School of Education Undergraduate TE Student Handbook

Introduction and Overview

The University of Mobile is a Christian institution of liberal arts and sciences affiliated with the Alabama Baptist State Convention and is committed to providing educational programs of the highest quality to its students. Its primary emphasis is establishing and maintaining a tradition of excellence in undergraduate studies as well as in professional, graduate, continuing education, and specialized degree-granting programs. Whereas research is encouraged, all educational programs are student-oriented, designed for the intellectual, spiritual, cultural, and personal growth of students in their search for meaningful careers and in their future lives as responsible, informed members of a global society. As a Christian institution, the University of Mobile explicitly seeks to combine critical pursuit of knowledge with the cultivation of religious awareness and to unite academic excellence with dedication to service at the local, state, national, and international levels.

In response to the University’s commitment to Christian higher education through programs in the liberal arts and sciences, it has adopted the following goals, which serve as the standards for all University activities and programs.

1. To establish and maintain a tradition of excellence in all academic programs and administrative operations.
2. To reflect in all academic programs and administrative operations those ideals and standards consistent with the Christian faith.
3. To provide exceptional undergraduate and graduate academic programs to maintain a balanced emphasis on both education for career benefits and the breadth and depth of knowledge consistent with a liberal arts and science experience.
4. To graduate students who are able to think critically and to express themselves clearly, correctly, and succinctly, both orally and in writing.
5. To provide the qualified faculty and administrative services necessary to allow for the efficient and effective operation of the University and the fulfillment of its goals.
6. To provide curricular and extra-curricular activities that encourage each student to fully develop his or her physical, intellectual, cultural, social, spiritual, and leadership capacities.
7. To provide opportunities for students to interact with the economic, cultural, political and human services sectors of the local and/or international community and to encourage each student to develop a personal commitment to community service in the appropriate region.
8. To develop and maintain mutually beneficial relationships with business, civic, and political leaders of the region.
9. To develop continuing education and special degree-granting programs which are deemed appropriate, timely, and useful.
10. To secure the external resources needed to implement fully the academic programs and to provide the facilities necessary for the orderly growth and development of the University.

The School of Education at the University of Mobile has been preparing teachers since 1965. The School of Education, in collaboration with the arts and sciences faculty, offers a variety of programs for undergraduate and graduate teacher candidates.

Educator Preparation Programs

Educator Preparation Programs offered at the undergraduate level are:

• Collaborative Special Education (K-6)
• Early Childhood Education (P-3)
• Elementary Education (K-6)
• Early Childhood (P-3) and Elementary Education (K-6)
• Music Education - Instrumental and/or Vocal/Choral (P-12)
• Physical Education (P-12)
• Health (6-12) and Physical Education (P-12)
• Secondary Certification with majors in Biology, English/Language Arts, History, Mathematics and Social Science (6-12)

Educator Preparation Programs offered at the graduate level are:

• Early Childhood Education (P-3) (Traditional and Alternative programs)
• Elementary Education (K-6) (Traditional and Alternative programs)
• Early Childhood (P-3) and Elementary Education (K-6) (Traditional program)

Accreditation and Program Guidelines

The University of Mobile is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate, baccalaureate, master’s, and doctoral degrees. (1866 Southern Lane, Decatur, Georgia 30033-4097; Telephone number 404-679-4500). All graduates of a teacher education program are eligible to apply for state certification in their respective fields. ALSDE Code 290-3-3-.02

The Educator Preparation Programs (EPP) at the University of Mobile consists of the traditional program components. The four program components are (1) general education (2) professional education (3) teaching field and (4) internship. The emphasis in teacher education at the University of Mobile is on quality. The University has designed a unique EPP to meet the needs of individuals and society by preparing highly qualified competent, caring, committed, and capable teachers who will make a contribution to the field of education.

The School of Education seeks to follow the guidelines for courses, credits, and programs as listed below:

ALSDE code 290-3-3-.02(6)(a)1.
Any courses and /or credits verified on an official transcript and used to meet Stateapproved program requirements must be from regionally accredited institutions.

290-3-3-.02(6)(a)2. Transferred courses and/or credits that meet the definition of professional studies courses in Rule 290-3-3-.02(3) must have been completed at a regionally accredited institution that prepares teachers on the same degree level of certification.

290-3-3-.02(6)(a)3. Courses, credits, and/or degrees accepted from institutions outside the United States shall be substantiated by an evaluation of the foreign credentials from a state, federal, or private foreign credential evaluation service recognized by the Alabama State Department of Education Teacher Education and Certification Office. The evaluation must show that courses, credits, and/or degrees were earned at an institution equivalent to a regionally accredited institution in the United States.

290-3-3-.02(6)(a)4. Remedial courses may not be used to meet approved program requirements.
Additional information is provided in Rule 290-3-3-.01(46).

290-3-3-.02(6)(a)5. Coursework used to meet Class B certification requirements may not be used to meet requirements for Class A certification in any teaching field or area of instructional support. Coursework used to meet Class A certification requirements may not be used to meet certification requirements for Class AA certification in any teaching field or area of instructional support.

290-3-3-.02(6)(a)6. 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.

290-3-3-.02(6)(a)7. Individuals in undergraduate programs may enroll in master’s-level courses in an approved Class A or Alternative Class A program in accordance with written institutional policies and State standards for program admission. Additional information is provided in Rule 290-3-3-.02(6)(a)5.

Undergraduate Educator Preparation Candidates: Conceptual Framework

The Conceptual Framework developed and adopted by the School of Education at the University of Mobile is based on the University’s philosophy, mission, and goals as well as essential knowledge, national professional standards, research, and sound teaching principles. The Conceptual Framework includes the theme, purpose, mission, vision, philosophy, and goals for the School of Education. The theme, purpose, mission, vision, philosophy and goals are shared, articulated, and supported throughout the curriculum, in field experiences, and during student teaching/internships. The Conceptual Framework also includes the knowledge, skills, and dispositions that teacher candidates should acquire in order to become effective teachers.

The components of the Conceptual Framework were developed after examining the following sources:

• Educational/Professional literature
• Professional State and National Standards
• The University mission, philosophy, and goals
• The School of Education philosophy, purpose, goals, and mission
• The 2013 Specialized Professional Organization (SPA) approved State programs for the School of Education
• National Board for Professional Teaching Standards (NBPTS)
• Interstate New Teacher Assessment and Support Consortium (INTASC)

Faculty attended weekly meetings to write, reflect, compile and revise the Conceptual Framework. Copies of the Conceptual Framework Draft were shared with adjunct faculty, arts and sciences faculty, the Teacher Education Council, and students in selected classes so that all stakeholders could be involved in its development.

Theme

Preparing competent, committed, and caring teachers to change the world one student at a time.

Purpose

The purpose of the School of Education is to offer programs leading to class B certification in the areas of early childhood education (P-3), elementary education (K-6), dual early childhood (P-3) and elementary (K-6), collaborative special education (K-6), music education (P-12), physical education (P-12), and health (6-12)/physical education (P-12). Approved secondary class B certification areas (6-12) are biology, English language arts, history, mathematics, and social science.

Mission

The mission of the School of Education is to prepare competent, committed, and caring professionals who foster academic, physical, social, and spiritual development in every student.

Vision

The School of Education at the University of Mobile promotes a vision for all teacher education candidates to become competent, committed, caring, lifelong learners who:

• understand and use a variety of instructional strategies
• practice critical thinking and reflective thinking
• communicate effectively
• use and integrate technology to enhance student learning
• understand and respect the diversity of students and all persons within the learning community
• use formal and informal assessment strategies
• know subject matter

Philosophy

The School of Education, in keeping with the general philosophy of the University of Mobile, seeks to equip students for their future profession through rigorous academic preparation and spiritual transformation.

The primary concern of this school is to provide quality academic programs that encourage self-development and enable our graduates to develop professionally in an environment that emphasizes Christian ethical values.

Self-development encourages and guides the student in 1) developing a positive selfconcept; 2) understanding and accepting others; 3) improving communication skills; and 4) developing and refining those attributes that enhance one’s effectiveness in a caring approach to teaching and/or working with others.

Professional development guides the student in 1) developing a philosophy of education; 2) acquiring knowledge of the principles of human growth and development; 3) acquiring knowledge of the principles of learning and teaching; 4) acquiring skill in design and use of varied evaluation techniques; 5) developing competence in content and content strategies; 6) recognizing and providing for individual needs; and 7) developing professional attitudes.

Teachers must recognize and support the role of parents as children’s first teachers. They must foster the development of empathy, social skills, and conflict resolution strategies that will enable students to work and live harmoniously with other people. Furthermore, teachers need to nurture the development of a full range of emotions and their appropriate expression.

Teachers must provide music, drama, play, block building, and unstructured art activities through which muscle development and creativity evolve. In a similar manner, they must recognize individual differences in children and provide materials and activities that are developmentally appropriate for each of the children in their classrooms. Teachers need to skillfully use questioning techniques and firsthand experiences that enable children to construct their own knowledge as well as develop reasoning ability and divergent thinking.

School of Education Goals

Goals are long-lasting guides that provide direction and denote desired and valued competencies (Ornstein & Levin, 2006).

The faculty in the School of Education at the University of Mobile are competent, caring, committed, lifelong learners who:

1. Demonstrate content knowledge for effective teaching and learning
2. Demonstrate commitment to students and their learning
3. Implement a variety of research-based teaching strategies
4. Integrate technology in classroom instruction
5. Think reflectively and critically to improve teaching
6. Communicate effectively which includes verbal, nonverbal and written techniques
7. Utilize appropriate assessment and evaluation strategies that result in more effective instructional decisions
8. Value and participate in activities that promote personal and professional growth and lifelong learning
9. Understand and accommodate diverse learners
10. Conduct research to advance knowledge
11. Provide professional services to the community
12. Promote a mutually beneficial relationship with the community
13. Demonstrate a Christian worldview

Teacher Candidate Goals

To ensure that undergraduate and graduate teacher candidates in the School of Education at the University of Mobile are competent, caring, committed, lifelong learners, the teacher candidates shall be able to:

1. Demonstrate content knowledge for effective teaching and learning
2. Develop teaching skills that foster an environment conducive to learning for all students and implement a variety of teaching strategies
3. Use and integrate technology across the curriculum
4. Think reflectively and critically to improve teaching and learning
5. Communicate effectively, which includes verbal, nonverbal and written techniques
6. Utilize appropriate assessment and evaluation strategies that result in more effective instructional decisions
7. Value and participate in activities that promote professional growth, lifelong learning, and community service
8. Demonstrate and promote respect for diverse learners
9. Model caring, cooperative, democratic procedures
10. Make connections between subject matter and a Christian worldview

Knowledge and Skills

Competent and qualified teachers are essential to student learning. They must know the subjects they teach, understand teaching and learning, and know about the development of skills and dispositions that help students learn. Teacher candidates must understand how to motivate students, manage classrooms, work and communicate with parents and colleagues, assess learning, and use a variety of teaching strategies (Johnson, Musial, Hall, Gollnick, & Dupuis, 2005).

To ensure that undergraduate and graduate teacher candidates in the School of Education at the University of Mobile are competent, committed, caring, lifelong learners, the teacher candidates are required to demonstrate knowledge, skills, and competence as follows:

1. Know the subjects they teach
2. Know how to teach their subjects
3. Understand and use a variety of developmentally appropriate, research-based instructional strategies
4. Use and integrate technology to enhance student learning
5. Practice critical thinking and reflective thinking
6. Communicate effectively by using appropriate nonverbal, verbal, and written skills with parents, students, teachers, and others
7. Use formal and informal assessment strategies to improve learning
8. Demonstrate professional and ethical responsibility
9. Understand and respect the diversity of students and all persons
10. Understand growth and development for children and adolescents
11. Demonstrate commitment to the profession and to their students
12. Manage and organize groups of students in a classroom setting
13. Become instructional leaders who demonstrate a variety of skills
14. Make connections between the school, home, family and community

Dispositions

Competent teachers care about their students. Competent, caring teachers understand, and respect students. Competent, caring teachers create productive learning environments which include safety, effective instruction, classroom order, and motivation. Competent, caring teachers are reflective practitioners who are thoughtful and analytical. Competent, caring teachers communicate effectively with parents, colleagues, and others (Kauchak & Eggen, 2005).

Dispositions are the distinguishing qualities, values, belief, behaviors, and professional ethics that define the personality of the School of Education, the faculty, and the undergraduate and graduate teacher candidates at the University of Mobile.

The following are the dispositions that the faculty at the University of Mobile consider necessary for faculty and teacher candidates:

1. Be committed to quality teaching which includes good planning, good assessment strategies, and knowledge of content area
2. Be enthusiastic about teaching and learning which includes creative expression, and
critical and reflective thinking
3. Be committed to knowing and practicing professional ethics and standards
4. Be lifelong learners which includes research and reflection
5. Value and respect individual differences and personal needs of all students
6. Communicate and encourage high expectations in a democratic school environment
7. Apply faith to the profession

Diversity

At the University of Mobile, the EPP conceptual framework reflects commitment to preparing candidates to support learning for all students and provides a conceptual understanding of how dispositions, knowledge, and skills related to diversity are integrated throughout the total program.

Because the unit at University of Mobile believes that diversity is a reality in teaching (Farris, 2004) and that there is as much diversity within the United States as there is between this country and other industrial nations (Slavin, 2006), courses completed by candidates include issues of diversity related to goals and objectives of courses. According to research, at some point one-half of all children will live in a single-parent home and one-third will be poor (Hendrick & Weissman, 2006). Therefore, teacher candidates are assigned during field experiences and student teaching to classrooms in local schools which reflect varied racial groups, socio-economic backgrounds, geographical areas, and levels of ability. Field experiences within inclusion classrooms are part of coursework related to teaching children with exceptionalities.

During the final semesters of the program, prior to student teaching, candidates must demonstrate abilities to meet the needs of all students through the teaching of appropriate lessons to classes of diverse students. Candidates are supervised and evaluated by in-service teachers. Assessment of candidates in all phases of the program examines knowledge, skills, performance, and dispositions applied to working effectively in the diverse communities of learners in today’s schools.

Technology

In today’s society, professors, college students, and school-based professionals must be comfortable and conversant in the effective use of educational technologies (Bitter & Pierson, 2002). The University of Mobile explicitly recognizes the role that technology plays in academic communities by including a “basic use of computers” within its “Competency Requirements for Students at the University of Mobile” located in the student handbook.

Just as the University of Mobile is committed to the effective use of technology in college instruction, so too is the School of Education EPP committed to providing its teacher candidates with the skills, knowledge, and dispositions they need to use academic technology in their own learning and to advance the learning of all students in their charge. Research on technology and teacher instruction suggests “teacher education programs need to model technology use if preservice teachers are to acquire the necessary expertise to integrate technology into their own teaching” (Kent & McNergney, 1999). The School of Education EPP is equally committed to providing its teacher candidates with an awareness of resources for adaptive assistive devices for students with special needs as well as knowledge of equity, ethics, legal, and human issues concerning use of computers and technology. The EPP vision and mission for academic technology is compatible with and guided by the University’s commitment to technology. In 2005 the University implemented a network infrastructure that included an on-line registration component, electronic grading system, as well as an information advisory structure for faculty and staff. The EPP vision and mission continued to evolve as the Unit expanded this network infrastructure by developing a data collection component for the use of recording field experience, student teaching information, and assessment results for teacher candidates.

Assessment

Assessment is a necessary part of the education program at the University of Mobile. It “is the process of collecting, synthesizing, and interpreting information to aid in decision making” (Airasian, 2006, p.2). The EPP has an assessment system in place that collects and analyzes data on applicant qualifications and candidate and graduate performance. The EPP operation also includes a plan to evaluate and improve the EPP and its program. Actual evidence is gathered from performance assessments to provide a true evaluation of teaching ability of University of Mobile teacher candidates. These assessments inform the EPP about areas of strengths and weaknesses for the purpose of ultimately improving teacher quality through program changes (Pecheone & Chung, 2006). At the heart of the EPP is the desire to ensure that all teacher candidates develop the knowledge and skills, goals, and dispositions so that all children they teach will learn.

The faculty members of the School of Education at the University of Mobile have assumed the primary role for the development of the assessment system that is currently in place. This system includes a comprehensive set of measures that are used to monitor candidate qualifications, performances, and data collection across all programs (Wineburg, 2006). The Unit has established an evidence-based approach to determine if a teacher possesses a sufficient level of knowledge and skill to perform effectively and responsibly. This plan is divided into four phases at strategic points where qualifications are checked along the continuum as the teacher candidate completes the graduation and certification requirements necessary for teaching. This assessment system aligns with the conceptual framework that the Unit established from national standards including CAEP, National Board Standards, and InTASC standards as well as from the State of Alabama standards.

Field Experiences

Descriptions of Courses with Field Experiences

All EPP programs shall require extensive field experiences in diverse settings. 290-3-3.02(6)(e)1.(i)

TE 201 Foundations of Education

Involves the prospective teacher in the issues of schooling and education and elucidates the skills and knowledge needed to be a successful professional.
Orients the student to teaching and the school as a social and educational institution. Requires a minimum 7-10 hours of professional field experiences in school settings (see Professor for details). NOTE: Students must provide fingerprint clearance during this course. Credit, three hours.

TE 212 Early Numeracy

This course is designed to address the core concepts of teaching and learning mathematics during the early years. Foundational concepts of math, how to implement them in early childhood education, and developmentally appropriate practices are the focus of this course. Building early foundations for mathematical understanding is emphasized. Big ideas of early childhood numeracy covered in this course include: sets, pattern and regularity, number, counting, operations, measurement, data analysis, shapes, and spatial thinking. This course emphasizes methods of presenting mathematical concepts and skills to early childhood and elementary school children. Emphasis is placed on thinking about and discovering major mathematical concepts, including procedures that define number and operations, algebra, geometry, measurement, data analysis, and probability through the use of teaching strategies that engage problem solving, reasoning, critical thinking, communication, connections, and representation using a broad repertoire of developmentally appropriate teaching/learning approaches that motivate and actively engage students through self-motivation and social interaction in supportive learning environments. Teacher candidates will reflect on practice and use knowledge of appropriate learning standards, resources, principles, theory, and research to design, implement, and evaluate developmentally meaningful and motivating curriculum. Teacher candidates will gain an understanding of the goals, benefits, and uses of assessment, including the use of observation, documentation, tools, and approaches, including the use of assistive technology and a variety of methods of documentation of assessment and data collection while practicing responsible assessment to promote positive outcomes for all students, including students with disabilities in partnership and collaboration with families and professional colleagues. Opportunities are provided for developing multi-level materials appropriate for elementary children.
Directed field experiences required (12 hours). Credit, three hours

TE 304 Introduction to Exceptional Children and Youth

Introduces and surveys areas of exceptionality. Emphasizes cause and effect relationships relating to exceptional children in the classroom. Requires a minimum of 7 hours of professional field experiences in school settings.
Credit, three hours.

TE 309 Methods of Teaching Social Studies

The course explores the philosophy, content, and teaching methods and materials related to teaching social studies in the PK-6 classroom. An emphasis will be placed on design and development of instruction that includes interdisciplinary teaching and universal design for learning principles. The course requires a minimum of 20 hours of professional field experiences in an approved school setting. TE 305 and admission into the Teacher Education Program are prerequisites. Credit, three hours

TE 311 Methods of Teaching Language Arts

Emphasizes content and skills for teaching communication skills through the interrelationship of speaking, listening, reading, writing, and spelling. Requires a minimum of 20 hours of professional field experiences in school settings.
Prerequisite: TE 305, admission into a teacher education program. Credit, three hours.

TE 312 Methods of Teaching Mathematics

Emphasizes content and skills for the teaching of mathematics through the interrelationship of theory and practice. Stresses the universality of communication
through the medium of mathematical concepts. Requires a minimum of 20 hours of professional field experiences in school settings. Prerequisite: TE 305, admission into a teacher education program. Credit, three hours.

TE 322 The Inclusive Classroom

The course explores the philosophy, content, and teaching methods and materials in the inclusive classroom and emphasizes concept development. The course explores educational and behavioral adaptations for exceptional children in the general education classroom. In addition, it explores the collaborative teaching relationship between the general and special education teacher. The course requires a minimum of 14 hours of professional field experiences in an approved school setting. The course will rely on use of technology during class and for
assignments. Prerequisite: TE 305 & TE 306. Credit, three hours.

TE 400 Methods of Teaching Science

Explores the philosophy, content, and teaching methods and materials in science.
Emphasis placed on concept development and unit teaching. Requires a minimum of 20 hours of professional field experiences in school settings.
Prerequisite: TE 305, admission into a teacher education program. Credit, three hours.

TE 405 Education and Technology

Emphasizes pre-service teacher’s use of technology in the development of problem-solving processes with students in their classrooms. Concepts and skills help develop a more integrated approach to skills improvement throughout the teaching and learning process. The major emphasis of this course is facilitation learning through instructional and technological integration. Requires a minimum of 10 hours of professional field experiences in school settings. Prerequisite: TE 305 or TE 306. Credit, three hours.

TE 406 Principles, Organization, and Strategies of Early Childhood Education

Surveys principles, programs, theories, strategies, developmentally appropriate  practices, curricula, and organization/administration in early childhood education.
Includes historical, philosophical, psychological, and sociological foundations of early childhood education. Requires a minimum of 14 hours of professional field experiences in school settings. (WI) Credit, three hours.

TE 410 Developmentally Appropriate ECE

Focuses on the planning and implementing of developmentally appropriate activities for preschool children. Requires a minimum of 10 hours of professional field experiences in an approved school setting.

TE 411 Methods of Teaching Reading

Emphasizes the study of the developmental skills involved in the reading process with emphasis on methods and materials used for teaching these skills. Research relating to approaches and materials required. Competency in phonics stressed.
Requires a minimum of 20 hours of professional field experiences in school settings. Prerequisite: TE 305, admission into a teacher education program.
Credit, three hours. COURSE FEE with this class.

TE 413 Literacy and the Young Child

Examines factors that contribute to the young child’s developing literacy.
Focuses on techniques for developing an integrated language program. Requires a minimum of 20 hours of professional field experiences in school settings.
Prerequisite: TE 305, admission into a teacher education program. Credit, three hours.

TE 417 Reading Improvement in the Content Areas

Provides assessment and instructional strategies for the teaching of reading in content areas. Techniques for teaching word attack, comprehension, study and rate of reading skills are emphasized. Requires a minimum of 35 hours of professional field experiences in school settings. Prerequisite: TE 305 or TE 306, admission into a teacher education program. Credit, three hours.
COURSE FEE with this class.

TE 419 Diagnostic and Corrective Reading

Emphasizes procedure and instruments for evaluating reading proficiency; determining individual reading difficulties; and designing and implementing programs for correction of reading problems. Requires a minimum of 14 hours of professional field experiences in school settings. Prerequisite: TE 305 and 411 or 413, admission into a teacher education program. Credit, three hours.

TE 421 Evaluation of Teaching and Learning

Considers evaluative practices, the preparation, and use of informal objective and essay type tests; studies typical standardized tests; and introduces elementary statistical procedures. Requires a minimum of 14 hours of professional field experiences in school settings. Prerequisite: Admission into a teacher education program. Credit, three hours.

TE 423 Student Teaching and Seminar

Teaching experiences are provided with children and youth through assignment to selected schools. The seminar provides opportunity for discussion, evaluation, and planning for improved teaching effectiveness. Teaching experiences are directed and supervised by an assigned cooperating teacher and a university supervisor. Approval by Teacher Education Council. Requires a semester of fulltime student teaching. Credit, nine hours.

TE 433 edTPA Professional Development Seminar

edTPA is a performance assessment of readiness to teach. This portfolio assessment is designed with a focus on student learning. As a performance-based assessment, edTPA is designed to engage teacher candidates in demonstrating their understanding of teaching and student learning. Candidates complete tasks and commentaries within a portfolio relevant to their program. Credit, three hours. COURSE FEE with this class.

TE 445 Early Childhood Internship (5-8 year olds)

This course provides developmentally appropriate practices in the areas of language arts, mathematics, science, social studies, arts, and health and physical education are included in this clinical experience. Extensive teaching experiences are provided with children, five through 8 years old, through assignment in selected schools. Teaching experiences are directed and supervised by an assigned cooperating teacher and a university supervisor. Credit, one hour.

TE 455 Pre-K Internship (Birth - 4 year olds)

This course provides developmentally appropriate practices in the areas of language arts, mathematics, science, social studies, arts, and health and physical education are included in this clinical experience. Extensive teaching experiences are provided with children, birth through 4 years old, through assignment in selected schools. Teaching experiences are directed and supervised by an assigned cooperating teacher and a university supervisor. Credit, one hour.

TE 470 Secondary School Teaching: Concepts, Strategies, and Methods

(For Secondary Majors Only)

This course explores the use of strategies, methods, and materials pertinent for teaching in middle or high school setting. The student will gain knowledge in working with adolescents and will develop skills in planning, organizing, and critical thinking - all essential components of successful secondary teaching.
Requires a minimum of 35 hours of professional field experiences in a school setting. Prerequisite: TE 306, admission into a teacher education program, and student must also be enrolled in TE 471, TE 472, TE 473, or TE 474 during the Revised 6/4/2021 17
same academic period (semester). Failure to successfully complete one of these classes will prohibit a student from passing TE 470. Credit, two hours CSE 326 Critical Professional Components in Special Education
This course is an introduction to critical professional components in special education. Topics include ethics, roles, and responsibilities of the special educator, special education law, policies, procedures, inclusion, differentiation, and transition. Aspects of human development, impact of disabilities on individuals and families, appropriate instruction, and assessment will also be examined. A minimum of 12 hours of field experience are required for this course. Prerequisites: TE 304, TE 305. Credit, three hours

CSE 338 Behavior Management for Students with Exceptionalities

This course is designed to explore best practices of effective classroom management and individual adaptive behavior intervention strategies, including accommodations and modifications where necessary. Adaptive behavior checklists, functional behavioral analysis, and behavior management plans for individuals will be investigated. In addition, students will explore individual academic and social needs of students with exceptionalities by exploring correct procedures for positioning and transfer of students across settings. Crisis intervention training will also be discussed for students in crisis. A minimum of 20 field experience hours are required for this course. TE 304, TE 305, CSE 326, and admission into the Teacher Education Program are prerequisites. Credit, three hours

CSE 344 Assessment of Students with Exceptionalities

This course is designed to address the multi-assessment approach related to studying formal and informal assessments. Participants will learn to administer standardized assessment instruments as well as interpret assessment results for the purpose of writing individualized education programs (IEP) for students.
Participants will explore instruments for assessing intelligence, achievement, behavior, models of classroom-based assessment, and intense intervention for students within the general education setting and special education programming.

Aspects of human development, impact of disabilities on individuals, and professional responsibilities and ethics will also be a focus of this course. A minimum of 12 field experience hours are required for this course. TE 304, TE 305, CSE 326, and admission into the Teacher Education Program are prerequisites. Credit, three hours

CSE 347 Collaboration and Consultation

This course is designed for students to gain an understanding of collaborative teaching and learning strategies across general and specialized educational curricula. Students will explore culturally responsive strategies including family and community assets; and collaborative strategies for use with educational professionals. A variety of best practices for correct positioning of students, creating transition plans, and guiding paraprofessional educators will also be explored. Strategies explored will reflect current research and theory as well as guide students to become resources for colleagues and advocate for students with exceptionalities. A minimum of 12 field experience hours are required for this course. TE 304, TE 305, CSE 326, and admission into the Teacher Education Program are prerequisites. Credit, three hours

CSE 359 Teaching and Learning Strategies for Students with Exceptionalities.

This course is designed to explore best practices of effective teaching and learning strategies related to students with varied needs. Emphasis will be given to meet the individual learning needs of students with exceptionalities. Included are methods for providing accommodations and making modifications for students’ success in the general education curriculum. The use of feedback to students will be used to assist students in obtaining goals as well as guide further instructional plans will be investigated. Emphasis will be given in creating proactive, motivational learning environments including consideration of students’ family, community, and cultural assets and how they impact students with disabilities.

Additionally, generalization of skills across curriculums and settings will be explored; technology including augmentive and assistive communication devices and how they benefit students’ communication abilities will be part of this emphasis. Discussions of adaptive behavioral assessments, behavior intervention plans, and Individual Education Plan compliance including students in crisis plans will be included. A minimum of 12 field experience hours are required for this course. TE 304, TE 305, CSE 326, and admission into the Teacher Education Program are prerequisites. Credit, three hours

KIN 309 Coaching Theory/Methodology

This course will help the student identify traits of successful coaches, develop a sound coaching philosophy, understand theories of motivation and the advantages of various motivational techniques for coaching, understand physical, mental, social, and the importance of overall health and wellness and how it relates to successful coaching, understand organizational and administrative procedures involved in coaching; understand the importance of public relations, and gain knowledge concerning techniques for developing skill in the instruction of individual player skills. A minimum of 14 hours of field experience hours will be required. A minimum of seven hours must be in a health setting and a minimum of seven hours in a physical education setting. Credit, three hours KIN 341 Tests & Measurements

Introduces the student to the construction, administration, evaluation and interpretation of health and physical skill, and physiological tests in physical education. Students will create appropriate and measurable learner objectives that align with assessments and scoring guides for Health and Physical Education.
Student will develop health and physical education assessment plans and analyze a variety of instruments. A minimum of 14 hours of field experiences required. A minimum of seven hours must be in a health setting and a minimum of seven hours must be in a physical education setting. Credit, three hours

KIN 404 Methods and Materials for Teaching Physical Education

(For Physical Education Majors Only)

Teaches the proper methods of teaching physical education and familiarizes the student with materials available. This course covers the social and psychological  factors involved in learning both in the classroom and on the playground.

Requires a minimum of 20 professional field hours in an elementary physical education school setting AND a minimum of 20 professional field hours in a secondary physical education school setting. Prerequisite: TE 305 or TE 306 or permission of the instructor, and admission into the teacher education program.
Credit, three hours

KIN 406 Methods and Materials for Teaching Health Education

(For Physical Education Majors Only)

Teaches the proper methods of teaching health education and familiarizes the student with materials available. This course covers the social and psychological factors involved in learning both in the classroom and on the playground.

Requires a minimum of 20 professional field hours in a secondary health education school setting. Prerequisite: TE 305 or TE 306 or permission of the instructor, and admission into the teacher education program. Credit, three hours KIN 409 Sports Skills Instruction and Training for Performance

This course will help the student identify health, fitness and motor skills needed for acquiring sports skills and the principles of teaching those skills effectively in order to enhance sports performance. The course will help the student to understand the assessment, analysis, and instructing the sports skills; nutrition concerns to enhance performance, along with the sport specific training methods for enhancing sports performance. Taking this course will help the student prepare for the National Academy of Sports Medicine - Performance Enhancement Specialist Certification (PES). A minimum of 14 hours of field experiences required. A minimum of seven hours must in in a Health Setting and a minimum of seven hours must be in a Physical Education Setting. Credit, three hours

MU 325 Elementary School Music Methods and Materials

(Music Education Majors Only) - MUST be admitted to Teacher Education A course designed to provide the music student with the knowledge and skills required to present a unified course of study in the fundamental concepts of music to the elementary school child. Requires a minimum 35 hours of professional field experiences in an elementary school setting. Credit, three hours MU 425 Secondary School Music Methods and Materials

(Music Education Majors Only) - MUST be admitted to Teacher Education A course designed to assist the student in developing skills in creating cumulative musical learning and in gaining experience in the domains of musical development in the secondary school. Requires a minimum 35 hours of
professional field experiences in a secondary school setting. Credit, three hours

Testing and Course Fees

Beginning Fall 2017 and thereafter, the following classes will have course fees included in billing: This course fee will only be good for ONE attempt at the PRAXIS exam required during these courses. If students are unsuccessful on the first PRAXIS exam attempt, they will be required to register and pay for any additional attempts on the exam(s).

• TE 305 - Principles and Ethics in Teaching (Early Childhood Education majors will register for the Early Childhood Content PRAXIS, and the Elementary and Collaborative Special Education K-6 majors will register for the Elementary Education Content PRAXIS.) (Collaborative Special Education K-6 majors will register for the Collaborative Special Education K-6 Content PRAXIS during CSE 359. Students majoring in both Elementary Education and Early Childhood Education must have passed their second Content PRAXIS exam by the end of their first block of methods courses.)
• TE 411 - Methods of Teaching Reading (Early Childhood, Elementary, and Collaborative Special Education K-6 majors will register for the Foundations of Reading 190 Exam.)
• CSE 359 - Teaching and Learning Strategies for Students with Exceptionalities (Collaborative Special Education K-6 majors will register for the Special Education: Core Knowledge and Applications PRAXIS.)
• TE 417 - Reading Improvement in the Content Area (Secondary, Music, and Physical Education Majors will register for their Content PRAXIS.)
• TE 433 - edTPA Professional Development Seminar (All teacher education students will register for edTPA during this course.)

NOTE: Course Fees are subject to change

Teacher Education Council

The Teacher Education Council serves as an advisory body for the School of Education. It is composed of representatives from the School of Education, College of Arts and Sciences, Alabama School of the Arts, School of Health and Sports Science, local LEA representatives including superintendents, and the Alabama State Department of Education. It is important to note that a Memorandum of Agreement is signed with appropriate personnel of each local school district where field experience assignments and internships are completed.

It is the responsibility of the Teacher Education Council and its subcommittees to approve students who are applying for admittance to teacher education program, to approve students for the student teaching experience, to make recommendations for needed new programs or changes to programs of teacher education, and to give guidance and support to the EPP. The members of the Teacher Education Council shall design, implement, and evaluate criteria for field experiences and internships so that teacher candidates and other professional school personnel develop and demonstrate the knowledge, skills and dispositions necessary to help all students learn. All EPP programs shall require extensive field experiences in diverse settings. 290-3-3.02(6)(E)1.(I)

Field Experiences

Pre-service field experiences are an essential component in the preparation and development of competent teachers in today’s society. Achieving professional competency as a teacher requires the assistance and teamwork of the School of Education at the University of Mobile; the cooperating school system administrators; other local university field directors (two annual field director forums); supervisors and teachers; and the students in the teacher education program.

Field experiences provide prospective teachers the opportunity to translate their educational background and theoretical knowledge into actual classroom experiences under the direction of experienced teachers.

It is the responsibility of students to conduct themselves as guests of the local school during all field experiences. The following procedures should be observed for initiating field experiences:

1. The Director of Field Experiences, in collaboration with school personnel, places the student in a school assignment.
2. The student reports to the principal for teacher assignment.
3. The student signs in/out at the local school each visit (if required by school).
4. The student will wear a name tag.
5. The student records each experience in the Teacher Log.
6. The student provides an evaluation form for the cooperating teacher.

Field experiences are scheduled to assist the student in: (1) identifying and understanding the behavior of children in various situations; and (2) using these understandings in planning learning experiences for children. Requirements and activities for field experiences vary among classes. The student should refer to the individual syllabus for specific requirements. The University of Mobile has endeavored to create an image of professional as well as academic and pedagogic preparation for future teachers, superior to other institutions of higher education.

Because of these high standards, the School of Education requires a strict code of conduct and dress for preservice teacher education students. Students are required to adhere to a dress policy that reflects a professional demeanor. This requires male students to be attired in dress slacks, collared shirt tucked in with belt and professional footwear.  Ties are preferred but optional. Physical Education majors must wear clothing appropriate to the season. Hair length and facial hair must be conservative and neat. Cologne or after shave lotion should be used conservatively.

Female students will wear dresses, skirts, or dress slacks with blouses, sweaters or jackets (no denim). NO jeans of any kind, tight pants, capri pants or leggings will be allowed at any time. Skirt length, hair, make-up, and jewelry will be conservative. Perfume should be used sparingly due to allergies. Professional footwear is expected.  FLIP FLOPS are not appropriate.

Special situations should be discussed with the university supervisor (such as wearing jeans on a field trip or working in the classroom for workdays).
Any questions concerning dress will be addressed by the Dean of the School of Education.

Documentation of Field Experience Hours

It is the student’s responsibility to keep a chart of accurate records for field experiences. This chart will show the variety of school settings that include all diversities and different ethnicities. The chart, for documentation, can be found in the Appendices in this Handbook (PINK form). This completed chart will be required as part of the Student Teaching Application (green form).

Chart Entry Example

ALSDE Code 290-3-3-.02(e)1.

1. Field experiences in Class B and Alternative Class A programs. All EPP shall require extensive field experiences in diverse and a variety of settings.
2. The majority of field experiences must occur in P-12 schools.
3. At least half of the field experiences shall be in the candidate’s teaching field or area of instructional support.
4. For early childhood education and early childhood special education programs, field experiences shall include placements in at least two of the three main types of early education settings [early school grades (K-3), childcare centers and homes, and Head Start programs.] 290-3-3-.02(e)1.(i - iv).
   The University of Mobile will determine the number of field hours required.

Objectives of Teacher Education

Students who wish to enter teacher education are carefully selected according to the criteria listed below. The objectives are:

1. to select students who have academic and personal qualifications that will enable them to become competent, committed, caring teachers.
2. to provide the student with a program of appropriate teaching principles, theory, and practice calculated to develop a competent professional. The student’s personal commitment to teaching is the crucial factor in the outcome of the teacher education program for the individual.

Admission to Teacher Education Program

A student applying for admission to the Teacher Education Program must be approved by the subcommittee of the Teacher Education Council. (SEE THE PRIOR SECTION UNDER FIELD EXPERIENCE.)

Eligibility

The student planning to complete a teacher education program should be aware of state laws and regulations governing teacher certification. Although the administration of the University of Mobile attempts to incorporate all such laws and regulations within the programs described in the university catalog, there always exists the likelihood that the Alabama State Board of Education will take action on teacher certification matters after the catalog has been published. Students are encouraged to discuss teacher certification with their advisers on a regular basis. Admission to the institution does not qualify an individual for admission to a teacher education program ALSDE Code 290-3-3-.04(3)(a)1.

Admission to a teacher education program is required and must be approved by the subcommittee of the Teacher Education Council. Requirements for admission are: ALSDE code 290-3-3-.04(3)(a)2.

Requirements for Admission to Teacher Education: Early Childhood Education Majors

1. formal written application ALSDE Code 290-3-3-.04(3)(a)1.; and
2. fingerprint clearance (this is required in TE 201) from the ABI and FBI through an approved Alabama State Department of Education provider ALSDE Code 290-3-3.04(3)(a)2.(i); and
3. an impromptu written essay (required in TE 305); and
4. a completed interview ALSDE Code 290-3-3-.04(3)(a)2.(vi); and
5. a minimum grade point average (GPA) of 2.75 in the courses already taken on the program check sheet, in professional studies, and in teaching field; also a minimum overall transcript GPA of 2.75 is required (with a grade of “C” or higher in all Professional Studies Teacher Education classes AND Teaching Field classes). ALSDE Code 290-3-3-.02(b)1., 290-3-3-.04(3)(a)2.(iv); and
6. a passing score on the Early Childhood PRAXIS (Content) [see page with Praxis Test Codes]. (Register in TE 305). There is a course fee for TE 305 for the voucher.This voucher is good for one attempt on this test; and
7. proof of experiences in the schools (Cooperating Teacher’s Evaluation is the required documentation for this requirement) ALSDE Code 290-3-3-.04(3)(a)2.(vii).
   Note: Data will be gathered to ensure each accepted cohort of Class B programs meets or exceeds the minimum 3.0 GPA.

Requirements for Admission to Teacher Education: Elementary Education Majors

1. formal written application ALSDE Code 290-3-3-.04(3)(a)1.; and
2. fingerprint clearance (this is required in TE 201) from the ABI and FBI through an approved Alabama State Department of Education provider ALSDE Code 290-3-3.04(3)(a)2.(i); and
3. an impromptu written essay (required in TE 305); and
4. a completed interview ALSDE Code 290-3-3-.04(3)(a)2.(vi); and
5. a minimum grade point average (GPA) of 2.75 in the courses already taken on the program check sheet, in professional studies, and in teaching field; also a minimum overall transcript GPA of 2.75 is required (with a grade of “C” or higher in all Professional Studies Teacher Education classes AND Teaching Field classes). ALSDE Code 290-3-3-.02(b)1., 290-3-3-.04(3)(a)2.(iv); and
6. a passing score on the Elementary Education PRAXIS (Content) [see page with Praxis Test Codes]. (Register in TE 305). There is a course fee for TE 305 for the voucher. This voucher is good for one attempt on this test; and
7. proof of experiences in the schools (Cooperating Teachers Evaluation is the required documentation for this requirement) ALSDE Code 290-3-3-.04(3)(a)2.(vii).

Note: Data will be gathered to ensure each accepted cohort of Class B programs meets or exceeds the minimum 3.0 GPA.

Requirements for Admission to Teacher Education: Early Childhood/Elementary Education Dual Majors

1. formal written application ALSDE Code 290-3-3-.04(3)(a)1.; and
2. fingerprint clearance (this is required in TE 201) from the ABI and FBI through an approved Alabama State Department of Education provider ALSDE Code 290-3-3.04(3)(a)2.(i); and
3. an impromptu written essay (required in TE 305); and
4. a completed interview ALSDE Code 290-3-3-.04(3)(a)2.(vi); and
5. a minimum grade point average (GPA) of 2.75 in the courses already taken on the program check sheet, in professional studies, and in teaching field; also a minimum overall transcript GPA of 2.75 is required (with a grade of “C” or higher in all Professional Studies Teacher Education classes AND Teaching Field classes). ALSDE Code 290-3-3-.02(b)1., 290-3-3-.04(3)(a)2.(iv); and
6. a passing score on either the Early Childhood PRAXIS (Content) or the Elementary Education PRAXIS (Content) [see page with PRAXIS Test Codes]. (Register in TE 305). There is a course fee for TE 305 for the voucher. This voucher is good for one attempt on this test. Note: The Early Childhood PRAXIS or the Elementary Education PRAXIS (Content) which was not passed prior to being admitted to Teacher Education must be passed by the end of the student’s second block of methods courses; and
7. proof of experiences in the schools (Cooperating Teachers Evaluation is the required documentation for this requirement) ALSDE Code 290-3-3-.04(3)(a)2.(vii).

Note: Data will be gathered to ensure each accepted cohort of Class B programs meets or exceeds the minimum 3.0 GPA.

Requirements for Admission to Teacher Education: Collaborative Special Education (K-6) Majors

1. formal written application ALSDE Code 290-3-3-.04(3)(a)1.; and
2. fingerprint clearance (this is required in TE 201) from the ABI and FBI through an approved Alabama State Department of Education provider ALSDE Code 290-3-3.04(3)(a)2.(i); and
3. an impromptu written essay (required in TE 305); and
4. a completed interview ALSDE Code 290-3-3-.04(3)(a)2.(vi); and
5. a minimum grade point average (GPA) of 2.75 in the courses already taken on the program check sheet, in professional studies, and in teaching field; also a minimum overall transcript GPA of 2.75 is required (with a grade of “C” or higher in all Professional Studies Teacher Education classes AND Teaching Field classes). ALSDE Code 290-3-3-.02(b)1., 290-3-3-.04(3)(a)2.(iv); and
6. a passing score on the Elementary Education PRAXIS (Content) [see page with Praxis Test Codes]. (Register in TE 305). There is a course fee for TE 305 for the voucher. This voucher is good for one attempt on this test. Note: The Special Education PRAXIS (Content) will be taken later in the program.
7. proof of experiences in the schools (Cooperating Teachers Evaluation is the required documentation for this requirement) ALSDE Code 290-3-3-.04(3)(a)2.(vii).

Note: Data will be gathered to ensure each accepted cohort of Class B programs meets or exceeds the minimum 3.0 GPA.

Requirements for Admission to Teacher Education Program for the Following Majors:

Music Education - Instrumental and/or Vocal/Choral (P-12)
Physical Education (P-12)
Health (6-12) and Physical Education (P-12)
Secondary Certification with majors in Biology, English/Language Arts, History, Mathematics and Social Science (6-12)

1. formal written application ALSDE Code 290-3-3-.04(3)(a)1.; and
2. fingerprint clearance (this is required in TE 201) from the ABI and FBI through an approved Alabama State Department of Education provider ALSDE Code 290-3-3.04(3)(a)2.(i); and
3. an impromptu written essay (required in TE 305 or TE 306); and
4. a completed interview ALSDE Code 290-3-3-.04(3)(a)2.(vi); and
5. a minimum grade point average (GPA) of 2.75 in the courses already taken on the program check sheet, in professional studies, and in teaching field; also a minimum overall transcript GPA of 2.75 is required (with a grade of “C” or higher in all Professional Studies Teacher Education classes AND Teaching Field classes). ALSDE Code 290-3-3-.02(b)1., 290-3-3-.04(3)(a)2.(iv); and
6. Physical Education Majors ONLY - 1st Fitness Assessment must be completed before Admission to Teacher Education (Schedule a time with your advisor)
7. proof of experiences in the schools (Cooperating Teachers Evaluation is the required documentation for this requirement) ALSDE Code 290-3-3-.04(3)(a)2.(vii).

Note: Data will be gathered to ensure each accepted cohort of Class B programs meets or exceeds the minimum 3.0 GPA.

Official admission to Teacher Education is required prior to enrolling in restricted professional Teacher Education courses. The restricted classes are indicated with an asterisk (*) beside the course number. Students who are admitted to the Teacher Education Program will be subject to ongoing evaluation. A student who fails to meet the criteria for Teacher Education upon initial application may, consistent with institutional policy, take further coursework, repeat required examinations in an effort to meet admission standards, or work on professional skills in an effort to meet admission standards. (Professional skills include, but are not limited to, arriving to class on time, completing and submitting assignments on time, using cell phones at appropriate times, etc.)

Remedial courses may not be used to meet approved program requirements.

Additional information is provided in Rule 290-3-3-.01(46) ALSDE Code 290-3-3.04(3)(a)2.(v).

Procedures:

The procedures for applying for the Teacher Education Program are:

1. A student applying for admission will complete the enclosed application from this handbook and will submit the completed application to the School of Education Office near the completion of 60 semester hours. ALSDE Code 290-3-3-.04(3)(a)2.(iii)
2. A subcommittee of the Teacher Education Council may approve, defer, or reject the student’s application for admission to the Teacher Education Program. An applicant will be notified in writing whether his/her application for admission to a specific teacher education program has been accepted.
   ALSDE Code 290-3-3-.04(3)(b)3.

Admission to the Teacher Education Program is provisional. *The student must continue to meet the requirements of the program. The minimum grade point average (GPA) of at least 2.75 overall, in professional studies (TE classes), and in teaching field classes is checked at the end of each semester to verify that admission requirements are continuously met. An overall transcript GPA of 2.75 must also be maintained.

*Satisfactory completion of state approved program with at least a 2.75 GPA overall, in teaching field, and in professional studies with no grade below a “C” in professional studies, plus an overall transcript GPA of 2.75.

ALSDE Code 290-3-3-.04(3)(a)3.(c)2.

Transfer of Courses, Change of Major, and Special Education Course

Transfer of Courses

A transfer student must have met the above requirements prior to becoming eligible for the Teacher Education Program. Teacher Education courses transferred in are subject to the approval of the adviser, academic dean, and the Alabama State Department of Education. Education courses that meet state standards from out of state institutions cannot be used as part of the University of Mobile Education program.

Change of Major

Students are admitted to the Teacher Education Program based on the major they declare at the time of application to the program. A change of major requires a complete review of the admission requirements based on the new major. Students must complete a Change of Major Form and submit it to the Registrar’s Office before their major can be changed.

Special Education Course

A survey of special education course is required if not previously completed. ALSDE Code 290-33-.04(3)(a)3.(b)

Completion of Fingerprints/Background Check

The fingerprinting process information is made available as part of initial Teacher Education classes each semester and is required to successfully complete TE 201, Foundations of Education.

The Alabama State Department of Education (ALSDE) requires all students observing children be fingerprinted and cleared by the FBI and ABI BEFORE observing in a school system.

Criminal History Background Check

ALSDE Code 290-3-3-.02(6)(d) & 290-3-3-.04(3)(a)2.(i)

1. 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.
2. 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.
3. The candidate is responsible for the nonrefundable, nontransferable fee.
4. 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 a State-approved teacher education program.
5. A candidate whose suitability determination precludes admission to a State-approved teacher education has the right to due process procedures in accordance with the current Educator Certification Chapter of the Alabama Administrative Code.

For fingerprinting services, please contact:
https://www.aps.gemalto.com/al/index_adeNew.htm

Once the student receives the suitability letter from the ALSDE, the student must submit a copy of the letter to the TE 201 Instructor to be placed on file. If the student does NOT receive the suitability letter before the first scheduled observation, the student may verify his/her status at: https://tcert.alsde.edu/Portal/Pages/SearchCerts.aspx

Student Teaching/Internship

Student teaching, which occurs in the final year of the teacher education program, is an essential step in the development of good teachers. Achieving professional competence as a teacher requires a cooperative effort among the School of Education at the University of Mobile, the cooperating public school personnel, and the student teacher. Student teaching provides the prospective teacher the opportunity to translate the educational background and theoretical knowledge into actual classroom practice under the supervision of an experienced teacher. Opportunities are also provided for the participating educators to have profitable professional experiences and for the learning activities of the students to be enhanced.

Through intensive study and continuous evaluation, participants in the University of Mobile Teacher Education Program have made an effort to develop a program which provides experiences for the maximum professional growth of the student teachers. This section of the handbook presents the basic policies concerning the student teaching program at the University of Mobile.

Admission to Student Teaching and Requirements

Admission To Student Teaching/Internship

Students working toward a degree in education in which a teaching certificate is sought, must complete a semester of student teaching.

Deadlines to Apply for Student Teaching Each Year:

FALL - BEFORE FEBRUARY 1ST

SPRING - BEFORE SEPTEMBER 1ST

Requirements For Student Teaching/Internship

290-3-3-.02(3)2.(i - vi)

1. The internship is a full semester in a school setting and may include more than one classroom or grade level, with experiences of the intern progressing to the full responsibilities of the teacher for a minimum of 20 full days including at least 10 consecutive days.
2. For candidates who are seeking certification in two or more distinct teaching fields, an additional internship shall be required (e.g., mathematics and biology).
3. For candidates who are seeking certification in two or more related teaching fields (e.g., early childhood and elementary or health education and physical education), the internship may be divided between the two teaching fields.
4. For early childhood and early childhood special education programs, the internship shall include a placement with at least two of the following age groups: birth-age 3, age 3-5, or age 5-8.
5. 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 field experience was completed at both levels.
6. An intern who is absent from her/his 10 consecutive day assignment for one day, for a reason deemed acceptable by both the university and the partner school, may exercise full responsibilities on the eleventh consecutive day.
7. Each candidate will attend an orientation (entry) and a final (exit) student teaching seminar.

Application for student teaching is enclosed in this handbook. To apply for student teaching, the applicant will complete all of the following requirements:

1. unconditionally admitted into a teacher education program; and
2. a minimum grade point average (GPA) of 2.75 in program, in professional studies, and in the teaching field; also, an overall transcript GPA of a 2.75 is required (with a grade of “C” or higher in ALL Professional Studies Teacher Education classes AND Teaching Field classes); and
3. a completed application (GREEN Form) by the published deadlines; and
4. approval by the subcommittee of the Teacher Education Council and Certification Officer; and
5. satisfactory completion of all course work (may request approval for no more than six (6) hours of coursework after student teacher semester - ALL Methods courses must be completed before Student Teaching); and
6. satisfactory completion of approved field experiences (PINK form must be completed by the student); and
7. passing scores on all required PRAXIS exams for the major(s) and Foundations of Reading exam on or before published deadlines; and
8. successful completion (grade of “C” or higher) for professional teacher education courses and teaching field courses; and
9. submission of an unofficial copy (from Colleague) of transcript with application; and
10. submission of Intent to Graduate Form (found on Colleague); and
11. a signed Statement of Understanding concerning edTPA submission and graduation; and
12. Physical Education Majors ONLY - 2nd Fitness Assessment must be completed before Admission to Teacher Education (Schedule a time with adviser).

Special Note: If a student fails to complete Student Teaching in the semester in which application is made, he/she must complete a new application the following semester.

Policy for Missed Days during Student Teaching

The University of Mobile’s School of Education, in conjunction with the Alabama State Department of Education, requires all student teachers to complete a FULL semester of student teaching in a P-12 school. Students will follow the same daily schedule as their assigned Cooperating Teachers. Students are NOT allowed to arrive late or leave early during any school day. If a student has a documented emergency or valid approved reason, the student will be allowed to make up a maximum of four (4) days. If any additional days are missed, for any reason, the student will be removed from student teaching and required to reapply for student teaching during a future semester.

Tests for Licensure

Tests Required for Specific Licensure Areas

TO REGISTER FOR THE TEST(S) GO TO: www.ets.org/praxis/al

Early Childhood Education (P-3)

Elementary Education (K-6)

Collaborative Special Education (K-6)

Secondary Education

TO REGISTER FOR THE TEST(S) GO TO: www.ets.org/praxis/al

NOTE: PRAXIS Test Codes and/or the Passing Scores are subject to change. Always check with your academic adviser for any changes.

Certification

Successful completion of an approved teacher education program (and state requirements as listed below) qualifies the student for an initial Class B Teaching Certificate which is valid for five years.

During the student teaching semester, the student seeking certification should provide the Certification Officer with:

1. a completed application for Class B Certification that must be completed On-line (www.alsde.edu), printed, and returned to the UM Certification Officer;
2. on-line proof of payment.

Before submitting paperwork for certification, the certification officer follows the ALSDE code 290-3-3-.04 for each candidate:

1. (c) An official transcript from a regionally accredited institution documenting an earned bachelor’s 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 professional studies or teaching field courses.
3. Successful completion of an internship shall be required. The internship must comply with Rule 290-3-3-.02(6)(e)

SPECIAL NOTE: THE UNIVERSITY OF MOBILE REQUIRES A MINIMUM 2.75 GPA IN PROFESSIONAL STUDIES, TEACHING FIELD, OVERALL CHECKLIST, AND OVERALL TRANSCRIPT.

(d) Testing for Class B certification. Applicants for initial certification must meet the PRAXIS requirements as a precondition for certification. Additional information is provided in Rule 290-3-3-.01(3). (This includes passing scores on all appropriate PRAXIS Exams.)

Teaching Certificate Application Fees:

• Collaborative Special Education (K-6) - fee $30.00
• Early Childhood Majors - fee $30.00
• Elementary Majors - fee $30.00
• Early Childhood AND Elementary Majors - fee $60.00
• ALL Secondary Majors - fee $30.00
• Physical Education Majors - fee $30.00
• Health Education AND Physical Education Majors - fee $60.00
• Music Majors (Instrumental OR Vocal/Choral) - fee $30.00

NOTE: FAILURE TO APPLY FOR CERTIFICATION IMMEDIATELY FOLLOWING PROGRAM COMPLETION DATE MAY REQUIRE THE STUDENT TO TAKE ADDITIONAL COURSES AND/OR TEST REQUIREMENTS.

The Certification Officer will submit all materials along with verification of successful completion of an approved teacher education program to the Alabama State Department of Education.

Certification is issued to the student by the Alabama State Department of Education when all requirements have been satisfactorily met. This process could take two (2) or three (3) MONTHS due to the high volume of applications received by the Alabama State Department of Education.

Steps for Applying for your Alabama Teaching Certificate

New instructions will be forthcoming as the ALSDE website has been changed and the certification section is currently incomplete.

To Pay Online for Your Certification

New instructions will be forthcoming as the ALSDE website has been changed and the certification section is currently incomplete.

Additional Alabama State Department of Education Requirements

Additional Alabama State Department of Education Requirements Guaranteed by The University of Mobile

The following state standards will also be followed by the University of Mobile School of Education faculty:

Educator Preparation Provider (EPP) Accountability.

Support for program completers. The EPP shall establish, publish, and implement policies to guarantee the success of individuals who complete approved programs and are employed in their area(s) of specialization in Alabama. 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. Assistance may be requested by the new employee, the employee’s principal, or the employing superintendent. In no case, shall the EPP be required to provide remediation for more than the first two years of employment. 290-3-3-.02(6)(h)1.

New Programs. 290-3-3-.02(2)

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.

Discontinuation of Programs. 290-3-3-.02(3)

1. 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.
2. If an institution chooses to discontinue a program or place it on inactive status, the EPP head shall give written notification of this decision to the State Superintendent of Education. The notification shall include the names and other identifying information of candidates who have been admitted to the program to be discontinued or placed on inactive status, along with each candidate’s anticipated program completion date. Receipt of that notification shall be confirmed by the State Superintendent of Education. No other candidates shall be admitted to the program.
3. An EPP may choose to reactivate an inactive program at any time prior to the date of the next comprehensive review for all other programs, if all standards applicable to the inactive program continue to be met. If the inactive program is not reactivated before the next comprehensive review, it must be addressed as a new program.

ALSDE code 290-3-3-.02

If an institution loses regional accreditation at one or more levels, the EPP must adhere to the teach-out plan negotiated between SACSCOC and the institution. At a minimum, the EPP must notify candidates individually and in writing.

Professional Organizations

Kappa Delta Pi

(Upsilon Chi Chapter)

Upsilon Chi Chapter of Kappa Delta Pi is a professional honor society in education. Kappa Delta Pi recognizes outstanding students preparing to enter the teaching profession and those actively engaged in the teaching profession. Membership into Kappa Delta Pi is by invitation and is based on academic achievement, leadership, responsibility, and faculty recommendation.

University of Mobile Literacy Council

(Formerly Reading Council)

The University of Mobile Literacy Council promotes interest in books and the teaching of reading. Activities include talks by local authors and service projects that foster children’s ability and interest in reading. All Teacher Education majors are encouraged to join.

Appendices

Application for Teacher Education (BLUE FORM)  

Field Experiences Form (submit with Student Teaching Application) (PINK FORM)  

Application for Student Teaching (GREEN FORM)  

edTPA Requirements for Graduation (GREEN FORM)