the adviser for referral to the appropriate University or
community service.
18
Professional Seminars
Candidates are required to attend multiple Professional Seminars throughout their time in the Teacher Education
Program. Seminars will be attended at the following ‘Pathway to Teaching Transition Points’.
Pre-Admission to Teacher Education Program (TEP) Seminars
a) Teacher Education Program Admission
b) Professionalism and Ethics
Pre-Admission to Year-Long Residency (Methods Block Semester)
a) Creating Lesson Plans – take prior Year-long Residency Methods Block semester
b) Methods in Technology – take prior Year-long Residency Methods Block semester
Pre-Admission to Year-Long Residency (Student Teaching Semester)
a) Safe Schools, Trauma Sensitivity, and Addiction – take during Year-long Residency Methods Block semester
Livetext
How to Purchase a LiveText Membership
LiveText is an Internet-based subscription service that allows students and instructors to "create, share, and collaborate on
educational curriculum." LiveText will be used for assignment submission, artifact collection, standards integration, and student
assessment in CU's Teacher Education program. Each candidate will need to purchase a LiveText membership, which includes the
Field Experience Module, as part of course and clinical experience requirements. LiveText must be purchased prior to the
completion of EDUC210. Your LiveText subscription is good for five years from the date of purchase, or until one year following your
graduation, whichever comes first.
Candidates in Concord University's Teacher Education Program are required to maintain an electronic portfolio for submission of
standards-based assignments and to showcase their work. Concord University uses the LiveText Portfolio platform to give students
maximum access and flexibility in designing the portfolio. LiveText is also used extensively in all field experiences. Each candidate will
need to purchase a LiveText membership online to access and personalize his/her portfolio and to complete course and field
experience assignments.
If you are a transfer student who has used LiveText at another institution, you will need to e-mail LiveText and request to have your
account transferred from your previous institution to Concord University. Make sure to include your user name, name of the
previous institution, and a phone number where you can be reached. Once your account has been transferred, it will be necessary
for you to log in and change your school e-mail address and ID number to the ones provided to you by CU.
Purchasing a Membership:
1. Go to livetext.com
2. Select the “Purchase/Register” tab
3. Select “Purchase Membership” option
4. Choose the “Field Experience Management” membership. If this is not done during initial account registration, it can be
purchased later for an additional fee. As you enter your personal information, pay special attention to the following:
When giving the required school email address, use your Concord email address.
When entering your student ID#, check carefully for accuracy. Do not include dashes or spaces. Use your CONCORD student ID (774…)
NOT your social security number. Having the correct Concord ID number associated with your account is critical.
5. Remember to check the box “I Agree to the Terms of Service.”
6. Write down your username and password and keep it in a safe place.
Note: If you have finished your education at CU, you will still have access to your account for use as a digital portfolio of your work,
to use in your K-12 classroom as a teaching and learning tool, or to use in your pursuit of graduate work. After your initial
subscription runs out, you will have the option of renewing directly from LiveText.
19
LiveText Instructions for University Supervisors
1. When you have been assigned the role of a Field Experience supervisor by an administrator, you will see a new Field Experience
tab at the top of your account (to the left of Dashboard) the next time you log in to LiveText. Click this tab.
2. Under the Placements tab you will see all students assigned to you. Basic details about the placement will appear below the
student’s name. Click the “View Placement Details” button to see all activities associated with this placement. You may also click
Begin Assessment or Continue Assessment to go directly to your assessment.
3. You will be directed to a page called View Placement. This page is a shared workspace, accessible to the student and mentor as
well, that is used to manage all the key activities for your Field Experience Placement.
1) Basic details about the placement will display to the left.
2) To view demographic information about the school and classroom, click View Demographics.
3) To email the student, the mentor, or both click the corresponding email icon or link.
4) To fill out your assessment rubric(s), click on the Begin Assessment or Continue Assessment link. Click the cells to highlight
the level of performance achieved in each area. Add comments to any row of the rubric by clicking the Add Comment icon
and typing in the text box. Add comments for the entire assessment using the text box at the top of the rubric.
5) To open any attachment uploaded by the student, click its title in the Attachments area.
6) You may view the student’s Time Log on the right of the screen. Hours are entered by the student & approved by the
mentor.
20
LiveText Instructions for Students
1. When you have logged in, you will see a Field Experience tab at the top of your account. Click this tab.
2. You will see all your active placements. Click the View Placement link to access all activities associated with a placement.
3. You will be directed to a page called View Placement. This page is a shared workspace, accessible to your supervisor and mentor
as well, which is used to manage all the key activities for your Field Experience Placement
1) Basic details about the placement will display to the left.
2) To view demographic information about the school and classroom, click View Demographics.
3) To write an email to your mentor, supervisor, or both click the corresponding email icon or link.
4) To fill out your assessment rubric(s) (if one has been assigned to you instead of your mentor or supervisor), click on the Begin Assessment
or Continue Assessment link. NOTE: If you missed the deadline for this assessment, you must request an extension from the Department of
Education Office. Click the cells to highlight the level of performance achieved in each area. Add comments to any row of the rubric by
clicking the Add Comment icon and typing in the text box. Add comments for the entire assessment using the text box at the top of the
rubric.
5) To upload attachments for your mentor or supervisor to access, click Add Attachments. Attachments can be LiveText documents or files.
6) To add an entry to your Time Log click Add hours. Select the date of the entry, the number of hours spent, and a description of the class and
activity. ALL TIME LOG ENTRIES MUST HAVE A DESCRIPTION.
4. To return to your LiveText Dashboard, click the tab at the top of the screen.
21
LiveText Instructions for Mentor Teachers
1. To access your Field Experience activities in LiveText, you will first need to retrieve the message sent to your school/district email
address, which contains your username and password. If you do not receive the message, please go to www.livetext.com and
select the link entitled Forgot?, which is located beside the Login button. Enter your school email address and click Continue. Your
username/password will be re-emailed to you, but be sure to check your spam.
2. Visit www.livetext.com and log in with the username and password provided to you.
3. You will be asked to select a security question. This is in case you ever forget your username and/or password and need help
logging in. Your LiveText username will never change, but you have the OPTION to change the password
4. Under the Placements tab you will see all students assigned to you. Basic details about the placement will appear below the
student’s name. Click View Placement Details to see all activities associated with this placement. You may also click Begin
Assessment or Continue Assessment to go directly to your assessment.
5. You will be directed to a page called View Placement. From this page, you can access all the key activities for your Field Experience
Placement
1) Basic details about the placement will display to the left.
2) Optional - to view and enter demographic information about the school and classroom, click View Demographics.
3) To write an email to the student, supervisor, or both click the corresponding email icon or link.
4) To fill out your assessment rubric(s), click on the Begin Assessment or Continue Assessment link. Click the cells to highlight the level of
performance achieved in each area. Add comments to any row of the rubric by clicking the Add Comment icon and typing in the text box.
Add comments for the entire assessment using the text box at the top of the rubric. You may begin the assessment and save your work by
clicking Save. This will allow you to return to the assessment and edit it. Once you have completed the assessment, click Submit. Once
you have submitted the assessment, you may not return to edit it.
5) To confirm the candidate’s field experience hours, click View Placement Details, and the Time Log is located on the right side of the screen. Hours are
entered by the student. To approve the student’s entries, check the box next to the entry and click Approve Hours.
22
Section III: Early Clinical Experiences, Year-long Residency and Student Teaching
Partner Schools
Concord University is involved in a collaborative with local public schools. The Partner Schools are designed to prepare future educators, to
provide current educators with ongoing professional development, to encourage joint school-university faculty investigation of education-
related issues, and to promote the learning of P-12 students. The Partner Schools, structured as a network that includes University and
public school faculty, parents, and community partners, seeks to improve teacher education, and meet professional development needs
and goals as identified by public school faculty. The partnership collaborative provides the bridges that connect Concord’s teacher
education program to the daily instructional practices that occur in P-12 schools. The Partner Schools serve as clinical sites for teacher
candidates to teach under the guidance of expert mentor teachers. The clinical experiences allow faculty from Concord and the
partnerships to collaborate extensively in providing quality experiences for all teacher candidates involved in the initiative. The public
schools benefit from the expertise of the University faculty and the significant contributions the teacher candidates make to the school. The
children in these schools benefit from the additional adult attention as well as from the enthusiasm and new learning strategies that
teacher candidates often bring to the classroom as they prepare to become teachers.
The Department of Education offers a variety of opportunities for students interested in careers in teacher education. Graduates of our
program have been recognized as outstanding teachers of the year, have earned scholarships and internships with affiliate professional
organizations, and have been admitted to prominent graduate schools around the country. The Department offers a variety of courses from
early childhood to secondary education, from foundations to clinical applications. Our programs are accredited and/or approved by the
Council for the Accreditation of Educator Preparation (CAEP), National Association for the Education of Young Children (NAEYC), Council for
Exceptional Children (CEC), Society of Health and Physical Educators (SHAPE America PE), and the Society of Health and Physical Educators
(SHAPE America Health Education).
CastleBranch Background Check
Concord University Teacher Education Candidates are required to complete yearly background checks through CastleBranch. Candidates
are required to apply for a background check using CastleBranch’s online ordering system by the first working day in September during the
Fall semester, and the first working day in February during the Spring semester. Official results will be provided directly from CastleBranch
to the Department of Education Office. Results must be received by the last working day in September during the Fall semester, or the last
working day in February during the Spring semester. The Admission, Retention and Dismissal (ARD) Committee will review unsatisfactory
background check results with guidance and council from Concord’s Service Area Superintendents, and the WV Department of Education
Certification Office.
Students who have already participated in an early clinical experience through Concord University’s Department of Education will be
permitted to begin their clinical experience(s) as long as they have applied for a background check, with the understanding that if results
are not received by the last working day in September/February that they will be removed from their clinical experience, resulting in ARD
Committee review and possible course failure. Candidate’s whose background check results are unsatisfactory will have their placement
immediately suspended and/or terminated following background check result review by the ARD Committee.
Students who have not yet participated in an early clinical experience through Concord University’s Department of Education will not be
permitted to begin their clinical experience(s) until background check results are received by the Department of Education Office.
Candidate’s whose background check results are clear will be permitted to being placement. Candidate’s whose background check results
are unsatisfactory will have their results reviewed by the ARD Committee. Pending review, candidates will be permitted to begin
placement, or will be denied placement, resulting in possible course withdraw.
Description of Clinical Experiences
Concord University has established multiple levels of clinical experiences, and built evaluations upon level expectations. All
evaluations follow the same set of InTASC standards, which will allow for analysis of growth as students progress through the various
levels. Courses that have a field/clinical experience will also have a 0 credit hour lab course for the experience. Students will be
required register for the regular course, and the clinical experience lab (i.e. EDUC305 & EDUC305L) listed below.
Clinical Experience Level I – EDUC210 - candidates will observe and assist
Clinical Experience Level II – EDUC305 - candidates will assist and teach
Clinical Experience Level III – EDUC306, EDSP415 (elementary majors) - candidates will assist and teach
Methods Block (1
st
semester of the year-long residency) - candidates will engage in all daily teaching activities
Student Teaching (2
nd
semester of the year-long residency) - candidates will engage in all daily teaching activities
Courses outside of the Professional Education Core (i.e. EDUC304, EDUC315, EDSP courses, etc.) will designate the appropriate Clinical
Experience Level as needed, or design course specific field experience evaluations. Professors will send a letter to mentor teachers
describing the field experience requirements of the course.
23
Guidelines for Early Clinical Experiences
If at any time there is an infraction of these procedures, Concord Education Department reserves the right to suspend or terminate the candidate’s placement. Severe or
repeated infractions may include course failure and/or termination from the program. The EDA process will be followed when a concern occurs.
Clinical Experience Requests & Placement Requirements
Concord University teacher candidates must submit an Early Field Experience Request form at the beginning of each semester for all courses that require
a clinical experience. The Department of Education will then contact schools on the candidate’s behalf. Once placement is confirmed, and all additional
country specific requirements have been met (see page 27 of Department of Education Field Placement Handbook), the student will be notified of their
placement via LiveText. Teacher Candidates are not permitted contact schools and/or mentors to arrange their own clinical experiences!
Concord University teacher candidates must be placed in a classroom with a teacher licensed in the content specialization (exception, Education 210) and
grade level for which the teacher candidate is seeking licensure. The cooperating teacher must have a total of at least three years of successful teaching
experience (5 years for Year-long Residency placements). In addition, cooperating teachers must have at least one year of successful teaching experience
at their current location as follows:
1. in the grade level for preschool through sixth grade;
2. in the content specialization and developmental level for grades 5-12; and
3. in the elementary or secondary level and content specialization for K-12 programs.
Cooperating teachers work with only one teacher candidate at any specific time. A cooperating teacher may have more than one candidate as long as the
candidates are not assigned at the same time within the classroom.
Concord teacher candidates are not licensed teachers; therefore, they must at all times work under the direct supervision of the assigned cooperating
teacher(s).
Concord teacher candidates are instructed to participate no more than one complete morning or afternoon per day. However, candidates may participate
for one full school day to experience the scope of any entire day’s schedule.
Concord teacher candidates are required to complete a Background Check through Castle Branch yearly. Candidates not enrolled in their first Concord
Education course are permitted to begin placement with the understanding that their placement will be immediately suspended and/or terminated
following unsatisfactory background check results reviewed by the Admission, Retention and Dismissal (ARD) Committee. CU students who are enrolled in
their first Concord Education course are not permitted to begin placement until results are received, and reviewed by the ARD Committee if necessary.
Cooperating Teacher Responsibilities
The cooperating teacher is to provide appropriate instructional activities and direct supervision at all times for the assigned teacher candidate.
The cooperating teacher is to monitor attendance and performance of the assigned candidate(s). If the cooperating teacher has a question, comment or
concern in relation to the assigned candidate(s) or the early clinical placement process, the teacher may contact Mrs. Alison Conner (Department of
Education Operations Coordinator) at 304-384-5252, or [email protected].
The cooperating teacher is to complete the required candidate evaluation(s). Cooperating Teachers use LiveText for reviewing and completing early
clinical experience evaluations. Cooperating Teacher accounts are automatically generated by LiveText, and an email notification is sent containing to the
cooperating teacher informing them of an active early clinical experience, and LiveText account credentials.
Teaching candidates are instructed to contact their cooperating teacher within one week of receiving their placement via LiveText to arrange a day and
time to report for their first visit. Upon the candidate’s first visit, the cooperating teacher needs to approve a mutually agreeable visitation schedule. The
candidate and mentor must complete the Early Clinical Experience Contract (provided by candidate) within 2 weeks of the first meeting. If a candidate
fails to contact the cooperating teacher within a reasonable amount of time, the cooperating teacher should contact Mrs. Conner.
Irregular attendance and inferior performance by candidates must be reported to Mrs. Conner as soon as the problem becomes evident
Student Responsibilities
Candidates must contact their cooperating teacher within one week of their placement being activate in LiveText to arrange a day and time to report for
their first visit. Candidates will receive email notification informing them of placement activation. The candidate must complete the Early Clinical
Experience Contract within 3 weeks of placement activation, and attach it to their field experience in LiveText. If a candidate fails to contact the
cooperating teacher within a reasonable amount of time, the cooperating teacher will contact Mrs. Alison Conner. Mrs. Conner will then notify the
candidate’s professor of the situation and appropriate action will be taken.
Candidates must present the early clinical experience material listed below to the cooperating teacher upon their first visit to the teacher’s classroom and
discuss their clinical requirements.. Candidates are to inform their cooperating teacher of all policies/rules of Early Clinical Experiences outlined in the
Department of Education Field Placement Handbook.
1. Early Clinical Experience Contract (page 24 Department of Education Field Placement Handbook)
2. Guidelines for Clinical Experience (page 23 Department of Education Field Placement Handbook)
3. LiveText Instructions for Mentor Teachers (page 121 Department of Education Field Placement Handbook)
If a candidate must be absent from their scheduled field placement, it is their responsibility to contact their host teacher and college professor
immediately. Failure to do so may result in course penalties.
Candidates must take an active role in their Early Clinical Experience(s); this includes Clinical Experience I (observation).
Candidates are to follow visitor rules and report to the school’s office before going to their assigned locations. Candidates are to sign-in/out for every visit
to their placement school. Candidates are responsible for following this procedure.
Candidates must inform Mrs. Conner if there is an expectation of the cooperating teacher being absent for an extended time period. If this is the case, the
candidate may need to be re-assigned to a different cooperating teacher for the remainder of their placement.
Expectations and Attendance for Early Field Experiences
Students who are completing an early clinical experience must adhere to the policies/procedures of their host school at all times. Students are required to:
Wear identification badges
Dress in modest, professional attire
Engage in classroom activities
Check-in at office when arriving and leaving
Park in permitted areas only
Maintain good personal hygiene
Refrain from use of cell phones and other electronic
devices which are not used for instructional purposes
while in the school
Communicate effectively while in the classroom (i.e.
introduce yourself, greet teacher and students upon
entering the room)
Be respectful and courteous at all times in attitude,
words, and actions
Demonstrate safety procedures & common sense at all
times
Respond to students in an appropriate and professional
manner
24
Early Clinical Experience Contract
Concord University Department of Education
Teacher Candidate is required to add completed contract as attachment in LiveText to their Clinical Experience within 3 weeks of placement verification
Teacher Candidate Name (please print)
Semester 20_______
Circle One: Fall Spring Summer
Course Title (i.e. Educational Psychology)
Course Professor Name
Early Clinical Experience Placement School
Cooperating Mentor Name (please print)
Time of Cooperating Teacher Planning Period:
Established Schedule for Early Clinical Experience:
CONTRACT
1. The teacher candidate agrees to participate in this clinical experience according to the established schedule. The teacher candidate will notify their
course professor, appropriate school personnel and cooperating teacher prior to any foreseen absence, or if they are to be late.
2. The candidate has provided the cooperating teacher with the “Guidelines for Early Clinical Experiences” and the “LiveText Instructions for Mentors.” The
candidate has informed the cooperating mentor that any questions/concerns should be directed to the Department of Education Director of Clinical
Experience (Dr. Kathy Hawks), or to the Operations Coordinator (Mrs. Conner).
3. The candidate is responsible for keeping an accurate and up-to-date time-log via LiveText’s time-log management system for all courses (PDF
attachments of hard-copy time-logs will not be accepted). Hours for one course cannot be used to satisfy the clinical experience hours of another course
(no “double-dipping”), and cannot be used towards the Teacher Education Program 75 Volunteer Hour requirement. Hours accumulated from drive-
times to/from placement, and lunch period(s) do not count towards Early Clinical Experience hours.
4. The candidate has informed the cooperating teacher that all assessments, evaluations and time-logs entry approvals are to be completed by the
cooperating via LiveText by the designated due date. It is the candidate’s responsibility to make sure all required evaluations and assessments are
submitted by their cooperating teacher via LiveText, and that their Time-log has been approved by their cooperating teacher in LiveText.
5. Candidates must report to the school’s office first before going to their assigned locations each time they visit the school, and complete the visitor sign-
in/out log for each visit. The Department of Education Office will check this log if there is a discrepancy in the candidate’s time-log in LiveText, or if there
is an issue with placement attendance.
6. Candidates are required to complete a Background Check through Castle Branch yearly. Candidates not enrolled in their first Concord Education course
are permitted to begin placement with the understanding that their placement will be immediately suspended and/or terminated following
unsatisfactory background check results reviewed by the Admission, Retention and Dismissal (ARD) Committee. Candidates who are enrolled in their first
Concord Education course are not permitted to begin placement until results are received, and reviewed by the ARD Committee if necessary.
7. The teacher candidate is subject to all policies, rules, and regulations of the county school system, placement school and placement classroom. This
includes, but is not limited to, following all visitor rules, faculty rules/professional standards, and following the faculty/school dress code.
8. The teacher candidate is to inform the Department of Education Office if there is an expectation of the cooperating teacher bring absent for more than
one week. This could result in the teacher candidate being assigned to a different cooperating teacher for the remainder of their Early Clinical
Experience.
9. It is the policy of the Concord University Department of Education that teacher candidates engaged in program-related activities will not transport any
minor and/or public school students to any activity or event. This is for the protection of the minors, teacher candidate, and the University.
10. A candidate’s placement may be suspended and/or terminated at any time by the school principal, cooperating teacher or the University if any aspect
of their performance, professional behavior, or ethical behavior is deemed unsatisfactory, or if the candidate fails the abide by this contract in any way.
Severe or repeated infractions may result in course failure and/or termination from the program. The EDA process will be followed when a concern
occurs.
The signatures below verify that the above information is correct, and has been read an understood by the
Teacher Candidate and Cooperating Mentor.
Cooperating Teacher Signature
Teacher Candidate Signature:
Date:
Date:
25
Early Clinical Experience Placement Request Form
This form must be completed and returned to the Department of Education Office (Marsh Hall 101). Students are not permitted to arrange their own
clinical placements. Each clinical placement must be approved by the Coordinator of Clinical Experience at Concord University.
TEACHER CANDIDATE INFORMATION (all information is required)
Name (please print):
Student ID#:
CU Email Address:
Current Address:
Contact Phone Number:
Content Specialization(s)
___Elementary K-6 ___English 5-A ___Wellness PK-A
___Social Studies 5-A ___Music PK-A ___General Science 5-A
___Special Education K-A ___Early Childhood SPED PK (elective)
REQUESTED PLACEMENT INFORMATION
Select all courses that you are requesting an early clinical experience for:
___EDUC210 (25 hrs) ___EDUC304 (25 hrs) ___EDUC305 (25 hrs) ___EDUC306 (25 hrs)
___EDSP317 (25 hrs) ___EDSP365 (25 hrs) ___EDSP370(25 hrs) ___EDUC315 (15 hrs)
Select the Year-Long Residency Methods Block you
are requesting a clinical experience for:
___Elementary ___Secondary ___Special Education
Concord University’s Service Area includes the following counties: Fayette, Greenbrier, McDowell, Mercer, Monroe, Raleigh, Summers, Wyoming, Tazewell, Bland, Giles
Mercer County requires all field placements be approved by the Mercer County Board of Education
Monroe County requires completion of the county’s Volunteer Training Program, and be approved by the Monroe County Board of Education observation can begin
Tazewell County requires a background check and drug test for all field placement candidates before observation can begin
Wyoming County requires a background check and drug test for all field placement candidates before observation can begin
Select at least 2 counties you are requesting for placement.
Please number in order of choice importance.
(i.e. _1_ Mercer County _2_ Summers County)
___Fayette ___Greenbrier ___McDowell ___Mercer
___Monroe ___Raleigh ___Summers ___Wyoming
___Bland ___Giles ___Tazewell
List at least 2 public school requests in your 1
st
choice county and 1 public school
request in your 2
nd
choice county. Requests will be sent in numerical order.
Request 1:
Request 2:
Request 3:
Request 4:
Please list any relatives (siblings, children, parents, spouse, aunt/uncle) located in your requested schools/counties. You will not be permitted to
observe in the same classroom as immediate relatives. Please provide name, relation, grade level and location
___________________________________________________________________________________
__________________________________________________________________________________
PRIOR FIELD EXPERIENCES
Course # School County Grade Level(s) / Content Area(s)_______
1.__________________________________________________________________
2.__________________________________________________________________
3.__________________________________________________________________
OTHER COMMENTS
Please list any additional comments, requests, or concerns.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
The signature/digital signature below verifies that the above information is correct.
Candidate’s Name (please print)
Candidate’s Signature
Date
26
Candidates must adhere to the following clinical experience requirements. Failure to do so will result in the cancellation of assigned
clinical experience(s) which may result in course failure.
Candidates must submit this form to the Department of Education Office
Candidates are responsible for reading and following all policies within the Guidelines for Early Clinical Experience (page 23 of the
Department of Education Field Placement Handbook)
Candidates are responsible for meeting any special requirements (i.e. background checks, drug tests, etc.) of the school and/or county
where they will complete their field experience prior to the start of placement. Candidates will be required to provide the Department of
Education Office documentation upon completion of any special requirements.
Candidates are required to complete yearly background checks through CastleBranch. The Admission, Retention and Dismissal (ARD)
Committee will review background check results with guidance and council from Concord’s Service Area Superintendents, and the WV
Department of Education Certification Office. Additional information and deadlines can be found on page 24 of the Department of
Education Field Placement Handbook.
All candidates must purchase LiveText in order to successfully complete their early field experiences. All assessments, evaluations and
time-logs completed by the mentor and/or candidate must be done in LiveText.
Once the Department of Education Office confirms the placement, an email will be sent from LiveText to the candidate’s email address
confirming placement information (school, grade/content and mentor teacher). Candidates should check their personal and Concord
email accounts for the email from LiveText (this email may end up in spam/junk).
Once a field placement is established in LiveText it is final and cannot be changed, with the exception of extenuating circumstances,
which will require approval from the Coordinator of Clinical Experiences in order to be changed.
After receiving confirmation from LiveText that a placement has been confirmed, candidates are responsible for contacting the mentor
teacher to establish a visitation schedule within one week of the confirmation date. Candidates must complete the Early Clinical
Experience Contract within three weeks of placement confirmation. Failure to do so will result in cancelation of the field placement.
Candidates must present the following clinical experience documents to their mentor teacher upon their first visit to the teacher’s
classroom, and discuss their clinical experience requirements.
1. Guidelines for Early Clinical Experience (page 23 of the Department of Education Field Placement Handbook)
2. LiveText Instructions for Mentor Teachers (page 21 of the Department of Education Field Placement Handbook)
3. Early Clinical Experience Contract (page 24 of the Department of Education Field Placement Handbook)
At the end of each semester, candidates are responsible for ensuring that all required evaluations and assessments are submitted by the
mentor teacher via LiveText, and that their Time-log has been approved by the mentor teacher in LiveText for all courses that have a
clinical experience requirement.
Candidates must report to the school’s office first before going to their assigned locations each time they visit the school, and complete
the visitor sign-in/out log for every visit.
Candidates must contact the appropriate school personnel in advance to notify them of an absence. Failure to maintain a consistent
attendance at placement, or failure to notify the appropriate personnel can result in cancelation of the field experience.
Candidates must take an active and professional role in their early clinical experiences. This includes experiences that are categorized as
“observation only.”
The teacher candidate is subject to all policies, rules, and regulations of the county school system and placement school itself. A
candidate’s placement may be terminated by the principal or the University if their performance is unsatisfactory. This includes following
all visitor rules, faculty rules/professional standards, and following the faculty/school dress code.
Candidates must inform Mrs. Conner, in the Department of Education Office, if there is an expectation of the mentor teacher being
absent for more than one week.
The signature/digital signature below verifies that the above information has been read and understood.
Candidate’s Name (please print)
Candidate’s Signature
Date
27
Courses that require an Early Clinical Experience
NOTE: Course Descriptions, number of hours and early clinical experience description subject to change
Course Number and Title
Number
of Hours
Early Clinical Experience Description
Early Clinical Experiences
EDSP 317 Reading Strategies for Special Education
25
Special Education setting
EDSP 326 Development of Communication Systems
10
CU Childcare Center
EDSP 365 Understanding Difficult Behavior
25
Special Education setting
EDSP 370 Planning & Implementation of Individualized Plans for Special Education
25
Special Education setting
EDSP 380 Trends & Issues in Special Education
10
summer camp
EDSP 415 Co-Teaching, Consultation & Collaboration
25
Tutoring program (elementary only)
EDUC 210 Diversity, Culture, and Education in a Pluralistic Society
25
Content level (i.e. 5-Adult, K-6, PreK) &
Content area when available
EDUC 304 Developmentally Appropriate Practices
25
Kindergarten-2
nd
grade class
EDUC 305 Psychology of Teaching & Learning
25
Content specialization
EDUC 306 Instructional Processes & Strategies
25
Content specialization
EDUC 315 Understanding Reading Problems: Assessment & Instruction
15
Title1 class or during reading time
PED 402 Curriculum & Instruction for Elementary Physical Education
15
Elementary PE class
PED 403 Curriculum & Instruction for Middle & Adolescent Physical Education
15
Secondary PE class
PED 407 Adapted Physical Education
15
Kindergarten thru 12th PE class
Elementary Education Methods Block (1
st
semester of Year-long Residency) - 400 hours
EDUC 412 Elementary Methods in the Teaching of Science & Social Studies
BLOCK
Elementary Methods Block
EDUC 413 Elementary Methods in the Teaching of Mathematics
BLOCK
Elementary Methods Block
EDUC 414 Elementary Methods in the Teaching of Literacy
BLOCK
Elementary Methods Block
EDUC 416 Assessment & the Data Informed Teacher
BLOCK
Elementary Methods Block
Special Education Methods Block (1
st
semester of Year-long Residency) - 400 hours
EDSP 412 Science & Social Studies Methods for Special Education
BLOCK
Special Education Methods Block
EDSP 413 Reading Language Arts Methods for Special education
BLOCK
Special Education Methods Block
EDSP 414 Mathematics Methods for Special Education
BLOCK
Special Education Methods Block
EDSP 415 Co-Teaching, Consultation & Collaboration
BLOCK
Special Education Methods Block
Secondary Education Methods Block (1
st
semester of Year-long Residency) - 400 hours
EDSP 409 Strategies for the Secondary Classroom Inclusive Environment
BLOCK
Secondary Methods Block
EDUC 410 Secondary Content Methods
BLOCK
Secondary Methods Block
EDUC 416 Assessment & the Data Informed Teacher
BLOCK
Secondary Methods Block
EDUC 418 Content Area Reading
BLOCK
Secondary Methods Block
Additional County Requirements for Early Clinical Experiences
Mercer
County
All early field experiences must be approved by the Board of Education after they have been confirmed by a school principal. The Board of Education
meets twice per month (2
nd
and 4
th
Tuesdays), and requires that all placements be added to the agenda two weeks prior to the meeting date. This must
be done every semester that a student is completing a placement in Mercer County.
Monroe County
All faculty, staff, student teachers and field placement candidates must complete the Volunteer Training Program before being able to work with
students in their school system. The coordinator responsible for this training is Toby McMahan, a parent resource based out of Mountain View
Elementary. Contact Mrs. McMahan at tmcmahan@k12.wv.us informing her of your requested field experience for Concord University in order to
coordinate the necessary training. Students have the option to read the information packet in advance by requesting a copy from the Department of
Education Office. The contract within this packet must be completed with Mrs. McMahan.
Documentation of completed Volunteer Training (i.e. letter from trainer stating completion) will need to be provided to the Department of Education
office before placements can begin. This only needs to be completed one time, and can be used throughout your time at Concord University
Once Volunteer Training is completed and a placement has been confirmed by a public school principal, the placement must then be approved by the
Monroe County Board of Education before the student can work in their school system. This must be done every semester that a student is completing
a placement in Monroe County.
Tazewell
County
Students must complete a background check and drug test before a placement can be arranged with a school principal. This is done at the student's
expense. Students will need to contact the Tazewell County Board of Education office to complete the necessary paperwork. Once this is complete,
notify the Department of Education Office, so that we can request/arrange your placement. This must be completed every semester a placement is
being requested for Tazewell County.
Wyoming
County
Students must complete a background check and drug test before a placement can be arranged with a school principal. This is done at the student's
expense. Students will need to contact Stacy Butcher (304-732-6262 ext. 1121), Personnel Director for Wyoming County Schools, to complete all
necessary paperwork. Once this is complete, notify the Department of Education Office, so that we can request/arrange your placement. This must be
completed every semester a placement is being requested for Wyoming County.
28
The Year-long Residency and Student Teaching
Concord utilizes the year-long residency model for teacher candidates in the final year of their program. Concord
believes that by providing practical classroom learning during the semester in which the candidates are enrolled in
content methods courses, the candidate will be afforded stronger support in the initial phase into teaching.
Collaboration among the teacher candidate, the cooperating teacher and the university supervisor is at the heart
of a successful year-long residency. Candidates in the year-long residency are guests in the school systems where
they are working. However, they have much to offer and can contribute greatly to the learning community. Each
teacher candidate, university supervisor, cooperating teacher and school principal assumes an important role and
responsibility, all of which are articulated in this handbook. This handbook is designed as a guide to all those
involved in the year-long residency. Ultimately, the professional judgment, collaboration, and integrity of all
involved participants serve to guide the experience.
The year-long residency is also guided by principles and strategies prescribed by current research and theory in an
innovative model for preparing teachers. It is critical to view this experience as a professional growth process. The
full year residency is central to the development of novice professional teachers who are effective in the
classroom, reflective in their practice, and leaders among their peers. It is one more step on the life long journey
of becoming a professional educator.
All teacher candidates have completed, or are currently enrolled in, content specific curriculum and methods
courses related to their endorsement area(s). However, like all learners, teacher candidates will enter this
experience at various developmental stages. The progression of this experience generally begins with planned
observation, followed by participation in the classroom and then in the broader school community. The year-long
experience, while primarily intended for the development of the teacher candidate into a highly qualified
professional teacher, is also viewed as mutually beneficial to all participants, including university faculty,
university supervisors, cooperating teachers, and the P-12 students in the classrooms of our teacher candidates.
As a part of this model, co-teaching is an important component. Friend and Cook (1996) have identified research
which supports two teachers working together in the classroom to promote student learning. It is Concord’s belief
that co-teaching offers benefits to students and teachers. It is our goal for the mentor teacher and teacher
candidate to form a relationship whereby they can effectively co-teach effectively.
Goals of Year-long Residency
The guiding aim of the year-long experience is to prepare teacher candidates for full professional responsibilities
as reflected in our conceptual framework, the 21st Century Professional. To this end, the goals of the student
teaching experience are to provide teacher candidates with opportunities:
To design active and meaningful learning opportunities for all students including learners at various developmental
levels, learners with disabilities, learners with exceptionalities and learners of diverse backgrounds.
To integrate pedagogical studies with knowledge of specific disciplines, national standards, professional organization
standards, State standards and 21st Century Learning to create active and meaningful learning experiences and
learning environments.
To become increasingly aware of the multicultural component of the classroom and demonstrate skills for meaningful
interaction among racial, ethnic, gender, and culturally diverse groups.
To integrate effective management and motivation strategies into the daily teaching process
To strengthen skills required for creating, selecting, and using formal and informal assessment strategies to evaluate
student progress and to improve teaching and learning.
To communicate, collaborate, and consult with teachers, students, administrators, and parents clearly and effectively
in the educational process.
To reflect on strategies for enhancing personal areas of strength and weakness identified during the student teaching
experience and to seek opportunities for professional growth and development.
To integrate technology appropriately and effectively for communication and instruction.
29
Professional Commitments and Dispositions
The EPP is firmly committed to developing the knowledge, skills, and dispositions in undergraduate and graduate
candidates that will enable them to be effective 21st century professionals. The EPP utilizes the Educator
Disposition Assessment (EDA) to evaluate and remediate a candidate’s disposition (page 16 of the Department of
Education Field Placement Handbook)
Commitment to Diversity
The EPP is committed to ensuring that teacher education candidates are prepared to work with students from
diverse cultural, racial, ethnic, and linguistic backgrounds. Informed and thoughtful decision makers rely on their
knowledge and analytical skills to achieve mastery in their teaching abilities. This type of analysis is essential in
producing solutions to the difficult problems facing our diverse public schools. Reflection is a major vehicle in
producing educators who are change agents in the public schools.
The EPP has adopted the following diversity proficiencies:
The candidates believe that all students can learn.
The candidates make informed and thoughtful decisions to effectively educate all students including those from
diverse backgrounds and with varying cognitive abilities.
The candidates possess knowledge, skills, and dispositions to enhance learning for a diverse student population.
The candidates interact with diverse populations
Commitment to Technology
The EPP is committed to preparing candidates to incorporate technology into the teaching and learning process.
During student teaching, national and state technology standards are used to monitor candidate proficiency in the
use of instructional technology. Candidate Proficiencies Aligned with State Standards Fundamental to the
Professional Education Unit for Teacher Education's framework for teaching are the West Virginia Professional
Teaching Standards (WVPTS). The five standards of the WVPTS are listed below. These five standards and their
requisite functions are incorporated into the specific competencies used to assess the performance of teacher
candidates during student teaching.
Standard 1: Curriculum and Planning
Standard 2: The Learner and the Learning Environment
Standard 3: Teaching
Standard 4: Professional Responsibilities for Self-Renewal
Standard 5: Professional Responsibilities for School and Community
Appearance and Dispositions
Every school has norms and expectations regarding the appearance and dispositions of its faculty and staff.
Teacher candidates participating in student teaching experiences are expected to meet or exceed the P-12
schools' expectations of appearance and behavior. Unkempt or unclean clothing, shorts, mini-skirts, bare midriffs,
excessive body piercings, tattoos, t-shirts, bare shoulders, torn jeans and dyed hair of unnatural color are some
examples of clothing and appearance that are oftentimes unacceptable for teacher candidates. Candidates should
dress professionally at all times in schools. Meticulous personnel hygiene must be maintained.
It is the teacher candidate's responsibility to become familiar with the school's expectations for faculty
appearance and dress immediately upon beginning the year-long residency experience. Inappropriate Concord
University candidate dress, behavior or interactions with P-12 students can adversely affect a candidate's
placement or continuation in the Teacher Education Program.
Expectations, Procedures and Policies
As teacher candidates enter the schools, the EPP expects that they will find their experiences challenging,
rewarding and more rigorous than anticipated. We also expect that teacher candidates will conduct themselves as
professionals at all times. In doing so, the teacher candidate is subject to the same ethical and professional rights
and responsibilities as a full-time teacher. In addition to those polices outlined in the “Guidelines for Clinical
Experience” (page 25 of the Department of Education Field Placement Handbook), the following policies will guide
the teacher candidate during the Year-Long Residency experience.
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Background Checks
Before the year-long residency, teacher candidates will submit electronic fingerprints for a state and national
background check as a process for certification. Teacher candidates who have ever been convicted of a felony or
other crime may find that they will not be granted a license to teach (certification) even after completing all
requirements of the teacher education program. Additionally, at Concord University, teacher certification is a
requirement for the Bachelor of Science in Education. This means that if a teacher candidate fails to meet
requirements for certification, degree requirements are also not met. Local Fingerprinting Locations
If a teacher candidate is concerned that a prior conviction may prevent the granting of teaching licensure by the
State, then he or she should contact the West Virginia Department of Education to obtain advice on eligibility for
a license.
Identification Badges
Schools are secure environments, and access to schools is controlled. Each teacher candidate is required to sign in
upon each visit to the school. Many schools will require the teacher candidate to wear a visitor's badge. In any
case, the Concord University student identification card should be used as student identification in the school.
Students are encouraged to purchase a lanyard available in the University Bookstore to hold the university ID.
Legal Considerations
Government immunity cannot be claimed by a teacher, who like any other citizen, may be held liable for
negligence which results in an injury to another person. In order to prove negligence on the part of the teacher, a
plaintiff (individual who has filed a suit) must show that the injury was sustained as a result of a breach of duty on
the part of the teacher. Specifically, the courts have ruled that a teacher owes three basic duties to his students:
(1) adequate supervision; (2) proper instruction; and, (3) maintenance of all equipment used in a state of
reasonable repair. It is the responsibility of the teacher to adequately supervise pupils at all times. This is
important for all types of classes; however, it is especially important for young children, laboratory classes,
athletic classes, and special needs classes, among others. When teacher candidates are in charge, they must
adequately supervise students at all times in public school settings. This is especially true since the student
teacher is not a certified teacher.
Liability Insurance
Teacher candidates are covered by the same liability insurance that covers university personnel. However, teacher
candidates may wish to obtain additional insurance. The organizations of the National Education Association
(NEA) and the American Federation of Teachers (AFT) have such a program available through a student
membership fee. Liability insurance is automatically provided to those students who are members of the student-
led organization.
Limitation of Activities
Teacher candidates are encouraged to participate in all activities of the school they have been assigned for their
student teaching. Candidates are encouraged to refrain from working outside the student teaching program to
the greatest extent possible. While the University does not penalize students who need money to stay in school, it
does discourage students from engaging in any activity which will jeopardize their teaching performance or the
education of P-12 students. Student teachers are not permitted to take additional elective coursework during
times that conflict with the regular school day during student teaching. Teacher candidates are also building a
vital part of their professional credentials. Attendance at after-hours functions such as PTO/PTA meetings, open-
houses, extra- curricular events and other school gatherings is encouraged, but is not mandatory.
Substitute Teaching
West Virginia school policy states that teacher candidates may be used as substitute teachers beginning during
the Methods Block semester of the Year-Long Residency. The student teacher permit enables candidates to
substitute onsite at the school where they are completing their residency. The candidates are not required to
substitute. Concord EPP reserves the right to deny a candidate permission to substitute if the situation warrants
such action.
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Support for Concord University Candidates with Disabilities
The EPP is committed to providing equal educational opportunity for all academically qualified students in
keeping with legal requirements of the Americans with Disabilities Act (ADA) of 1990. Additionally, the EPP
complies with the Affirmative Act and Nondiscrimination Policies as outlines in the Academic Catalogue.
Transportation
Teacher candidates are expected to furnish their own transportation. Plans for traveling to placements should be
worked out well in advance. While geographic proximity to placements is always a consideration, the quality and
the appropriateness of the professional experience are the primary placement concerns.
Policies Regarding P-12 Students
Transporting P-12 students
It is the policy of Concord's EPP that teacher candidates, engaged in program-related activities, will not transport
any minor and/or P-12 student to any activity or event.
Discipline
Teacher candidates are expected to uphold the same standards for discipline that their supervising teachers have
established for the classrooms. Candidates will usually follow the discipline plan established by the public school
supervisor. Generally, the cooperating teacher will allow teacher candidates to experiment with the use of
additional discipline strategies.
Teacher candidates may not administer corporal punishment to students nor serve as witnesses when a staff
member administers corporal punishment. Candidate should not be allowed to intervene in school disturbances
or to use force with pupils. The candidate with the knowledge and assistance of the supervising teacher
cooperatively attends to any necessary major disciplinary actions.
Grading
Teacher candidates are expected to uphold the same standards as their cooperating teachers have established for
grading students' work. Teacher candidates need experience with assessment and grading, however, any grades
which appear on the students' report cards must be done cooperatively with the knowledge and assistance of the
cooperating teacher.
Medication
Teacher candidates should never administer medication to students.
Confidential Information
Teachers and other education professionals regularly work with confidential information in the context of schools.
Confidential information can include student grades, student health records, academic records, Individualized
Education Plans (IEPs), family histories, and more. Teacher candidates are held to the same legal and professional
standards as full-time teachers with regard to confidential information. Sensitive information about students,
teachers or the school must be kept confidential.
Personally Identifiable Student Information
Teacher candidates in the public schools follow the standards of the West Virginia Board of Education 4350:
Procedures for the Collection, Maintenance, and Disclosure of Student Records. This policy requires that written
consent of the parents/guardians must be obtained before any personally identifiable information can be
collected. If the teacher candidate is required to collect information on P-l2 students or to videotape teaching
episodes, the P-12 Student Information Consent and Release Agreement must be used each time information is
collected.
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Guidelines for Year Long Residency Clinical Placements and Supervision
Concord University’s Teacher Education Program has adopted to follow the guidelines for field-based and clinical practices as outlined in Policy
5100, APPROVAL OF EDUCATIONAL PERSONNEL PREPARATION PROGRAMS (http://wvde.state.wv.us/policies/p5100.html) from the West Virginia
Department of Education. While differences in objectives and organization among the various teacher education programs necessitate some
variations in procedures and policies, all teacher education programs recognize the importance of a planned, sequenced, and systematic student
teaching experience.
Placement of teacher candidates is done cooperatively by the Office of Clinical Experiences and the appropriate official representatives of the local
school system. The county school system enters into a contractual agreement with Concord University to accept teacher candidates. Teacher
candidates are assigned to school sites that provide the greatest diversity of experience and meet the standards of the West Virginia Department
of Education. Placements are made in schools which hold full approval from the West Virginia Department of Education. All placements of student
teachers in public schools must be done with the cooperation of school principals, school faculty and the Coordinator of Clinical Experiences.
Teacher candidates will usually not be placed in schools from which they graduated or in schools where close relatives are enrolled or working. The
following list, although not exhaustive, provides some examples of factors considered in arranging student teaching placements.
Teacher candidates will usually not be placed
in schools from which they graduated
Teacher candidates will usually not be placed
in schools where close relatives are enrolled
or working
Endorsement area sought by candidate
Licensure requirements
Candidate residence during student teaching
Diversity of setting
Requests from schools
Establishment of student teacher cluster
group
Experience/training of cooperating teacher
Availability of sites
Partnerships with specific schools
Candidate requests for out-of-area student
teaching
Occasionally, circumstances may arise that necessitate consideration of a change in a placement for a candidate. In such situations, the candidate,
cooperating teacher, university supervisor or the school administrator who has a concern should contact the Coordinator of Clinical Experiences.
Since a change in placement can represent a very significant disruption in a candidate's progress and in the continuity of a P-12 classroom, requests
for changes are given very careful consideration.
Criteria for the Selection of Cooperating Teachers
Classroom teachers who serve as cooperating teachers will:
hold a valid teaching license for the subject and/or grade levels for the teaching position in which placement is made.
have a minimum of three years teaching experience in the content area of the student teaching assignment.
have a minimum of one year teaching experience at the grade level and subject area of the student teaching assignment.
The PEU also agrees that the cooperating teacher should:
be recommended and approved by his/her administration, and selected on a volunteer basis only after the professional responsibilities associated with this position are
discussed and agreed upon by the prospective cooperating teacher.
be a good role model who consistently demonstrates high quality teaching performance.
possess knowledge of the basic principles of supervising student teachers or be willing to accept such an academic learning experience to prepare herself/himself for this
responsibility.
be willing to devote the time required to adequately supervise, counsel and evaluate the student teaching experience. This may include attending meetings before, during,
or after school.
demonstrate evidence of continuous professional growth.
demonstrate personal professional attitudes desirable for one in a leadership role in teacher education g. exhibit professional and ethical behavior. h. be an effective team
member. The main goals of the cooperating teacher include modeling, mentoring, providing feedback, observing, and conferencing with the teacher candidate.
Research suggests that the cooperating teacher serves as a clinical instructor and is an especially influential person in the professional
development of the teacher candidate. Together with the teacher candidate and the university supervisor, the cooperating teacher forms the triad
of support throughout the student teaching
Criteria for Selection of University Supervisors
The university supervisor is the official representative of the University who assumes responsibility for the supervision of teacher candidates and
who serves as the liaison between the University and the personnel of the schools through observational visits to the teacher candidate.
The university supervisor will have:
an earned master's degree or equivalent job experience;
3-5 years of successful teaching/administrative experience.
previous work as either a cooperating teacher or an administrator with supervisory experience.
The Professional Education Unit also believes that the university supervisor is a professional who:
has a vision of effective teaching.
uses a diverse set of tools to provide evidence of teacher practice and its effect.
believes that he/she is a part of a larger team, involving people in the field and at the university, all interested in improving the candidate's skills and responsibility to the
profession.
Role of the Cooperating Principal
The ultimate responsibility for what occurs within the school is borne by the school principal.
On a general basis, the school principal or his or her designee will:
provide for the student teacher a general orientation to the school.
provide information concerning pertinent administrative policy and procedures expected to be followed by faculty members.
advise the student teacher as to his or her professional responsibility for the tasks and activities undertaken with the supervision of the cooperating teacher.
assist in providing for the development of a cooperative and professional attitude toward the teaching profession.
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The Methods Block (First Semester of Year-long Residency)
The first semester of the year-long residency is known as the “Methods Block” semester. During this semester the
candidate is placed in the school where he/she will be completing the year-long residency. The candidate will
complete 400 hours of teaching time in the classroom; thus, integrating coursework and practical teaching. The
full year residency model provides opportunities for co-teaching and earlier mentoring from classroom teachers.
During the block semester the teacher candidate will follow Concord University’s academic calendar.
The teacher candidate will complete a mini-Teacher Performance Assessment (TPA) during this semester. The
directions and rubric for the mini-TPA will be discussed an addressed during the methods block semester. The
instrument used to evaluate candidates during the methods block is the Student Teacher Observation Tool
(STOT), including a plan of action for professional growth in the upcoming semester.
Teacher Candidates are required to must meet the following requirements prior to beginning the Year-Long
Residency Methods Block semester:
1. Fully admitted to Concord University’s Teacher Education Program (TEP)
2. Successfully completed all Pre-Admission to Teacher Education Program and Pre-Admission to Year-Long Residency
Methods Block Semester professional seminars
3. Completion of ProEthica Course (administered in EDUC306)
4. Submission of Professional Snapshot to the Coordinator of Clinical Experience
5. Completion of early clinical experiences at all certification levels (i.e. elementary, middle, high)
6. Successful completion of all content specialization coursework as outlined in the Academic Catalog
7. Successfully obtained all of the following GPAs
(1) Overall GPA for all coursework attempted, including transfer courses: 2.75
(2) Professional Education Core GPA with a ‘C’ or better in all coursework (excluding Methods Block & Student
teaching coursework): 2.75
(3) Specific Content Area GPA and minimum course grades as outlined in the Academic Catalog
(4) General Studies Program GPA: 2.00
8. Candidates placed in West Virginia public schools must complete the West Virginia Department of Education Form 24 –
Clinical Experience Permit application prior to student teaching. Verification of an approved permit must be on record
prior to student teaching. Form 24 requires electronic fingerprinting, State and FBI criminal background check. Forms
will be distributed during the placement meeting. (THIS WILL BE DISTRIBUTED DURING THE METHODS BLOCK
ORIENTATION DURIGN THE METHODS BLOCK SEMESTER. IT DOES NOT GET COMLETED PRIOR TO BLOCK)
Student Teaching (Second Semester of Year-long Residency)
The second semester of the year-long residency is known as student teaching. During student teaching, teacher
candidates work as full-time teaching interns, assuming all responsibilities and duties of the cooperating teacher,
under the direction of a university supervisor. The student teaching experience represents a bridge between the
knowledge, skills, and dispositions developed through formal course work and the practical application of those
professional attributes. It is the time when teacher candidates have the opportunity to display and to strengthen
their commitment to the personal and professional qualities of the 21st century professional.
Student teaching is a 16-week, intensive (full-day), professional experience arranged and coordinated by the
Coordinator of Clinical Experiences in the Department of Education at Concord University. Student teaching is a
full time professional experience. Teacher candidates should not enroll in extra coursework, or engage in extra-
curricular activities which interfere with student teaching. Exceptions to this must be approved by the Coordinator
of Clinical Experiences. Candidates complete student teaching assignments in P-12 public school(s) located in
Concord Universities service area, as well as required seminars offered at the University. Candidates must attend
a mandatory placement meeting held the semester prior to student teaching. Placement meetings are held on the
last Wednesday in September and the last Wednesday in February. During student teaching the candidate will
follow the county schools academic calendar.
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The candidate will complete a Teacher Performance Assessment (TPA) during this semester. The directions and
rubric will be provided and discussed during the student teacher seminars. The instrument used to evaluate
candidates during the student teaching semester is the Student Teacher Observation Tool (STOT).
Teacher candidates must apply for admission into student teaching through the Department of Education Office
by the end of the fourth week of the semester preceding the semester in which student teaching is planned (see
page 36 of Department of Education Field Placement Handbook for Student Teaching Application). All applicants
must attend a placement meeting during the semester prior to student teaching. Teacher Candidates will be
required to submit a Placement Request for Student Teaching during the placement meeting planned (see page
37 of Department of Education Field Placement Handbook for Placement Request for Student Teaching). Teacher
Candidates are required to must meet the following Admission criteria by the end of the semester prior to student
teaching, prior to beginning the Year-Long Residency Student Teaching semester:
1. Fully admitted to Concord University’s Teacher Education Program (TEP)
2. Successful completion of all content specialization coursework as outlined in the Academic Catalog
3. Earned a minimum of 12 credit hours at Concord, including 6 credit hours of upper division work in each content area.
4. Completion of early clinical experiences at all certification levels (i.e. elementary, middle, high)
5. Passing scores on PRAXIS II: Subject Assessments and Principles of Learning and Teaching (PLT) must be attained. Official verification
from the testing service must be received in the Department of Education Office prior to the student teaching eligibility deadline
6. Successfully obtained all of the following GPAs
a) Overall GPA for all coursework attempted, including transfer courses: 2.75
b) Professional Education Core GPA with a ‘C’ or better in all coursework (excluding Student teaching): 2.75
c) Specific Content Area GPA and minimum course grades as outlined in the Academic Catalog
d) General Studies Program GPA: 2.00
7. Candidates placed in West Virginia public schools must complete the West Virginia Department of Education Form 24 –Clinical
Experience Permit application prior to student teaching. Verification of an approved permit must be on record prior to student
teaching. Form 24 requires electronic fingerprinting, State and FBI criminal background check. Forms will be distributed during the
placement meeting.
8. Successfully completed all Pre-Admission to Teacher Education Program, Pre-Admission to Year-Long Residency Methods Block
Semester and Pre- Admission to Year-Long Residency Student Teaching semester professional seminars
9. Music Education majors must complete a computer competency test through the Department of Fine Arts. Documentation of
passing the competency test must be received in the Department of Education Office prior to the student teaching eligibility
deadline.
10. English Education majors must successfully complete a Capstone Exam through the Department of Humanities. Documentation of
passing the exam must be received in the Department of Education Office prior to the student teaching eligibility deadline
Student Teaching Expectations
The teacher candidate is the guest of the public school to which he/she has been assigned and, therefore, MUST
abide by the rules and policies of that public school and its Board of Education, and as set forth in this handbook.
Failure to do so may result in the teacher candidate being removed from student teaching. For additional
information regarding the student teaching timeline, and the evaluation and assessment process/policies please
refer to the Student Teaching Handbook.
Attendance
Attendance during student teaching is a fundamental requirement of successful completion of the teacher
education program. Student teaching is a full-time, sixteen week clinical experience, where teacher candidates
maintain the same schedule as their cooperating teachers. Any deviation from this general rule must be approved
in advance by the student teacher's cooperating teacher and the university supervisor. If absence is unavoidable
due to illness (personal or family), death in the family, a university- sponsored activity, or other emergency clearly
beyond the control of the teacher candidate, the cooperating teacher, the university supervisor and the Office of
the Coordinator of Clinical Experiences must be notified prior to the beginning of the school day. In cases of
absence during student teaching, the cooperating teacher serves as "substitute teacher" for the teacher
candidate. In such cases, the student teacher is expected to prepare adequate and appropriate substitute plans
for the cooperating teacher.
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On days when P-12 students are not to be present (Faculty Senate, record days, inclement weather ...) teacher
candidates are to follow the same schedule as their cooperating teachers. Candidates not permitted to attend
faculty meetings are to remain at the school in the classroom for the required time. Attendance at meetings,
workshops, etc. at other school sites will require the permission of all schools involved.
Absences
During the student teaching experience, the teacher candidate is allowed four personal days, two per placement,
which are intended to be used only for specific needs, (illness, emergencies, job interviews, university
requirements ...). Any absence beyond the two personal days may need to be made up at the end of the term at
the discretion of the cooperating teacher, the university supervisor and the Coordinator of Clinical Experiences.
All absences must be recorded on the student teaching time log.
Calendars
School system calendars do not coincide with the University calendar. During student teaching, teacher
candidates will follow the Student Teaching Calendar provided at the opening seminar and the school system
calendar. Teacher candidates will follow the same holiday and break schedule as the public schools. Candidates
will not take the University's Fall Break or Spring Break. In cases of inclement weather and school closings, teacher
candidates follow the inclement weather policy of the school system.
Punctuality
Dedication to punctuality is extremely important during the student teaching experience. Teacher candidates are
both fulfilling requirements for student teaching and building permanent professional credential which details
their degree of dependability and commitment. Consistent tardiness will have an adverse effect on the overall
evaluation, and may result in removal from the placement.
Professional Meetings
Attendance at professional meetings is encouraged. Teacher candidates may be excused to attend approved
professional association meetings, national, state or district conferences, workshops, etc. Candidates first must
have the approval of the cooperating teacher and the university supervisor. Documentation of attendance is
required. Attendance at professional meetings will not be counted as an absence or as a personal day, but as a
regular day of student teaching, but must be identified as such on the student teaching time log.
Extra-curricular Functions/Duties
Attendance at after-hours functions such as PTO/PTA meetings, open-houses, sporting events, performances and
other supplementary school gatherings is encouraged but is not mandatory. In addition to teaching assignments,
teacher candidates are expected to be present to assist cooperating teachers in performing other school-related
duties and responsibilities, such as homeroom, bus duty, lunch duty, playground duty, field trips, classroom
parties, etc.
Seminars
University sponsored seminars listed on the student teaching calendar are mandatory. Teacher candidates are to
be present. Any absence is recorded, and it is the teacher candidate's responsibility to notify the Coordinator of
Clinical Experiences regarding a missed seminar.
Recruitment Day
Teacher candidates are required to participate in Recruitment Day sponsored by the Career Services Center and
the PEU. Attendance at Recruitment Day is an excused absence from the P12 classroom, and is not considered a
personal day.
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Student Teaching
Application
Contact Information:
Name
Student ID Number
Campus Box Number
Home Mailing Address
City ST ZIP Code
Home Phone Number
Cell Phone Number
Concord E-Mail Address
Please Select Your Content Specialization(s):
Art PreK-Adult
Biology 9-Adult
Chemistry 9-Adult
Elementary K-6
English 5-Adult
General Science 5-Adult
Mathematics 5-Adult
Multi-categorical Special Education K-12
Music PreK-Adult
Social Studies 5-Adult
Wellness PreK-Adult
I plan to student teach during:
FALL
SPRING
YEAR
My advisor(s) is:
I am aware of the requirements that must be met for admission into Student Teaching.
Name: Date:
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Placement Request for
Student Teaching
Contact Information:
Name
Student ID Number
Campus Box Number
Home Mailing Address
City ST ZIP Code
Home Phone Number
Cell Phone Number
Concord E-Mail Address
Content Specialization(s):
Content / Grade-level:
Second Content / Grade-level (if applicable):
Placement County:
In which county would you prefer to student teach? Concord’s service area consists of Fayette, Greenbrier,
McDowell, Mercer, Monroe, Raleigh, Summers, and Wyoming WV. Virginia counties include Bland, Giles,
and Tazewell.
First Choice:
Second Choice (if applicable):
If you have relatives in public schools in the counties listed above, please provide their name(s) and
relationship to you.
Name:
Relation:
School:
Name:
Relation:
School:
Placement School:
If you request to be placed in a specific school we will attempt to secure the specified placement, however, this
cannot be guaranteed.
First Choice:
Second Choice (if applicable):
Agreement and Signature
By submitting this application, I understand that my placement involves a contract between the University and the public
school system. I will not request a change after the placement has been confirmed.
Name: Date:
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Requirements for Exit from the Teacher Education Program
Graduation criteria include the completion of a minimum of 120 hours, the required GPAs, successful completion
of all state-required tests, and the completion of all coursework to meet program certification requirements.
Graduation with a Bachelor of Science degree in Education will not be granted unless a teacher candidate also
satisfies all West Virginia teacher certification requirements which include a state and national background check.
The teacher candidate will also be required to complete exit surveys identified by the EPP.
Application for Teacher Licensure
http://wvde.state.wv.us/certification/forms/
Family Educational Rights and Privacy Act
Application for West Virginia Certification
Test Required for West Virginia Licensure
Application for graduation
Family Educational Rights and Privacy Act (FERPA)