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OKLAHOMA INSTITUTIONAL REPORT

 

 

Candidate Portfolios

 

The Teacher Education Unit (TEU) at Langston University (LU) requires all initial and advanced certification candidates to develop a portfolio that documents learning related to the competencies, standards, and outcomes established by the Office of Educational Quality and Accountability (OEQA), Oklahoma State Regents for Higher Education (OSRHE), Oklahoma State Department of Education (OSDE), and LU. For purposes related to institutional accreditation, the portfolio presents evidence that the institution is providing initial, on-going, and focused opportunities leading to candidate achievement of competencies, state and national standards, and outcomes determined by OEQA, OSRHE, OSDE, LU, and the TEU.

 

The teacher education unit requires all initial and advanced candidates to purchase and maintain an electronic portfolio utilizing PASS-PORT, an online data management system. PASS-PORT was introduced in spring 2014 and fully implemented in spring 2015. Initial candidates are required to purchase PASS-PORT beginning in their first professional education class. Initial candidates’ first professional education course is taken during the sophomore year for candidates on the Langston campus and during the first semester of their junior year for candidates on the Tulsa campus. The courses are ED 2212 Historical and Philosophical Foundations in American Education and ED 2001/4001 Introduction to Teaching /Portfolio Development and Assessment. These courses will be combined into one course beginning fall 2015, titled ED 2213 Introduction to Education. The current course and future course provide candidates information regarding the requirement to purchase PASS-PORT, a copy of the Master List identifying Portals and signature artifacts, and access to “How-To” videos. The portfolio development process includes periodic checkpoints, or Portals, that provide feedback to candidates and serve as gatekeepers to additional Portals. Each signature artifact is connected directly to a primary InTASC (2011) and state (2014) standard.

 

Advanced candidates’ first course is EDU 5883 Introduction to Graduate Studies. While initial candidates’ signature artifacts are outlined on a Master List and identify specific courses to which the artifacts are tied, advanced candidates self-select the artifacts they upload and are required to upload two artifacts and two reflections from each course.

 

A Navigating Teacher Education handbook and PASS-PORT handbook are currently in draft form and will be ready for distribution to candidates in fall 2015. The handbooks include:

 

  • a written philosophy related to portfolio development and assessment that is consistent with the institution’s and unit’s mission and conceptual framework(s).

  • written policies, criteria, and institutional rubric(s) related to the assessment of the individual artifacts contained in the portfolios for all candidates enrolled in initial and advanced certification programs.

  • information on the latest supply and demand information concerning teacher employment, state salary structure, and teaching shortage areas.

  • information regarding requirements for admission and retention in teacher preparation programs.

 

 

Foreign Language Requirement

 

The unit has a policy in place that ensures teacher preparation candidates demonstrate conversational skills at a novice high level, as defined by the American Council on the Teacher of Foreign Languages, in a language other than English. Demonstration of competency occurs prior to candidate completion of the teacher preparation program. All updated Plans of Study (approved spring 2015, implemented fall 2015) clearly identify this policy. This policy is also included in the draft of the Navigating Teacher Education handbook.

 

The foreign language competency is both a degree requirement approved by the Oklahoma State Regents for Higher Education (OSRHE) and a certification requirement approved by the Oklahoma Commission for Teacher Preparation (OCTP). The foreign language competency is defined as “novice–high level” – the ability to communicate minimally with learned material. The foreign language competency is a requirement beginning with freshman students entering universities in the fall of 1997. It does not apply to students previously enrolled in programs. The Teacher Education Unit (TEU) offers the following three options to teacher candidates to meet the Foreign Language Competency Requirement:

 

  • Two years (4 semesters) high school foreign language with a grade of “C” or above in each course. Students must demonstrate their competency through using their official high school transcript, within a “State Department of Education approved” no later than the first academic year of enrollment at Langston University. (Students meeting this requirement must select three hours of electives approved by their advisors.)

     

  • One semester of foreign language college credit (3 Credit Hours “C” or better). Langston University will accept two 3-credit hour transfer courses from another university for students and candidates transferring to Langston University.

 

  • College Level Examination Program

    • CLEP Examination: FR 1113

    • Elementary French I (3- CR)

    • CLEP Examination: FR 1123

    • Elementary French II (3- CR)

    • CLEP Examination: SN 1113

    • Elementary Spanish I (3- CR)

    • CLEP Examination: SN 1123

    • Elementary Spanish II (3- CR)

 

 

Input from Stakeholders

 

Currently the Teacher Education Council (TEC) is in the process of developing a constitution and bylaws. Following, the completion and approval of the constitution and bylaws, faculty from outside the unit, alumni, and candidates will be invited and encouraged to serve as part of the TEC.

 

An Advisory Council was established in spring 2015. This Council meets once each semester to solicit input from stakeholders inside and outside of the TEU. Members include public school administrators and teachers, LU graduates, TEU faculty, Nursing faculty, and LU administration. The TEU, its school partners, and other members of the professional community are working collaboratively to design and evaluate field experiences and clinical practice to help candidates develop their knowledge, skills, and professional dispositions. Meetings are conducted simultaneously in person and via ITV. Incorporating these two methods allows for members who are close to LU-Langston to attend in person and those who live or work in the Oklahoma City and Tulsa areas to attend without having to drive long distances. The Advisory Council has been charged with the task of reviewing and commenting on program and unit documents, assessment instruments, and data. The goal is to support on-going partnerships and to assist the TEU in preparing graduates who possess the skills, knowledge, and personal attributes required for professional success.

 

In fall 2014 faculty, candidates, alumni, and community members were provided the opportunity to share experiences and expertise through the first annual Alumni Teach Back. This event provided a forum for LU School of Education and Behavioral Sciences Teacher Education graduates to speak with current candidates. The alumni represented public and private school administrators, teachers, and specialist. This event was successful in that the alumni served as role models to current candidates. Candidates were able to identify with the graduates and recognize that preparation now will contribute to success in the future. This event supported the unit's implementation of social media to maintain connections and communication. The Alumni Teach Back and use of social media will continue to be used to connect faculty, candidates, alumni, and community members.

 

 

Content and Pedagogical Preparation

 

Secondary and elementary/secondary teacher candidates have undergraduate majors, or their equivalents, in a subject area as identified on their Plans of Study.

 

The updated Plans of Study clearly identify that teacher candidates in early childhood, elementary, and special education have subject area concentrations that qualify them as generalists. Through their success on the Oklahoma General Education Test (OGET), candidates document they meet subject matter competencies in mathematics, science, language arts, and social studies.

 

The Plans of Study and syllabi confirm that initial and advanced candidates study classroom management skills, classroom safety, and discipline techniques.

 

 

Advisement

 

The TEU ensures candidates have access to student services such as advising & counseling through its collaboration with the Admissions Office & Admissions' Counselors, Financial Aid, Alumni Affairs, & University College. On the LU-Langston campus, before admission into teacher education, candidates are advised by advisors in University College. University College provides advising for all freshmen & sophomores on the Langston campus. These advisors work with candidates until the candidates have earned a minimum of 45 hours or until the candidates select a major. With the 4x12 general education requirements from the state for teacher education, the TEU felt it necessary to make contact with candidates prior to the completion of 45 hours. In fall 2014, a stronger collaboration was developed with University College. This increased collaboration made it possible for advisors in the TEU to co-advise candidates prior to the completion of 45 hours. This co-advisement allows TEU advisors to make early contact with education majors & guide them in their general education course selection to meet the 4x12. The TEU advisor typically serves as the advisor throughout the candidates’ matriculation in teacher education. TEU advisors serve as a source of information for candidates including scheduling, tutoring, career information, & the identification of resources such as the counseling center. At the advanced level, all matters relating to advisement are administered by the Director of Graduate Programs.

 

 

Field Experiences (Student teaching minimums)

 

Initial professional education programs require field experiences in four courses. One course is taken prior to admission in Teacher Education with others sequenced throughout the programs. In total, candidates spend a minimum of 60 field experience hours in public school settings, 15 hours per placement, prior to completing a semester of clinical teaching. In addition to 60-hours of field experience & prior to clinical teaching, some courses require additional observation, tutoring, & service learning projects.

 

The Educational Leadership Plan of Study includes five courses with required field experiences for advanced candidates. Each candidate is expected to work under the supervision of a building administrator for one semester, a minimum of 90 hours. Administrators assign administrative duties to candidates, serve as mentors, & assess the progress of the candidates.

 

 

Admission Requirements

 

Current requirements for admission to Teacher Education for initial candidates are included in the LU Course Catalog (2013-2015). Updated requirements, identifying the newly approved course ED 2213 Introduction to Education (impacting requirements #4 and #5) and a name change from Teacher Education Committee to Teacher Education Council are included in the draft form of the Navigating Teacher Education handbook.

 

The requirements for admission as of spring 2015 are as follows (direct quote from 2015 LU Course Catalog, page 147):

 

  • Completion of a minimum of forty-five (45) semester hours of general education;

     

  • Minimum grade point average of 2.50;

     

  • Express interest in teaching as demonstrated by prior experiences and activities;

     

  • Minimum grade of “C” in ED 2001/4001 Educational Seminar: Introduction to Teaching/Portfolio Development and Assessment; Fifteen clock hours of field experience are required.

     

  • Minimum grade of "C" in Education 2212, Historical and Philosophical Foundations of American Education;

     

  • Make formal application to Teacher Education;

     

  • Show evidence of personal traits and dispositions that suggest potential for working with youth, parents and other constituents of the teaching profession;

     

  • Pass the Oklahoma General Education Test (OGET). Students desiring admission to Teacher Education should enroll in ED 4001, Education Seminar: Test Taking and Study Skills, to assist in passing the state required tests;

     

  • Must successfully interview with three (3) teacher education faculty members, one of which must be the Director of Teacher Education or designee to include an assessment of dispositions.

 

  • Each admission must be based on a professional assessment of the candidate on all of the above criteria as determined by the Teacher Education Committee. Each applicant is admitted to Teacher Education or denied admission. There is no conditional admission.

 

 

Exit Requirements

 

The exit criteria for all teacher education programs is included in the draft form of the Navigating Teacher Education handbook and adheres to all rules and regulations established by the Oklahoma State Department of Education. Requirements for initial and advanced candidates includes successful completion of:

 

  • all courses listed on the candidates’ Plans of Study

 

  • the state certification tests (OGET, OSAT, OPTE)

 

  • a culminating portfolio aligned with state and national standards

 

 

Faculty Professional Development

 

The annual Faculty Professional Performance Plan (F3P) Evaluation of Teaching, Scholarship, and Service outlines a systematic and comprehensive process of faculty evaluation designed to assess the professional performance of faculty in the areas of teaching effectiveness, scholarship, and service. The process allows for self-evaluation and input from candidates, colleagues, and administrators. This system provides information for decision-making concerning employment, promotion, and tenure. Faculty submit artifacts and work samples as evidence of individual performance related to the contents of the F3P.

 

All full-time TEU faculty members are directly involved in the teacher education process, including all administrators of teacher education programs, are required to serve in a state accredited public school for at least ten clock hours per school year in direct contact with meaningful and relevant responsibilities related to their respective teacher education fields. Evidence of this involvement is required as part of faculty members’ annual F3P.

 

 

Alternative Placement Program

 

Candidates pursuing alternative placement are directed to the Oklahoma State Department of Education website for general information and contacts.

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