Candidate Handbook - University Of Alaska Southeast
K-8 andbook
Table of ContentsForward from the Dean of Education4Accreditation Statement6Vision and Goals of CTE7K-8 Program Goals9Welcome from Program Head15Program Overview17Phase 1 Pre-admissionPhase 2 Practicum MethodsPhase 3-4 Student TeachingPhase 5 Graduate StudyCourse sequence and yearly scheduleSample Timelines182125272930Admission and Assessment Checkpoints and FormsOverview of Admission to Program PhasesAdmission to ProgramAdmission to Student TeachingStudent Teacher ApplicationStudent Teacher Placement Policies3334363840Matrix of Courses/Conceptual Framework Goals41ResponsibilitiesCandidateAdvisorPracticum Host TeacherHost TeacherPublic School AdministrationFaculty and University SupervisorGraduate Committee424545464747482
Rubrics and FormsLesson Plan GuidelinesLesson Observation FormProfessional Dispositions Checklist495152Program Faculty and Support StaffFaculty and Program SupportCampus Services5660StandardsProgram Policies and RequirementsAPA GuidelinesAlaska Professional Code of EthicsUAS Student Rights and ResponsibilitiesAlaska Standards for Culturally Responsive SchoolsAlaska Cultural StandardsResourcesWebsitesTechnology ServicesFinancial AidEgan Library6364666972727577793
ForewordWelcome to the Center for Teacher Education (CTE) at University of Alaska Southeastand to your beginning or advanced education for the career that makes a difference inevery person’s life. In our programs, highly experienced faculty with unique expertise inteacher education prepare you to become the informed, reflective, and responsiveteachers we believe are needed in diverse school contexts in Alaska and beyond.To successfully complete CTE programs, you will be called on to demonstrate yourproficiency in each of the Alaska Professional Teacher Standards and in the CulturalStandards for Educators endorsed by the Alaska Department of Education and EarlyDevelopment. You will also have opportunities and challenges to demonstrate yourproficiency in the content area (or areas) you plan to teach.The Center for Teacher Education provides both initial programs and advanced degreeprograms—serving students as they prepare to teach and teachers as they strengthen theirprofessional skills. In initial programs, students wishing to begin to teach elementary school (K-8)can earn bachelor’s degrees, post-baccalaureate certificates, or Master of Arts(on-site and distance) in teaching degrees. Those interested in early childhoodcan earn the MAT (distance). Those interested in initial programs to prepare toteach in secondary schools enter the secondary Master of Arts in Teaching. Thoseentering MAT programs at any level do so after earning bachelors’ degrees in thesubject area(s) they wish to teach. Advanced programs through the CTE serve certified teachers wishing to takecourses or earn teaching endorsements and/or Master of Education (M.Ed.)degrees with a variety of different emphasis areas included reading, educationaltechnology, and early childhood education. Teachers and program graduatesinterested in taking individual courses or earning professional developmentcredits are served through the CTE’s Professional Education Center. The Associate in Applied Science Degree with emphasis in Early ChildhoodEducation is offered by distance through the Center for Teacher Education atUAS in collaboration with the College of Rural Alaska/ UAF.The CTE mission is to identify, prepare and strengthen effective teachers for sustainedcontributions to students and the education profession in rural and urban settings inAlaska and nationally. Our adopted vision describes our goals and our graduates as beinginformed, reflective and responsive teachers. Please take note of these words as you willhear them often, and be challenged to make steady progress in reaching this CTE visionfor graduates. The following passages describe the knowledge, skills, and dispositionsCTE faculty can help you to become. They also describe areas of potential CTE facultyhave seen in you as part of your admission to any CTE program:4
Center for Teacher Education Graduates become: informed teachers who know about human development, learning theory, content andpedagogy, individual learners, families, cultural contexts, curriculum goals and standards.As they progress through the UAS program they deepen their understanding of the worldof teaching and learning and their relationship to it. They emerge as flexible teachers witha strong information base to make decisions in the complex and challengingenvironments of diverse twenty-first century schools. reflective teachers who think through all aspects of their professional knowledge andinformation base. They apply the process of reflection, not only for their own growth, butalso as a teaching tool that promotes their students’ learning. Through reflection theyestablish a cycle that enables them to generate their own craft wisdom. By usingreflection to guide practice, they continually strengthen their ability to positively impactall students’ learning. By reflection with peers, they begin to see alternatives and developversatility in approach. responsive teachers who have the ability to identify relevant content, learn relevantinformation about diverse students, and bridge content to students’ needs appropriately topromote each child’s learning and well-being. A responsive teacher also adapts learningexperiences and interactions to meet the needs of other stakeholders in school orcommunity. Responsive teachers have the commitment to work to better understand whatall students, parents, and colleagues know, think, and value, and they demonstrateopenness and respect.We wish you well in your journey. Again, we welcome you to the community of learnerswithin the Center for Teacher Education at University of Alaska Southeast.This handbook that follows describes requirements relevant to the program you haveentered. Information concerning requirements and courses of study are based uponcurrent requirements of the State of Alaska and the University of Alaska Southeast.Requirements are subject to modification; therefore students are advised to consultregularly with faculty and advisors in the Center for Teacher Education.Dr. Marilyn TaylorDean, Center for Teacher EducationUniversity of Alaska Southeast5
AccreditationThe University of Alaska Southeast was granted renewed accreditation as an institutionof higher learning by the Northwest Commission on Colleges and Universities in 1999.Center for Teacher Education programs are approved by the Alaska StateBoard of Education and are candidates for national accreditation by theNational Council for Accreditation of Teacher Education.The K-8 Credential and MAT Programs, Distance Delivered were nationally recognizedby the Association for Childhood Education International in September 2004.6
CTE Teacher education Mission Statement:To identify, prepare and strengthen effective teachers for sustained contributions tostudents and the education profession in rural and urban settings in Alaska and nationally.Vision:Our graduates will be informed, reflective and responsive teachers within diverseclassroom, school and community contexts.CTE Faculty’s Professional Commitments1. Recognize and nurture student differences, promote and model positive attitudestoward diversity, and teach in inclusive and culturally responsive ways.2. Design and adjust programs to meet the evolving and unique needs of Alaska.3. Personalize teaching, challenge students to think and reflect, use performancebased assessment, create communities of learners, arrange extensive andsubstantial field experiences, conduct and promote teacher research, and,generally model concepts taught in action.4. Use technology to support learning, empower learners and provide accessibility toquality teacher education throughout the state.5. Ground candidates’ learning in classroom field experience in diverse schoolcommunities.6. Use real classrooms as well as books as source materials for knowledgeconstruction, research, and life long learning.7. Establish collaborative relationships with students to support the whole learner.8. Broaden professional knowledge through research activities.9. Plan instruction based upon understanding of learning theory, humandevelopment, content and effective practices.10. Monitor and support candidates’ development of content area knowledge andtheir transition from proficient learners of content to proficient teachers ofcontent.7
CTE Student Goals and Performances, Expected in All ProgramsGoal 1: Teachers articulate, maintain, and develop a philosophy of education that theyalso demonstrate in practice.Performancesa. Support their philosophy of education with research-based theory andevidence. (K)b. Apply philosophy, beliefs, and theory to practice. (S)c. Abide by a philosophy of education and remain flexible to revising it based onnew research and teaching experience. (D)Goal 2: Teachers understand how human development affects learning and apply thatunderstanding to practice.Performancesa. Identify ways students’ developmental levels affect their thinking processesand learning. (K)b. Accommodate differences in how students learn based on knowledge ofindividual’s social, emotional, and intellectual maturation. (S)c. Appreciate unique thinking processes of learners at different stages ofdevelopment. (D)Goal 3: Teachers differentiate instruction with respect for individual and culturalcharacteristics.Performancesa. Identify strategies for differentiating instruction based on student differences.(K).b. Design instruction that incorporates characteristics of the local community’sculture and that is appropriate to students’ individual and special needs. (S)c. Apply local and Alaska knowledge to the selection of instructionalstrategies, materials and resources (S)d. Appreciate multiple perspectives and value individual differences. (D)Goal 4: Teachers possess current academic content knowledge.Performancesa. Demonstrate knowledge of the content area taught, including structure of thecurriculum, the tools of inquiry, central concepts, and connections to otherareas of knowledge.(K)b. Connect the content area to other content areas and to practical situationsencountered outside the school. (S)c. Commit to professional discourse about content knowledge and studentlearning of content. (D)8
Goal 5: Teachers facilitate student learning by using assessment to guide planning,instruction, and modification of teaching practice.Performancesa. Understand how to plan for instruction that is based on student needs andcurriculum goals. (K)b. Plan, teach, and assess for optimal student learning. (S)c. Value assessment and instruction as integrated processes. (D)Goal 6: Teachers create and manage a stimulating, inclusive and safe learningcommunity in which students take intellectual risks and work independently andcollaboratively.Performancesa. Investigate and use a variety of classroom management techniques to establishand maintain a responsive environment in which all students are able to learn.(K,S)b. Establish and maintain a positive classroom climate in which students developself-direction and collaborative skills. (S)c. Commit to ensuring student well being and development of self-regulationand group interaction skills. (D)Goal 7: Teachers work as partners with parents, families and the community.Performancesa. Develop a sound, broad-based understanding of students’families and thelocal communities. (K)b. Communicate effectively with parents and community and incorporate localways of knowing into decision making about all levels of schooling. (S)c. Recognize the school as an integral part of the community and value parentsas partners in promoting student learning. (D)Goal 8: Teachers develop and maintain professional, moral, and ethical attitudes,behaviors, relationships, and habits of mind.Performancesa. Keep current in knowledge of content and teaching practice. (K)b. Participate in and contribute to the teaching profession. (S)c. Communicate effectively with students, colleagues, and supervisors. (S)d. Value professional ethics, democratic principles, and collaborative learningcommunities. (D)Goal 9: Teachers use technology effectively, creatively, and wisely.Performancesa. Operate computers and other technologies and evaluate their potentials andlimitations (K).b. Integrate technology in planning, instruction, and assessment to supportstudent learning. (S)c. Value technology as a tool for student and teacher lifelong learning. (D)(K) Knowledge (S) Skill(D) Disposition9
10K-8 Credential/MAT Distance Programs Alignment with StandardsYour program is aligned with state and national standards. Some materials used for assessment referenceACEI Standards. This chart will help you see what those standards are. Our programs are nationally recognizedby ACEI and NCATE, so we meet all the standards in the right hand column.CONCEPTUALFRAMEWORKALASKA TEACHERSTANDARDSINTASCACEI / NCATE(University of AlaskaSoutheast Center for TeacherEducation Standards)(State Standards)(National Standards)(National Accreditation Standards)1.Teachers articulate, maintain, and develop aphilosophy of education that they alsodemonstrate in practice.1. The teacher can describe his/herphilosophy of education and demonstrate itsrelationship to the intern's practice.1a. Support their philosophy of education withresearch-based theory and evidence.1a. Engages in thoughtful and criticalexamination of practice with others.9. The teacher is a reflective practitionerwho continually evaluates the effects ofhis or her choices and actions on others(students, parent, and other professionalsin the learning community) and whoactively seeks out opportunities to growprofessionally1b. Apply philosophy, beliefs, and theory topractice.1b. Demonstrates consistency betweenbelief and practice5b. Reflection and evaluation:Candidates are aware of and reflect on their practicein light of research on teaching and resourcesavailable for professional learning; they continuallyevaluate the effects of their professional decisions andactions on students, parents, and other professionalsin the learning community and actively seek outopportunities to grow professionally1c. Abide by a philosophy of education andremain flexible to revising it based on newresearch and teaching experience.2. Teachers understand how humandevelopment affects learning and apply thatunderstanding to practice.2. The teacher understands how studentslearn and develop, and applies thatknowledge in the intern's practice.2. The teacher understands how childrenlearn and develop, and can providelearning opportunities that support theirintellectual, social and personaldevelopment.1. Development, Learning and Motivation:Candidates know, understand, and use the majorconcepts, principles, theories, and research related todevelopment of children and young adolescents toconstruct learning opportunities that supportindividual students' development, acquisition ofknowledge, and motivation.2a. Identify ways students’ developmentallevels affect their thinking processes andlearning.2b. Accommodate differences in how studentslearn based on knowledge of individual’ssocial, emotional, and intellectual maturation.2c. Appreciate unique thinking processes oflearners at different stages of development.2a. Accurately identifies and teaches to thedevelopmental abilities of students.2b. Applies learning theory in practice toaccommodate differences in how studentslearn, including accommodating differencesin student intelligence, perception andcognitive style.2a. Central concepts, tools of inquiry, and structuresof content:Candidates know, understand, and use the centralconcepts, tools of inquiry, and structures of contentfor students across the K-6 grades and can createmeaningful learning experiences that developstudents' competence in subject matter and skills forvarious developmental levels.
113. Teachers differentiate instruction withrespect for individual and culturalcharacteristics.3. The teacher teaches students with respectfor their individual and culturalcharacteristics.3a. Identify strategies for differentiatinginstruction based on student differences.3a. Incorporates characteristics of thestudent's and local community culture intoinstructional strategies that support studentlearning.3b. Design instruction that incorporatescharacteristics of the local community’sculture and that is appropriate to students’individual and special needs.3c. Apply local and Alaska knowledge to theselection of instructional strategies, materialsand resources.3d. Appreciate multiple perspectives and valueindividual differences.3b. Identifies and uses instructionalstrategies and resources that are appropriateto the individual and special needs ofstudents.3c. Appropriately applies knowledge ofAlaska history, geography, economics,governance, languages, traditional lifecycles, and current issues to the selection ofinstructional strategies, materials andresources.3d. Affirms the dignity and worth of allstudents by fostering principles of equityand diversity.3. The teacher understands how studentsdiffer in their approaches to learning andcreates instructional opportunities thatare adapted to diverse learners.3b. Adaptation to diverse students:Candidates understand how elementary studentsdiffer in their development and approaches tolearning, and create instructional opportunities thatare adapted to diverse students.
124. Teachers possess current academic contentknowledge.4. The teacher knows the content area andhow to teach it.4a. Demonstrate knowledge of the contentarea taught, including structure of thecurriculum, the tools of inquiry, centralconcepts, and connections to other areas ofknowledge.4a. Demonstrates knowledge of theacademic structure of each content area, itstools of inquiry, central concepts andconnections to other domains of knowledge.4b. Connect the content area to other contentareas and to practical situations encounteredoutside the school.4c. Commit to professional discourse aboutcontent knowledge and student learning ofcontent.4b. Identifies the developmental stages bywhich learners gain mastery of the contentarea, applying appropriate strategies,including collaborating with others, tofacilitate students' development.4c. Draws from a wide repertoire ofstrategies, including, where appropriate,instructional applications of technology,and adapts and applies these strategieswithin the instructional context.4d. Connects the content area to othercontent areas and to practical situationsencountered outside the school.1. The teacher understands the centralconcepts, tolls of inquiry, and structuresof the disciplines he or she teachers andcan create learning experiences thatmake these aspects of subject mattermeaningful for students.2a. Central concepts, tools of inquiry, and structuresof content:Candidates know, understand, and use the centralconcepts, tools of inquiry, and structures of contentfor students across the K-6 grades and can createmeaningful learning experiences that developstudents' competence in subject matter and skills forvarious developmental levels.4. The teacher uses a variety ofinstructional strategies to encouragestudent development of critical thinking,problem solving, and performance skills.2b. English language arts:Candidates demonstrate a high level of competence inuse of English language arts and they know,understand, and use concepts from reading, languageand child development, to teach reading, writing,speaking, viewing, listening, and thinking skills andto help students successfully apply their developingskills to many different situations, materials, andideas.7. The teacher plans instruction basedupon knowledge of subject matter,student, the community and curriculumgoals.8. The teacher understands and usesformal and informal assessmentstrategies to evaluate and ensure thecontinuous intellectual, social, andphysical development of the learner.Instruction2c. Science:Candidates know, understand, and use fundamentalconcepts in the subject matter of science--includingphysical, life, and earth and space sciences--as well asconcepts in science and technology, science inpersonal and social perspectives, the history andnature of science, the unifying concepts of science,and the inquiry processes scientists use in discoveryof new knowledge to build a base for scientific andtechnological literacy.2d. Mathematics:Candidates know, understand, and use the majorconcepts, procedures, and reasoning processes ofmathematics that define number systems and numbersense, geometry, measurement, statistics andprobability, and algebra in order to foster studentunderstanding and use of patterns, quantities, andspatial relationships that can represent phenomena,solve problems, and manage data.2e. Social Studies:Candidates know, understand, and use the majorconcepts and modes of inquiry from the social studies– the integrated study of history, geography, thesocial sciences, and other related areas – to promoteelementary students’ abilities to make informeddecisions as citizens of a culturally diversedemocratic society and interdependent world;
135. Teachers facilitate student learning by usingassessment to guide planning, instruction, andmodification of teaching practice.5a. Understand how to plan for instruction thatis based on student needs and curriculumgoals.5b. Plan, teach, and assess for optimal studentlearning5c. View assessment and instruction asintegrated processes5. The teacher facilitates monitors, andassesses student learning.5a. Organizes and delivers instructionbased on the characteristics of the studentsand the goals of the curriculum.5b. Creates, selects, adapts and uses avariety of instructional resources tofacilitate curricular goals and studentattainment of performance standards.5c. Creates, selects, adapts and uses avariety of assessment strategies that provideinformation about and reinforce studentlearning and that assist students inreflecting on their own progress.5d. Organizes and maintains records ofstudents' learning and using a variety ofmethods to communicate student progressto students, parents, administrators andother appropriate audiences5e. Reflects on information gained fromassessments and adjusts teaching practice,as appropriate, to facilitate student progresstoward learning and curricular goals.6. Teachers create and manage a stimulating,inclusive, and safe learning community inwhich students take intellectual risks and workindependently and collaboratively.(Environment)6a. Investigate and use a variety of classroommanagement techniques to establish andmaintain a responsive environment in whichall students are able to learn.6. The teacher creates and maintains alearning environment in which all studentsare actively engaged and contributingmembers.6a. Creates and maintains a stimulating,inclusive, and safe learning community inwhich students take intellectual risks andwork independently and collaboratively.5. The teacher uses an understanding ofindividual and group motivation andbehavior to create a learningenvironment that encourages positivesocial interaction active engagement inlearning and self-motivation.3c. Development of critical thinking, problemsolving, performance skills:Candidates understand and use a variety of teachingstrategies that encourage elementary students’development of critical thinking, problem solving,and performance skills;3d. Active engagement in learning:Candidates use their knowledge and understanding ofindividual and group motivation and behavior among
146b. Establish and maintain a positiveclassroom climate in which students developself-direction and collaborative skills.6c. Commit to ensuring student well-being anddevelopment of self-regulation and groupinteraction skills.6b. Communicates high standards forstudent performance and clear expectationsof what students will learn.students at the K-6 level to foster active engagementin learning, self motivation, and positive socialinteraction and to create supportive learningenvironments;6c. Plans and uses a variety of classroommanagement techniques to establish andmaintain an environment in which allstudents are able to learn.3e. Communication to foster collaboration:Candidates use their knowledge and understanding ofeffective verbal, nonverbal, and mediacommunication techniques to foster active inquiry,collaboration, and supportive interaction in theelementary classroom6d. Assists students in understanding theirrole in sharing responsibility for theirlearning.7. Teachers work as partners with parents,families and the community7. The teacher works as a partner withparents, families, and with the community.7a. Develop a sound, broad-basedunderstanding of students’ families and thelocal communities7a. Promotes and maintains regular andmeaningful communication between theclassroom and students' families.7b. Communicate effectively with parents andcommunity and incorporate local ways ofknowing into decision making about all levelsof schooling.7b. Works with parents and families tosupport and promote student learning.7c. Recognize the school as an integral part ofthe community and value parents as partners inpromoting student learning.10. The teacher fosters relationships withschool colleagues, parents, and agenciesin the larger community to supportstudents’ learning and well-being.5c. Collaboration with families:Candidates know the importance of establishing andmaintaining a positive collaborative relationship withfamilies to promote the academic, social andemotional growth of children5d. Collaboration with colleagues and thecommunity:Candidates foster relationships with school colleaguesand agencies in the larger community to supportstudents’ learning and well-being.7c. Participates in schoolwide efforts tocommunicate with the broader communityand to involve parents and families instudent learning.7d. Connects, through instructionalstrategies, the school and classroomactivities with student homes and cultures,work places, and the community.8. Teachers develop and maintain professional,moral, and ethical attitudes, behaviors,relationships, and habits of mind.8a. Keep current in knowledge of content andteaching practice8b. Participate in contribute to the teachingprofession7e. Involves parents and families in settingand monitoring student learning goals.8. The teacher participates in andcontributes to the teaching profession.8a. Maintains a high standard ofprofessional ethics.8b. Maintains and updates both knowledgeof the teacher's content area or areas andbest teaching practice.9. The teacher is a reflective practitionerwho continually evaluates the effects ofhis or her choices and actions on others(students, parent, and other professionalsin the learning community) and whoactively seeks out opportunities to growprofessionally5a. Practices behaviors of developing career teachers:Candidates understand and apply practices andbehaviors that are characteristic of developing careerteachers5b. Reflection and evaluation:Candidates are aware of and reflect on their practicein light of research on teaching and resourcesavailable for professional learning; they continually
158c. Communicate effectively with students,colleagues, and supervisors.evaluate the effects of their professional decisions andactions on students, parents, and other professionalsin the learning community and actively seek outopportunities to grow professionally8c. Engages in instructional developmentactivities to improve or update classroom,school, or district programs8d. Value professional ethics, democraticprinciples, and collaborative learningcommunities9. Teachers use technology effectively,creatively, and wisely.9a. Operate computers and other technologiesand evaluate their potentials and limitations.9b. Integrate technology in planning,instruction, and assessment to support studentlearning.9c. Value technology as a tool for student andteacher lifelong learning.4. The teacher understands and uses avariety of instructional strategies toencourage student development ofcritical thinking, problem solving, andperformance skills.6. The teacher uses knowledge ofeffective verbal, nonverbal, and mediacommunication techniques to fosteractive inquiry, collaboration, andsupportive interaction in the classroom.5d. Collaboration with colleagues and thecommunity:Candidates foster relationships with school colleaguesand agencies in the larger community to supportstudents’ learning and well-being.2c. Science:Candidates know, understand, and use fundamentalconcepts in the subject matter of science--includingphysical, life, and earth and space sciences--as well asconcepts in science and technology, science inpersonal and social perspectives, the history andnature of science, the unifying concepts of science,and the inquiry processes scientists use in discoveryof new knowledge to build a base for scientific andtechnological literacy.3e. Communication to foster collaboration:Candidates use their knowledge and understanding ofeffective verbal, nonverbal, and mediacommunication techniques to foster active inquiry,collaboration, and supportive interaction in theelementary classroom
Welcome to the University of Alaska Southeast's distance delivered programs for the teachercredential in Elementary/Middle School (K-8) Education. This handbook gives you guidelinesfor obtaining your initial Alaska Type A credential and your Master of Arts in Teachingdegree.The K-8 Credential and MAT Programs are course and field based programs designed for baccalaureategraduates who are preparing for a career in teaching at the elementary and middle school levels.Our mission is to prepare you to teach in rural and urban Alaskan settings. We will assist you in being aninformed teacher with a knowledge base supported by curren
Alaska Standards for Culturally Responsive Schools 72 Alaska Cultural Standards Resources Websites 72 Technology Services 75 Financial Aid 77 Egan Library 79 3. Foreword Welcome to the Center for Teacher Education (CTE) at University of Alaska Southeast and to your beginning or advance
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All National Banner Unified Champion Schools 518 schools *Denotes a school with 4-year renewal recognition STATE City School Name ALASKA Anchorage Robert Service High School ALASKA Anchorage East High School ALASKA Anchorage West Anchorage High School ALASKA Chugiak Chugiak High School ALASKA Eagle River Eagle River High School ALASKA Eagle River Homestead Elementary School
In addition to DEC, the slate agencies named as Defendants are: Alaska Department of Natural Resources, Alaska Oil and Gas Conservation Commission, Alaska Energy Authority, and Regulatory Commission of Alaska. 2 Kanuk v. State, 335 P.3d 1088, 1090 (Alaska 2014). 3 4 Id. at 1103. Id. at 1097. 1
SHARE A CANDIDATE As a recruiter, you can share a candidate with a hiring manager. From a Job Requisition: 1. Click the Candidates tab. 2. Click a candidate's name link. 3. Click the candidate's Related Actions button, and select Candidate Actions Share Candidate. 4. Click OK. 5. The candidate name and the requisition to which they are .
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