Programs

Elementary Teacher Education Program of Study

Haskell’s School of Education currently offers two degree programs; an Associate of Arts Degree in Para-Professional Education and a Bachelor’s of Science Degree in Elementary Education (K-6) and these are under the umbrella of the Elementary Teacher Education Program (ETEP). Students progress through Transition Points in the program and the Program of Study is designed to provide guidance and structure as teacher candidates meet their goal of becoming Native Leaders who are critical thinkers, high achievers, reflective practitioners, and caring leaders for tomorrow’s learners.

Transition Point I – Admission to Elementary Teacher Education Program

Admission to the Elementary Teacher Education Program

Students interested in pursuing an Elementary Education career must complete an Associate of Arts Degree with a Para-Professional Education emphasis. This emphasis provides foundational knowledge which supports employment as a Para-Professional Educator in an elementary classroom setting. SOE Academic Advisors are available to provide guidance as needed. Individuals are encouraged to apply for admission to the ETEP program during their sophomore year.

Para-Professional Education Degree Checklist 

 Admissions Process

Potential teacher candidates are advised to begin the application process in December. Application packets are due to the SOE Office by February 15. Incomplete and/or late application packets may delay the process or may not be considered.

Potential teacher candidates must meet the following admissions requirements:

1. Complete the Associate of Arts Degree with an emphasis in Para-Professional Education, a cumulative GPA of 2.8 or higher, and a “C” or better in all required courses;
2. Complete the Praxis Core Academic Skills for Educators: Combined Test (Reading, Writing, and Mathematics) successfully, prior to program application. (Successfully = meeting or exceeding current cut scores). The SOE utilizes the same cut scores identified by CAEP. Applicants are encouraged to take the Praxis Core Exam between December 1-January 30 to ensure test scores are received and recorded in the ETEP Application Form;
3. Submit a written vision statement indicating a commitment to teaching and an educational autobiography. (These two documents are completed in EED 241The Role of Writing in Teaching and Learning. They should be updated and carefully edited.);
4. Complete thirty documented classroom observation hours. (Completed in EED 214 Introduction to Field Experience via verification log sheet.);
5. Submit two letters of recommendation – one from a Haskell faculty member and one letter from a member of the community in which the candidate officially resides;
6. Verify good Social Standing with Students Rights Office (Complete Social Standing Status Form)
7. Complete Felony Disclosure Statement and disclose any misdemeanor(s) or felony charges to the Dean of Professional Schools (provide all necessary documents)
8. Submit application form and required documents by February 15 to the SOE Office; and
9. Complete an interview session with the SOE Interview Committee.

Elementary Education K-6 Degree Checklist 

Transition Point II – Entry to Student Teaching (In Senior I Semester)

There are six key assessments associated with Transition Point II of the Program of Study. These assessments verify teacher candidate’s proficiency in content knowledge and pedagogical knowledge, skills, and dispositions in six key assessments as they prepare for clinical experiences (entry to student teaching). Each key assessment is carefully aligned to one or more standards – KSDE Professional Education Standards (January 2015), KSDE Elementary K-6 Educator Preparation Program Standards (July 2017) and InTASC Standards (April 2011). The description of each key assessment and acceptable levels of performance are identified as follows:

1. Elementary CKT: The Kansas State Board of Education approved the use of this new test that is effective with the 2019-20 assessment year – September 1, 2019. This is a complete change in a content test, not just adoption of a regenerated test, as test changes up to this point have been. Any applicant for a license for elementary education submitted on or after September 1, 2019 will be required to have the NEW Elementary CKT test completed (7811). This test is made of 4 Sub-tests in: Reading and Language Arts, Mathematics, Science and Social Studies. Candidates must take and pass this test between November 15 – December 15 in order to have results prior to the student teaching semester. Students must pass each Sub-test with the required cut scores. Elementary Education: Content Knowledge for Teaching, #7811: Social Studies #7815 with a cut score of 157; Reading/language arts #7812 cut score of 159; Mathematics #7813 cut score of 147; and Science #7814 cut score of 150.
2. Lesson Evaluation using criteria from the Kansas Clinical Assessment Tool (K-CAT): To demonstrate candidate proficiencies in pedagogical knowledge and skills, teacher candidates submit two lessons for every content area (English Language Arts, Math, Science and Health, Social Studies and Art, and PE and Music). Each lesson will assess the candidate’s ability to organize and plan each content lesson following a structured lesson plan template developed by the university – SOE Lesson Plan Template. The evaluation rubric aligns directly with KSDE Professional Education Standards (January 2015), InTASC Standards (April 2011), and the K-CAT evaluation rubric as criteria specific to lesson planning have been extracted from the document. The acceptable rating level for each lesson evaluation is at the Apprentice Level, a 2.
3. EE Content Lesson Evaluation: To assess candidate proficiencies and depth of content knowledge and skills for each specific content area (English Language Arts, Math, Science and Health, Social Studies and Art, and PE and Music) each methodology faculty created a content evaluation rubric for their content area. Each rubric is aligned to the KSDE Elementary K-6 Educator Preparation Program Standards (July 2017) and will be used to validate the specific content in each lesson design. The acceptable rating level for each content lesson evaluation is at the Apprentice Level, a 2.
4. K-CAT Evaluation: To initially assess candidate’s ability to assume and practice the duties and responsibilities of a teacher (i.e., design and implement meaningful lessons that impact student learning, uphold the classroom rules, routines, and procedures, engage in communication with families, host teachers and other staff, etc.). The host teacher and university supervisor will use the K-CAT rubric to evaluate the candidate’s performance at mid-semester and end of semester. Teacher candidates also complete a self-evaluation using the K-CAT rubric. Information is shared and recorded between all evaluators at the mid-semester and end-of-semester conferences. The acceptable rating level for the K-CAT evaluation is at the Apprentice Level, a 2.
5. LQ- CIRCLE Evaluation: Teacher candidates receive leadership quality ratings and feedback from their university supervisor, host teacher, and self-evaluation at mid-semester and end of semester during pre- student teaching. These ratings will denote the teacher candidate’s ability to exercise his or her qualities in an effective and professional manner. Information is shared and recorded between all evaluators at the mid-semester and end-of-semester conferences. The acceptable rating level for LQ-CIRCLE evaluation is at the Apprentice Level, a 2.
6. Cumulative GPA: The required cumulative GPA required for admission to student teaching is 3.0.

Candidates must achieve the acceptable level of performance for each of the key assessments in order to be eligible for student teaching. Candidates who successfully meet all six key assessments will be issued a student teaching certificate. Should a candidate receive a non-acceptable rating in one or more key assessments he or she will be placed on a Candidate Support Plan. Below are possible Candidate Support Plan options available to a teacher candidate based on his or her situation:

Option 1: Retake the Elementary CKT exam 30-days after the first exam and improve score to meet appropriate cut score for the appropriate sub-test.

Option 2: Allow teacher candidate one opportunity to revise a content specific lesson plan(s) to improve content or pedagogical deficiencies. Revised lesson plan(s) will be scored collaboratively by faculty.

Option 3: Place teacher candidate on a Candidate Support Plan to improve the performance and knowledge received for the specific K-CAT criteria.

Option 4: Place teacher candidate on a Candidate Support Plan to improve the Leadership Qualities – CIRCLE that receive an unacceptable rating with clear deadlines for improvement.

If satisfactory progress is not made with the Candidate Support Plan, then the candidate will be placed on a Candidate Improvement Plan. If satisfactory progress is still not achieved by the end of the semester, the candidate will be counseled to select another career path.

Transition Point III – Exit from Student Teaching (End of Senior I Semester)

There are three key assessments associated with Transition Point III of the Program of Study. These three assessments continue to verify target proficiency in content knowledge and pedagogical knowledge, skills, and dispositions as he or she transitions from all day in clinical experience (exit from student teaching). Each key assessment is carefully aligned to one or more standards – KSDE Professional Education Standards (January 2015), KSDE Elementary K-6 Educator Preparation Program Standards (July 2017) and InTASC Standards (April 2011). The description of each key assessment and the proficiency levels of performance are identified as follows:

1. K-CAT Evaluation: Teacher candidates receive K-CAT ratings and feedback from the university supervisor, host teacher, and self-evaluation at mid-semester and end of semester during student teaching. These ratings will indicate the teacher candidate’s proficiency in upholding the duties and responsibilities of a classroom teacher as it relates to InTASC and KSDE Professional Ed. Standards. Information is shared and recorded between all evaluators at the mid-semester and end-of-semester conferences. The acceptable rating level for K-CAT evaluation is at the Accomplished Practitioner level, a 3.
2. Elementary Ed. Content Evaluation: Teacher candidates receive rating and feedback from university supervisor, host, teacher, and self-evaluation at mid-semester and end-of-semester during student teaching. These ratings will verify the teacher candidate’s proficiency in content knowledge and professional skills related to the Elementary K-6 EPP Standards. Information is shared and recorded between all evaluators at the mid-semester and end-of-semester conferences. The acceptable rating level for Elementary Ed. Content evaluation is at the Accomplished Practitioner level, a 3.
3. LQ- CIRCLE Evaluation: Teacher candidates receive leadership quality ratings and feedback from their university supervisor, host teacher, and self-evaluation at mid-semester and end of semester during student teaching. These ratings will verify the teacher candidate’s ability to display professionalism in the context of the elementary classroom setting. Information is shared and recorded between all evaluators at the mid-semester and end-of-semester conferences. The acceptable rating level for LQ-CIRCLE evaluation is at the Accomplished Practitioner level, a 3.

Candidates must achieve the acceptable rating of each key assessment to be eligible to exit student teaching. Should a candidate receive a non-acceptable rating in one or more key assessments, he or she will not complete student teaching and will be placed on a Candidate Support Plan which may require repeating the student teaching experience. If progress is not achieved with the Candidate Support Plan, candidates will be placed on a Candidate Improvement Plan which could result in being unable to graduate with a Bachelor of Science degree in Elementary Education.

Transition Point IV – Program Completer and Licensure Eligibility

There are two key assessments associated with Transition Point VI of the Program of Study. This is the final measure of a candidate’s proficiency in content and pedagogical knowledge, skills, and dispositions which demonstrates that the teacher candidate is well-prepared and qualified for a teaching position.  Each key assessment is carefully aligned to meet one or more standards associated with the KSDE Professional Education Standards (January 2015) and KSDE Elementary K-6 Educator Preparation Program Standards (July 2017) and InTASC Standards (April 2011). The description of the two key assessments and the proficiency levels of performance are identified as follows:

1. Praxis PLT – Principles of Learning and Teaching: Grades K-6 (5622): Teacher candidates are required to take and successfully pass the Praxis PLT- Principles of Learning and Teaching: Grades K-6 (5622) to be eligible for program completion and licensure. The PLT exam will assess a new teacher’s knowledge and understanding of educational practices that are foundational to beginning a career as a professional educator as topics of human development, learning processes, instructional processes, diverse learners, educational psychology and professional issues are covered. The exam consists of 70 selected response questions and 4 constructed response questions. The required cut score for the state of Kansas is 160 or higher.
2. Kansas Performance Teaching Portfolio (KPTP): The Kansas Performance Teaching Portfolio (KPTP) is the required teacher candidate work sample measure to demonstrate the teacher candidate’s effects on student learning during the student teaching semester. The KPTP measures and provides evidence of the teacher candidate’s ability to design, deliver and reflect on an entire unit of study and its impact on the learning of elementary students through four distinct sources of evidence called “Task.” In each Task there are several Focus Areas. The KPTP has six defined Focus Areas that represent key components of teaching practice which align with the KSDE Professional Education Standards (January 2015) and InTASC Standards (April 2011). Each Task and Focus Area relates to the requirements and progression of the KPTP document. The required cut score is 20 or higher.

Program of Study

Students who are accepted into the ETEP become Teacher Candidates who follow the Program of Study with four specific semester blocks of courses and experiences.

Junior I Semester

Building Native Leadership   (18 credit hours)

EED 305 Developmental Psychology (3)

EED 306 Walking in Balance – Health (1)

EED 307 Curriculum, Instruction, and Assessment I/Introduction of Theory & Development (4)

EED 311 Governance and Organization of Schools (3)

EED 319 Multiculturalism and English Language Learners (4)

EED 323 Understanding Exceptionalities (3)

Junior II Semester

Understanding Diverse Learners (18 Credits + 90 Hours of Field Experience)

EED 327 Classroom Management and Design (3)

EED 330 Math Methods for K-3 Learners (3)

EED 338 Curriculum, Instruction, and Assessment II: Application of Theory and Development (4)

EED 341 Language Arts Methods for K-3 Learners (3)

EED 350 Field Experience in K-6 Classrooms (2)

EED 472 Physical Education and Music Methods for K-6 Learners (3)

Senior I Semester

Applying Best Practice (19 Hours + 200 Hours of Pre-Student Teaching Experience)

EED 404 First Days of School Seminar (1)

EED 408 KPTP Prep Seminar (1)

EED 430 Math Methods for 4-6 Learners (3)

EED 441 Language Arts Methods for 4-6 Learners (3)

EED 452 Science and Health Methods for K-6 Learners (4)

EED 480 Pre-Student Teaching in K-6 Classrooms (3)

Senior II Semester

Practicing Pedagogy & Self-Reflection (15 Credit Hours + Three Phases of Student Teaching)

EED 409 KPTP Implementation Seminar (1)

EED 490 Student Teaching in K-6 Classrooms (15)