TEACHER EDUCATION 2017-2018 - School of Education - Northwest Christian University
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STUDENT PROGRAM MANUAL
ADULT DEGREE PROGRAM
MASTER OF ARTS
TEACHER EDUCATION
School of Education
2017-2018
Northwest Christian University
Elementary/Middle/Secondary Teacher Education ProgramNORTHWEST CHRISTIAN UNIVERSITY
VISION, MISSION, & VALUES
VISION
To be a university known for its integration of excellent academic programs, a foundation in the Christian
faith, and a focus on teaching leadership and ethics.
MISSION
To develop competent, ethical leaders for service in the workplace, community, Church, and world.
VALUES
* Academic excellence
* Faith commitment
* Ethical leadership
* Character development
* Caring community
* Global engagement
NCU Community Covenant
As a community redeemed by the grace of God (Ephesians 2:8), it is important that the virtues of love,
respect, and stewardship are promoted. Therefore, members of the Northwest Christian University
community are called to be loving and caring in their relationships (John 13:34) and good stewards of
time, energy, and resources (Matthew 25:14-28).
Faculty
Kathy Owen, M.S., Assistant Dean of Education
Brian Kaelin, Ed.D., Associate Professor of Teacher Education
Johnny Lake, Ph.D., Assistant Professor of Teacher Education
Ryan Carroll, M.Ed., M.A., Teacher Education Licensure Specialist and Placement Coordinator
Tammy Hatling, M.A., Academic Advisor
i
ADP & MAT Handbook
Updated June 12, 2017Preface
ii
ADP & MAT Handbook
Updated June 12, 2017This handbook for the Department of Teacher Education Programs at Northwest Christian University
describes the features of the Masters of Arts and Adult Degree Program in Teacher Education starting with
admissions and includes the structure and expectations for field experiences, student teaching, and the roles
of the various participants in this process.
Relevant program policies and procedures are included within this handbook and all education students are
expected to be familiar with these expectations. These policies are presented and explained as part of the
admissions process.
This student manual should be used in concert with the student catalog in effect when the student begins
coursework at Northwest Christian University.
The following programs have been approved by TSPC (Teacher Standards & Practices Commission):
Post-Baccalaureate Program
Master of Education Program
Graduate courses from other universities will be accepted as per the Northwest Christian University
catalog.
The graduate courses may lead to an MAT. All students will be required to take the Protecting Student and
Civil Rights in the Educational Environment (PSCREE). Students seeking elementary education
endorsement are required to take the NES Elementary Education Subtest I and II. Students seeking middle-
secondary endorsements are required to take appropriate content-specific exam(s). Secondary Education
candidates need to complete courses for endorsements. Courses for their endorsements should be taken
prior to entry into the evening program.
Northwest Christian University’s Teacher Education programs are authorized by the Oregon Teacher
Standards and Practices Commission (TSPC) to license teachers in pre-kindergarten through twelfth grade.
Endorsement areas authorized by TSPC: Advanced Math, Middle-Grade Math, Basic Math, English for
Speakers of Other Languages (ESOL), Integrated Science, Language Arts, Elementary Multiple Subjects,
Social Studies and Spanish.
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ADP & MAT Handbook
Updated June 12, 2017iv ADP & MAT Handbook Updated June 12, 2017
Table of Contents
Teacher EducationTeaching Mission and Purpose ................................................................................. 1
Teaching Goals for Teacher Education Programs .................................................................................. 3
Introduction............................................................................................................................................. 4
Program Overview .................................................................................................................................. 4
Teacher Education Program Standards ................................................................................................... 6
Admissions Process............................................................................................................................. 6
Maintenance Requirements ................................................................................................................. 6
Field Experience ................................................................................................................................. 7
Testing Requirements for Teacher Licensure ..................................................................................... 8
Degree and Licensure.......................................................................................................................... 8
Northwest Christian University Master of Arts Teacher Educaiton Classes .......................................... 9
Northwest Christian University Adult Degree Program Teacher Education Classes........................... 10
Introduction to Professional/Field Placement Component ................................................................... 12
Timeline/Expectations .......................................................................................................................... 15
The Six Steps of Student Teaching ................................................................................................... 16
edTPA Learning Segments ................................................................................................................... 18
TSPC Guidelines for Learning Segment Requirements ................................................................... 18
The Role of the Cooperating Teacher ................................................................................................... 19
The Role of the NCU Field Supervisor ................................................................................................ 23
The Role of the School Administrator .................................................................................................. 24
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ADP & MAT Handbook
Updated June 12, 2017vi ADP & MAT Handbook Updated June 12, 2017
NORTHWEST CHRISTIAN UNIVERSITY
DEPARTMENT OF TEACHER EDUCATION PROGRAMS
Adult Degree and Master of Arts in Teaching
Mission, Purpose, and Conceptual Framework
Mission Statement
Faculty partner together within an environment of learning to prepare highly qualified teachers who exude and
exemplify standards of leadership, professionalism, scholarship, and faith as established within the framework of
best educational practices and Christian values.
--Northwest Christian University
Department of Teacher Education Programs
Teacher Education Program
Purpose
The mission of Northwest Christian University is to provide a comprehensive learning experience that integrates
academic achievement, community life, and spiritual growth. Consistent with this mission, the elementary and
secondary students are offered a campus environment that is person and faith-oriented. The curriculum is
designed to integrate broad Christian liberal arts academic preparation with education methods and relevant field
experiences in a purposeful and explicit fashion. Preparation addresses the needs and priorities of elementary and
secondary teachers for today and in the future. The Northwest Christian University teacher preparation program is
approved by Oregon’s Teacher Standards and Practices Commission.
Purpose
Conceptual Framework
Foster Unity:
As part of the purpose and philosophy of our teacher preparation programs we commit ourselves to developing
culturally competent educators that are aware of their own biases and value the differences of others as a learning
opportunity for all students. At NCU we have a commitment to providing students with the strong foundation
necessary to become an excellent teacher, integrating a broad knowledge of educational theories, multicultural
studies, and practical skills for effective engagement in contemporary educational and social issues within a
teacher-oriented educational framework.
NCU teacher education programs focus on the student’s achievement of cultural competence, but also recognize
and support students in the personal struggle they may face in developing their own cultural competence. By
understanding how new teacher candidates learn and develop effective cultural competence, NCU teacher
educators are better able to help their students to normalize and overcome the challenges involved in the steps to
become culturally competent. Challenges Christian education students face, specifically, include their own
emotional responses to racial situations, personal inner conflicts over racism and privilege, and the dynamics of
the public school context combined mediate and inform the development of cultural competence, what Gary
Howard (2006) calls their “inner work” ( p. 5,6).
Active Engagement:
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ADP & MAT Handbook
Updated June 12, 2017NCU’s dedication to foster and cultivate knowledge through active engagement, where learning
becomes an action is evident throughout the institution’s mission, purpose, and goals. Active
engagement encompasses active learning, collaborative learning, cooperative learning, and problem-
based learning (Prince, 2004). Although these terms do not fully define the theme of active engagement,
they do serve as a genesis of our program’s mission. We use specific strategies as vehicles that drive
our mission, purpose, and goals. It is through this active engagement and consistent reflection that
students learn more of who they are in serving Christ. Northwest Christian University actively engages
students in their learning through modeling effective teaching strategies, promote student-centered
lectures, and provide collaborative and cooperative learning through group projects and stewardship.
Students begin to make the connections between theory and practice (Brainerd, 1978), by completing
over one thousand hours of practicums and student teaching. Active engagement develops higher
cognitive processes, which allows the students to develop through reflection, analytical, evaluative, and
synthesizing skills (Johnson, Johnson, & Smith, 1991). The belief of active engagement stems from a
long line of educational philosophers, Dewey, Piaget, Vygotsky, and Kolb all believe learning occurs
through production, real-world and corporeal experiences all of which are cultivated at our higher
education institution
Innovative Practice:
Innovative practice at Northwest Christian University involves ongoing research, identification and
implementation of effective instructional strategies using traditional and emerging instructional
resources. Through active participation with instructors, competent peers and field-based professionals,
students at NCU construct knowledge, build skills, develop perspectives, and form attitudes (Zurita &
Nussbaum, 2004). This active, field based approach is aligned with Vygotsky, who perceived learning as
an ongoing social process of “building” knowledge by combining new information with existing
knowledge (Bencze, 2000). Constructing this knowledge involves participation in inquiry, exploration,
social engagement and collaboration (Newman, Griffin, & Cole, 1989).
Innovative practice at NCU is facilitated through a learner-centered environment, using socially rich,
inquiry-based instructional design, coupled with meaningful opportunities to share and reflect on
learning (Wilde & Urhahne, 2008). The goal is to foster an active, self-directed, socially-engaged
learning environment which can also address rigorous academic content standards with measureable
educational outcomes (Bencze, 2000).
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ADP & MAT Handbook
Updated June 12, 2017At Northwest Christian University, the Department of Teacher Education is dedicated to supporting pre-
service teachers in the attainment of ten essential goals central to our Teacher Education program
requirements:
Teaching Goals for Teacher Education Programs
Adult Degree Program and
Master of Arts in Teaching Graduates...
1. Believe in the dignity and worth of each individual
2. Are academically competent in subjects they are to teach
3. Exemplify professional communication (speaking, writing, listening) and technology skills
4. Realize that teaching is both an art and a science
5. Apply a working knowledge of effective classroom management and the skills of teaching
6. Motivate students with hands-on, action-based learning opportunities
7. Utilize a variety of effective teaching methods that synthesize content, knowledge of children
and adolescents, and an empowering learning environment
8. Commit themselves to continuing professional growth to remain effective and desire to pursue
further study
9. Demonstrate ethical and professional responsibilities of teachers and an understanding of the
teacher’s role as a leader in the community
10. Lead, empower, and motivate every student to enjoy learning and to continue learning for a
lifetime
If you agree that a competent and ethical teacher must demonstrate the above dispositions, then this is
the right preparation program for you.
For many of you, preparation for teaching is a lifelong dream finally realized after completing two or
more years of college. We recognize and celebrate your commitment to this dream, and pledge to help
you achieve your academic and career aspirations in a harmonious environment committed to best
educational practice and Christian values. This handbook provides specific information about how our
school and the University operate, so that your participation in our program can focus on the process of
becoming a teacher.
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ADP & MAT Handbook
Updated June 12, 2017Introduction
The preparation of early childhood, elementary, middle level and high school teachers blends well with
the Northwest Christian University (NCU) mission of developing competent, ethical leaders for service
by integrating academic achievement, ethical leadership, community life, and spiritual growth into a
comprehensive collegiate experience. The University offers its innovative program for prospective early
childhood, elementary, middle, and secondary level education professionals in a campus environment
that is personal and faith-oriented. We believe our graduates must be highly qualified teacher-leaders
demonstrating ethical behavior and empathy as they teach from the heart.
NCU believes that teachers should be trained for ethical leadership, to think critically and creatively, to
address the needs of diverse learners, and to promote the values of honesty, and integrity.
Program Overview
A theme that distinguishes NCU teachers is the belief that teaching is a calling. Students develop their
spiritual foundation for a life of service while attending classes. Spiritual themes are woven throughout
classroom practice and professional activities. Continuous reflection affirms students’ professional and
spiritual calling.
Teach a Constructive Perspective through Active Engagement
The NCU Teacher Education Programs are distinguished by their developmental and constructivist
orientation. Simply put, a developmental perspective holds that there are predictable and universal
stages of cognitive, emotional, social, linguistic, moral, and spiritual development that all humans
experience, and that learning at each stage is qualitatively different from that preceding it.
Constructivist cognitive processing theory states that students are not passive learners but they
assimilate understanding by active engagement in the learning process and the social and cultural
context in which it occurs. Education classes have engaging, relevant assignments. Professors also
assign and guide college students in the construction and delivery of engaging assignments for their
students. The use of multiple assessment strategies to evaluate students ensures continuous focus on
individual learning readiness and needs.
Model Innovative Practice
Professors use and demonstrate methods that use research. Effective proactive examples are used
extensively to increase understanding of the teaching discipline and ways to support students’
intellectual, emotional, social, and personal development. Assignments require pre-service teachers to
practice creating and implementing lessons and materials that combine their own style as coupled with
researched and proven methods. Each lesson is carefully crafted around Oregon State Standards as well
as professional guidelines. NCU graduates know and are able to teach from the Oregon Standards and
Benchmarks.
Fostering Unity
PK-12 students increasingly represent a variety of social, cultural, racial, and linguistic backgrounds.
We believe teachers need strategies for welcoming a diverse student body to learning. Students in our
program are constantly learning ideas and techniques for honoring differences, adapting practices for
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ADP & MAT Handbook
Updated June 12, 2017diverse learners, and creating learning communities that encourage positive social interaction in the
classroom and school. They are becoming culturally competent educators. The school platform
statement for diversity is committed to respect, to appreciate, and honor humanity in its ethnic,
linguistic, and cultural diversity.
Promote Stewardship
Teachers develop a foundation to counter many of the distressing realities of teaching and sustain their
enthusiasm for nurturing children to learn to grow.
Concepts, which speak directly to the notion of a competent educator, are specifically infused
throughout the teacher education curriculum. This content addresses developmentally appropriate
instruction of such concepts as making and sustaining effort, taking responsibility, respecting the rights
of others, solving problems and resolving conflict, appreciating and celebrating diversity, maximizing
use of one’s talents, and giving time back to the community. The University believes that all students
should develop civic virtues and skills for responsible citizenship that include a spirit of public service,
volunteerism, and cultural and ethnic sensitivity. Moreover, NCU believes that teachers should be
trained to uphold long-standing professional norms of service and the values of honesty and integrity.
Oregon Teaching Licensure
In accord with rules established by TSPC, Northwest Christian University Department of Teacher
Education Program offers a comprehensive program leading to a Pre-K through 12 preliminary teaching
license.
While the license issued by TSPC is Pre-K through 12, teacher candidates must choose an endorsement
area. Candidates interested in teaching at the elementary level will choose a multi-subject elementary
endorsement. Candidates who would like to teach at the middle or high school level will choose a
content area endorsement.
Endorsements may require further coursework, standardized tests, and field experience specifically
designed to include the chosen content area. NCU offers endorsements in ESOL (English for Speakers
of Other Languages), Language Arts, Social Studies, Middle-Grades Math, Advanced Math, Integrated
Science, and Spanish. For additional information regarding endorsement coursework, consult the
endorsement pathways included in the NCU catalog at http://www.nwcu.edu/academics/academic-
catalog/.
To view the Oregon Administrative Rules regarding licensure on line, visit the Oregon Teacher and
Standards Practices Commission website:
Oregon Teacher and Standards Practices Commission
http://www.oregon.gov/tspc/Pages/index.aspx
* All candidates for Educational Licensure are encouraged to seek an endorsement in ESOL. The second course is entitled,
“English Syntax.” It is important for the teachers with an endorsement in ESOL to understand English syntax and writing
properly.
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ADP & MAT Handbook
Updated June 12, 2017Teacher Education Program Standards
Oregon Teachers Standards and Practices Commission (TSPC) and NCU are committed to preparing
educators to meet the diverse needs of classrooms in the 21st century. The NCU Master of Arts in
Teaching utilizes significant steps to signify the completion of specific progress towards the attainment
of a State of Oregon teaching license. It is vitally important that candidates be familiar with these
standards, progress steps, and the timeline for meeting the requirements for licensure by the NCU
Master of Arts in Teaching Program.
Admissions Process
1. Complete the free application online at nwcu.edu
2. Send official transcripts of all undergraduate and graduate coursework.
3. Submit a 2-3 page double-spaced statement of purpose.
4. Submit a current resume.
5. Submit recommendations/reference forms as outlined online at nwcu.edu
6. Complete an interview.
.
1) For acceptance into the Teacher Education programs, students are assessed in the
foregoing areas. In order to be admitted, students must receive a passing score on the
Adult Degree Program or Master of Arts in Teaching Admissions Assessment.
i. Students who have not fully met the requirements stipulated by the Department of
Teacher Education Programs may be granted admission with conditional status;
see Conditional Admission Policy. A letter will be sent from the Assistant Dean of
Education of Teacher Education Programs clearly outlining expectations and
requirements that must be met.
ii. It is expected that students will remove their conditional admission status during
their initial semester of enrollment. The requirements for advancement to regular
status are specified in the student’s conditional admission letter.
iii. If denied admission, a student may appeal the decision and request another
interview through the Assistant Dean of Education. The second interview will
occur with an alternate interview team.
Maintenance Requirements
In order to maintain good standing in the Master of Arts in Teaching the following conditions must be
maintained:
1) A grade of C- or better in all Adult Degree Program Teacher Education classes.
2) A grade of B- or better in all Master of Arts Teacher Education classes.
Refer to the catalog for more information: http://www.nwcu.edu/academics/academic-catalog/
3) Successful passage of all required field experiences includes multiple measurement tools.
‘Passing’ criteria are specified on each form.
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Updated June 12, 2017a. Observations from the NCU supervisor
b. Field Experience Checklist completed by NCU supervisor.
c. Midterm and Final Evaluations completed by cooperating teacher and signed by the NCU
supervisor
NOTE: Ultimately, the decision of “pass/no pass” of the required field experience course
rests with the NCU supervisor and the Assistant Dean of Education.
4) Complete a plan for licensure completion and/or graduation with the assigned education advisor.
Field Experiences
Major 120 Hours
Minor (Second Authorization) 120 Hours
Student Teaching 15 Weeks
In order to pass, the following standards must be met:
• On the mid-term evaluation, students must earn at least a three on 60% of items scored.
• Students earning less than the minimum standard on mid-term evaluation will create a
“Candidate Improvement Plan” with their NCU Supervisor and the Assistant Dean of Teacher
Education. Students who anticipate difficulty in passing the minor practicum should work with
their NCU supervisor to develop steps for improvement to meet the standards by the final
evaluation.
• On the final evaluation, students must earn at least a three on 80% of items scored in order to
receive a passing grade.
• A student who earns below 80% must repeat the practicum experience, or may be allowed to
continue per conversation and agreement between the NCU Supervisor and the Assistant Dean of
the Department of Teacher Education Programs.
• Receive “pass” in all practica before being admitted to full-time Student Teaching the final
semester.
Testing Requirements for Teacher Licensure
All students regardless of program: (must take and pass this exam prior to Fall semester practicums)
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ADP & MAT Handbook
Updated June 12, 2017• Protecting Student and Civil Rights in the Educational Environment (Civil Rights exam)
ONLY for Elementary (Multiple Subjects) Endorsement:
• NES Elementary Education Subtest 1* (literacy, etc…)
• NES Elementary Education Subtest 2* (math, etc…)
*exam(s) must be taken and passed prior to NCU recommending you for licensure at the
conclusion of your program, unless otherwise specified by the institution for conditional
admittance/continuance in a program.
ONLY for Middle-Secondary Content Area Endorsement(s):
• NES Content Area Exam* (per endorsement sought)
o Examples:
Advanced Math
Basic Math
English Language Arts
Social Studies
Integrated Science
Etc…
*exam(s) must be taken and passed prior to NCU recommending you for licensure at the
conclusion of your program unless otherwise specified by the institution for conditional
admittance/continuance in a program.
Testing websites
All tests can be registered for through the Oregon Educator Licensure Assessments (ORELA)
website: https://www.orela.nesinc.com
Degree and Licensure
The teacher education degree is granted upon successful completion of the required coursework in the
Teacher Education Program. Recommendation for Oregon State Teaching Licensure can only be made
when candidates have passed the required examinations and successfully completed the Teacher
Education program coursework and an edTPA Learning Segment submitted to Pearson.
1) Students must submit a graduation audit fall semester to ensure NCU requirements for degree
completion have been met.
2) Students must apply for licensure on the TSPC website and submit payment to TSPC (June 2017
fee is $150.00).
Note: There is a 90-day window to get all required information into TSPC once the teacher candidate
has applied and paid for a teaching license.
Northwest Christian University Master of Arts in Teaching Classes
Requirements for Master of Arts in Teaching (includes licensure)
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Updated June 12, 2017Requirements for Master of Education (includes licensure) .......................................36
EDUC 502 Foundations of Education & Diversity .........................................2
EDUC 521 Classroom Relations & Management ..........................................2
EDUC 525 Exceptional Learners ....................................................................2
EDUC 553 Connecting Curriculum and Assessment ......................................2
EDUC 615 Faith Integration in Teaching Seminar .........................................2
EDUC 635 Second Authorization Practicum ..................................................3
EDUC 637 EdTPA Support Seminar I ............................................................3
EDUC 695 Field Experience ...........................................................................3
EDUC 696 Student Teaching ..........................................................................8
WR 500 Graduate Writing Seminar ............................................................1
Elementary Teaching Concentration ...................................................................8
EDUC 530 Child Development & Learning Theory ....................................2
EDUC 531 Interdisciplinary Methods ..........................................................2
EDUC 541 Elementary Literacy Methods & Children’s Literature .............2
EDUC 551 Elementary Mathematics Methods ............................................2
Secondary Teaching Concentration .....................................................................8
EDUC 561 Secondary Literacy Methods .....................................................2
EDUC 570 Adolescent Learners & Learning Theory ..................................2
Choose two related methods classes ...............................................................2
o EDUC 566 Secondary Science Methods
o EDUC 567 Secondary Mathematics Methods
o EDUC 568 Secondary Social Studies Methods
o EDUC 569 Secondary Language Arts Methods
ESOL Endorsement (Optional)
English for Speakers of Other Languages (ESOL) ............................................................14
EDUC 685 ESOL Practicum .......................................................................... 2*
ESOL 510 Introduction to Comparative Linguistics ...................................... 3
ESOL 515 English Grammar and Syntax ....................................................... 3
ESOL 610 ESOL Theory and Methods .......................................................... 3
ESOL 625 ESOL Teaching Oral and Literate Skills ...................................... 3
Northwest Christian University Adult Degree Program Teaching Classes
Requirements for Adult Degree Program (includes licensure)
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ADP & MAT Handbook
Updated June 12, 2017Prerequisites for the Teacher Education Major:
PSY 200* General Psychology
*This course may also fulfill General Education requirements
General Requirements for Education Major (includes licensure) ..............................39
EDUC 302 Foundations of Education & Diversity .........................................2
EDUC 322 Classroom Management and Diverse Populations ......................2
EDUC 326 Exceptional Learners ....................................................................2
EDUC 353 Connecting Curriculum and Assessment ......................................2
EDUC 415 Faith Integration in Teaching Seminar .........................................2
EDUC 435 Second Authorization Practicum ..................................................3
EDUC 437 EdTPA Support Seminar ..............................................................3
EDUC 495 Senior Field Experience ................................................................3
EDUC 496 Student Teaching ........................................................................12
Choose one of the required concentrations listed below ...................................8
Prerequisites for the Elementary Teacher Education Major:
MATH 211* Mathematics for Elementary Teachers
MATH 212 Mathematics for Elementary Teachers
*This course may also fulfill General Education requirements
Elementary Teaching Concentration .........................................................................8
EDUC 331 Child Development & Learning Theory ....................................2
EDUC 332 Interdisciplinary Methods ..........................................................2
EDUC 342 Elementary Literacy Methods ....................................................2
EDUC 369 Elementary Mathematics Methods ............................................2
Prerequisites for the Secondary Teacher Education Major:
MATH 105* Introduction to College Mathematics
*This course may also fulfill General Education requirements
Middle Level and High School Concentration ..........................................................8
EDUC 360 Secondary Literacy Methods .....................................................2
EDUC 371 Adolescent Learners & Learning Theory ..................................2
Choose one related methods class...................................................................2
o EDUC 362 Secondary Language Arts Methods
o EDUC 366 Secondary Science Methods
o EDUC 367 Secondary Mathematics Methods
o EDUC 368 Secondary Social Studies Methods
ESOL Endorsement (Optional)
English for Speakers of Other Languages (ESOL) ............................................................14
EDUC 485 ESOL Practicum .......................................................................... 2*
ESOL 310 Introduction to Comparative Linguistics ...................................... 3
ESOL 315 English Grammar and Syntax ....................................................... 3
ESOL 410 ESOL Theory and Methods .......................................................... 3
ESOL 425 ESOL Teaching Oral and Literate Skills ...................................... 3
*This practicum may be waived if the student is able to fit ESOL placement into their
practicum or student teaching.
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ADP & MAT Handbook
Updated June 12, 201711 ADP & MAT Handbook Updated June 12, 2017
Introduction to Professional/Field Placement Component
The Northwest Association of Schools and Colleges and the Oregon Teacher Standards and Practices
Commission accredit Northwest Christian University’s Master of Arts in Teaching Program. Graduates
of the Master of Arts in Teaching qualify for recommendation for an Oregon Preliminary Teaching
License. Grade level authorization (elementary, middle level, and high school) and endorsement area(s)
(ESOL, basic and advanced math, integrated science, language arts, social studies, and Spanish) depend
on the program options completed.
Placement Process
Selection of practicum sites -- both schools and classrooms -- is the responsibility of the Department of
Teacher Education Programs Placement Coordinator, in consultation with public school personnel
assigned to this responsibility. Therefore, students' requests for buildings and/or teachers, as well as their
needs related to transportation and time, are considered in placement decisions whenever possible but
cannot be guaranteed. Students should not make commitments with cooperating teachers without first
talking to the Placement Coordinator. All decisions regarding placement are made through the
Placement Coordinator with the approval of respective building principals and/or district liaison
personnel. Once a student is placed, a change of placement is made rarely, and only under exceptional
circumstances. When placements are finalized, an NCU supervisor is assigned to act as a liaison to the
University, and facilitate the teaching and learning experience in the classroom.
Attendance
Candidates have the same responsibility for good attendance and punctuality as that of a regularly
employed teacher. They are expected to wear their NCU nametag and must participate in the same
schedule as the school's professional staff, i.e., attending staff meetings, recess duty, committee
meetings, etc. Occasionally, circumstances arise, such as illness, accident, or travel difficulties, which
delay or prevent the timely arrival of a candidate at school. Should this occur, it is the candidate's
responsibility immediately to inform the cooperating teacher and the NCU supervisor.
Grades
To verify the completion of the field experience, second authorization practicum, and student teaching,
the Assistant Dean of Education submits the grade P (pass) or NP (no pass) at the end of each semester
based upon a “passing” score in the evaluations of the cooperating teacher and/or NCU supervisor. If a
grade of NP was received, that practicum must be repeated if the student is allowed to continue.
Responsibilities
The responsibilities of students in the NCU Master of Arts in Teaching are to:
• Be in prompt attendance and properly attired every day at their placement throughout both semesters.
• Maintain the Field Experience Log.
• Complete any field-based assignments given in concurrent education coursework.
• Participate in school activities that involve staff and parents, to the extent possible.
• Observe students, the learning environment, the teacher’s delivery of instruction and classroom
management, and building organization and management.
• Provide instructional assistance to the cooperating teacher as appropriate.
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ADP & MAT Handbook
Updated June 12, 2017Adapting to the School Culture
Culture is the expression of ways that people operate within the school and district, the shared beliefs
and ideologies, the assumptions that guide their behavior, and the norms that create standards of
conduct. Violation of these norms or standards, whether intentional or not, can make acceptance into a
school’s culture difficult for novice teachers. It could also project newcomers to the rest of the staff as
lacking in professional attitude and demeanor. The following guidelines are provided to help practicum
students make a smooth transition into their role.
• Remember that you are the guest of the school and cooperating teacher. Avoid criticizing the
school, teachers, students, and parents.
• Learn and follow the rules, regulations, and philosophy of the school in which you are working.
• Learn and follow the school calendar and daily schedule. Always notify the cooperating teacher,
school office, and field supervisor if you must be absent.
• Be prompt, courteous, and dependable to both students and staff.
• Take initiative in providing clerical, supervisory, and instructional assistance. Ask how you can
help, and get involved in the daily routines of the school and classroom. Students and staff will
notice and respond to you as a member of their community.
• Adhere to professional ethics regarding the student-teacher relationship. Be friendly without
becoming a “buddy” to the students. Never permit students to discuss other teachers in their
absence.
• Be responsive to constructive feedback from the site and/or field supervisor. Both individuals
have extensive experience as classroom teachers and professional educators, and most
cooperating teachers have worked with student teachers before. Trust that their suggestions are
intended to improve your performance, and that they want you to succeed.
Finally, it is possible that you may not philosophically accept certain aspects of a school’s culture or
subcultures. Remember that not all schools are alike, and use this insight to seek out an appropriate
match when searching for a teaching position in the future.
Supervision and Evaluation
The field supervisor will make at least four visits to the second authorization practicum site and at least
two visits to the major field experience site in the fall and at least six visits to the student teaching site in
the spring. The field supervisor’s role is to facilitate communication between the student teacher, the
cooperating teacher, and the University, and to provide feedback on the candidate’s performance in the
field site.
In addition, the cooperating teacher and field supervisor also communicate regarding the student’s
professional and educator conduct throughout the field experiences. In the unlikely event that
disagreements arise about observations and evaluations among the NCU student teacher, cooperating
teacher, or field supervisor, the University provides an appeal process that begins with the Assistant
Dean of Teacher Education Programs.
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Updated June 12, 2017Required Documentation
Successful completion of each school field experience placement (elementary, middle, and high school)
requires:
1. Satisfactory evaluations
2. Submission of proper documents (See Appendices H-J)
3. Completion of appropriate lessons/Learning Segment (depending upon the practicum)
Suggested Activities in Addition to Teaching Requirements (as outlined in Field Experience
packets)
Observe:
• Behavior/discipline polices
• Student activities: games, dances, clubs, music program etc.
• Other teachers/grade levels/alternative schools, classroom, programs
• Special education classroom
• Office staff, administrators, vice principal, custodian
• Playground activities
• Interactions between teachers, etiquette of room sharing
• Culture of the school, especially noting the diversity of people in the school and multicultural
views
Attend:
• Curriculum committee councils
• Meetings (when appropriate): student, staff, community, school board, site council, in-service,
building planning, grade level, IEP, etc.
• Open House
• Parent conferences when invited
Investigate:
• Library, Education Service District (ESD) for teaching resources
• Professional organizations: NEA, OEA, EEA
• Standardized testing, Smarter Balanced
• Computer facilities or lab
• How to order materials, films, books, and/or kits from the district office, ESD, and/or other
resources
• Grants, pilot projects, specialized programs (Title I, ESOL)
• School policies and procedures
• Grading practices
• Daily school procedures (bus, cafeteria, and hall procedures, attendance reporting, school
boundary limits, etc.)
Analyze:
• School test scores on state or other assessments and schools report cards
• Professional development needs
• School progress towards building, district and state goals
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Updated June 12, 2017Timeline/Expectations
Field placements begin in fall of the NCU Teacher Education programs. The process of accepting
responsibilities during the field placements should be a gradual one, varying with each individual while
still allowing the teacher candidate to assume increased classroom duties and instruction throughout
each field experience..
This experience is a yearlong commitment with experience in both the minor and major authorization
area (see timetable below).
NCU Classroom Placement Timetable (Suggested)
Field Work Summary: MAT Track 1, Track 2 and ADP programs
MAT Track 1:
• Fall Semester, Session 1 (first 8 weeks): Major Authorization practicum (120 hours, ~15
hours/week for 8 weeks)
• Fall Semester, Session 2 (second 8 weeks): Second Authorization (Minor) practicum (120
hours, ~15 hours/week for 8 weeks)
• Spring Semester: Full-time Student Teaching (15 weeks, ~40+ hours/week)
ADP/MAT Track 2: Field Work/Practicum/Student Teaching
• Fall Semester, Year 1: Field Experience (50 hours)
• Spring Semester, Year 1: Field Experience (70 hours)
• Fall Semester, Year 2: Second Authorization (Minor) practicum (120 hours, during Session 2 of
Fall, ~15 hours per week for 8 weeks)
• Spring Semester, Year 2: Full-time Student Teaching (15 weeks, ~40+ hours/week)
The field placements provide carefully supervised learning activities in which the student can
demonstrate the ability:
1. To provide a physical and social environment suitable for learning
2. To identify and provide for individual differences among students
3. To do daily, weekly, and long-range instructional planning
4. To achieve desired learning outcomes with students through the application of a variety of
instructional techniques
5. To evaluate student progress in relation to stated objectives of instruction
6. To interact with members of the profession in a manner appropriate for a teacher
Student Teaching Expectations
Student teaching occurs in the spring semester of their final year of the NCU Teacher Education
Program. The teacher candidate is assigned to a school for a directed field experience. The initial
emphasis for the teacher candidate is on developing competence in observing, planning, and providing
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ADP & MAT Handbook
Updated June 12, 2017instruction. During the entire experience, under the guidance of the cooperating teacher and the NCU
supervisor, there is an increasing instructional involvement by the teacher candidate. Before the end of
the experience, the teacher candidate should have assumed full responsibility for the classroom program
for a period of at least three weeks. It is desired and expected that teacher candidate participation in
instructional activities will be gradual and increase until full responsibility is achieved.
The Six Steps of Student Teaching (Spring Semester)
The six steps of teaching responsibility include: orientation, observation, planning for teaching,
participation as a team member, assuming teaching responsibilities, and teaching full-time without
supervision. These six steps resemble a normal bell-curve in which the student teacher experiences a
progression of opportunities beginning with orientation and observation. This learning process is guided
by the expertise and modeling of the cooperating teacher, other building personnel, and the NCU
supervisor.
Step 1: Orientation
Becoming acquainted with staff members, students, and the school building is the initial step in
student teaching. Student teachers should familiarize themselves with the instructional and the
non-instructional duties that teachers perform daily. This starts with the first field placement.
Step 2: Observation
During the first week of placements, the student teacher observes the teacher in the classroom
focusing on how expectations are clarified to students, interpersonal style with teachers, methods
of instruction, time management, etc.
Step 3: Planning for Teaching
During the first week of spring semester, the student teacher and cooperating teacher develop a
tentative schedule of when the student teacher will assume classroom responsibilities.
Step 4: Participation as a Team Member
The student teacher now begins to assume minor roles in the classroom by helping with class
routines, monitoring students, and working with individuals and small groups.
Step 5: Assuming Teaching Responsibilities
During this step, the student teacher begins to take responsibility for an entire lesson or class
period. The student teacher and cooperating teacher should jointly determine when the student
teacher is ready to begin this step.
Step 6: Full-Time Teaching
During spring semester, ample time should be given for the student teacher to direct the activities
of the class independently. All student teachers must assume Full-Time Teaching
Responsibilities (FTR) for at least three weeks in which all planning, allocation of resources, and
support is initiated by the student teacher. This includes the attendance of the student teacher at
all professional meetings.
During this step, cooperating teachers should continue to observe specific lessons, both on a
planned and unplanned basis.
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ADP & MAT Handbook
Updated June 12, 2017Generally, the student teaching experience should provide opportunities for the student teacher to:
1. Become closely identified with the particular group of students/classroom; understand students
better as individuals and as groups; and provide a basis for developing effective ways of working
in a classroom as a teacher, including effective classroom management
2. Observe a successful and experienced teacher and have the opportunity to question and discuss
with that teacher the purpose and results of specific teacher behaviors
3. Assess the level of achievement of individuals and groups of students and design instructional
activities appropriate to that level of achievement
4. Plan and implement cohesive units of instruction - drawing upon subject matter knowledge,
appropriate curriculum materials, and utilizing a variety of teaching methods
5. Interact with school personnel and participate in staff meetings in order to develop effective
communication skills and gain a more complete understanding of the school’s philosophy
6. Analyze personal teaching effectiveness as a means to becoming a self-directed teacher
Evaluation of Student Teachers
Student teachers are evaluated according to their mastery of the Northwest Christian University Student
Teacher Evaluations. These are organized around five major areas:
1. Planning for instruction
2. Establishing a classroom climate conducive to learning
3. Implementing instructional plans
4. Evaluating student achievement
5. Professionalism
It is essential that cooperating teachers provide regular feedback, noting growth as well as areas for
improvement. At the middle and final weeks of student teaching, the student teacher and cooperating
teacher should each complete the appropriate student teacher evaluation forms.
In order to pass and be recommended for licensure, students must meet competencies in each of the five
areas designated for Teacher Standards and Practices Commission and Northwest Christian University
Student Teaching Evaluations.
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ADP & MAT Handbook
Updated June 12, 2017Learning Segments and edTPA
In the interest of assuring the quality of Oregon teachers, the Oregon TSPC requires that candidates for
the preliminary teaching license have completed an edTPA Learning Segment during pre-service
preparation. The purpose of these Learning Segments is to demonstrate proficiency in the design and
delivery of instruction, and the ability to promote student learning.
TSPC Guidelines for edTPA and Learning Segment Requirements
584-017-1030
Evidence of Effectiveness for Initial Teaching License Preparation
(1) The unit assures that candidates provide evidence of effectiveness to foster student learning.
(2) Each teacher candidate preparing for any initial teaching license assembles and analyzes either the SCALE
edTPA or a teacher work sample where no comparable edTPA assessment exists to document the candidate's
ability to demonstrate knowledge, skills and professional dispositions as designated in OAR 584-018-0105.
Evidence of effectiveness includes:
(a) Context of the school and classroom is explained, learners with special needs, TAG learners, ESOL
learners and learners from diverse cultural and social backgrounds are described, adaptations for their learning
needs are discussed, and prerequisite skills required for the unit are considered;
(b) Goals for the unit of study, that vary in kind and complexity, but that include concept attainment and
application of knowledge and skills;
(c) Instructional plans to accomplish the learning goals of the group(s) of students that include
differentiation of instruction for all students listed in subsection (a) above;
(d) Data on learning gains resulting from instruction, analyzed for each student, and summarized in
relation to students' level of knowledge prior to instruction;
(e) Interpretation and explanation of the learning gains, or lack thereof;
(f) A description of the uses to be made of the data on learning gains in planning subsequent instruction
and in reporting student progress to the students and their parents; and
(g) Purposeful attention to literacy instruction based upon content requirements, appropriate
authorization level and student needs in at least one subject.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
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ADP & MAT Handbook
Updated June 12, 2017The Role of the Cooperating Teacher
At NCU, we use the term “cooperating teacher” to denote a mentor who works with the students during
their second (minor) authorization practicum and student teaching (major authorization) placements.
No one is more important to the success of student teachers than the cooperating teachers with whom the
novice works in the classroom. Cooperating teachers model good teaching; provide guidance; and
ensure that the practicum student receives extensive experience in planning instruction, teaching,
assessment, communicating with colleagues, administrators and parents, and so on. They provide
regular, targeted feedback and help assess the student teacher.
Who Becomes a Cooperating Teacher?
The NCU placement coordinator, in conjunction with school districts and school administrators,
arranges placements for teacher candidates. Candidate’s preferences as to grade level and geographic
location are considered when making placements.
Oregon law mandates that cooperating teachers have “…at least three years of successful teaching
experience in elementary, or middle, or high school immediately prior to supervision and/or instruction
and who hold a valid license for current assignments” to host a teacher candidate. OAR 584-17-0070.
The support and assistance of the cooperating teachers greatly influence the quality of the practicum
placement, professional growth the student experiences, and future attitudes and beliefs about teaching
and learning. The role of the cooperating teachers in the NCU Master of Arts in Teaching involves:
• Clarifying reporting times, work hours, appropriate attire, performance levels, building level
expectations, interaction with students and parents expectations, and role in your classroom
• Explaining the culture of the building and your classroom and instructional program as
appropriate
• Anticipating the new teacher’s needs
• Help the student teacher envision the work of being a teacher
• Work together as a team in planning and implementing curriculum
• Evaluating the student’s performance and professionalism throughout the semester which
includes a completed mid semester evaluation form or professional development plan and an
evaluation form completed at the end of the semester
• Expecting support from the NCU field supervisor
Awareness of the College Curriculum
Many of the cooperating teachers working with NCU students have extensive experience working with
teacher candidates from other colleges and universities. The University is fortunate to have veteran
teachers willing to assist in the professional development of newcomers to the teaching profession. It is
important to recognize, however, that the philosophy, curriculum design, and delivery system of teacher
training programs differ, often a great deal, from one institution to another. Therefore, we encourage
cooperating teachers to take time early in the semester to discuss with the practicum student the
philosophy and design of the NCU Master of Arts in Teaching Program, in addition to reviewing our
written description of the program. Questions may also be directed to the NCU field supervisor or
program faculty and cooperating teachers are encouraged to visit the Department of Teacher Education
Programs on campus as well.
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ADP & MAT Handbook
Updated June 12, 2017Each field assignment involves the following parties: the student teacher, the cooperating teacher, the
field supervisor, and program faculty. All participants must establish and maintain continuous
communication to ensure that the student develops and demonstrates increasing professional
competence. The NCU field supervisor’s role is to observe the student teacher periodically, visiting the
school four to six times during the fifteen-week semester, depending on the field placement, to provide
feedback and assistance. The NCU field supervisor is also expected to facilitate communication
between the student, the cooperating teacher, and campus personnel.
Field supervisors are encouraged to meet, even briefly, with the cooperating teacher early in the
semester, to establish open communication, and sketch out a plan for the particular field placement.
Students have more successful experiences when the cooperating teachers and field supervisors work
collaboratively and give consistent messages regarding teaching performance and professional growth.
It is important that the cooperating teacher contact the field supervisor with any questions or problems
that arise as early as possible to ensure timely and appropriate resolution.
Effective Supervision by the Cooperating Teachers
As noted above, Master of Arts in Teaching Programs vary in their philosophical orientation, design of
curriculum, and delivery of courses and field experiences. These differences significantly influence the
practice of supervision and evaluation of student performance.
In the NCU Education Program, considerable attention has been paid to developing students’
collaboration skills – whether it be in designing classroom environments, establishing classroom rules
and routines, developing curriculum, delivering instruction, and providing feedback about teaching. We
have explored a variety of team-building strategies and communication processes to increase students’
repertoire of interaction and problem-solving skills.
Accordingly, cooperating teachers are encouraged to:
• Proactively initiate discussion of the student’s interaction with students.
• Provide clear and specific feedback on performance and suggestions for improvement.
• Signal students to watch you model behaviors, techniques, and strategies that you would like
them to develop.
• Provide rationales and explanations for your suggestions.
Early in the semester, cooperating teachers can establish a climate of trust and collegiality with the
student teacher in many simple ways, a few of which are described below:
• If you haven’t spent time together previously, exchange information as time permits about your
background, experience, education, interests, and so on. This helps establish mutual
understanding of one another, as well as the student’s awareness that becoming an effective
teacher is complex and evolving.
• Introduce the student teacher to other teachers, the media specialists, counselors, secretaries,
custodians, and other important people in your building.
• Provide the student teacher with general information about the building facilities and culture, and
a copy of the school and/or faculty handbooks if they exist.
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ADP & MAT Handbook
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