A. How are teacher candidates informed of what they are expected to know and be able to do to complete a major, minor, or additional endorsement?

Teacher candidates are informed of what they are expected to know and be able to do to complete a major, minor, or additional endorsement on three expanding levels: the university level, the School of education level, and the individual level.

1. At the university level, students may access the courses and requirements for Teacher Education programs through the FSU Online Catalog
   
   Example: Biology Education
   
   1. Click on the FSU Online Catalog link provided above.
   2. Choose the Degrees, Minors, Certificates link
   3. Choose the Learn About a Program link.
   4. Use the scroll menu to select Biology Education. Click on the GO button.
   
   
   The catalog lists in detail:
   • Why Choose Biology Education
   • Professional Opportunities
   • Admission Requirements
   • Teacher Certification Requirements
   • Graduation Requirements
   • Contacts for More Information
   • Required Courses and linked course descriptions
   
   
   Students may also visit the the Educational & Career Counseling Office to speak with an educational counselor specific to the college they are applying. Transfer students may view the Transfer Student web page to determine possible transfer credits from their previous institutions.



2. At the School of Education level students may obtain program requirements from various resources:
   • School of Education Department and the Student Academic Affairs Office - Students may obtain hardcopy program information, brochures for graduate and certification programs, Basic Skills/MTTC Registration Booklets, Advising Forms, Student Teaching Guide, and Field Experience Applications & Forms.
   
   
   
   • Undergraduate students meet with the College of Education & Human Services educational counselor to declare a program (secondary or elementary), teaching major(s), and teaching minor(s) and to discuss program requirements and transfer equivalents from other institutions in order to prepare an undergrate program plan.
   
   
   
   • Post-baccalaureate candidates, graduate candidates, and professional teachers pursuing a certificate renewal or additional endorsement meet with the Teacher Certification Officer to declare a program (secondary or elementary), teaching major(s), teaching minor(s), certificate renewals, and additional endorsements. The student and the Teacher Certification Officer will also discuss program requirements and transfer equivalents from other institutions in order to prepare an individualized program plan.
   
   
   
   • Students interested in obtaining Vocational Authorization meet with the Vocational Authorization Officer to discuss the requirements and applications for vocational authorization.
   
   
   
   • Students preparing for pre-student or student teaching meet with the Field Placement Coordinator to obtain a Student Teaching Guide, pre-student/student teaching requirements, applications and forms, and placement information.
   
   
   
   • Students may access the School of Education's Web Homepage to obtain program information, requirements, forms, and applications on-line, including:
   • The School of Education's Mission, Vision and Core Beliefs, andConceptual Framework are posted online for all to view.
   
   
   
   • Secondary Education - online program information including links to the FSU catalog.
   
   
   
   • Student Teaching Field Placement Office online, which includes announcements and deadlines, pre-student and student teaching forms and requirements, the Student Teaching Guide, Student Competency Areas, and a Placement Area Map.
   
   
   
   • Vocational Authorization Office online, which includes a Self Managed Application Packet, job bank, and other useful career and technical education resources and links.
   
   
   
   • Teacher Certification Office online, which includes information on how to become a Michigan certified teacher, requirements for certification, how to obtain a program plan, and links to state resources.
   
   
   
   • Generic Course Syllabi online, which list the objectives and competencies the student should achieve after completing the coursework.
   
   
   
   • MTTC Objectives online for students to refer to prior to MTTC subject matter testing (still under construction).
   
   
   



3. Students are informed individually as to what they expected to know and be able to do through the following means:
   
   
   • Students are assigned an education advisor (faculty member) from the School of Education who oversees the student's entire program plan for successful completion. Students are also assigned specialty-area advisors for their declared major(s) and minor(s).
   
   
   
   • Secondary certification only students have advisor holds placed on their course registration to assure that they have spoken with their advisor.
   
   
   
   • Students may only register for EDUC 330, 430, and 443 (See Form XXX) by permit only to assure that they have passed all sections of the state-mandated Basic Skills Test.
   
   
   
   • Advising forms (check sheets) are used to provide a written record for the student and advisor as to the students individualized progam plan and status of progress. Each time the student meets with their advisor, the student's progress is noted, their deficiencies recorded, and timelines established for completing the coursework. The advising forms mirror the university catalog and outline the course requirements, any additional program requirements, course pre-requisites and co-requisites, Basic Skills Testing, and GPA requirements.
   
   
   
   • Student must receive graduation clearance by the School of Education to assure they have met all requirements for their pedagogy, major(s), and minor(s) before proceeding to student teaching.

1. The Michigan Curriculum Framework (MCF) including sections on Content Standards and Benchmarks, Planning Guide, Teaching and Learning, Assessment, and Professional Development

   The professional pedagogy course EDUC 251 Life Span Human Growth & Development reflects the MCF by providing teaching and learning strategies across the school years and life span.

   Students are formally introduced to the MCF (Content Standards and Benchmarks, Planning Guide, Teaching and Learning, Assessments) in EDUC 301 Principles of Teaching & Learning and in their professional methods courses EDUC 330 Instructional Planning and Delivery and EDUC 430 Instructional Delivery and Evaluation. The MCF is used as a reference to build lesson plan ideas, a tool to align the student's content lessons to the State of Michigan guidelines, and as a reference/connection when writing lesson performance objectives. The students in these methods courses are asked to code their lesson plans with the strand and standard.

   University supervisors use the MCF (Teaching and Learning, Assessments, and Professional Development) to review with their student teachers during the Professional Seminar (EDUC 499, a co-requisite to student teaching) and student teaching experience.

   Our Student Competencies for Student Teaching reflect all five areas of the MCF.

2. State recommended/developed tools and resources.




Students in EDUC 330 Instructional Planning and Delivery, EDUC 430 Instructional Delivery and Evaluation, EDUC 491 Directed Student Teaching, and EDUC 499 Professional Seminar use the State recommended/developed tools and resources for access to the Administrative Rules Governing Certification, Entry-Level Standards for Michigan Teachers, Michigan Curriculum Framework and Benchmarks, and other instructional resources.

In EDUC 206 Educational Technology, students reference the State recommended/developed tools and resources for access to the Technlogy-Related materials.

3. Entry-Level Standards for Michigan Teachers (ELSMT)

Students are introduced to ELSMT, Standard #7 in EDUC 206 Educational Technology in conjunction with the State recommended/developed tools and resources in order to understand the importance of integrating technology into their teaching practices.

Students are familiarized with ELSMT in EDUC 330 Instructional Planning and Delivery, EDUC 430 Instructional Delivery and Evaluation, EDUC 491 Directed Student Teaching, and EDUC 499 Professional Seminaras an assessment tool for what they are expected to know and be able to do as a certified Michigan teacher.

Near the end of the student teacher's field experience, the student is required to take the Standard for Michigan Teachers Survey which allows the student to reveal their perception of how well FSU's teacher preparation program prepared them to meet Michigan's standards.

4. Traditional and authentic strategies for assessing student performance.

   In EDUC 430 Instructional Delivery and Evaluation, students learn how to assess student achievement, apply basic measurement/evaluation techniques, develop assessment/test tasks with performance criteria, and apply basic statistical procedures to test data.

   In EDUC 430 Instructional Delivery and Evaluation, students construct a 25-item test consisting of multiple choice, true/false, short answer, essay questions and a matching exercise. They also conduct an item analysis utilizing data collected from tests they've created and administered to their students in the field. As a practice in authentic assessment, students evaluate their own teaching as well as the teaching of their peers using two separate rubrics that list those teaching strategies shown by the research to be positively correlated with student learning as well as those practices demonstrated to have a negative correlation.

   In EDUC 499 Professional Seminar, students learn as well as share effective planning, assessment, and evaluation methods.

5. Assessment data to guide instruction and professional development planning.

   In EDUC 330 Instructional Planning & Delivery and EDUC 430 Instructional Delivery & Evaluation, students use anecdotal records and annotate their own lesson plans as a means of assessing instruction and guiding the development of their own professional develpment planning.

   In pre-student teaching field experiences, only the on-site supervising teacher provides a final evaluation. Instructors do not supervise these assignments but often require video taping of the student's class presentations and integrate student's field experiences into their course discussions.

   • EDUC 330 Instructional Planning and Delivery
   • EDUC 430 Instructional Delivery and Evaluation
   • Report Form for Evaluating Pre-Student Teaching Micro-Teaching

   Student teachers are required to have two (2) periodic evaluations and one final evaluation by their on-site supervising teacher(s).

   • EDUC 491 Secondary Directed Teaching Requirements
   • Periodic Student Teaching Report Forms
   • Final Student Teaching Evaluation

   The student teacher's University Supervisor assesses the student's performance and provides feedback to guide instruction and professional development planning.

   • University Supervisor Guidelines
   • Report Form for Evaluating Student Teacher Performance
   • Report Form for Evaluating Student Teacher Performance (Activity/Lesson Observed)

   Student teacers are given a copy of the Entry-Level Standards for Michigan Teachers along with the Indicators of Achievement in EDUC 499 Professional Seminar as a tool for comparing their performance with the State of Michigan's standards.

The School of Education (SOE), beginning Fall Semester 2003, will send an electronic SOE Current Student Newsletter to all student teachers which highlights SOE events and deadlines, the Entry-Level Standards for Michigan Teachers, the Michigan Curriculum Framework, the State Recommended/Developed Tools and Resources, State of Michigan certification resources, and useful links.