ࡱ> ) bjbj ,n4hn4hZO5<<4(((h4"(DH$T%@%%%~h,/111111$U><<%%vj444^<<%%/4/44fOx|/%PCc5 G088 8/8/ 4UU8X :  EPP POLICY HANDBOOK FOR ELEMENTARY, SECONDARY EDUCATION MAJORS  51Ƶ UNIVERSITY DEPARTMENT OF EDUCATION Spring 2022 Department of Education Anna Knight Hall 7000 Adventist Blvd. Huntsville, AL 35896 Phone: (256) 726-7157 Fax: (256) 726-7137 Website: HYPERLINK "http://www.oakwood.edu"www.oakwood.edu HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/001.html" \l "001.1" \t "_self"Introduction and Overview The Department of Education at 51Ƶ University envisions that candidate graduating from the EPP will demonstrate willingness and the ability to adapt to the quickened pace of academic and cultural change in a world that is fast becoming a multicultural society. HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/001.html" \l "001.2" \t "_self"51Ƶ University Mission Statement 51Ƶ University, a historically Black Seventh-day Adventist institution of higher learning, provides quality Christian education that emphasizes academic excellence; promotes harmonious development of mind, body, and spirit; and prepares leaders in service for God and humanity. HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/001.html" \l "001.3" \t "_self"EPP Mission Statement The mission of the Department of Education emanates from the departmental theme Holistic Preparation of teachers for service in a multicultural society. Its programs and activities are unequivocally Christian in character, designed to integrate faith and learning, encourage a vibrant spiritual experienced, prepare individuals for service to God and their neighbors, rather than to train them for self-service through the acquisition of a good position and a comfortable income. Service to others is the essence of Christ's life, and it is therefore the aim in Christian education. There are three types of missions in education: We can attempt to reach the learner through the academic domain, by teaching academic skills and ways of dealing intellectually with the complexity of the world. We can attempt to reach the learner through intervention in the personal domain (as through an attempt to increase student self-direction). (Physical) Candidates who are intervening must maintain a healthy body as well as a healthy mind that promotes self-direction. (Social) We can attempt to enter the social domain, to change the learner at point of interaction with his or her fellows. (Spiritual). Thus, candidates will obtain the knowledge needed through the intellectual dimension and apply the skills needed in the personal dimensions and develop the dispositions based on their spiritual being.   Conceptual Framework Conceptual Framework Outcomes  SEQ CHAPTER \h \r 1The candidate knows the facts and principles of the subject matter in his/her field of study. The candidate uses multiple approaches for instruction to assist students in the mastery of the content in his/her field of study. The candidate knows and can demonstrate effective strategies in his/her field of study in a multicultural setting. The candidate demonstrates the ability to integrate technology in his/her field of study as tool to enhance learning. The candidate is a caring professional committed to preparing students for lifelong learning. The candidate has a broad knowledge of the humanities, science, and religion. The candidate knows and can demonstrate skills in assessing student progress. The student understands and demonstrates sensitivity of student needs. The candidate demonstrates a commitment to student service. The candidate shows a commitment to professional development. The candidate utilizes research to improve professional practice. The candidate has a broad knowledge of the SDA beliefs and doctrines The candidate has knowledge of the integration of faith and learning. The candidate is a reflective practitioner. The candidate works in a collegial and cooperative manner. POLICY FOR ADMISSION TO TEACHER EDUCATION Admission to 51Ƶ University does not mean admission to the Educator Preparation program. Criteria for admission into the Teacher Education program includes the following: A formal written application for admission to teacher education submitted after completion of at least 60 semester hours, including 48 hours of general studies. A cumulative GPA of 2.75 for all college/University work Successful completion of criminal background-check, including fingerprinting. The department must have a copy of the clearance letter on file. Candidates risk program delays if they do not meet this legal requirement. Satisfactory recommendation from advisors including content area advisors for secondary candidates only, an employment supervisor, and a residence hall dean (if applicable) An acceptable portfolio rating (A candidate who scores 2 or below on any of the conceptual framework must work with his/her advisor to come up with acceptable artifacts) No grade below C in in any course No incomplete (I) or deferred grade (DG) A satisfactory interview by members of the Teacher Education Council. POLICY FOR ADMISSION TO INTERNSHIP Prior to the student teaching semester /year, the candidate must apply for internship (student teaching) to his/her respective advisor and review the following criteria with his/her advisor to ensure that these requirements have been met. Cumulative, professional, and teaching field GPA of 2.75 A C or higher in every course in each of the following: professional courses, teaching field courses, religion courses, health courses. Recommendations (advisor, education faculty) English Proficiency (can be repeated once, the 3rd time the candidate will be required to take EN 250) Disposition Assessment (A candidate who scores below 3 on a 1 to 4 rating scale must write a plan of action on how to improve that disposition) 2nd Portfolio Review Checkpoint (same remediation process like admission to into EPP) Pass Praxis II (Candidates are required to take ED 400 Praxis II Preparation. Candidates who do not pass Praxis II are required to attend individualized instruction with the designated instructor in their respective teaching fields. Policy for Disposition Assessment At the end of each semester, the faculty assess candidate dispositions. Data is analysed and the results discussed with each candidate. Candidates are asked to make plans for improvement in areas of critical concern. A critical concern is an evaluation of two (2) or below on the professional dispositions rating scale. Policy for Background Checks Effective no later than the beginning of the fall 2008 semester, any candidate applying for admission to a State-approved teacher education program shall be required to be fingerprinted for a criminal history background check through the Alabama State Department of Education to the Alabama Bureau of Investigation (ABI) and the Federal Bureau of Investigation (FBI) pursuant to Act 2002-457. The Education Department at 51Ƶ University requires that each candidate who will participate in a clinical experience placement must certify that he/she does not have a criminal history or conviction pending that will disqualify him/her from certification as an educator in the public or private schools in Alabama. Candidates must initiate the Criminal Background Investigation by getting fingerprinted before they will be allowed to participate in clinical experiences. The candidate shall be fingerprinted by a service provider approved by the Alabama State Department of Education. Additional information about approved providers, fees, and procedures is available from the Teacher Education and Certification Office. Managing Candidate Complaints If a candidate feels that his/her academic rights have been violated, he/she has a process that can be followed to address the complaint. The candidate should speak directly with the relevant professor. If the candidate is unsatisfied with the professors response, he/she may appeal to the department chairperson. Following a decision by the EPP chairperson, the candidate may appeal to the appropriate academic dean, followed by an appeal to the Office of the VP for Academic Affairs. The EPP Chair keeps a record on file of candidate complaints and the EPPs responses and resolutions in the EPP office. Procedure/ Practices Candidates should follow this protocol in dealing with other complaints: If applicable, the candidate may wish to first consult with his/her instructor or advisor. If the instructor or advisor is unable to resolve the complaint, the candidate may discuss it with the department chair. If the issue is still unresolved, the candidate may submit a written complaint to the School of Education and Social Sciences Dean. If the issue remains unresolved, the candidate may discuss the matter with the Office of the VP for Academic Affairs who will provide a written decision, which will be considered final. ADMISSIONS AND RECRUITING POLICIES The EPP works in cooperation withEnrollment Management to recruit undergraduate students for the Teacher Education Programs. EPP faculty members often engage in formal and informal recruiting for the program from feeder secondary schools locally, nationally, and internationally. HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/004.html" \l "004.1" \t "_self"EPP Admission Policies Admission to 51Ƶ University does not mean automatic admission to the Education Provider Program. Criteria for admission into teacher education include the following: A formal written application for admission to teacher education submitted after completion of at least 60 semester hours, including 48 hours of general studies. A cumulative GPA of 2.75 for all college/university work Successful completion a criminal background-check, including fingerprinting. The department must have a copy of the clearance letter on file. Candidates risk program delays if they do not meet this legal requirement. Satisfactory recommendation from advisors including content area advisors for secondary candidates only, an employment supervisor, and a residence hall dean (If applicable}. An acceptable portfolio rating (A candidate who scores 2 or below on any of the conceptual framework must work with his/her advisor to come up with acceptable artifacts) An acceptable disposition assessment rating as determined by the Teacher Education faculty; candidates who do not meet the standard must submit a plan for improvement in specific areas to their academic advisor. No incomplete (I) or deferred grade (DG) A satisfactory interview by members of the Teacher Education &Assessment and Review Committee General Admission Policies (transfer students) Transferred courses and/or credits used to meet approved program requirements in professional studies, instructional support, or other approved program requirements (courses other than general studies and Arts and Sciences type courses used to meet academic major requirements) must have been completed at a regionally accredited institution that prepares teachers on the same degree level of certification. Recruiting of Candidates for the EPP The EPP works in cooperation withEnrollment Management to recruit undergraduate students for all Education programs. EPP faculty members often engage in formal and informal recruiting for Education programs as they attend conferences, church meetings, or fulfill teaching appointments in domestic and/or international venues. HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/004.html" \l "004.3" \t "_self"Recruiting and Retaining Diverse Candidates Policy The EPP adopts the 51Ƶ University policy, which welcomes applicants regardless of race, color, nationality, ethnicity, sex, or physical challenges. Practice for Recruitment and Retention of Diverse Candidates The EPP uses the following methods to increase the diversity of our student body: Work with the Universitys Enrollment Management office in their national and international recruiting Cooperate with the Center for Academic Success (CSS) to coordinate services and accommodations for students with special needs. Use the introductory course, Introduction to Teaching (ED 130) to foster student interest in teacher education. Pre-Internship Policies and Practices Policy The EPP and its school partners design and implement and evaluate pre-internship experiences so that teacher candidates demonstrate the knowledge, skills, and dispositions necessary to help K-12 learn. Practice Students begin in the first year by observing actual classroom teaching techniques and classroom management strategies. During the sophomore year, candidates assist school-based clinical faculty in daily classroom activities and responsibilities. The junior year clinical experience--practicum entails 12 full days in K-12 and each methods course has at least 12 hours of practicum. Teacher candidates are required to have at least 221 clinical experience hours to be allowed to do internship. Admission to Internship Policy In addition to completion of the pre-internship requirements, students are required to complete the following: Practice Prior to the student teaching semester /year, the candidate must apply for internship (student teaching) to his/her respective advisor and review the following criteria with his/her advisor to ensure that these requirements have been met. Cumulative, professional, and teaching field GPA of 2.75 A C or higher in every course in each of the following: professional courses, teaching field courses, religion courses, health courses. Recommendations (advisor, education faculty) English Proficiency (can be repeated once, the 3rd time the candidate will be required to take EN 250) Disposition Assessment (A candidate who scores below 3 on a 1to 4 rating scale must write a plan of action on how to improve that disposition) 2nd Portfolio Review Checkpoint (same remediation process like admission to into EPP) Pass all required sections of Praxis II Content Knowledge and Praxis II Teaching of Reading (Elementary only. Candidates are required to take ED 400 Praxis II Preparation. Candidates who do not pass Praxis II are required to attend individualized instruction with the designated instructor in their respective teaching fields. During internship, school-based clinical faculty and university based clinical faculty continuously assess the candidates knowledge, skills, and dispositions. If a student is performing below the acceptable standard, the university-based clinical faculty will call a meeting both the candidate and the school-based clinical faculty to work on plan to help the candidate improve his/her performance. If the candidate continues to perform below the acceptable standard, the candidate may be asked to discontinue, repeat, or take an incomplete. Alabama State Department of Education Policies on Accreditation* If an institution loses regional accreditation at one or more levels, the EPP must notify candidates individually and in writing. * Any courses and/or credits verified on an official transcript and used to meet State-approved program requirements must be from regionally accredited institutions. * Remedial courses may not be used to meet approved program requirements. Additional information is provided in Rule 290-3-3-.01(41) *. A candidate cannot be recommended for certification based on completion of a program for which State approval expired more than seven years prior to the date of program completion. CLINICAL EXPERIENCE Candidate Placement in Clinical Experiences Policy A faculty member in the EPP is designated as the Clinical Experiences Coordinator. This individual works collaboratively with all school districts and individual schools in which candidates are placed. The coordinator of the EPPs Professional Development School Initiative works collaboratively with the Clinical Experiences Coordinator on all placements in the Professional Development School(s). Students are placed in diverse schools that are on a rotational cycle designated by the local school district. The Processes and Procedures for placement follow the special requests for each of the school districts and focus on ALL the following: A) A preliminary contact is made to the district and then with the building principal by the Clinical Experiences Coordinator B) All candidates placed in any clinical experience must meet the EPPs requirements for these experiences. C) Placements are made collaboratively with each school involving the school districts personnel, building principal and the classroom teacher(s). D) Schools receive the names and major of the candidate. E) An Internship Handbook is shared with each of the school-based clinical faculty to ensure they have a full understanding of the expectations of the EPP, the school-based clinical faculty, and the Candidate for all clinical experiences. F) School-based clinical faculty are provided with all assessment instruments they are required to complete and the university-based clinical faculty, working in their classroom, answers all questions related to these instruments and the timelines for completion. State Pre-Certification* The candidate shall be issued a suitability determination from the State Superintendent of Education. The candidate must provide the designated official of the EPP documentation of having cleared the criminal history background check prior to admission to 51Ƶ University teacher education program. * Opening/Closing of School Year Clinical experiences and/or the internship should include both the opening and the closing of a school semester. Opening and closing day observations are required. If students are unable to complete the requirement at their assigned school, they may choose to complete the requirement at a school where they reside. * Clinical Faculty Criteria Criteria for selecting school-based clinical faculty and university-based clinical faculty All school-based clinical faculty must have had a minimum of three years of experience in a P-12 school setting. All school-based clinical faculty must have a minimum of two years of experience in the school setting where they are currently working. All university-based clinical faculty must have, at a minimum, a masters degree and document some education or special experience in the area(s) in which they are supervising. To fulfil multiple responsibilities required of the EPP faculty, the maximum credit hours for internship supervision are 3 credit hours. No faculty can supervise more than 3 students per semester. HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/006.html" \l "006.1" \t "_self"Working Agreements with Clinical Experiences Partners Policy The EPP, public schools, and private schools participate in the development, implementation, and evaluation of the program. Memoranda of Understanding (signed working agreements) are developed and maintained among the partners on an ongoing basis. Procedures/Practices The above stakeholders provide an opportunity to ensure that all candidates can become professional educators who are change agents in the multicultural society. The process for students enrolled in courses including clinical experiences vary according to the course level. The public school system provides a list of schools available for clinical experiences. The cycle places colleges and universities under clusters. Each college/university is assigned two clusters of schools with which to work during each school year. From this list, the clinical experiences coordinator contacts school principals for availability of spaces within the various schools. The clusters are limited to Huntsville City Schools (See Internship Handbook). The EPP has a Memorandum of Understanding with Madison City Schools that allows the coordinator to contact school principals for availability of spaces. The Madison City School board must authorize all subsequent placements. HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/006.html" \l "006.2" \t "_self"Diversity in Clinical Experience Settings Policies, procedures, and practices that support candidates working with P-12 students from diverse groups Policy The EPP prepares candidates to work in P-12 schools and designs placements that will provide students with multiple opportunities to interact with diverse student populations. The EPP has Memorandums of Understanding with both public and private schools. These include Huntsville City Schools, Madison City schools and 51Ƶ Adventist Academy (K-12). Candidates will be expected to demonstrate respect for ethnic and cultural diversity in all interactions with faculty, staff, colleagues, and students, in all settings, including in clinical experiences settings. Procedure The of Clinical Experiences Coordinator collaborates with school principals, school-based clinical faculty, and school district personnel at different stages of the clinical experiences to secure placement for the teacher candidates. Teacher candidates begin in the first year by observing actual classroom teaching techniques and classroom management strategies. During the sophomore year, candidates assist school-based clinical faculty in daily classroom activities and responsibilities. The junior year clinical experience entails 12 full days (6-day block semester) in K-12 classrooms and each methods course has at least 12 hours of practicum. Teacher candidates are required to have at least 221 clinical experience hours to be allowed to do internship. Teacher candidates eligible for internship are required to complete a minimum of 16 weeks of internship. In addition, twenty consecutive days of teaching are required during internship. The final evaluation of the internship is based on assessment reports that are completed by the school-based clinical faculty, university-based clinical faculty, and submitted to the director of clinical experiences for a final grade. Curriculum Lab Policies, procedures, and practices to ensure that all candidates have access to physical and/or virtual classrooms, computer labs, curriculum resources, and library resources that support teaching and learning. Policy The EPP has agreements with numerous publics as well as Adventist schools where all candidates are required to complete an array of clinical experiences totaling more than 150 hours. The EPP has its own computer lab supporting all candidates and additional curriculum labs across the University campus are available. The EPP has its own Curriculum Lab which is kept current through yearly purchases and all candidates have access to the University Library and its wealth of resources supporting elementary and secondary teaching. Candidate Competence The candidate is responsible for the nonrefundable, nontransferable fee. A candidate whose suitability determination precludes admission to a State-approved teacher education program has the right to due process procedures in accordance with Rule 290-3-2-.34, Revocation and Suspension of Certificates and Unsuitability Determinations. Beginning with the first professional course, each candidate shall participate in extended and supervised clinical experiences with specific purposes and assessment. Clinical experiences must span all the grades for which certification is sought. At least half of the clinical experiences shall be in the candidates teaching field. The internships in Class B programs shall be full-time in the schools for a full semester in the teaching field for which certification is sought and which may include more than one classroom or grade level, with experiences of the intern progressing to the full responsibilities of the teacher for at least 20 full days including at least 10 consecutive days. The intern may plan support activities to be provided by the school-based clinical faculty. For candidates who are seeking certification in two or more distinct teaching fields, an additional internship(s) shall be required (e.g., mathematics and biology). For candidates who are seeking certification in two or more related fields (e.g., chemistry and physics or elementary education and elementary-level collaborative special education), the internship may be divided between the two teaching fields. For elementary education or collaborative special education (K-6) programs, the internship shall include lower elementary (grades K-3) and upper elementary (grades 4-6) placements unless substantial clinical experiences were completed at both levels. The EPP shall ensure that a candidate's competency to begin his or her professional role in schools is assessed prior to completion of the program and/or recommendation for certification. The EPP shall provide an adequate number of support personnel so that programs can prepare candidates to meet standards. The EPP shall provide adequate resources and opportunities for professional development of faculty, including training in the use of technology. Candidate Completion of Clinical Experiences At a minimum, each candidate in 51Ƶ Universitys teacher education program shall have participated in 150 clock hours prior to the internship. Ninety of these 150 hours shall be in increments of at least three hours each. Most clinical experiences must occur in P-12 schools. Internship P-12 faculty shall provide regular and continuing support for interns through such processes as observation, conferencing, group discussion, and e-mail and the use of other technologies. An intern who is absent from her or his 10 consecutive day assignment for one day, for a reason deemed acceptable by both the EPP and the partner school, may exercise full responsibilities on the eleventh consecutive day. The EPP may require interns to meet on campus for special activities for no more than five days during the internship semester. For candidates who are seeking certification in two or more distinct teaching fields, an additional internship(s) shall be required (e.g., mathematics and biology). Due Process - Removal from Clinical Experiences Program At the recommendation of a school-based clinical faculty, or a principal, a candidate can be on placed probation for two weeks or more. During the probationary period, the candidate t will be closely observed by the university-based clinical faculty and the clinical experiences coordinator. Any infraction during the probationary period is subject to immediate removal from the program. The candidate will be notified in writing. Any candidate removed from clinical experience for any cause, is automatically removed from the clinical experience program. To be re-admitted the candidate is required to re-apply and to submit a letter of intent that addresses his/her problem. The letter and the application will be reviewed by the TEARC. The candidate will be notified in writing of the recommendation from the TEARC. Infraction of Internship/Practicum Contract 1. The university-based clinical faculty shall present to the TEARC the alleged grievance, evidence of infraction and a recommendation for action. 2. The candidate shall be given a hearing before the TEARC. 3. The final decision of the TEARC will be presented in writing to the candidate. 4. The candidate will be advised of appeal right and procedures. Appeal Process for Candidates During Internship/Practicum A candidate, whose grievance arises during internship or any other clinical experience, should follow the following steps. Speak with the person through whom the grievance had arisen. If not resolved, speak to the university-based clinical faculty. If not resolved, speak to the Clinical Experience Coordinator. If not resolved, speak to the EPP Chair. If the EPP chair cannot solve the problem, he/she should take this matter to the TEARC. The TEARC considers all the applications, grants, or denies the request. If the candidate wishes to contest the decision of the TEARC, he/she shall request an appeal meeting with the committee. If after the hearing, the decision of the TEC remains unacceptable to the candidate, he/she may request of the Vice-President for Academic Affairs or Vice-President for Student Services a hearing. If the problem is not resolved, the candidate can appeal to the President who is the final appeal authority. Candidate HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/007.html" \l "007.6" \t "_self"Professional Dispositions Policy The EPP faculty place great value on professional dispositions. These dispositions are indicative of exemplary candidates. The EPP faculty model dispositions in daily interactions with candidates, with school-based clinical faculty and with one another. The following is a list of dispositions that the EPP considers necessary to ensure each candidate is an effective teacher. Teacher candidates must consistently demonstrate the following dispositions: Attitude CF10, CF5 Independence CF2, CF10 Teaching Curiosity Professional Ethics CF10, CF14, CF15 Responsibility CF5, CF15 Initiative CF9 Diversity Sensitivity CF8, CF14 Reflectivity CF14 HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/007.html" \l "007.7" \t "_self"Candidate Plans for Improvement Any candidate who receives a rating below the Acceptable level (less than 2 on 3-point scale) on any disposition will be expected to develop an intervention plan, in collaboration with the advisor and/or university-based clinical faculty, using the HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/candidate_plans.pdf" \t "_self""Candidate Plans for Improvement" form. This applies both to regular (scheduled) dispositions evaluations and cases when candidates have engaged in specific instances of unprofessional behavior. Improvement will be monitored by the advisor and/or university-based clinical faculty. Failure to show progress may result in the candidates termination from the program. Portfolio Review Policy Candidates submit their edTPA portfolio to Pearson for evaluation. Portfolio submission is required for graduation. Graduation Clearance Policy for Exit Exam The Exit Exam has been replaced by completion of the PRAXIS II Exam (Elementary and Secondary areas of certification. Religious Education majors will be required to take the departmental exit exam. Certification* Once a candidate is cleared for graduation, s/he should complete application for state certification through the Certification Officer in the EPP. * A candidate cannot be recommended for certification based on completion of the teacher education program for which state approval expired more than five years prior to the date of program completion. * Candidate Support Post-Graduation* The EPP shall establish, publish, and implement policies to guarantee the success of individuals who complete its approved programs and are employed in their area(s) of specialization. The EPP shall provide remediation at no cost to such individuals whose performance indicates the need for additional support within the first two years after the beginning valid date of the Professional Educator Certificate, which was issued based on recommendation by the EPP. In no case, shall the EPP be required to provide remediation for more than the first two years of employment. O6. HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/007.html" \l "007.5" \t "_self"EPP POLICY ON GRADING The EPP adheres to the 51Ƶ University grading policy. Grading System The grading system utilizes the four-point scale. The grade point values are outlined as follows: Grade Point Per Hour A (superior)................................................................................................. 4.0 A- ............................................................................................................... 3.7 B+ ............................................................................................................... 3.3 B (above average) ....................................................................................... 3.0 B- ................................................................................................................ 2.7 C+ ................................................................................................................2.3 C (average).................................................................................................. 2.0 C- .................................................................................................................1.7 D+ .............................................................................................................. 1.3 D (below average) ....................................................................................... 1.0 D- ................................................................................................................ 0.7 F (failure)..................................................................................................... 0.0 FA (failure due to absences) ........................................................................ 0.0 AU (audit) DG (deferred grade) I (incomplete).............................................................................................. 0.0 WB (Academic Bankruptcy) WIP (work in progress) NC (noncredit) NR (no report) P/U (pass/unsatisfactory) W (withdrew) Grade Point Average The cumulative grade point average and the grade point average (GPA) for the semester are computed by totaling quality points earned in all courses attempted and dividing by the quality hours attempted (GPA=QP/QHA). Credits are included in calculating the GPA for grades of F, FA, and I. The symbols AU, NC, DG, IP, NR, W, and P/U are disregarded in computing the grade point average. Transfer work is not included in the cumulative GPA (except for repeated courses). The academic progress record allows for repeated courses without GPA penalty. However, the GPA used to determine the eligibility for financial aid includes all work attempted. 07. CANDIDATE POLICIES AND PROCEDURES Transfer Students and Credits Transferred courses and/or credits used to meet approved program requirements in professional studies, instructional support, or other approved program requirements (courses other than general studies and Arts and Sciences type courses used to meet academic major requirements) must have been completed at a regionally accredited institution that prepares teachers on the same degree level of certification. * Candidate Complaints If a candidate feels that his/her academic rights have been violated, he/she has a process that can be followed to address the complaint. The candidate should speak directly with the relevant professor. If the candidate is unsatisfied with the professors response, he/she may appeal to the department chairperson. Following a decision by the department chairperson, the candidate may appeal to the appropriate academic dean, followed by an appeal to the Office of Vice President for Academic Affairs. The EPP Chair keeps a record on file in the EPP office of formal complaints that have arisen in the EPP. Procedure/Practices Candidates should follow this procedure in dealing with other complaints: If applicable, the candidate may wish to consult first with his/her instructor or advisor. If the instructor or advisor is unable to resolve the complaint, the candidate may discuss it with the department chair. If the issue is still unresolved, the candidate may submit a written complaint to the School of Education and Social Sciences Dean. If the issue remains unresolved, the candidate may discuss the matter with the Office of the Vice President for Academic Affairs who will provide a written decision, which will be considered final. HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/007.html" \l "007.1" \t "_self"EPP Academic Advising Policy University Policy delineates all the best practices for ensuring candidates have counseling services readily available when these are needed. University publications outline the location of all counseling services and contact numbers and persons. The EPP takes responsibility for the advising of candidates and assesses the quality of the processes and procedures each year as an element of the assessments of EPP Operations. All candidates in the EPP are assigned a faculty advisor. A primary goal of academic advising is to help students define and develop educational and career goals that are consistent with their personal values, interests, and talents. The desired outcome of academic advising is that students learn to make informed and increasingly independent decisions about their educational plans and other academic issues. Accordingly, as students become more knowledgeable about curriculum, policies, and procedures, they may be less reliant on advisors for such information but will continue to consult advisors or designated faculty concerning university requirements, graduate school admission or career opportunities. Candidates are advised and monitored according to the following sequence: At the close of ED130, Orientation to Teaching each elementary major shall be assigned an advisor from the education faculty. At the close of ED130 Orientation to Teaching, each secondary teacher candidate shall be assigned an advisor from the education faculty and an additional advisor (s) from the content specialty. Sophomore, Junior, and Senior candidates will develop and keep an updated professional portfolio. Portfolios will be monitored by requiring them to be presented as one of the requirements at each gate/checkpoint of the program. Unacceptable progress may result in probationary status or dismissal from the program. Unacceptable progress may include any grade below 2.00 in professional education courses or specialization or minor courses; a grade of incomplete in any course; excessive class tardiness or absences; work turned in late in any professional education class. Students receiving unsatisfactory grades in their major area(s) of study will be encouraged by their advisor(s) to seek help in the Center for Academic Success (CAS). Students making unsatisfactory progress will be placed on Early Alert and be encouraged to seek help in the CAS. Each semester an advisement assessment instrument will be administered to students to find out the efficiency of the advisement program. 08. FACULTY POLICIES Exceptional Expertise* Full time faculty in the EPP must have a terminal degree or documented exceptional expertise. The EPP considers all the following in determining exceptional expertise: 1. An advanced degree (Masters or higher) in an area related to that which the candidate will be teaching. 2. Documented evidence of excellence as a teacher. 3. A minimum of three years of teaching experience, preferably in the area for which they are seeking employment at 51Ƶ. 4. Evidence of excellence in written and oral communication. EPP Faculty P-12 Experience* Each semester, EPP faculty shall have a minimum of 10 clock hours of on-going, structured real-world experiences in P-12 school setting(s) to complement and add to their past educational experiences. * If the EPP faculty members who teach methods courses have not had recent P-12 teaching experience that has provided knowledge of the trends and issues in the P-12 setting, then each methods course shall be team taught with a P-12 teacher who holds at least a valid masters-level certificate in an appropriate teaching field or shall be taught by that P-12 teacher. * At a minimum, faculty who supervise interns for instructional support programs and who have not been employed in a P-12 setting in instructional support within the most recent five-year period shall shadow a highly effective P-12 practitioner in instructional support for at least 10 clock hours per semester. This requirement is effective beginning spring semester 2010. P-12 faculty shall provide regular and continuing support for interns through such processes as observation, conferencing, group discussion, and e-mail and the use of other technologies. Faculty designated as program specialists and/or other faculty in academic disciplines, as agreed upon by the EPP and the program area, shall share responsibility for supervising interns seeking teacher certification in their academic areas. The EPPs criteria for promotion, tenure, and merit pay raises should include recognition of ongoing participation in real-world experiences in the P-12 setting. The EPP should make appropriate use of full-time, part-time, and clinical faculty, as well as graduate assistants, so that program coherence and integrity are ensured. Criteria for Selection of Diverse EPP Faculty Policies and practices, including good faith efforts, for recruiting and retaining diverse faculty Policy 51Ƶ University promotes employment without regard to race, color, sex, origin, age, marital status, or presence of a non-job-related medical condition or handicap. The EPP follows the hiring guidelines of the University and conforms with Title IX of the Education Amendments Act of 1972, and Section 504 of the Rehabilitation Act of 1973. Practices The EPP adopts the following procedures (see 51Ƶ procedures) Advertise openings in Adventist state/regional and union conference papers Publish openings via the university website Support For New Faculty In order to recruit and retain a highly qualified, diverse faculty, the EPP engages in best practices to support new faculty. These practices include: A thorough orientation to the institution, the EPP, its culture and practices. 51Ƶ University orientation of new faculty is scheduled during the opening weeks of the academic year. The EPP also conducts faculty meetings where new faculty are introduced, and faculty members provide classroom and ancillary support services. Faculty meetings are held regularly, however, informal meetings to answer any questions or provide assistance to new faculty members are always available. Adequate training in fundamental teaching and accreditation priorities. The EPP provides opportunities for new faculty to become familiar with the teaching requirements are accreditation priorities through arranged faculty meetings that focus on such topics as library instruction and support, pedagogical use of technology, and creating writing assignments in your curriculum. Provide opportunities for both initial and ongoing professional development. In addition to the professional development opportunities provided at the orientations, professional development workshops are offered on a regular basis. These workshops help faculty members create learning outcomes for their classes, develop active learning activities, and design their course syllabi. Create a sense of belonging to the EPP. An assignment of EPP faculty to assist the new faculty member is made during the orientation process. The pairs are required to meet on a regular basis to discuss teaching philosophies, course design and assessment, and EPP priorities. Retention of Diverse Faculty Within the EPP, the Chair will assign a faculty member to serve as a mentor to each new hire in the EPP. The EPP will provide professional development for faculty that focuses on diversity. The EPP will accommodating faculty with special needs where necessary. Faculty Scholarly Activities The University has a set of policies and practices for faculty scholarly activities, which undergird and impact the EPPs policy for faculty scholarly activities. Faculty evaluations by the University are based on the University policy. The EPPs expectations are focused on each of the following: A) All faculty must meet the University Policies and Practices related to scholarly activities. B) EPP faculty are encouraged to engage in collaborative research and/or teaching activities with P-12 teachers or administrators, including PDS. C) EPP faculty are expected to discuss to share with their peers, data/information from their collaborative research work or scholarly activities. EPP Scholarship Plan Scholarship gives evidence of Facultys capacity for remaining current in and contributing to the knowledge bases(s) in their field(s). The EPP faculty will engage in activities drawn from the following to increasingly demonstrate the commitment to scholarship Create a culture of scholarly inquiry Foster faculty participation in scholarly activity Enable and support faculty research project The research criteria include, (a) research, publications, participation in and attendance of professional meetings, and (b) membership and offices in regional or national professional societies. Faculty are required to submit and to discuss with the chair at the end of each semester faculty activity report showing scholarly activities they are engaged in. EPP Faculty Load Policy The EPP follows exactly the University Workload Policy in assigning EPP faculty to class load and other professional obligations like committee membership, advising, and community involvement. HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/008.html" \l "008.4" \t "_self"Faculty Advising Responsibilities Policies, procedures, and practices for candidate services such as counseling and advising University Policy delineates all the best practices for ensure candidates have counseling services readily available when these are needed. University publications outline the location of all counseling services and contact numbers and persons. All candidate advising is coordinated through the central advising office of the University. Candidates are assigned to their advisor and processes and procedures are delineated in university publications. The EPP takes responsibility for the advising of candidates and assesses the quality of the processes and procedures each year as an element of the assessments of EPP Operations. HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/008.html" \l "008.9" \t "_self"EPP Faculty Evaluation Policy It is the policy of the EPP that the evaluation of all EPP faculty members will be comprehensively and systematically assessed in the following ways: EPP Chair Evaluations of EPP Faculty Student evaluations of EPP Faculty Additional assessments may consist of classroom observation of EPP facultys teaching Formal evaluations are completed by the EPP Chair and students In addition, full-time EPP faculty will be considered for promotion and tenure according to the policies set forth in the 51Ƶ University Full-Time Faculty Handbook. Procedure EPP faculty will be assessed in accordance with the procedures required by the EPP. A formal evaluation is done each semester by the EPP chair. The EPP Chair makes formal evaluations of faculty, discusses the observations with individual faculty and documents feedback. Evaluations are kept on file in the EPP office. The EPP Chair will also review with each full-time EPP faculty the faculty members achievements during the past year in the areas ofscholarly activity, and service. Faculty will submit a Faculty Activities Report outlining their activities/service to the university. EPP faculty are also evaluated by the students using the Course Evaluation form and EPP Faculty Disposition Form. The purpose is to assist EPP faculty in continuous improvement of their competence as mentors and scholars by identifying dispositions that will lead to positive outcomes for both EPP faculty and students. All EPP faculty are evaluated using the following disposition criteria: Provides a positive learning environment Shows interest whether students learn Believes that all students can learn Listens to students comments Is sensitive to student needs. Demonstrates professional behavior in class. Demonstrates a personal knowledge in God. EPP faculty disposition evaluations will be conducted at the end of each semester. The students will be informed of the purpose and intent of the evaluation, and they will be asked to complete the forms during a class session. The forms will be collected by the EPP and forwarded to the Institutional Effectiveness Office for data input and analyses. The results are sent to the EPP Chair who will discuss the outcome with each faculty. In turn, each faculty will make plans for improvement as indicated. Assessment of the effectiveness of any plans for improvement will be conducted on a comparative basis by the EPP Chair and faculty member using subsequent evaluations. Clinical Faculty Evaluation The effectiveness of university-based clinical faculty and school-based clinical faculty may be comprehensively and systematically evaluated in the following ways: 1. For every clinical faculty member, student opinion of mentoring/supervising datawill be collected from the Intern Evaluation of university-based clinical faculty during every semester that the clinical faculty member is engaged in providing supervision and direction for candidates during internship. 2. The school-based clinical faculty completes an evaluation of the university-based clinical faculty. Data are collected from the School-Based clinical faculty Evaluation of university-based clinical faculty for every semester that the clinical faculty member is engaged in providing supervision and direction for candidates during internship. 3. The university-based clinical faculty completes an evaluation of the school-based clinical faculty. Data are collected from the University-Based Clinical Faculty Evaluation of school-based clinical faculty for every semester that the clinical faculty member is engaged in providing supervision, and direction for candidates during internship. Data are analyzed by the EPPs data analyst, discussed in EPP Faculty meetings, and reviewed by the TEARC. HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/008.html" \l "008.14" \t "_self"EPP Professional Development Policy Policy The university provides support for continuous professional development by assisting faculty in maintaining high professional standards and enhancing a sense of personal efficacy. The EPP provides the opportunity for each faculty member to attend one professional conference per year. Internal professional development seminars/workshops are also provided throughout the academic year, by the faculty development department. Procedure/ Practice Funds are made available through the Academic Affairs Division to supplement the cost of advanced education. Faculty members are encouraged to apply to the Vice President for Academic Affairs for the institutional funds and to external sources. Requests are originated by the faculty member to the department chair. Requests are then given to the Vice President for Academic Affairs for review and approval. The faculty member shall also receive a letter from the vice president for Academic Affairs outlining the conditions surrounding the request. Advanced Study An annual fund is made available through Academic Affairs Division to supplement the cost of advanced education. Requests for leave for advanced study is originated by the faculty member and submitted for approval to the faculty members chairperson, the Vice President for Academic Affairs, and finally the president. Affiliation with Professional Organizations The University pays for at least one professional membership fee annually for each faculty member. Faculty members submit a request to the department chair for the cost of membership in a professional organization for review. Travel to Professional Meetings Funds are provided for faculty members and departmental chairpersons to travel annually to professional meetings. Additionally, departmental travel budgets may be supplemented by the Vice President for Academic Affairs and/or the President. Faculty members submit a request to the department chair for funding for travel to a professional meeting/ conference. Publishing Publishing stipends are provided for faculty members who publish articles or books in refereed (peer reviewed) and non-refereed journals in their field and who present research papers at professional meetings in their disciplines. Faculty members may apply for these stipends from the Office of the Vice President for Academic Affairs. Sabbaticals Sabbaticals may be granted to a faculty member for a maximum of one calendar year upon approval by the President of the University from recommendations by the department chairperson and the Vice President for Academic Affairs. Sabbaticals are granted for research, writing, postdoctoral studies, or related activities and increase knowledge and/or scholarly productivity. Faculty members submit a request to the department chair for sabbatical leave. The department chair reviews and forwards the request to the Office of the Vice President for Academic Affairs for approval. Research Leave The University may grant a research leave for up to two years without salary, but with negotiated benefits, to a faculty member who wishes to engage in research with government/private organizations/foundations. Research leave will count as service credit. Faculty members submit a request to the department chair for research leave. The department chair reviews and forwards the request to the Office of the Vice President for Academic Affairs for approval. Service Leave Service leave may be granted to a faculty member to pursue professional employment elsewhere for purposes of academic growth and/or training. Continuation of salary and benefits is negotiable. Faculty members submit a request to the department chair for service leave. The department chair reviews and forwards the request to the Office of the Vice President for Academic Affair and the President for approval. In line with the universitys policies on professional development, the Education Department is committed to the following practices: The EPP is committed to providing regular and systematic faculty development opportunities for EPP Faculty and Clinical Faculty. At the first EPP faculty meeting each, EPP faculty identify the two or three themes they wish to have as the central focus for their faculty development during that academic year. They also identify some specific faculty development activities they wish to have. Clinical Faculty are invited to all EPP Faculty Development Activities deemed to be appropriate. EPP faculty are encouraged to do collaborative research with K-12 teachers. HYPERLINK "http://www.andrews.edu/sed/resources/faculty/policy/009.html" \l "009.2" \t "_self"Education Department Committees The work of the Department of Education is guided by the following committees: Education Faculty EPP faculty meetings are held at least once a month and include both full-time and part-time faculty. This body makes decisions and recommendations that are relevant to all the operations of the department. Teacher Education Assessment & Review Committee (TEARC) The Teacher Education Council (TEARC) is composed of the EPP faculty and members from the following areas: One representative from each department that offers majors in teaching areas. Representatives are appointed by the department chair and approved by the Vice-President for Academic Affairs. The principal of 51Ƶ Academy OR a designated P-12 teacher from the academy A P-12 teacher representative from the public school district The president of the Education Club The director of the Institutional Effectiveness The director of 51Ƶ Library The EPP Chair serves as the chairperson of the TEARC. The Secretary of the TEARC is chosen by TEARC from among its members. The responsibilities of the Teacher Education Council include the following: Formulation of teacher education curricula based on the stated mission of the University and guidelines from the State of Alabama, the denomination, learned societies, and accrediting agencies. Formulation of policies and procedures governing teacher education, e.g., admission of students, eligibility for student teaching, discontinuation of students, deviation from established policy, etc. Development of teacher education program objectives. Facilitation of continued development, evaluation, and improvement of programs. Approval of applications for admission into programs. Approval of curricular change to satisfy state, denominational, and accreditation requirements. Establishment of policies and procedures for working with P-12 schools. Assistance in the recruitment of candidates for teacher education. Recommendation of programs for university, denominational, state, and CAEP approval and /or accreditation. Consultation with the chairperson of the EPP in the recruitment of the teacher education faculty. Reporting, through the chair, to the Vice President for Academic Affairs. Meeting at least once per semester. Clinical Experiences Assessment Committee (CEAC) The CEAC is composed of school-based clinical faculty who have supervised student interns during the previous academic year, EPP faculty and student interns. This body analyses clinical experience data and makes suggestions to the EPP regarding changes based on the data. The committee meets once a year (preferably August of each year), and the EPP chair presides as the chairperson. The EPP office manager records the proceedings of the meeting Professional Development Schools Coordinating Council Committee (PDSCC) The Professional Development Schools Coordinating Council (PDSCC) is composed of the EPP faculty and members from the following areas: The Principal of the Professional Development School (PDS) The PDS School Site Coordinator The PDS Curriculum Specialist The PDS Reading Coach Mentor Teachers from the PDS Parent Representatives from the PDS Huntsville City Schools, Central Office representative The PDS Coordinator and the PDS Principal serve as co chairpersons of the PDSCC. The Secretary is chosen by the PDSCC from among its members. The responsibilities of the PDSCC include, but are not limited to the following: Plan and implement partnership for the academic and clinical preparation of student interns Identify and implement all PDS activities for the school year Work with mentor teachers, school personnel, EPP faculty in providing the best possible learning environment and learning experiences to enhance student achievement Review the process of intern performance Meet at least once per semester to identify and review PDS goals and objectives 09. LEADERSHIP (EDUCATION DEPARTMENT) POLICIES The Department of Education operates as a specific department of the School of Education and Social Sciences of 51Ƶ University. The operations of the Education Department are under the direct oversight of the Department Chair, as demonstrated in the HYPERLINK "https://mail.oakwood.edu/owa/redir.aspx?C=0ARfZhBFnES2yMucdHqYyIAVVtAerdAI0ZiIPz25lJA7Wug2O4mEGZv0tDpCpw1DVYIqdEyEPwo.&URL=https%3a%2f%2fwww.andrews.edu%2fsed%2fresources%2ffaculty%2fpolicy%2fsed_organizational_s.pdf" \t "_blank"Education Department Organizational Structure Chart. 6.3.6 Department of Education Organizational Chart ORGANIZATIONAL CHART         EPP Accountability The EPP shall establish, publish, and implement policies to guarantee the success of individuals who complete its approved programs and are employed in their area(s) of specialization. The EPP shall provide remediation at no cost to such individuals whose performance indicates the need for additional support: Candidates who receive less than the required minimum composite score, as determined by the Alabama State Board of Education, on the Alabama Professional Education Personnel Evaluation (PEPE) Program, EDUCATEAlabama, or another State-adopted evaluation instrument will receive remediation from the EPP. Within the first two years after the beginning valid date of the Professional Educator Certificate, which was issued based on recommendation by the EPP. In no case, shall the EPP be required to provide remediation for more than the first two years of employment. New Programs Authorization by the Alabama State Board of Education shall be secured before a proposal for a new program is reviewed. Candidates shall not be enrolled in courses unique to a proposed program prior to program approval. If the Alabama State Board of Education chooses to eliminate standards for a teaching field or area of instructional support, the State Superintendent of Education will communicate directly with EPP heads. Alternative Certification Options Institutions responsible for the preparation of teachers and other school personnel shall inform all prospective candidates of the alternative approaches to certification. State and/or Federal Reports Institutions that do not provide requested data in a timely manner may have any or all the EPPs program approval rescinded as authorized in Rule 290-3-3-.56(2)(f). Requirements for Class B certification 1. An official transcript from a regionally accredited institution documenting an earned bachelors degree. 2. Satisfactory completion of a State-approved program with a minimum GPA of 2.75 overall, 2.75 in the teaching field, and 2.75 in professional studies with no grade below a C in all courses. 3. Successful completion of an internship shall be required. The internship must comply with Rule 290-3-3-.02(6)(a) and (c). 4. 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