Belhaven University Undergraduate School of Education Teacher Candidate Handbook

Table of Contents

• Message

• Faculty

• Framework Model

• Introduction
• Conceptual Framework

• Vision
• Mission

• Vision and Mission
• Knowledge of Content
• Learning Environments
• Instructional Methods
• Assessments
• Professional Growth
• Professional Dispositions

• Information
• The Learner and Learning
• Content
• Instructional Practice
• Professional Responsibility

• Servant and Partnership Teaching Models

• TEPP Professional Dispositions 

• Rubric

• Pink-Slip

• Licensure Checklist
• Professional Responsibilities

• Course Descriptions
• Field Experience Descriptions

• Information
• Application Deadlines
• Undergraduate Education Committee
• Entry and Retention Process Steps

• Gateway 1: Application for Admission to the School of Education
• Gateway 2: Admission, Retention and Progression in the TEPP
• Gateway 3: Completion of Student Teaching, and the TEPP, and Degree Requirements

• Chart

• Candidates Responsibilities

• All Students
• Women
• Men

• Field Experience Components

• Cell-Phone Use
• Social Networks 

• Admission Criteria
• Liability Insurance

• Schedule
• Prerequisites
• Start of School (SOS)
• 15 weeks
• Absences
• Praxis II
• Seminars and Conferences
• Discipline
• Observations
• Internship Calendar

• Information

• Application

• Checklist

• Degree Plan Sheet
• Endorsements

• Degree Plan Sheet
• Endorsement

• Information

• Ethics and Conduct

• Code of Ethics Acknowledgement Form

• FERPA
  
   

Greetings,

To Our New Teacher Candidates;

On behalf of the Belhaven University School of Education, it is my pleasure to extend a warm welcome to each and every one of you as you begin your journey in our Teacher Preparation Program.

As Dean, I want to assure you that you have made an excellent choice in selecting the Belhaven University School of Education for your teacher training. Our Teacher Preparation Program (TEPP) has a longstanding reputation for excellence. We take pride in producing highly qualified, skilled, and caring Christians who, as professional educators, make a positive impact in the lives of the students in their classrooms.

Our dedicated Christian faculty members, who are experts in their respective fields, are committed to providing you with the guidance and all the support you need to succeed.

As a Christian and a future educator, you hold a vital role in shaping the minds and character of future generations. Please remember that the School of Education is here to support you every step of the way.

Once again, welcome to the Belhaven University School of Education!

Sincerely,

Dr. David B. Hand

Dean, School of Education .

 

Please click here and scroll down to see the School of Education faculty.

 

Welcome to Belhaven University (BU) School of Education! The Elementary Education program at BU has been created to prepare teachers for servant leadership teaching in Mississippi schools and career field of Professional Education. The program’s standards and curriculum has been aligned with the Mississippi College and Career Readiness Standards, Interstate Teaching Assessment and Support Consortium (InTASC), and Council for the Accreditation of Educator Preparation K-6 Elementary Teacher Preparation Standards. The BU Teacher Preparation Program works to prepare Teacher Candidates for a diverse world of learners in a variety of environments to develop as a Servant-Leader. Learning to Teach and Teaching to Serve using Servant-Partnership, Culturally Responsive Teaching approaches.
 

CONCEPTUAL FRAMEWORK

The Belhaven University School of Education serves as the university’s Teacher Educator Preparation Program (TEPP)*. The Belhaven Educator Preparation conceptual framework, Teacher as Servant Leader: Learning to Teach-Teaching to Serve, establishes the shared vision in preparing educators to work effectively in P-12 schools. It provides direction for our programs, courses, teaching, candidate performance, scholarship, service, and accountability. The Belhaven Teacher Educator Preparation Program’s conceptual framework is knowledge- based, and consistent with the TEPP’s and the university’s mission, and is continuously evaluated and up-dated by working together with faculty, candidates, and the professional community. The conceptual framework also establishes the standards and foundation for our Quality Assurance Assessment System.

 

THE VISION OF THE SCHOOL OF EDUCATION

A commitment to teacher preparation that supports the mission of Belhaven University and reflects the call for reform of contemporary education. We believe Christian educators who seek to make changes in the lives of their students; schools, and community must not only model best professional practices, but must accept the call to become lifelong learners who demonstrate moral and professional behaviors. Teachers must not be content with things as they are, but must be responsive to new developments in subject matter, methods and pedagogy in order to ensure that all students, regardless of differences, are truly educated (Darling-Hammond, 1997). The EPP’s six standards support this mission and provide the framework for preparing and assessing candidates for teaching in today’s world.

The following are the six standards by which candidates are assessed and evaluated to determine educator preparation and professional quality:

1. Knowledge of the Content
2. Learning Environments
3. Instructional Methods
4. Assessment
5. Professional Growth
6. Professional Dispositions
    

THE MISSION OF THE SCHOOL OF EDUCATION

To provide opportunities and skills for the development of leadership potential which supports the University’s efforts to develop men and women who will demonstrate distinctive Christian leadership and service in all areas within their influence. Under-girding the mission of the School of Education is the commitment to a foundation in biblical truths and the development of a personal Christian worldview. The conceptual framework supports the mission of the University in its desire not only to prepare men and women for the world of work, but also to prepare them to serve Christ in their chosen profession. We believe that to be a Christian educator, whether teaching or being a leader in a public or private school, is a calling and ministry. We seek to produce well-trained certified professional teachers and school leaders, who are compassionate, caring individuals and who exemplify the role of Teacher as Servant Leader.

 

VISION AND MISSION

The candidate supports and promotes, an academic and values centered, vision and mission to other teachers, staff, parents, and community to ensure that high quality teaching, learning, and schooling are implemented and continuous school improvement is taking place.


INDICATORS

The candidate:

1. collaboratively implements, and promotes a shared vision and mission for quality teaching and learning
2. identifies goals and promote organizational learning
3. promotes continuous and sustainable improvement
4. monitors and evaluates progress and revises plans
5. acts in ways that consistently reflect the school’s/district’s vision, mission, and values
6. promotes the academic success and personal well-being of every student by ensuring the development of a culture of continuous school improvement.
7. anticipates and discerns the value of emerging trends to shape school decision making
8. enables others to engage productively with improvement processes
9. promotes a culture of evidence-based inquiry and continuous learning linked to processes of planning,    decision making, and implementation of improvements.
10. promotes a culture of collective direction, shared engagement, and mutual accountability consistent with vision, mission, and values
     

BEPP STANDARD 1: KNOWLEDGE OF CONTENT

The candidate assures that they utilize knowledge of content in creating learning opportunities that make subject matter meaningful and useful and promotes the growth and development of all students.


INDICATORS

The candidate:

1. understands and applies theories of learning and motivation
2. acceptable, written, oral and non-verbal communication
3. is knowledgeable with current and correct content subject matter
4. has the ability to find sources for writing standard-based behavioral objectives
5. uses cooperative grouping techniques as an active participation strategy
6. uses a variety of appropriate teaching strategies that accommodate differences in learners
7. incorporates a variety of technology and resources into motivational lessons
8. effectively assesses, plans, and delivers instruction
9. uses prior understanding of students’ experiences to make instruction purposeful
10. selects content material and media for lessons
11. provides learning experiences that accommodate differences in development and individual needs
     

BEPP STANDARD 2: LEARNING ENVIRONMENTS

The candidate promotes academic success and personal wellbeing of students by assuring that they design and manage learning environments that accommodate a diverse population, provide for individual differences, and enhance student learning and achievement.


INDICATORS

The candidate:

1. applies methods of effective content integration of different disciplines
2. understands the characteristics of and strategies for a diverse classroom population
3. is able to implement a variety of classroom organizational and management strategies
4. incorporates appropriate and current technologies to enhance teaching, learning, and promote learner inquiry
5. utilizes time-on task procedures for effective classroom environment
6. implements strategies to promote effective classroom management
7. is knowledgeable of information from current research about teaching in diverse classrooms
8. analyzes the classroom environment to make adjustments for improved classroom management and learning
9. establishes effective routines and uses instructional time efficiently
10. shares timely feedback with students and adjusts strategies to improve learning
11. uses wait-time to encourage higher-level thinking during questioning
12. use information about students to plan instruction to accommodate differences and individual needs
13. builds/sustains a classroom climate of acceptance, encouraging creativity, inquisitiveness, and risk-taking
14. uses appropriate language for giving directions
15. monitors student participation
16. promotes high expectations and high standards for all students
     

BEPP STANDARD 3: INSTRUCTIONAL METHODS

The candidate, in cooperation with other school educators, selects and implements a variety of instructional methods & teaching strategies that develop students’ critical thinking, problem solving, & performance skills.


INDICATORS

The candidate:

1. implements a variety of teaching strategies and techniques including appropriate and current technologies
2. uses questioning techniques to identify misconceptions or confusion and to monitor student work
3. utilizes current information and materials related to curriculum
4. seeks out sources of current research supporting differentiated lesson planning and teaching techniques for diverse learners
5. applies multiple instructional techniques to meet the needs of students’ different learning styles
6. builds a classroom environment conducive to learning
7. provides and builds opportunities for students to interact and apply concepts in problem- solving
8. integrates multiculturalism and diversity in lessons
    

BEPP STANDARD 4: ASSESSMENT

The candidate promotes appropriate and meaningful assessments and analyzes assessment data to monitor and document individual student learning, grade level growth, classroom, and school advancement in order to inform improvements in instruction, the impact on student learning, and school enhancement.


INDICATORS

The candidate:

1. uses formal and informal assessment techniques.
2. monitors techniques during instruction and maintains accurate recordkeeping.
3. analyzes data from several sources to inform instruction.
4. detects nonverbal cues from students to modify and re-teach unclear concepts.
5. makes academic decisions based on assessment outcomes, evaluation, and reflection.
6. selects and uses appropriate assessment tools.
7. utilizes individual and group responses to pace learning.
8. ommunicates criteria and performance standards to students and progress results to students and parents
    

BEPP: STANDARD 5: PROFESSIONAL GROWTH

The candidate employs the tools of self-evaluation and reflection and utilizes available resources to support professional growth as an educator and leader, to create a culture of professionalism and promote student learning, foster improved instruction, and be an advocate for school enhancement.


INDICATORS

The candidate:

1. is self-reflective and conducts self-evaluation.
2. Seeks out sources of current research and materials for professional development
3. writes reflective statements evaluating teaching and leadership performance
4. plans and re-teaches material based on analyzed data of student performance.
5. participates in professional learning opportunities and commits to ongoing professional development and independent learning.
6. exhibits a love and enthusiasm for learning.
7. continually engages in professional growth, and is committed to being a life-long learner.
8. plans for individual professional growth
    

BEPP STANDARD 6: PROFESSIONAL DISPOSITIONS

The candidate integrates and exhibits the Christian worldview in building inclusive learning environments that address the needs, perspectives, and diversity among students, families, colleagues, and communities. The candidate manifests the ethical principles and dispositions of a Christian professional educator and is a role model both in and outside of the school building, the district, and the community.


INDICATORS

The candidate:

1. demonstrates through actions, conversation, and their demeanor their Christian life style and demonstrates an exemplary role model to students and others in the school and community
2. establish relationships with students, parents, guardians, other education professionals, and the community at large
3. manifests the ethical principles of a Christian professional educator
4. believes that all students can learn, sees the potential in every student, and has high expectations for each student
5. actively engages all students in cognitive and participatory learning
6. displays fairness and supportiveness in order to achieve a positive learning environment
7. communicates high expectations for all learners
8. celebrates, respects, and values diversity
9. develops an awareness of multiculturalism in the classroom
10. celebrates diversity in the school and community
11. utilizes teaching techniques designed for diverse learning styles
12. demonstrates ethical and professional principles by modeling the role of a professional educator. This includes but is not be limited to the following:
    • Attitude - Positive - Includes Response to Authority
    • Timeliness - Being on Time
    • Conversation - No Gossiping - Speaking the Truth - No Foul Language
    • Professional and Appropriate Dress
    • Conduct - 24 hour Life-Style - (Others may - I may not)
13. adheres to professional and ethical standards of conduct which includes the MS Professional Code of Ethics for Educators
14. accepts and responds positively to constructive criticism
15. is a member and participates in professional organizations
16. appreciates the importance of collaboration with other professionals, community, and family to support learning by demonstrating a servant attitude in the role of an instructional leader
17. interacts with colleagues in the schools, students, families, and the community as a professional.
    
     

The Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support Consortium (InTASC), developed model core teaching standards that outline what teachers should know and be able to do to ensure that every K-12 student reaches the goal of being ready to enter college or the workforce in today’s world. 
 

THE LEARNER AND LEARNING

STANDARD 1

Learner Development-The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.


STANDARD 2

Learning Differences-The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.


STANDARD 3

Learning Environments-The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
 

CONTENT

STANDARD 4

Content Knowledge-The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.


STANDARD 5

Application of Content-The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
 

INSTRUCTIONAL PRACTICE

STANDARD 6

Assessment-The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.


STANDARD 7

Planning for Instruction-The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.


STANDARD 8

Instructional Strategies-The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
 

PROFESSIONAL RESPONSIBILITY

STANDARD 9

Professional Learning and Ethical Practice-The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.


STANDARD 10

Leadership and Collaboration-The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

 

Servant and Partnership Teaching Model Outcomes are linked to BEPPs. Preparing Servant-Partnership Teachers who advocate for Culturally Responsive Practice. Training socially responsible Teacher Candidates who are Servant Teacher-Leaders and work for Partnership Teaching.

Defined - Servant Leadership and Partnership Teaching is defined as two or more teachers working together to prioritize their students’ needs while sharing the planning, organization, delivery and assessment of instruction, as well as the physical space. These approaches allow the Teacher Candidates to integrate Culturally Responsive Teaching to promote excellence for all students. (Friend & Cook, 2017)

Approaches to Servant Leadership and Partnership teaching:

1. “Listening” to identify, and “one teaches and one observe” - Listen to identify the concerns and the needs of the individual or group. One teacher has primary instructional responsibility while the other gathers specific observational information on students or the {instructing} teacher. The key to this strategy is to listen and focus the “observation” where the teacher doing the surveillance is observing specific behaviors. Technology use is encouraged to develop teamwork and data collection for student analysis.(ISTE Standards 4. Collaborator & 7. Analyst)
2. “Empathy” to stay and assist with one teach, one drift - Servant leaders work to understand the difficulty and assist. This approach is an extension of “Listening to identify, and one teach, one observes.” One teacher has primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments. Often lending a voice to students or groups who would hesitate to participate or add comments. The teacher candidate strives to understand and add support to create a safe environment for academic inquiry and mastery. The path to empathy is through understanding and creating a designed environment that supports appropriate technology use for instruction and student practice. (ISTE Standard 5 - Designer)
3. “Awareness” of concerns in methods, content, and the students’ needs that may necessitate the Parallel Teaching approach. - The teacher candidate develops awareness of their limits in content- knowledge, methods and delivery; seeking a content delivery where each teacher instructs half the students. The two teachers are addressing the same instructional material using similar teaching strategies. The greatest benefit to this approach is the reduction of student to teacher ratio and the advocacy of equity for all learners. (ISTE Standard 1 - Learner)
4. “Persuasion” to facilitate the students’ ability to learn from more than one method by using “Station Teaching” -the partnership pair divide the instructional content into segments - Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station-often an independent station will be used along with the teacher led stations. This approach allows for questions and ideas or facts to be discussed in using several pedagogical styles. “Station Teaching” may allow students to form their own knowledge and build a strong platform for new content. The environment should support learners to work at their own pace and understanding during this approach, using technology is encouraged to promote a safe and welcoming design for learners. (ISTE Standards - 5. Designer 2. Leader and Planner)
5. “Foresight” allows student needs to be met by using data to determine mastery and by means of the “Alternative” method - Alternative teaching strategies provide two different approaches to teaching the same information. Several or one student may need instruction that is extended. One teacher takes responsibility for the large group and the other works with a smaller cluster. During this approach the Teacher Candidate must work to develop their teacher-leader skills. Technology allows the Teacher Candidate to research and use best practice. (ISTE Standard 4 - Collaborator)
6. “Commitment to the Growth of Students,” the partners decide how best to teach each person and may use Supplemental or Differentiated teaching- Supplemental implies the strategy allows one teacher to work with students at their expected level, while the other teacher works with those students who need the information or materials extended or remediated. The goal of the lesson is the same for all students however the avenue for getting there is different. The teacher candidate considers the academic growth of each student and how to improve their opportunities to achieve mastery. Teacher Candidates demonstrate the skills and methods that has been acquired. Developing skills and leadership as servant-partner is a goal that all professional educators seek and is a wise investment of time. (ISTE Standard 3 - Citizen)
7. “Building a Community” working together to plan, deliver, and assess as partners to accomplish mastery takes Team Teaching - A well planned, team taught lesson, exhibits an invisible follow through of instruction with no prescribed division of authority. Using a team-teaching strategy, both teachers are actively involved in the lesson. From a students’ perspective, there is no clearly defined leader - as both teachers share the instruction, are free to interject information, and available to assist students and answer questions. The teacher candidate and Clinical Educator co-create the lesson and method of delivery that best meets the needs of the students and content. Remembering to be respectful of all people and culture, and work for an inclusive environment a kind (unconditional) teaching pedagogy.
8. “Healing” - involves the teacher candidates laboring to prioritize their students’ needs and learning to support the class spiritually, physically, and mentally. The teacher candidates work to partner and establish the content with the Clinical Educator to ensure student engagement in the “purpose and importance” of their learning. During the field placement the Teacher Candidate works to apply appropriate technology, show value-added (impact on student learning) and deploy data-driven implementation skills to influence instruction and planning.
9. “Stewardship” - is demonstrated by teacher candidates who take time to value their worldview and philosophy of education. Take time to value your stand in Christ and representing the behaviors you would like to see in others. This time of skill development and mentoring with a Clinical Educator and the University Instructors is a true partnership that will create classrooms with engaging management techniques and increased time-on-task. The School of Education does realize the value in early and continuing field experiences for Teacher Candidates. According to Dobbins (1996) teaching is a form of art that must have continues work and practice to produce a product. Field placements should include differing grade levels and engagement with diverse student population to meet the endorsement area.
10. “Conceptualization” of the mission and vision of the BU School of Education theme, “Educator as Servant Leader - Learning to Teach - Teaching to Serve.” Teacher candidates will establish clear goals and plans for lessons and growth for their students. They will be able to look at the “whole child” and develop an engaging classroom that supports the students learning with the support of the school, community, and family. The culminating field placements is a clinical experience that spans a year of Teacher Candidates working to create a culturally responsive classroom which provides differentiated experiences to meet the diverse learners’ abilities and needs. There is a concern to meet the learning levels of all in a classroom, for the best possibility of mastery of content (Chen, 2007).

Chen, Y.H. (2007). Exploring the assessment aspect of differentiated instruction: college EFL learners perspectives on tiered performance tasks. University of New Orleans ProQuest Dissertation. 3292290

Dobbins, R. (1996). The challenge of developing a ‘reflective practicum’, Asia-Pacific Journal of Teacher Education, 24:3, pg 269-280.

Friend, M. & Cook, L. (2017) Interactions: collaboration skills for school professionals. (8th ed.). Pearson.

Honigsfeld, A. & Dove, M.G., (2019), Preparing teachers for co-teaching and collaboration. L. de Olivera. (Ed.), The Handbook of TESOL in K-12. John Willey & Sons Ltd.

Greenleaf, R.K (2015), The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center. Retrieved from https://www.greenleaf.org/what-is-servant-leadership/

Greenleaf, R.K., (2002), Servant leadership: A journey into the nature of legitimate power and greatness. Paulist Press.

Cook, L., & Friend, M. P., (2017), Interactions: collaboration skills for school professional. Pearson Higher Education, USA.

Cook, L., & Friend, M. (2004, April). Co-Teaching: Principles, Practices, and Pragmatics, Paper presented at the quarterly meeting of the New Mexico Public Education Department Special Education Meeting, Albuquerque, NM.

Snyder. D. (1993, April), Cooperative teaching: An effective model for all students ED 361 930. Paper presented at the annual convention of the Council for Exceptional children, San Antonio, TX. {ERIC Document Reproduction Service No. ED. 361 930}

 

UNDERGRADUATE PROGRAMS

1. Candidates will be introduced to the Dispositions Rating Scale (See Appendices) during EDU 200, Introduction to Elementary Education, and EDU 202 Seminar in Education. In REA 323, 324, 327, and EDU 400 Clinical Internship, and EDU 401 Clinical Internship II the teacher candidate will be evaluated by their P12 Clinical Educator and University TEPP Educator. During these courses, candidates will self-assess using the scale, with focused observations and assignments related to field experiences serving as a frame of reference. The instructors will evaluate the candidate, as needed using the scale and review committee referral as needed. The Undergraduate Education Committee will meet with the candidate to discuss strengths and weaknesses during the TEPP admission interview. Referrals are made, if needed, to the Undergraduate Education Committee; a remediation plan will be determined by data and conferencing with the Teacher Candidate.
2. A disposition form will be placed in each candidate’s folder for documenting exemplary practices/dispositions. A pink-disposition-slip will be placed in the folders of Teacher Candidates needing a referral with the remediation plan attached.
3. Dispositions will be taught and reinforced throughout all courses in the program. Faculty who note a deficiency or deficiencies or evidence of strengths in a candidate relevant to a disposition area(s) will enter this information on the appropriate dispositions pink-disposition-slip, providing details related to the reason for the concern or commendation.
4. Faculty will hold conferences with students regarding the development of dispositions as candidates move through their programs. These conferences are most noted during admission to teacher education and internships.
5. Advisors will review advisees’ disposition pink-disposition-slips and note concerns that need to be brought before the faculty committee.
6. Upon request for admission to teacher education, and again upon request for admission to Clinical Internship (student teaching), faculty will meet to review each candidate’s progress with respect to the development of appropriate dispositions for teaching. The Dispositions Rating Scale will be used during and prior to Final Internship. The faculty will consult the pink-slip forms and review for concerns, remediation’s completions, and if needed, dismissal of the Teacher Candidate from the TEPP.
7. Based upon the number and severity of disposition weaknesses/deficiencies, faculty will refer the candidate to the advisor for counseling or to a faculty committee for counseling and if needed remediation.
8. If improvement/remediation is needed, the faculty members and candidate will establish a written plan for improvement that will become part of the candidate’s file. The plan will specify how and when the improvement will occur.
9. If the deficiency(ies) persist(s), the faculty will meet to consider whether the candidate should continue in the program. (Two or more negative pink-disposition-slips, with one or more improvement/remediation plans not met will be grounds for dismissal from the TEPP program)
10. The form will also be used by the P12 Clinical Educator and University TEPP Educator during Internship II if there is a halt in progression of teaching, pedagogical, or dispositional growth. Each will submit the forms to the Director of Clinical Experiences for inclusion in the candidate’s file. The University TEPP Educator and P12 Clinical Educator will consult with the Director of Clinical Experiences and the Undergraduate Education Committee for development of a completion plan.
    
     

ETHICS AND JUDGEMENT

CONFIDENTIALITY

Unacceptable (0): The candidate:

• Talks inappropriately to others regarding confidential matters.
• Lacks respect for confidentiality.
   

Emerging (1): The candidate:

• Inconsistently shows respect for confidentiality of others.
• Does not consistently demonstrate respect for confidentiality.
   

Acceptable (2): The candidate:

• Exhibits confidentiality when dealing with others.
• Maintains confidentiality.
• Is careful with conversations outside of classroom.
   

Target (3): The candidate:

• Keeps all school matters confidential and refrains from discussing with anyone outside of school.
• Holds high regard for confidentiality.

INTEGRITY, HONESTY, TRUSTWORTHINESS

Unacceptable (0): The candidate:

• Displays a pattern of dishonest behavior.
• Does not demonstrate honesty in personal situations or those related to school.
• Lies to gain personal advantages.
   

Emerging (1): The candidate:

• Is truthful and honest in dealing with others except in minor and isolated circumstances.
• Attempts to always be honest and forthright.
   

Acceptable (2): The candidate:

• Is honest in dealing with others.
• Demonstrates integrity when faced with challenges in both personal and academic situations.
   

Target (3): The candidate:

• Is always truthful and honest in all situations.
• Is a model of good character/integrity in personal and academic situations.

FAIRNESS AND EMPATHY

Unacceptable (0): The candidate:

• Shows bias toward different types of learners.
• Does not treat all students fairly.
• Does not exert reasonable effort to protect others from conditions that interfere with learning or are harmful.
   

Emerging (1): The candidate:

• Usually treats others fairly.
• Usually is unbiased to different types of learners.
• Usually exerts reasonable effort to protect others from conditions that interfere withlearning or are harmful.
   

Acceptable (2): The candidate:

• Consistently treats other fairly.
• Is consistently unbiased toward different types of learners.
• Exerts reasonable effort to protect others from conditions that interfere with learning or are harmful.
   

Target (3): The candidate:

• Exhibits consistent and equitable treatment of others.
• Initiates methods to protect others from conditions that interfere with learning or are harmful.

FOLLOWS SCHOOL AND UNIVERSITY POLICIES AND MS EDUCATOR CODE OF ETHICS: STANDARD OF CONDUCT

Unacceptable (0): The candidate:

• Sometimes circumvents rules and policies (Must be reminded about rules, appearance, communication skills, etc.).
• Sometimes disregards rules and procedures for personal gain.
• Sometimes wants exceptions to the rules made for himself/herself.
• When reminded of standards of conduct, demonstrates a negative attitude.
   

Emerging (1): The candidate:

• Usually follows rules and policies without having to be reminded by others.
• When reminded about a breach in policies/rules, attempts to change.
• Usually shares a concern about rules/policies and why exceptions should be considered.
• When reminded of standards of conduct, adheres immediately.
   

Acceptable (2): The candidate:

• Follows rules and policies.
• Accepts personal responsibility to adhering to all rules and policies.
• Shares concerns about rules/policies but abides by requirements, not offering positive solutions.
• Adheres to all standards of conduct and accepts personal responsibility for following them.
   

Target (3): The candidate:

• Consistently follows rules and policies.
• Demonstrates exemplary pattern of behavior in respect to all rules/policies.
• Shares concerns about rules and policies with administration and offers positive solutions.
• Adheres to all standards of conduct and accepts personal responsibility for following them.

RESPECT FOR DIVERSITY

SENSITIVITY

Unacceptable (0): The candidate:

• Expresses attitudes and beliefs as an individual, from a one- sided view.
• Is indifferent or resistant to what can be learned from diversity of communities and cultures.
• Demonstrates little or no awareness of one’s own assumptions, judgments and/or biases about self and others.
   

Emerging (1): The candidate:

• Has awareness that own attitudes and beliefs are different from those of other cultures and communities.
• Exhibits little curiosity about what can be learned from diversity of communities and cultures Begins to identify own assumptions, judgments and/or biases about self and others.
   

Acceptable (2): The candidate:

• Reflects on how own attitudes and beliefs are different from those of other cultures and communities.
• Exhibits curiosity about what can be learned from diversity of communities and cultures.
• Articulates the influence of one’s own assumptions, judgments and/or biases during interactions with one’s own culture and other cultures.
   

Target (3): The candidate:

• Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity of communities and cultures.
• Promotes others’ engagement with diversity.
• Demonstrates ability to assess the impact of assumptions, judgments, and/or biases related to one’s own and other cultures.

FAIRNESS

Unacceptable (0): The candidate:

• Displays a pattern of dishonest or deceitful behavior.
• Deliberately lies for personal advantage.
• Betrays confidences.
• Does not treat others fairly and equitably.
• Does not exert reasonable effort to protect others from conditions that interfere with learning or are harmful to their health and safety.
   

Emerging (1): The candidate:

• Is truthful and honest in dealing with others except in minor and isolated circumstances.
• Strives to be trustworthy and keep his/her word.
• Inconsistently maintains confidentiality.
• Usually treats others fairly and equitably.
• Usually exerts reasonable effort to protect others from conditions that interfere with learning or are harmful to their health and safety.
   

Acceptable (2): The candidate:

• Is truthful and honest in dealing with others.
• Shows integrity when faced with challenging situations.
• Maintains confidentiality.
• Exhibits consistent and equitable treatment of others.
• Exerts reasonable effort to protect others from conditions that interfere with learning or health and safety.
   

Target (3): The candidate:

• Has an impeccable reputation for always being truthful and honest in dealing with others.
• Is described as a model of integrity.
• Always maintains confidentiality.
• Demonstrates and advocates for equitable treatment of others.
• Initiates preventative methods to protect others from conditions that interfere with learning or are harmful to their health and safety.

RESPECT FOR INDIVIDUAL DIFFERENCES

Unacceptable (0): The candidate:

• Does not consciously recognize or react to particular types of differences, even when experiencing them.
• Assumes knowledge is certain.
   

Emerging (1): The candidate:

• Questions own experience in relation to others’ experience.
• Acknowledges multiple perspectives.
• Recognizes that learning about others is necessary.
   

Acceptable (2): The candidate:

• Exhibits a willingness to critically explore claims of knowledge concerning differences.
• Acknowledges that they, as individuals, do not have all the answers regarding differences.
• Faces the dilemma of understanding others without compounding societal stereotypes.
   

Target (3): The candidate:

• Validates others’ experiences and/or beliefs.
• Acknowledges the rights, responsibilities, and contributions of others.
• Openly discusses cultural differences and issues.
• Effectively communicates across individual differences.

PROFESSIONAL RESPONSIBILITIES

ATTENDANCE AND PUNCTUALITY

Unacceptable (0): The candidate:

• Has chronic absences and/or excessive tardiness or early departure.
• Has absence(s) without prior notice.
   

Emerging (1): The candidate:

• Has few absences.
• Usually arrives on time and remains as expected.
• Usually seeks approval for an absence in advance.
   

Acceptable (2): The candidate:

• Consistently arrives on time and remains as expected.
• Consistently seeks approval for an absence in advance.
   

Target (3): The candidate:

• In addition to acceptable, arrives prior to designated time and remains as needed until tasks are complete.

DEPENDABILITY AND RELIABILITY

Unacceptable (0): The candidate:

• Submits projects late or not at all.
• Gives no attention to quality or clarity or adequate preparation of work.
   

Emerging (1): The candidate:

• Usually submits projects in a timely manner.
• Usually completes work to meet minimum requirements for quality, clarity, or preparation.
   

Acceptable (2): The candidate:

• Consistently submits projects in a timely manner.
• Consistently creates products that exhibit attention to detail and quality of thoughtful analysis and adequate time allocated for planning and work.
   

Target (3): The candidate:

• In addition to acceptable, assignments are completed before dead- lines.
• Work is of exceptional quality with evidence of personal reflection, revision, initiative and creativity.

DRESS AND APPEARANCE

Unacceptable (0): The candidate:

• Dresses inappropriately for the setting.
• Has poor grooming habits.
   

Emerging (1): The candidate:

• Usually dresses in a manner appropriate for the setting.
• Is usually well- groomed.
   

Acceptable (2): The candidate:

• Consistently dresses in a manner appropriate for the setting.
• Is consistently well-groomed.
   

Target (3): The candidate:

• In addition to acceptable, dresses in a professional manner appropriate for the setting.
• Always well- groomed.

POISE AND ATTITUDE

Unacceptable (0): The candidate:

• Shows little self-confidence.
• Displays a critical or negative attitude.
• Demonstrates inappropriate behaviors.
   

Emerging (1): The candidate:

• Shows self- confidence.
• Displays appropriate behavior.
• May have an unwilling attitude at times.
   

Acceptable (2): The candidate:

• Is self-assured.
• Consistently displays appropriate behavior.
• Has a willing attitude at all times.
   

Target (3): The candidate:

• In addition to acceptable, maintains a positive attitude.

SELF-INITIATIVE AND INDEPENDENCE

Unacceptable (0): The candidate:

• Exhibits little energy or enthusiasm.
• Seldom volunteers.
• Does the minimum required work at prompting of supervisors.
• Avoids responsibility.
   

Emerging (1): The candidate:

• Makes some effort to participate, but puts forth little effort to do a fair share of the work.
   

Acceptable (2): The candidate:

• Is eager to participate.
• Makes suggestions and is inquisitive.
• Takes on added responsibility.
• Knows and follows guidelines in course syllabi.
   

Target (3): The candidate:

• In addition to acceptable, conveys enthusiasm shows initiative, creativity, and resourcefulness in following course syllabi.

FLEXIBILITY

Unacceptable (0): The candidate:

• Shows little or no regard for change or working with others or their ideas.
   

Emerging (1): The candidate:

• Is willing to change and accept ideas of others.
   

Acceptable (2): The candidate:

• Is willing to listen to others and incorporates ideas.
   

Target (3): The candidate:

• In addition to acceptable, actively promotes ideas.

DEDICATED TO THE PROFESSION

Unacceptable (0): The candidate:

• Makes little effort to improve teaching performance and to encourage students to learn.
   

Emerging (1): The candidate:

• Seeks new and better ways of teaching to facilitate the learning of students.
   

Acceptable (2): The candidate:

• Continually shares and seeks professional materials and ideas.
• Seeks and values constructive feedback from others (peers/instructors).
   

Target (3): The candidate:

• In addition to acceptable, participates in professional activities (staff development, PTO/PTA, and/or conferences, etc.).

SELF-CONTROL

Unacceptable (0): The candidate:

• Exhibits lack of self-control.
• Is sometimes antagonistic toward others.
   

Emerging (1): The candidate:

• Exhibits little self-control.
• Makes inappropriate remarks.
   

Acceptable (2): The candidate:

• Exhibits self- control.
• Has appropriate interactions with others.
   

Target (3): The candidate:

• In addition to acceptable has appropriate, positive, respectful interactions with others.

INTERPERSONAL SKILLS AND RELATIONSHIPS

BELIEF THAT ALL CHILDREN CAN LEARN

Unacceptable (0): The candidate:

• Provides unclear evidence to document student learning.
• Puts the responsibility of learning on the student.
   

Emerging (1): The candidate:

• Collects and reviews some data to document student learning and acknowledges responsibility for student learning.
   

Acceptable (2): The candidate:

• Usually sets high performance standards for all students and holds them accountable.
• Usually offers enriched curriculum that challenges every learner to develop.
• Generally uses varied instructional strategies to accommodate different learning needs and styles.
   

Target (3): The candidate:

• Always sets high performance standards for all students and holds them accountable.
• Consistently offers enriched curriculum that challenges every learner to develop.
• Always uses varied instructional strategies to accommodate different learning needs and styles, reads research and seeks resources to help students with learning difficulties.

RESPONSE TO FEEDBACK

Unacceptable (0): The candidate:

• Rejects or ignores constructive feedback.
   

Emerging (1): The candidate:

• Is Willing to respond to constructive feedback and responds appropriately.
   

Acceptable (2): The candidate:

• Accepts constructive feedback and responds appropriately.
• Displays a positive disposition that is open to constructive feedback.
   

Target (3): The candidate:

• Actively solicits feedback about performance and has a genuine interest in and makes every effort to refine practices.

COOPERATION

Unacceptable (0): The candidate:

• Demonstrates unwillingness to cooperate or collaborate with peers, faculty, and/or staff.
   

Emerging (1): The candidate:

• Generally demonstrates an ability and willingness to work cooperatively with peers, faculty, and/or staff.
   

Acceptable (2): The candidate:

• Usually demonstrates an ability and willingness to work cooperatively with peers, faculty, and/or staff.
   

Target (3): The candidate:

• Consistently strives to purposefully build and maintain a spirit of cooperation with faculty, peers, and/or staff
• Offers suggestions and strategies to enhance cooperation among students, faculty, and/or staff.

RAPPORT

Unacceptable (0): The candidate:

• Is intentionally disrespectful/ purposefully hurtful when communicating or interacting with peers, faculty, students, and/or staff.
• Relates to others in a negative, demeaning, or sarcastic manner.
   

Emerging (1): The candidate:

• Exhibits little respect when communicating or interacting with peers, faculty, students, and/or staff or others.
   

Acceptable (2): The candidate:

• Usually demonstrates an ability to communicate and interact effectively and professionally with peers, students, faculty, and/or staff
• Usually builds and maintains positive relationship with others.
   

Target (3): The candidate:

• Consistently communicates and interacts effectively and professionally with peers, students, faculty, and/or staff.
• Consistently builds and maintains positive relationships with others.
• Seeks ways to include others who are unable/unwilling to interact positively with students, faculty, and/or staff.

DEMONSTRATES RESPECT

Unacceptable (0): The candidate:

• Demonstrates a clear lack of respect for the cultures of all, and is blatantly disrespectful in the treatment of others.
   

Emerging (1): The candidate:

• Minimally respects the cultures of all, and does not always treat others with dignity and respect.
   

Acceptable (2): The candidate:

• Respects the cultures of all and consistently treats others with dignity and respect.
• Demonstrates great respect for the cultures of all constituencies.
   

Target (3): The candidate:

• Always treats others with dignity.
• Respects and responds to the varying cultural backgrounds and differing perspectives of learners in the classroom AND incorporates these differences into his/her teaching and use of content examples.

COOPERATES AND COLLABORATES WITH OTHERS

Unacceptable (0): The candidate:

• Displays an unwillingness to effectively build relationships or collaborate with peers, faculty, and/or staff.
   

Emerging (1): The candidate:

• Generally demonstrates an ability and willingness to work cooperatively with peers, faculty, and/or staff.
   

Acceptable (2): The candidate:

• Consistently works cooperatively with faculty, peers, and/or staff.
• Consistently offers suggestions and strategies to build / enhance cooperation among students, faculty, and/or staff.
   

Target (3): The candidate:

• Continually strives to maintain strong relationships AND seeks out collaborative relationships with not only peers, faculty, and/or staff, but also community members and other professionals to promote learner growth and development.

SELF-REFLECTION

Unacceptable (0): The candidate:

• Shows little or no concern about evaluating a situation or one’s own performance, attitudes, or behavior critically.
   

Emerging (1): The candidate:

• Usually shows concern about evaluating a situation or one’s own performance, attitudes, or behavior critically.
   

Acceptable (2): The candidate:

• Consistently shows concern about evaluating a situation or one’s own performance, attitudes, or behavior critically.
   

Target (3): The candidate:

• Routinely engages in the process of reflection to reconsider his/her prior knowledge in light of experience to inform and improve his/her practice in the future.

COMMUNICATION

WRITTEN COMMUNICATION

Unacceptable (0): The candidate:

• Has written work with serious and persistent errors in word selection and use, sentence structure, spelling, punctuation, and capitalization.
   

Emerging (1): The candidate:

• Has written work with several major errors in word selection and use, sentence structure, spelling, punctuation, and capitalization.
   

Acceptable (2): The candidate:

• Has written work that is relatively free of errors in word selection and use, sentence structure, spelling, punctuation, and capitalization.
   

Target (3): The candidate:

• Has written work that has no major errors in word selection and use, sentence structure, spelling, punctuation, and capitalization.

ORAL COMMUNICATION

Unacceptable (0): The candidate:

• Has oral language with serious and persistent errors in word selection and use, sentence structure, spelling, punctuation, and capitalization.
   

Emerging (1): The candidate:

• Has oral language work with several major errors in word selection and use, sentence structure, spelling, punctuation, and capitalization.
   

Acceptable (2): The candidate:

• Has oral language that is relatively free of errors in word selection and use, sentence structure, spelling, punctuation, and capitalization.
   

Target (3): The candidate:

• Has oral language with no major errors in word selection and use, sentence structure, spelling, punctuation, and capitalization.

NON-VERBAL COMMUNICATION

Unacceptable (0): The candidate:

• Has poor body language, including bad posture, inappropriate gestures and expressions.
   

Emerging (1): The candidate:

• Is missing two out of the following three elements:
  • Good Posture
  • Proper Gestures
  • Warm Expressions.
     

Acceptable (2): The candidate:

• Is missing one out of the following three elements:
  • Good Posture
  • Proper Gestures
  • Warm Expressions
     

Target (3): The candidate:

• Has good demeanor (i.e., good posture, proper gestures, and warm expressions).

Candidate Name:_________________________________________

Score: __/75

Evaluator Signature: ______________________________________

 

Professional Dispositions Unacceptable Rating.

For a fillabe version to submit, click here.
 

DIRECTIONS

In the space provided, please write an explanation of the infraction as it relates to the disposition rubric and the action taken, with name of person reporting and date. All infractions will be placed in SOE student files.


Name of Candidate: ____________________________________            Date of Infraction: ______________

Action Taken: __ Candidate Conference ; __ Emailed Candidate ; __ Written Improve Plan ; __ TEPP Committee Mtg.

Instructor’s Signature: ____________________________________            Date: ______________

Student’s Signature: _____________________________________             Date: ______________

 

LICENSURE CHECKLIST

This Licensure Checklist will assist you as you compile the supporting documents required for obtaining licensure in your desired area of certification. Please enclose all required documents in one complete application packet. The Checklist is only for your benefit and does not need to be included in the packet.

TRADITIONAL TEACHER EDUCATION MISSISSIPPI APPROVED TEACHER CERTIFICATION PROGRAM

__ Five-Year Teacher Education Route- Initial License (Applies to a graduate of a teacher education program with included student teaching.)

• Verification of Lawful Presence (Currently paper only).
• Licensure Application (Paper or Online).
• Transcript(s) (Electronic transcripts submitted from the college/university or official transcript service).
• Institutional Program Verification (Form IPV) or Online Recommendation documenting completion of an Approved Program.
• Official documentation of Attainment of Mississippi’s current qualifying score on all required tests.
   

Prospective teachers in the state of Mississippi are required to demonstrate skills that educators are to possess by passing content and pedagogy certification exams:

• PRAXIS - PLT - Principles of Learning and Teaching - Achieve a qualified passing score by the completion of the first semester of your Junior year within the TEPP.
• PRAXIS- CIA - Curriculum Instruction and Assessment - Achieve a qualified passing score by the completion of the second semester of your Junior year within the TEPP.
• Foundations of Reading Assessment - FOR - Achieve a qualified passing score by the completion of the first semester of your Senor year in the TEPP. Update for the FOR - test name - Foundations of Reading Assessment (Test Code 190) - Recommended Qualifying Score - 233.

For each domain, educator standards are supported by specific competencies. Detailed information about the exams, domains, standards and competencies for each certification area can be found on https://www.ets.org/praxis/ms and https://www.ms.nesinc.com/PageView.aspx?f=GEN_Tests.html.
 

PROFESSIONAL RESPONSIBILITIES

Prospective and practicing teachers in Mississippi are expected to comply with the Mississippi
Educators’ Code of Ethics. Teachers must maintain high standards of professionalism in their daily practices and interactions with co-workers, students, community members, and other stakeholders. A copy of this document is included in the Appendix within this handbook.

 

COURSES

EDU & REA.

Elementary Education: Initial Teacher Certification.
 

EDU: EDUCATION

200* - INTRODUCTION TO EDUCATION AND PRE-CLINICAL FIELD EXPERIENCE (3)

A study of the historical, philosophical, and legal foundations for education, the role of the profession of teaching and of schools in a changing society. Includes field experiences in accredited schools representing a variety of classroom organization, methodology, grades and subject areas. (Fall only).


202 - EDUCATION SEMINAR (0)

A required seminar session that meets once each semester and is required for all undergrad students enrolled and taking courses in the School of Education. This includes students as pre-candidates for the Teacher Educator Preparation Program and/or for those candidates having been interviewed and admitted to the Teacher Educator Preparation Program. Candidates involved in Clinical II - Internship Student Teaching are exempt from Education Seminar. The Education Seminar is designed for all Education majors to be informed of current education issues and decisions form the Mississippi Department of Education that may affect candidates’ plan of studies and other issues concerning teacher certification. At times professional educational leaders may be scheduled as guest speakers or panelist. (Fall and Spring).


221* - CHILD DEVELOPMENT (3)

A study of the growth and development of the individual from conception through early adolescence, with emphasis on physical, perceptual, motor, cognitive, language, personality, and social development. Includes the use of the major concepts, principles, theories, and research related to the development of children and young adolescents in order to construct learning experiences to support the individual’s development. (Spring only).


301 - EDUCATIONAL PSYCHOLOGY (3)

A study of the teaching-learning process: the student behavior, research data, theory, and illustrations all concerned with actual classroom application of psychological principles. Educational Psychology uses scientific inquiry to study how human beings learn, the principles by which learning can be increased, and directed by education. The basic premise underlying this course is that educational psychology is primarily concerned with the nature, conditions, outcomes, and evaluation of classroom learning. (Fall only).


303* - THE LANGUAGE ARTS AND SKILLS (3)

Prereq: Admission to the Teacher Educator Preparation Program.

Emphasis on traditional grammar, speech, listening, written communications, creative and utilitarian writing, and on whole language integration with content areas. (Fall only).


304* - SOCIAL STUDIES FOR CHILDREN (3)

Prereq: Admission to the Teacher Educator Preparation Program.

A survey of the social sciences taught in K-8, with special attention given to geography, history, and civics. (Fall only).


307* - SCIENCE, PHYSICAL EDUCATION, AND HEALTH FOR CHILDREN (3)

Prereq: Admission to the Teacher Educator Preparation Program.

The subject matter, materials, and methods of teaching science and health in the elementary school. (Spring only).


308* - MATHEMATICS FOR CHILDREN AND PRE-CLINICAL FIELD EXPERIENCE (3)

Prereq: Adm. to the Teacher Preparation Program. A prereq for student teaching.

An introduction to the subject matter, materials, and methods of teaching modern mathematics in the elementary school. The major goal of this course is to help prospective teachers learn how to teach student centered problem based mathematics confidently. A secondary goal is to help prospective teachers understand the ongoing growth, change in mathematics education, and provide them with ways to become facilitators who help learners develop self-efficacy as they explore mathematics through an active learning approach. (Fall only).


309 - EFFECTIVE CLASSROOM MANAGEMENT AND LEARNING (3)

This course is intended to provide theories on various models of discipline that enhance student motivation, classroom management, and learning. Its focus is to develop an understanding of the needs of diverse student populations and creating an atmosphere for learning in the classroom. Emphasis will    be placed on the development of a personal system of discipline, creating and managing the learning environment, parental involvement and experiencing growth in student achievement by implementing rigor in instruction by planning and implementing the INTASC and MDE State Standards in all teaching assignments. (Spring only).


331 - PLANNING AND ASSESSMENT (3)

Prereq: Admission to the Teacher Educator Preparation Program.

This course is intended to provide pre-service teacher candidates with the principles and techniques necessary to develop sound instructional lesson plans and data/assessments. The primary focus of the course will be on writing instructional objectives, writing lesson plans, developing test items, utilizing performance based and alternative assessment techniques, administering classroom evaluations, analyzing classroom assessment data, and describing the roles planning and assessment have in daily classroom practice. The use and interpretation of standardized tests will also be discussed, as well as the ethical issues related to assessment. (Fall only).


335 - CREATIVE ARTS IN EDUCATION (3)

The course focuses on the presentation of the creative arts: dance, music, theater, and the visual arts. This course is intended to prepare the teacher candidate to know, understand, and use the content, function, and integrative qualities of the various arts to communicate, promote inquiry, and insight among K-12 students. Course materials, topics, creative explorations, and discussions stimulate innovative teaching methods based from a Christian World View. (Fall only).


342* - THE EXCEPTIONAL LEARNER AND PRE-CLINICAL FIELD EXPERIENCE (3)

A study of the child whose development follows atypical patterns. This would include all children eligible for special education placement identified through one of the 13 disability categories. Exceptional students are a very diverse group with a wide range of abilities. The teacher could work in a classroom that may have a variety of exceptional learning needs. The effectiveness of the teacher in working with exceptional learners would depends upon the academic and professional knowledge the teacher brings to the classroom, leadership abilities, and character traits that are a part of the teacher’s demeanor. (Spring only).


390 - SPECIAL TOPICS IN EDUCATION (1-3)

Prereq: Admission to education. By permission of Dean.

Varied topics; may be repeated for credit.


400* - CLINICAL PRACTICE I: INTERNSHIP/METHODS (6)

Prereq: REA 323 and 324, EDU 309, 331,; Senior status; Admission to the Teacher Educator Preparation Program. Passing the Principles of Learning and Teaching Praxis for elementary education is required prior to start of the course. The Curriculum and Instruction and Assessment Praxis and the Foundations of Reading Test must be successfully completed by the course’s end.

A study of methods, techniques and procedures used in teaching grades K-6 with special emphasis on curriculum development, methods, materials, assessments, and standards for teaching using the Teacher Intern Assessment Instrument (TIAI), the Mississippi College and Career Readiness Standards (CCRS), and the INTASC Standards. Forty-eight hours of field experience with teaching experiences are included in this course in diverse schools in the area. (Fall only).


401* - CLINICAL PRACTICE II: INTERNSHIP/STUDENT TEACHING (10)

Prereq: Senior status and EDU 400, EDU 309, 331; Admission to the Teacher Educator Preparation Program and passing both parts of the the Praxis II and Foundations of Reading Test.

Interns must complete 75 full days in an accredited elementary classroom with a Master teacher. Creating and teaching of lessons using the Teacher Intern Assessment Instrument (TIAI), the Mississippi College and Career Readiness Standards (CCRS), and the INTASC Standards are required throughout a semester in an accredited elementary school, supported by required seminars and conferences between candidates and the EPP Clinical Supervisor. (Spring only).


490/495 - SPECIAL TOPICS (3)
Designed for non-degree seeking students. Enrollment by consent of instructor. May be repeated for credit.


*Indicates courses requiring clinical filed placement hours to be completed on location in area schools. A background check (CastleBranch) is required before starting any field experience hours. Please see CastleBranch Background Check instructions in the appendices of the Undergraduate Teacher Handbook.

See detailed Degree Plans in the Appendices for an overview of course offerings.
 

REA: READING

311* - LITERATURE BASED READING SKILLS PRE-CLINICAL FIELD EXPERIENCE (3)

Program. Coreq: EDU 303, REA 323, and REA 325.

The development of critical reading skills through the study of children’s books, the history of children’s literature, an overview of the classics, books promoting various genres and multi-cultural themes. Includes various presentations and field experiences with young children. (Fall only).


323* - EARLY LITERACY I PRE-CLINICAL FIELD EXPERIENCE (3)

Coreq: EDU 303, REA 311, and REA 325.

Concepts, materials and teaching strategies for oral language development and systematic early reading and writing instruction, specific to concepts about print, phonemic awareness, and phonics. (Fall only).


324* - EARLY LITERACY II - PRE-CLINICAL FIELD EXPERIENCE (3)

Prereq: Adm. to the Teacher Educator Preparation Program and REA-323. A prereq for student teaching.
Coreq: REA-326.

The course is designed to prepare those who will serve in the teaching profession.
 
This course is designed to teach and cover concepts, materials, and teaching strategies for oral language development (related to meaning) and systematic early reading instruction specific to vocabulary, spelling (related to morphology) fluency, writing (to support comprehension) and reading comprehension in order to understand that literacy is an integrated process that results in comprehension/communication as a product (3 hours). Students will explore materials and techniques for teaching developmental skills and abilities in reading at the elementary level. Emphasis will also be placed on diagnosis, prescription, and recent research findings in the area of reading methodology. (Spring only).


325 - CONTENT READING SKILLS (3)

Coreq: EDU 303, REA 311, and REA 323.

A study of reading skills necessary for students to read and comprehend subject matter. Includes clinical field experiences in various school settings. (Fall only).


326* - DIAGNOSTIC READING SKILLS PRE-CLINICAL FIELD EXPERIENCE (3)

Prereq: Adm. to the Teacher Educator Preparation Program and REA 311, 323, REA 324, and REA 325.
Coreq: REA 324.

A study of reading problems, assessment procedures, and individualized instructional programs for problem readers. Includes case study and internship in schools. (Spring only).


327* - MIDDLE LEVEL LITERACY PRE-CLINICAL FIELD EXPERIENCE (3)

Prereq: Admission to the Teacher Educator Preparation Program and REA-323 & 324.

A study of reading skills, concepts, methods, and materials for literacy teaching and learning for upper elementary and young adolescents. Emphasis will be on writing, comprehension, strategy instruction, and assessment. Includes clinical field experiences in various school settings. (Fall only).


*Indicates courses requiring clinical filed placement hours to be completed on location in area schools. A background check (CastleBranch) is required before starting any field experience hours. Please see CastleBranch Background Check instructions in the appendices of the Undergraduate Teacher Handbook.

See detailed Degree Plans in the Appendices for an overview of course offerings.

 

EDU 200

Each student (candidate) will spend at least thirty (30) hours in a P-12 school (private or public) as assigned by the course instructor. Several hours will be spent touring a variety of schools (Montessori, Private/Christian, Public, Performing Arts, Charter, etc.). The rest of the hours are spent developing a rapport with inner-city, low-socioeconomic elementary students. An observation log and final reflection are required and must be turned in to pass the course. A background check will be required of all students prior to entering field.


EDU 221

Each candidate spends 2 hours conducting and recording interviews with a child 2 to 12. Home school children are selected for this activity.


EDU 342

Each student spends 4 hours observing in schools with special need children. Options of schools are, not an inclusive list, Magnolia Speech School, MS School for the Blind, McWillie Montessori School, Power APAC Special Education class in a JPS and Hudspeth Center.

EDU 307

Each candidate spends 4 hours working with and judging science fairs in elementary and middle school. An intercity school is chosen for the elementary fair. (If access is available)


EDU 308

Each candidate will spend at least ten (10) hours in a P - 12 school (private or public) as assigned by the course instructor. An observation log will be completed by each student during each hour of observation. The candidate will get the observation log signed by the observed teacher at the end of each 2 hour observation block. A final reflection is required that will be submitted for a grade at the end of class. The reflection will provide a discussion of experiences and observations in the classroom.


EDU 400

Candidates will complete 95 hours in an assigned classroom that may be in public, private, or parochial schools. This classroom must be varied from EDU 401. Candidates will assist the P-12 educator as requested and create a unit of at least 5 days that will be taught within the 95 hours of work. The assessment of this work will be the TIAI including a pre/post-test with a graph or chart analyzing the impact the candidate’s teaching of this unit.


EDU 401

Candidates will complete 15 weeks (75 days/600 hours) of observing, assisting, and teaching in an assigned classroom. Candidates will request a school for this placement that is varied from previous field experience in EDU 400. Within the 15 week time period, candidates will gradually progress in responsibility with the classroom. The P-12 Educator will evaluate the candidate on his/her performance throughout the semester using the TIAI instrument and the Dispositions Evaluation. The Clinical Educator will also assess the candidate a minimum of five observations during the 75 days. A unit will be created according to the CCRS and the requirements of the particular district of placement. The candidate along with the P-12 Educator will decide on the standards to be addressed for the unit. See the Clinical II Handbook for further clarification.


REA 311

Each candidate presents a literary experiences 2 hours in the lower grade classes at a local elementary school. (If access is available).


REA 323

Candidates will be placed in designated suburban K-2 classroom for a total of 15 hours under the supervision of teachers who teach reading. The candidates’ primary objective is observing the teaching of reading with the developing of phonemic awareness, concepts of print, and noting different decoding techniques used in the classroom setting.


REA 324

Candidates will complete 15 hours in a suburban K-1 classroom during literacy instruction. Candidates will observe literacy instruction, assess students” fluency, vocabulary, and comprehension levels, and develop and teach 4-5 lessons (1 lesson individually, 2 lessons within a small group, and 1- 2 whole class lessons).


REA 326

Candidates will work a minimum of 8 hours with a struggling student in area schools to evaluate the student’s reading problems. Of primary interest is administering a pre and post Informal Reading Inventory to the students and then developing a remediation plan suited to improve the student’s reading problems.


REA 327

Candidates will complete 15 hours of tutoring with 4th-8th graders in an inner- city urban setting with an emphasis on syllabic analysis, vocabulary, and comprehension.


*A background check (CastleBranch) is required before starting any field experience hours. Please see CastleBranch Background Check instructions in the appendices of the Undergraduate Teacher Handbook. SOE students earn a Reading endorsement.

See detailed Degree Plans in the Appendices for an overview of course offerings and field experiences.

 

Students who plan to declare a major in education or who plan to earn a teaching certificate must formally apply for admission to the Teacher Education Preparation Program (TEPP) in the School of Education. Eligibility to apply does not ensure admission to the (TEPP). If more applicants are eligible for admission to the program than the School of Education can admit, applicants will be selected based upon their overall record on all criteria. The following are the criteria: GPA, PRAXIS Scores, and Dispositional rating.
 

APPLICATION DEADLINES

Students applying for admission to the TEPP should do so by the fall of their junior year. Late applications will be considered on a space-available basis. Prior to admission to the School of Education, students may take a variety of education coursework. Students should refer to the Undergraduate Catalog or see the School of Education’s advisor for specific courses they may enroll in prior to admission.
 

UNDERGRADUATE EDUCATION COMMITTEE

One of the roles of the Committee is to review, interview, critique, and vote on each applicant to the TEPP; and to recommend whether the candidate is ready to progress, complete additional criteria, or needs remediation. Each candidate will be notified of the Committee’s decision.
 

ENTRY AND RETENTION PROCESS STEPS

The School of Education tracks each candidate’s progress in efforts to train Teacher Candidates as highly qualified teachers and the faculty and staff feel confident in recommending the candidate for certification. All materials must be submitted for review by the deadlines set by the School of Education.

The candidate’s progress is monitored by the following major Process Steps:

• Gateway 1: Application for Admission to the School of Education
• Gateway 2: Admission, Retention and Progression in the TEPP
• Gateway 3: Completion of Student Teaching, and the TEPP, and Degree Requirements.
  
   

GATEWAY 1. APPLICATION FOR ADMISSION TO THE SCHOOL OF EDUCATION

To work toward a degree in teacher education, a candidate must first be admitted into the School of Education. This is a separate step from admission to university. The application for entry into the School of Education and the TEPP is considered the first checkpoint in the program. Students applying for admission to the TEPP should do so by the fall of their junior year.

When applying for admission to the School of Education the following steps occur:

1. Students submit a formal application with supporting documentation to the TEPP Chair of Undergraduate Teacher Education.
2. Teacher Candidate admittance requirements into the Teacher Education Preparation Program (TEPP) - completion of a minimum of 60-hours of course credit with a 3.00 GPA, or a 2.75 GPA and ACT 21 or SAT equivalent or qualifying score on the PRAXIS CORE.
3. Successfully passing the PRAXIS-PLT- Principles of Learning and Teaching.
4. The application and supporting documentation is verified by the Chair of Undergraduate Teacher Education.
5. The data, and application materials of all applicants are reviewed by the Undergraduate Education Committee.
6. The interview is conducted by the Undergraduate Education Committee.
7. Successful candidates are admitted into the TEPP.
    

GATEWAY 2. RETENTION IN THE TEACHER EDUCATION PROGRAM & PROGRESS TOWARD THE CLINICAL EXPERIENCE (STUDENT TEACHING)

Students who have elected to pursue a degree in the School of Education understand that the faculty and staff are dedicated to producing highly qualified servant- partnership professional educators. In order to achieve that goal, all candidates must:

1. Maintain acceptable academic performance in all content area and education classes.
   Acceptable academic performance is identified as earning a minimum 2.75 GPA overall and a grade of “C” or better in content area and education courses.
2. Maintain high professional standards. Candidates will be assessed based on their academic achievement and their professional dispositions: behavior, attitudes, demeanor, judgment, dependability and reliability throughout their teacher education experiences.
3. Submit an Application for Student Teaching by the appropriate deadlines. Applications for Clinical Internship (student teaching) are due by the end of the junior year. Requirements for the application to the senior year Clinical Internship (student teaching) include:
   • Completion of all content area and education coursework with a minimum GPA of 2.75 and no grade lower than a “C”.
   • A minimum overall GPA of 2.75.
   • Creation of a Mississippi Department of Education’s pre-license link.
   • The Undergraduate Education Committee will consider minimum criteria, as well as student performance (professional attitude, demeanor, abilities and preparation) and forward their recommendations to the Director of Clinical Experiences. The Undergraduate Education Committee and the School of Education dean and/or designee must approve any exception to these Clinical Internship (student teaching) standards.
4. Successfully pass the Foundations of Reading Assessment - FOR - prior to their first semester of Clinical internship in their senior year.
    

GATEWAY 3. COMPLETION OF THE CLINICAL INTERNSHIP (STUDENT TEACHING), THE TEPP, AND THE DEGREE

The School of Education is dedicated to student content, pedagogical, and dispositional success and completion of passing state certification exams. Every effort will be made to provide additional instruction and support, if needed, to ensure this success.

1. Final GPA of 2.75 with C or better in education and content area coursework.
2. Pass on all exams.
3. Successful completion of the Teacher Education Program, including the Clinical Internship (student teaching) experience.
4. Apply for graduation: conferred bachelor’s degree.
5. Request approval from the SOE Certification Analysis to submit final license application to the State of Mississippi.
   
    

TEACHER AS SERVANT LEADER LEARNING TO TEACH - TEACHING TO SERVE
Admissions to Teacher Education Preparation Program (TEPP)
All EDU and REA coursework must have a “C” or better to progress in the program.

FRESHMAN FALL (Application - Gateway 1 for non-transfers)

• GPA 3.00 or
• GPA 2.75 with ACT 21+ or
• CORE
  • Reading - 156+
  • Writing - 162+
  • Math - 150+ or
• SAT 1060+
   

FRESHMAN SPRING

• GPA 3.00 or
• GPA 2.75 with ACT 21+ or
• CORE
  • Reading - 156+
  • Writing - 162+
  • Math - 150+ or
• SAT 1060+
   

SOPHOMORE FALL

• GPA 3.0 or
• GPA 2.75 with *ACT or
• SAT

If not passed by Registration Date for Spring, you will be administratively withdrawn from EDU/REA courses. May meet with the UG Education Council.
 

SOPHOMORE SPRING

• PRAXIS II - PLT 160+ by July 1 or Probation.

*Should have 60 Course Hours by the end of this semester.

Coursework that needs to be included:

• EDU 200 Intro. Ed.;
• EDU 202 Ed.Seminar (may be waved for transfers);
• EDU 221 Child Development;
• EDU 301 Ed. Psy.;
• EDU 342 Except. Learners;
• EDU 309 Classroom Management (Transfers will be individually evaluated).
   

JUNIOR FALL

• Must be admitted to TEPP Before Classes Begin for Junior / Spring.

*If PLT is not passed by start of Spring Classes, progress will be stopped.

*Mandatory Interviews and Acceptable  Clinical Educator’s TEDPR score for Admission to TEPP before Start of Spring Semester.
 

ATE (Gateway 2)

JUNIOR SPRING

*(CIA) 153+ is passed by by Senior Fall, you will be administratively withdrawn from EDU/REA courses. May meet with the UG Education Council.
 

SENIOR FALL (Gateway 3)

• STOP if (CIA) tests are not passed by beginning of Fall Classes.
• Foundations of Reading Exam 229+ Is passed prior to Oct 1.
• Must be prepared to complete Start-of-School Hours prior to start of fall classes.
   

SENIOR SPRING (Gateway 4)

• Must have all required testing prior to enrolling Senior Spring.
• Complete Internship II after all tests are successfully passed!

Candidate responsibilities include but are not limited to the following:

• Coursework: Complete all stated class requirements with a grade of C or better in all education and content area coursework, including the documentation of completing the required number of field experience hours prior to student teaching.
• Professional Behavior-Acceptable rating on BU Depositions: Develop a positive professional reputation within the School of Education, among peers, and with P12 Clinical Educators through the field-based experiences. Follow the Mississippi Educators’ Code of Ethics.
• Absences/Late Arrivals/Leaving Early: Candidates are responsible for notifying their P12 Clinical Educator(s) and their University TEPP Educator(s) prior to any absence (if possible). Absences may be made-up at the discretion of the P12 Clinical Educator and the University TEPP Educator. Avoid late arrivals and leaving early, as they are a disruption to the learning environment. A pattern of absences, late arrivals, and leaving early may negatively impact the candidate’s grades and professional reputation.
• Transportation and Meals: Candidates are responsible for their own transportation to, from their field experiences, and for all meals while participating in field experiences.
• Health Care Expenses: Candidates are responsible for any expenses related to personal injuries that may occur during field-based experiences.
• Criminal Records Check: The School of Education and most schools and school districts will require students to maintain a current, clear criminal record. Candidates are responsible for completing forms and fees for a criminal records check in a timely manner. Schools and school districts may have differing requirements and most will inform candidates of those requirements. A background check (CastleBranch) is required before starting any field experience hours. Please see CastleBranch Background Check instructions in the appendices of the Undergraduate Teacher Handbook.
• Termination of Field Experience or Clinical Internship (student teaching): A candidate may be removed from the field experience or Clinical Internship (student teaching) at any time upon the request of the building administrator or P12 Clinical Educator(s). Depending on the circumstances, a remediation plan may be needed, and an alternative field experience site may be identified. Removal from a second field experience site may be grounds for dismissal from the program.
  
   

BU Teacher Candidates will be assigned to numerous and varied field experiences in accredited public and private school settings. As such, they are a representative of BU, the School of Education. They need awareness at all times they are building their own professional reputation.

Please follow these expectations during all field experiences:

1. Wear the BU School of Education ID and the Background Clearance during school placements.
2. When reporting to the school, candidates should introduce themselves to the office staff and sign-in. Let them know the nature of the visit, and identify the P12 Clinical Educator or purpose of the placement.
3. Be on time, dependable, and reliable. Work out a schedule for the field placement with the P12 Clinical Educator and maintain this schedule throughout the semester. This may already be set up by the requirements of the professor(s) or the program.
4. Exchange contact information (emails, phone numbers, etc.) with the P12 Clinical Educator(s).
5. If candidates must be absent, call and/or email the school, the P12 Clinical Educator, and the University TEPP Educator to notify them as far in advance as possible.
6. Professional manner is of utmost importance. Candidates should look and act accordingly.
7. Give the P12 Clinical Educator the utmost cooperation and respect. Candidates should actively remember to act as a polite guest in the P12 Clinical Educator classroom and the school.
8. Follow through and complete all assignments.
9. Accept suggestions for improvement in a positive and professional manner. The P12 Clinical Educator and University TEPP Educator is there to help candidates learn and grow.
10. Confidentiality is extremely important. Please remember this when conferencing with the P12 Clinical Educator, University TEPP Educator, professors, principals, families, other teachers, and friends. Breach of confidentiality can cost candidates a job and the opportunity to continue in the profession. In addition, breaching confidentiality can hurt children and families. Professionalism is essential at all times.
11. Do not criticize the school, teachers, or students. Learning opportunities will be abundant, but as a guest in the building it is expected that candidates will guard what is shared with others. Do not jeopardize the opportunity to complete the field placement.
12. Use correct English (or Spanish in appropriate settings) at all times.
13. If there is a problem with any aspect of the assignment, discuss this with the P12 Clinical Educator or the BU University TEPP Educator only. Handle concerns professionally by going directly to those people who have the authority to make adjustments.
14. Absolutely no use of cell phones or accessing social media sites during field assignments.
15. BU candidates will follow the BU academic calendar regarding holidays. (Unless notified differently).
    
     

Please consult the following guidelines for minimum standards of professional dress, grooming, and attire.
 

ALL STUDENTS

• Wear the BU ID/Background Clearance or the school’s ID badge at all times.
• No jeans (especially with holes, worn-out, ripped styling and frayed hems), overalls, tank top t-shirts, t-shirts with advertising or celebratory announcements, and hats.
• Wear sensible shoes. No flip-flops or very high heels. Check with school concerning open- toe shoes.
• Avoid wearing strong colognes, perfumes, and other fragrances. Many students and colleagues may be allergic.
• Cover any tattoos or other body art while in the schools.
• Remove any facial and/or mouth piercings and excessive ear piercings while in the schools.
• Check host school’s policy on belts and belt-loops.
• Teacher candidates are expected to model appropriate language, conduct, and behavior for the children. Your behavior at sporting events is the same as that in a school setting. Community expectations for public school teachers guide teacher candidates.
• Professional behavior for teacher candidates is to be prudent, responsible, and beyond reproach. You should always be friendly, approachable, and have a calm demeanor when in the school setting. This means making eye contact and speaking to everyone.
   

WOMEN

• Pants must be mid-calf in length or longer. Low-slung pants or hip-huggers exposing the midriff are not permitted. Pants must be high enough to cover the lower back and undergarments when bending over. No yoga (skin tight stretch) pants.
• Skirts/dresses must be knee length or longer, slits no more than 4” above the knee. Skirts and dresses must allow one to sit/bend over without running the risk of exposure. Spaghetti strap dresses are not permitted, except with a jacket that must not be removed during the day.
• Clothing should not be suggestive, excessively tight, or revealing.
• No bare midriffs, sleeveless or low cut tops. If bending over or sitting, others should not be able to see down the shirt or top.
• No sheer, see-through, or lingerie style clothing.
• Undergarments should not be visible.
   

MEN

• Slacks, khaki or dress pants and a belt. Low-slung pants, hip-huggers, or “sag” are not permitted. Pants must be high enough to cover the lower back and undergarments when bending over.
• Shirts with collars.
• Closed toed shoes only.
  
   

The TEPP is committed to providing Teacher Candidates with relevant and research-based, high quality, materials and prescriptive, varied, and formative experiences. Which will give a variety of educational settings and with diverse student populations.

Field-based Experiences Prior to Student Teaching:
Your participation in classrooms may vary each semester, but you can expect to spend time observing, engaging in classroom activities, and teaching lessons.

• Observing. Observation hours typically involve watching and paying close attention to the children, classroom environment, instructional techniques, classroom routines, and interpersonal relationships.
• Engaging in classroom activities. Your field-based experiences may begin with a few hours of observation time but very shortly thereafter, the candidate should expect more involvement with the students. This may be limited interaction at first, such as monitoring students working at their desks, giving one-on-one assistance, opening/closing activities, attendance, grading, passing out papers or materials, or reading aloud to students. If the candidate is ready and the PK12 Clinical Educator agrees, the candidate may teach a few short, prepared lessons to small or large groups of pre-K-12 students.
• Teaching lessons. After an appropriate amount of observation and interaction in a classroom, the candidate may be ready to assume a greater portion of classroom responsibility. Teaching lessons enables the candidate to assume more responsibility for planning and teaching lessons under the guidance of a PK12 Clinical Educator and the University TEPP Educator. Formal lesson plans should be written by the candidate and reviewed by PK12 Clinical Educator and the University TEPP Educator.
• Clinical Internship (student Teaching). The Clinical Internship (student teaching) at Belhaven University requires 15 full weeks (75 days) of supervised classroom experience. Teacher Candidates are expected to observe, assist, and teach during this time. The Teacher Candidate, PK12 Clinical Educator and University TEPP Educator Handbooks have more detailed information. Teacher Candidate will follow the district calendar with respect to start dates, holidays, and breaks.
  
   

CELL-PHONE USE

Please be polite and refrain from using cell phones (text messaging, etc.) during class and absolutely no use of cell phones during field assignments. Teacher Candidates in the School of
Education will need to avoid accessing social networking sites such as Facebook during class or field assignments. All students are expected to follow rules of common courtesy in all email messages, threaded discussions, and chats. The same rules apply online as they do in person. Be respectful of others at all times. Please take a moment and read the following link concerning courtesy and electronic communications. http://www.albion.com/netiquette/.
 

SOCIAL NETWORKS

It is never appropriate to establish intimate, personal relationships or out-of- school friendships with K-12 students in field-based settings. For their own safety and success, students should assume that any information they publish online is visible and accessible to everyone. Students are as responsible for their words and actions in online forums as they are in any interpersonal interaction Behavior inconsistent with the university’s mission, or The Kilt, “The Kilt” Student Handbook , will not be exempted from disciplinary action simply because it occurred or originated in an online forum.

BU Teacher Candidates may avoid any question of inappropriate relationships with students by using sound judgment, common sense, and caution when accessing or using any type of electronic communication or social media sites. Teacher Candidates should be mindful they:

1. Do not breach student confidentiality and privacy rights.
2. Do not post photographs or other identifying information featuring students in any type of electronic forum.
3. Do not expect privacy with anything posted on the internet or social media sites; even those with privacy settings. Organizations can, and often do, change privacy settings and policies.
4. Do not post inappropriate photos as this may affect job searches and hiring preferences. Keep this standard in mind, “If a particular type of behavior is inappropriate in the classroom or a professional workplace, then that behavior is also inappropriate on the professional social media site.” (New York City Department of Education Social Media Guidelines, 2021, n.p.). [schools.nyc.gov/tech page of the Employee InfoHub]
5. Teacher candidates are expected to maintain appropriate privacy settings on any active social media/networking accounts and not engage in social networking with any students. Review your social networking pages! Are there pictures of you in settings that are inappropriate?

You are to abide by the Mississippi Code of Ethics (see Appendices), which outlines appropriate and inappropriate actions. You are never off the ethical clock, so it is imperative that you police yourself. Teacher candidates are expected to comply with all laws of the state and to follow policies of the school placement for teacher regarding attendance and other behavior!

 

ADMISSION CRITERIA

Any candidate who wishes to be considered for admission to student teaching must meet the following requirements:

• Completion of all content area and education coursework with a minimum GPA of 2.75 and no grade lower than a C.
• A minimum overall GPA of 2.75.
• Successful completion of all required assessments and acceptable dispositional rating - Professionalism in attitude, demeanor, ability, and preparation.

Application Deadlines. Must be completed by May prior to senior year.

Clinical Internship I is not considered full time.

Clinical Internship II (Student Teaching) is considered full-time enrollment (or similar to a full-time job-without pay). Because of this full-time status, candidates should try to complete all the program coursework.

Servant-Partnership Teaching (Culturally Responsive Teaching) - The BU Teacher Candidate is a quest will act according partnering with the Clinical Educator to plan and teach the diverse classroom they are placed with in the schools. They will work to assume classroom responsibilities, Teacher Candidates should always seek to partner and communicate as the School District, School, and Clinical Educators as determine collaboratively with the TEPP. The responsibility of planning and teaching for the whole school day as though the Teacher Candidate were the classroom teacher is the best desirable scenario. During this time, the P12 Clinical and the University TEPP Educator will conduct periodic evaluations and consultations with the candidate. Additional explanations and details are included in the Clinical Internship Handbook.
 

LIABILITY INSURANCE

As students, enter public and private schools for observations, tutoring, after school programs and Clinical Internship (student teaching), it is important to be covered by liability insurance. Under Mississippi Law, it is the Teacher Candidates and the Teacher can be held responsible for a child’s injury. For this reason, we strongly suggest BU Teacher Candidates be covered with liability insurance.

Insurance is required for participation in any field experience hours. Students are insured through the Mississippi Professional Educators Association. Please see the Student Membership Form in the appendices. Please visit https://www.mpe.org/mpe for more information. Your MPE membership includes:

• Professional liability protection of $2,000,000 with $3,000,000 maximum
• Legal assistance related to employment or professional matters per MPE policy
• $10,000 accidental death & dismemberment coverage
• $2,500 assault related property damage
• Identity theft coverage
• Graduate & undergraduate scholarships awarded annually
• Classroom grant opportunities awarded annually
• Free regional trainings offering CEUs to members at no cost
• Unlimited professional advice available 24/7.
  
   

SCHEDULE

Every candidate seeking certification for teaching in any area is expected to arrange his/her schedule so the spring semester of the senior year can be devoted to internship.
 

PREREQUISITES

A student must have been admitted to the Teacher Education Preparation Program and have completed the following prerequisite courses and all required tests:

Elementary: EDU 303, EDU 304, EDU 306, EDU 307, EDU 308, REA 311, EDU 331, EDU 341, EDU 400, REA 323, REA 324, REA 325, REA 326, and REA 327.
95% of core requirements and basic professional courses must also be completed.
 

START OF SCHOOL (SOS)

SOS is a field experience conducted in the Fall semester. It consists of 10 days of assisting classroom teachers with the process of opening of school. Assignments are made by the Director of Clinical Experiences and the clinical site administrators. All candidates are required to complete this experience. SOS is designed to provide observation time and valid experiences in the assigned classroom prior to the internship.
 

15 WEEKS

Internship at Belhaven University requires 15 full weeks (75 days) of supervised classroom experience. Teacher candidates are expected to observe, assist, and teach during this time. If the university’s Academic Calendar requires, internship days may be amended to 14 weeks in the spring semester.
 

ABSENCES

When a student is not able to report to school, the Teacher Candidate must report the impending absence to the school office, the P-12 Clinical Educator, and to the Director of Clinical Experience prior to the beginning of the school day. Any absences must be made up at the end of the internship experience. SOS days are not used as make up days. They are part of the internship experience. All absences must be made up. After five absences a conference must be scheduled by the candidate with the Director of Clinical Experience. If the candidate misses more than 15 days, he/she must retake Internship II.
 

PRAXIS II

PRAXIS II has two parts. Passing scores on the PLT and the Subject Area Specialty Tests must be on file in the school of education prior to beginning the internship. All tests must be successfully completed by all candidates.
 

SEMINARS AND CONFERENCES

These are scheduled by the Director of Clinical Internship and EPP Clinical Educators during the semester of internship. You will be notified in advance of the meetings. Attendance is mandatory.
 

DISCIPLINE

Disciplinary measures used by the teacher candidate must conform to the instructions of their P-12 Clinical Educator. UNDER NO CIRCUMSTANCE SHOULD TEACHER CANDIDATES ADMINISTER CORPORAL PUNISHMENT. All Teacher candidates must have a Plan of Discipline and make these expectations known to students prior to behavior infractions.
 

OBSERVATIONS

It is the policy of Belhaven University that each teacher candidate will be visited and observed a minimum of five official times but as often as the classroom clinical educator and EPP Clinical Educator deem necessary. Occasionally, EPP Clinical Educators will make unannounced visits to the classroom.
 

INTERNSHIP CALENDAR

The Teacher candidates are to follow the schedule of the school in which they have been assigned. Any exceptions must be approved by the Director of Clinical Internships, the Dean, or the UG Teacher Education Faculty Committee. A calendar will be provided at the first Seminar, all deadlines are expected to be met to successfully complete internship.

 

Website to place an order: https://portal.castlebranch.com/be86.

Package name (if applicable): BE86: Background Check.

To Place your initial order, you will be prompted to create your secure “myCB” account. From within “myCB”, you will be able to:

• View order results
• Manage requirements
• Complete tasks
• Upload documents
• Place additional orders.

Please your ready personal identifying information needed for security purposes.

The email address you provide will become your username.

Contact: 888-914-7279 or servicedesk.cu@castlebranch.com.

 

Please complete the MPE Membership Application.

 

Please have a committee member complete the Teacher Education Preparation Program - Teacher Candidate Checklist.

 

ENDORSEMENTS

ENDORSEMENT

Reading Code 174.


ADDITIONAL ENDORSEMENT

[Add additional endorsement as needed].
 

FRESHMAN YEAR

FALL SEMESTER - 17 CREDIT HOURS

*FE - Course requires Field Experience hours in a school.


SPRING SEMESTER - 16 CREDIT HOURS

*FE - Course requires Field Experience hours in a school.
 

SOPHOMORE YEAR

FALL SEMESTER - 16 CREDIT HOURS

SPRING SEMESTER - 16 CREDIT HOURS

*FE - Course requires Field Experience hours in a school.
*Prior to the start of your junior year, you must have an approved GPA, ACT/SAT or CORE score.
 

JUNIOR YEAR

Candidates must have an interview to be admitted to the Teacher Preparation Program before taking any more EDU/REA courses.

FALL SEMESTER - 15 CREDIT HOURS

*FE - Course requires Field Experience hours in a school.
*PRAXIS PLT must be passed by end of first semester your junior year.


SPRING SEMESTER - 15 CREDIT HOUR

*FE - Course requires Field Experience hours in a school.
*Praxis CIA must be passed prior to your senior year.
 

SENIOR YEAR

FALL SEMESTER - 15 TO 18 CREDIT HOURS

*FE - Course requires Field Experience hours in a school.
*Foundations of Reading Test must be passed by the end of your first semester of your senior year.
*Gen Ed Hours: 53.
*Hours in Major: 67 (includes 18 hrs for Reading Endorsement).
*Total Hours: 126 - 138 (includes 3-6 hrs for the Additional Endorsement depending on the hours needed for the Endorsement).


SPRING SEMESTER - 13 CREDIT HOURS

*FE - Course requires Field Experience hours in a school.
*Required Tests:

• PRAXIS CORE or ACT 21+ or SAT 1060+ for Admission to TEPP.
• PRAXIS - Principles of Learning (PLT): #5622 - 160+.
• PRAXIS - Curriculum, Instruction, and Assessment (CIA): #5017 - 153+.
• Foundations of Reading Test: 233+.
  
   

ENDORSEMENTS

All elementary education majors are required to have two areas of Endorsements. Reading (174) will be your first Endorsement requiring 18 hours. These hours are already in your plan. For your Additional Subject Area Endorsement, MDE requires 18 hours to be taken in the subject content area in order to qualify for the Subject Area Endorsement. At Belhaven University the first Endorsement for all Elementary Teacher Candidates is Reading. The Additional Endorsement is your choice determined from the options listed below.
 

ENDORSEMENT AREAS

ART EDUCATION (102)
Any ART 100+
*18 Additional Hours

DRAMA/PERFORMING ARTS (123)
Any THE 100+
*18 Additional Hours

ENGLISH (119)
Any ENG 100+
*Only 2 More Courses Needed AFTER Core Classes

GENERAL SCIENCE (188)
Any BIO, CHE, or PHY 100+
*Only 3-4 More Courses Needed AFTER Core

SOCIAL STUDIES (192)
Any ECO, HIS, HUM, PSY, or SOC 100+
*Only 2 More Courses Needed AFTER Core Classes

TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (177)
ESL courses
*12 Additional Hours

MUSIC EDUCATION INSTRUMENTAL (165)
MUS Instrumental, Theory, or History 100+
*18 Additional Hours

MUSIC EDUCATION VOCAL (166)
MUS Vocal, Theory, or History 100+
*18 Additional Hours
 

ADDITIONAL INFORMATION

Endorsements require 18 hours in an additional content area per State MDE requirements. This usually equates to an additional three or more (3+) courses in the additional content area.

By selecting an area of Endorsement, you will be eligible to be certified to teach in that area. Endorsements in these major content subject areas will make you eligible to teach grades 7-12.

If you have 18 hours in a subject area, you may request that MDE review your transcript for an endorsement to be added to your license. Look at the MDE website to determine if your 18 hours match the approved areas of endorsement.

The Belhaven School of Education does require you to have the Reading Endorsement and at least one Additional Endorsement (18 hours) before you can complete the program and be recommended for licensure.

The intent of the Belhaven School of Education is to assist you by preparing you to be more marketable and sought after by administrators as they look to hire new teachers for their schools.

 

MAJOR

Elementary Education - Teacher Certification/Progress Chart.
 

ENDORSEMENTS

ENDORSEMENT

Reading (18 hrs) - 1st Concentration.


ADDITIONAL ENDORSEMENT

[Add additional endorsement as needed] (18 hrs) - 2nd Concentration.
 

FRESHMAN YEAR

FALL SEMESTER - 16-19 CREDIT HOURS

*FE - Course requires Field Experience hours in a school.


SPRING SEMESTER - 16 CREDIT HOURS

*FE - Course requires Field Experience hours in a school.
 

SOPHOMORE YEAR

FALL SEMESTER - 18 CREDIT HOURS

SPRING SEMESTER - 16 CREDIT HOURS

*FE - Course requires Field Experience hours in a school.
*Prior to the start of your junior year, you must have an approved GPA, ACT/SAT or CORE score.
 

JUNIOR YEAR

Candidates must have an interview to be admitted to the Teacher Preparation Program before taking any more EDU/REA courses.

FALL SEMESTER - 18 CREDIT HOURS

*FE - Course requires Field Experience hours in a school.
*PRAXIS PLT must be taken and passed by end of your junior year.


SPRING SEMESTER - 15 CREDIT HOUR

*FE - Course requires Field Experience hours in a school.
*Praxis CIA must be taken and passed prior to your senior year.
 

SENIOR YEAR

FALL SEMESTER - 15-18 CREDIT HOURS

*FE - Course requires Field Experience hours in a school.
*Foundations of Reading Test must be passed by the end of the fall semester of your senior year.
*Gen Ed Hours: 54.
*Hours in Major: 67 (includes 18 hrs for Reading Endorsement).
*Total Hours: 126 - 138 (includes 3-6 hrs for the Additional Endorsement depending on the hours needed for the Endorsement).


SPRING SEMESTER - 13 CREDIT HOURS

*FE - Course requires Field Experience hours in a school.
*Required Tests:

• PRAXIS CORE or ACT 21+ or SAT 990 for Admission to TPP.
• PRAXIS - Principles of Learning (PLT): #5622 - 160+.
• PRAXIS - Curriculum, Instruction, and Assessment (CIA): #5017 - 153+.
• Foundations of Reading Test: 233+.
  
   

ENDORSEMENTS

All education elementary majors are required to have two areas of Endorsements. Reading (174) will be your first Endorsement requiring 18 hours. These hours are already in your plan. For your Additional Subject Area Endorsement, MDE requires 18 hours to be taken in the subject content area in order to qualify for the Subject Area Endorsement. At Belhaven University the first Endorsement for all Elementary Teacher Candidates is Reading. The Additional Endorsement is your choice determined from the options listed below.
 

ENDORSEMENT AREAS

ART EDUCATION (102)
Any ART 100+
*18 Additional Hours

DRAMA/PERFORMING ARTS (123)
Any THE 100+
*18 Additional Hours

ENGLISH (119)
Any ENG 100+
*Only 2 More Courses Needed AFTER Core Classes

GENERAL SCIENCE (188)
Any BIO, CHE, or PHY 100+
*Only 3-4 More Courses Needed AFTER Core

SOCIAL STUDIES (192)
Any ECO, HIS, HUM, PSY, or SOC 100+
*Only 2 More Courses Needed AFTER Core Classes

TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (177)
ESL courses
*12 Additional Hours

MUSIC EDUCATION INSTRUMENTAL (165)
MUS Instrumental, Theory, or History 100+
*18 Additional Hours

MUSIC EDUCATION VOCAL (166)
MUS Vocal, Theory, or History 100+
*18 Additional Hours
 

ADDITIONAL INFORMATION

Endorsements require 18 hours in an additional content area per State MDE requirements. This usually equates to an additional three or more (3+) courses in the additional content area.

By selecting an area of Endorsement, you will be eligible to be certified to teach in that area. Endorsements in these major content subject areas will make you eligible to teach grades 7-12.

If you have 18 hours in a subject area, you may request that MDE review your transcript for an endorsement to be added to your license. Look at the MDE website to determine if your 18 hours match the approved areas of endorsement.

The Belhaven School of Education does require you to have the Reading Endorsement and at least one Additional Endorsement (18 hours) before you can complete the program and be recommended for licensure.

 

The Belhaven University Educator Licensure Preparation Programs are in compliance with Federal Regulation: 34 CFR
668.43 (a) (5) (v) and 34 CFR 668.43 (c), requiring disclosures by institutions regarding educational requirements for programs leading to professional licensure or certification regardless of modality.

The Belhaven University School of Education has made No Determination as to whether Belhaven’s Educator Preparation Programs and curriculum meet other state educational requirements for educator licensure other than those educator licensure programs approved by the state of Mississippi. All of the Belhaven University School of Education educator preparation degree programs leading to educator licensure have been approved by the Mississippi Department of Education.

The Belhaven University School of Education’s Educator Preparation Licensure Programs do not automatically qualify candidates for an educator licensure, certification upgrade, endorsement, or pay increase within their state of residence or state of their employment. Out-of-state candidates are responsible for ascertaining the requirements for licensure, endorsement, or pay increase by the state where they seek employment or licensure.

 

Each educator, upon entering the teaching profession, assumes a number of obligations, one of which is to adhere to a set of principles which defines professional conduct. These principles are reflected in the following code of ethics which sets forth to the education profession and the public it serves standards of professional conduct and procedures for implementation.

This code shall apply to all persons licensed according to the rules established by the Mississippi State Board of Education and protects the health, safety and general welfare of students and educators.
Ethical conduct is any conduct which promotes the health, safety, welfare, discipline and morals of students and colleagues.

Unethical conduct is any conduct that impairs the license holder’s ability to function in his/her employment position or a pattern of behavior that is detrimental to the health, safety, welfare, discipline, or morals of students and colleagues.

Any educator or administrator license may be revoked or suspended for engaging in unethical conduct relating to an educator/student relationship (Standard 4). Superintendents shall report to the Mississippi Department of Education license holders who engage in unethical conduct relating to an educator/student relationship (Standard 4).

Once you’ve read through, please complete the Mississippi Educator Code of Ethics form here.
 

STANDARD 1: PROFESSIONAL CONDUCT

An educator should demonstrate conduct that follows generally recognized professional standards.

1. Ethical conduct includes, but is not limited to, the following:
   1. Encouraging and supporting colleagues in developing and maintaining high standards;
   2. Respecting fellow educators and participating in the development of a professional teaching environment;
   3. Engaging in a variety of individual and collaborative learning experiences essential to professional development designed to promote student learning;
   4. Providing professional education services in a nondiscriminatory manner;
   5. Maintaining competence regarding skills, knowledge, and dispositions relating to his/her organizational position, subject matter and pedagogical practices;
   6. Maintaining a professional relationship with parents of students and establish appropriate communication related to the welfare of their children.
2. Unethical conduct includes, but is not limited to, the following:
   1. Harassment of colleagues;
   2. Misuse or mismanagement of tests or test materials;
   3. Inappropriate language on school grounds or any school-related activity;
   4. Physical altercations;
   5. Failure to provide appropriate supervision of students and reasonable disciplinary actions.
       

STANDARD 2. TRUSTWORTHINESS

An educator should exemplify honesty and integrity in the course of professional practice and does not knowingly engage in deceptive practices regarding official policies of the school district or educational institution.

1. Ethical conduct includes, but is not limited to, the following:
   1. Properly representing facts concerning an educational matter in direct or indirect public expression;
   2. Advocating for fair and equitable opportunities for all children;
   3. Embodying for students the characteristics of honesty, diplomacy, tact, and fairness.
2. Unethical conduct includes, but is not limited to, the following:
   1. Falsifying, misrepresenting, omitting, or erroneously reporting any of the following:
      1. employment history, professional qualifications, criminal history, certification/recertification;
      2. information submitted to local, state, federal, and/or other governmental agencies;
      3. information regarding the evaluation of students and/or personnel;
      4. reasons for absences or leave;
      5. information submitted in the course of an official inquiry or investigation.
   2. Falsify records or direct or coerce others to do so.
       

STANDARD 3. UNLAWFUL ACTS

An educator shall abide by federal, state, and local laws and statutes and local school board policies.

1. Unethical conduct includes, but is not limited to, the commission or conviction of a felony or sexual offense. As used herein, conviction includes a finding or verdict of guilty, or a plea of nolo contendere, regardless of whether an appeal of the conviction has been sought or situation where first offender treatment without adjudication of guilt pursuant to the charge was granted.
    

STANDARD 4. EDUCATOR/STUDENT RELATIONSHIP

An educator should always maintain a professional relationship with all students, both in and outside the classroom.

1. Ethical conduct includes, but is not limited to, the following:
   1. Fulfilling the roles of mentor and advocate for students in a professional relationship. A professional relationship is one where the educator maintains a position of teacher/student authority while expressing concern, empathy, and encouragement for students;
   2. Nurturing the intellectual, physical, emotional, social and civic potential of all students;
   3. Providing an environment that does not needlessly expose students to unnecessary embarrassment or disparagement;
   4. Creating, supporting, and maintaining a challenging learning environment for all students.
2. Unethical conduct includes, but is not limited to the following:
   1. Committing any act of child abuse;
   2. Committing any act of cruelty to children or any act of child endangerment;
   3. Committing or soliciting any unlawful sexual act;
   4. Engaging in harassing behavior on the basis of race, gender, national origin, religion or disability;
   5. Furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a student to consume alcohol or illegal/unauthorized drugs;
   6. Soliciting, encouraging, participating or initiating inappropriate written, verbal, electronic, physical or romantic relationship with a student.
      Examples of these acts may include but not be limited to:
      1. sexual jokes;
      2. sexual remarks;
      3. sexual kidding or teasing;
      4. sexual innuendo;
      5. pressure for dates or sexual favors;
      6. inappropriate touching, fondling, kissing or grabbing;
      7. rape;
      8. threats of physical harm;
      9. sexual assault;
      10. electronic communication such as texting;
      11. invitation to social networking;
      12. remarks about a student’s body;
      13. consensual sex.
           

STANDARD 5. EDUCATOR COLLEGIAL RELATIONSHIPS

An educator should always maintain a professional relationship with colleagues, both in and outside the classroom

1. Unethical conduct includes but is not limited to the following:
   1. Revealing confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law;
   2. Harming others by knowingly making false statements about a colleague or the school system;
   3. Interfering with a colleague’s exercise of political, professional, or citizenship rights and responsibilities;
   4. Discriminating against or coercing a colleague on the basis of race, religion, national origin, age, sex, disability or family status;
   5. Using coercive means or promise of special treatment in order to influence professional decisions of colleagues.
       

STANDARD 6. ALCOHOL, DRUG AND TOBACCO USE OR POSSESSION

An educator should refrain from the use of alcohol and/or tobacco during the course of professional practice and should never use illegal or unauthorized drugs

1. Ethical conduct includes, but is not limited to, the following:
   1. Factually representing the dangers of alcohol, tobacco and illegal drug use and abuse to students during the course of professional practice.
2. Unethical conduct includes, but is not limited to, the following:
   1. Being under the influence of, possessing, using, or consuming illegal or unauthorized drugs;
   2. Being on school premises or at a school-related activity involving students while documented as being under the influence of, possessing, or consuming alcoholic beverages. A school-related activity includes but is not limited to, any activity that is sponsored by a school or a school system or any activity designed to enhance the school curriculum such as club trips, etc. which involve students;
   3. Being on school premises or at a school-related activity involving students while documented using tobacco.
       

STANDARD 7. PUBLIC FUNDS AND PROPERTY

An educator shall not knowingly misappropriate, divert, or use funds, personnel, property, or equipment committed to his or her charge for personal gain or advantage.

1. Ethical conduct includes, but is not limited to, the following:
   1. Maximizing the positive effect of school funds through judicious use of said funds;
   2. Modeling for students and colleagues the responsible use of public property.
2. Unethical conduct includes, but is not limited to, the following:
   1. Knowingly misappropriating, diverting or using funds, personnel, property or equipment committed to his or her charge for personal gain;
   2. Failing to account for funds collected from students, parents or any school-related function;
   3. Submitting fraudulent requests for reimbursement of expenses or for pay;
   4. Co-mingling public or school-related funds with personal funds or checking accounts;
   5. Using school property without the approval of the local board of education/governing body.
       

STANDARD 8. REMUNERATIVE CONDUCT

An educator should maintain integrity with students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation.

1. Ethical conduct includes, but is not limited to, the following:
   1. Insuring that institutional privileges are not used for personal gain;
   2. Insuring that school policies or procedures are not impacted by gifts or gratuities from any person or organization.
2. Unethical conduct includes, but is not limited to, the following:
   1. Soliciting students or parents of students to purchase equipment, supplies, or services from the educator or to participate in activities that financially benefit the educator unless approved by the local governing body;
   2. Tutoring students assigned to the educator for remuneration unless approved by the local school board;
   3. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. (This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents, or other persons or organizations in recognition or appreciation of service).
       

STANDARD 9. MAINTENANCE OF CONFIDENTIALITY

An educator shall comply with state and federal laws and local school board policies relating to confidentiality of student and personnel records, standardized test material, and other information covered by confidentiality agreements.

1. Ethical conduct includes, but is not limited to, the following:
   1. Keeping in confidence information about students that has been obtained in the course of professional service unless disclosure serves a legitimate purpose or is required by law;
   2. Maintaining diligently the security of standardized test supplies and resources.
2. Unethical conduct includes, but is not limited to, the following:
   1. Sharing confidential information concerning student academic and disciplinary records, health and medical information family status/income and assessment/testing results unless disclosure is required or permitted by law;
   2. Violating confidentiality agreements related to standardized testing including copying or teaching identified test items, publishing or distributing test items or answers, discussing test items, and violating local school board or state directions for the use of tests;
   3. Violating other confidentiality agreements required by state or local policy.
       

STANDARD 10. BREACH OF CONTRACT OR ABANDONMENT OF EMPLOYMENT

An educator should fulfill all of the terms and obligations detailed in the contract with the local school board or educational agency for the duration of the contract.

1. Unethical conduct includes, but is not limited to, the following:
   1. Abandoning the contract for professional services without prior release from the contract by the school board;
   2. Refusing to perform services required by the contract.
      
       

Please complete the Mississippi Educator Code of Ethics - Statement of Acknowledgement.

Get the Latest on FERPA at https://studentprivacy.ed.gov/.

• Frequently Asked Questions
• FERPA for parents and students, K12 school officials and Postsecondary school officials
• Protection of Pupil Rights Amendment (PPRA)
• Guidance and Notices
• Filing a complaint under FERPA or PPRA
  
   

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children’s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are “eligible students.”

• Parents or eligible students have the right to inspect and review the student’s education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
• Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.
• Generally, schools must have written permission from the parent or eligible student in order to release any information from a student’s education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):
  • School officials with legitimate educational interest;
  • Other schools to which a student is transferring;
  • Specified officials for audit or evaluation purposes;
  • Appropriate parties in connection with financial aid to a student;
  • Organizations conducting certain studies for or on behalf of the school;
  • Accrediting organizations;
  • To comply with a judicial order or lawfully issued subpoena;
  • Appropriate officials in cases of health and safety emergencies; and
  • State and local authorities, within a juvenile justice system, pursuant to specific State law.
     

Schools may disclose, without consent, “directory” information such as a student’s name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.