State Standards for Educator Preparation Units

 

State Standard Description of Success Links to evidence
1
NCATE
The unit is compliant with NCATE Standards One Through Six. IR Narrative
2a
ADEPT
The unit’s assessment system for initial educator preparation effectively incorporates the ADEPT system. IHE ADEPT Program Evaluation and Assurances 2012-2013
IHE ADEPT Program Evaluation and Assurances 2013-2014
Candidate Proficiencies and Assessment System
2b
ADEPT
The unit’s assessment system for advanced educator preparation programs, when appropriate, effectively incorporates the ADEPT system. Not applicable to Presbyterian College
2c
ADEPT
The unit is effectively implementing the ADEPT system in field and clinical experiences. ADEPT Evaluations Data
ADEPT Observational Protocol and Descriptors ADEPT Student Performance Data and Interpretation
3a
PADEPP
Candidates enrolled in leadership programs demonstrate a knowledge and understanding of PADEPP standards and performance criteria. Not applicable to Presbyterian College
3b
PADEPP
Candidates enrolled in leadership programs design personal professional development plans based on PADEPP Standards and a school’s strategic plan. Not applicable to Presbyterian College
3c
PADEPP
The unit’s assessment system for advanced programs includes PADEPP and NBPTS as appropriate. Not applicable to Presbyterian College
4a
EEDA
Candidates in leadership educator preparation programs have the knowledge, skills, and dispositions to achieve the EEDA performance standards for leadership education programs. Not applicable to Presbyterian College
4b
EEDA
Candidates in teacher educator preparation programs have the knowledge, skills, and dispositions to achieve the EEDA performance standards for teacher education programs. EEDA Lesson Plan 1
EEDA Lesson Plan 2
EEDA Lesson Plan Scoring Rubic
EEDA Summary Chart
EEDA Cooperative Learning
EEDA Cooperative Learning #2
EEDA Reflection 1
4c
EEDA
Candidates in counselor preparation programs have the knowledge, skills, and dispositions to achieve the EEDA performance standards for counselor education programs. Not applicable to Presbyterian College
5
Standards of Conduct
Candidates are informed in writing of the state Standards of Conduct (59-25-160; 59-25-530; 63-17-1060) required for initial certification SC Standards of Conduct Narrative and Forms
6
Safe Schools Climate Act
Candidates in all certification programs, initial and advanced, have the knowledge, skills and dispositions to identify and prevent bullying, harassment, and intimidation in schools. Safe Schools Climate Act Assignments
Bullying Double Entry Journal Response
Article on Bullying
Classroom Management Plan & Safe Schools Climate 
Assignment for Classroom Management and Safe Schools Climate Act
7
PK – 12
Academic
Standards
Candidates in all certification programs know, understand, and can apply SC PK-12 academic standards in the area in which they seek certification. PK-12 Academic Standards
Teacher Work Sample Learning Goals 
K5 Language Arts & Science Lesson Plan
Form 14 Lesson Observational Protocol
ADEPT-Evaluations-Data_3-years-of-data
8a
Admissions
Candidates admitted to initial educator preparation programs demonstrate basic academic proficiencies by meeting the standards set by the State Board of Education on Praxis I or on the SAT or ACT. Admission to Teacher Education Data
Application for Admission to Teacher Education Program 2013
8b
Admissions
Candidates admitted to initial educator preparation programs at the undergraduate level have completed a minimum of 45 semester hours of college level work with a minimum grade point average (GPA) of 2.50 on a 4 point scale, or, at the recommendation of the unit head, a cumulative GPA of 2.25 on a 4 point scale. Admission to Teacher Education Data
Application for Admission to Teacher Education Program 2013
8c
Admissions
Candidates admitted to initial educator preparation programs at the undergraduate level have provided a statement of disclosure concerning all prior convictions, including felonies and misdemeanors. Statement of Disclosure
8d
Admissions
Candidates admitted to initial educator preparation programs at the graduate level (usually MAT) have met admission requirements that are equivalent to those of other graduate programs operating at the institution. Not applicable to Presbyterian College
8e
Admissions
Candidates admitted to initial educator preparation programs at the graduate level (usually MAT) have demonstrated academic proficiency. Not applicable to Presbyterian College
8f
Admissions
Candidates admitted to initial educator preparation programs at the graduate level have provided a statement of disclosure concerning all prior convictions, including felonies and misdemeanors. Not applicable to Presbyterian College
8g
Admissions
Candidates admitted to advanced educator preparation programs have met admission requirements that are equivalent to those of other graduate programs operating at the institution. Not applicable to Presbyterian College
8h
Admissions
Candidates admitted to advanced educator preparation programs have provided a statement of disclosure concerning all prior convictions, including felonies and misdemeanors. Not applicable to Presbyterian College
9a
Field and Clinical
Candidates at the initial undergraduate level have completed a minimum of 100 hours of field experience prior to clinical practice. Field Experiences Summary
9b
Field and Clinical
Candidates at the initial graduate level (MAT) have completed a minimum of 75 hours of field experience prior to clinical practice. Not applicable to Presbyterian College
9c
Field and Clinical
Candidates have cleared background checks by the Federal Bureau of Investigation prior to clinical practice. SLED Check
9d
Field and Clinical
Clinical practice experiences provide for candidates’ intensive and continuous involvement in a public school setting. Clinical Practice Semester at a Glance
9e
Field and Clinical
Clinical practice experiences are equivalent to a minimum of twelve weeks or sixty full days. Clinical Practice Semester at a Glance
9f
Field and Clinical
During clinical practice experiences candidates teach independently for a minimum of ten full days in one setting. Clinical Practice Semester at a Glance
9g
Field and Clinical
During clinical practice experiences candidates adhere to the daily schedule of the cooperating teachers (e.g., bus duty, faculty meetings, parent conferences, extracurricular activities, in-service training, and rehearsals). Excerpt from Clinical Practice Handbook
9h
Field and Clinical
During clinical practice experiences candidates are supervised by one or more institutional faculty members who have preparation in supervision, in the ADEPT system, and in the teaching major. Clinical Faculty Qualifications Chart
9i
Field and Clinical
During clinical practice experiences candidates are supervised by one or more school-based faculty members who have training in the ADEPT system. Criteria for selection of school-based clinical faculty
9j
Field and Clinical
During clinical practice experiences candidates receive formative assessments, written and oral feedback, and assistance from both their institutional faculty supervisors and their school-based faculty supervisors.  All formative assessments include a minimum of four classroom observations (two observations by institutional faculty supervisors and two by school-based supervisors). Assessment and Evaluation Excerpt from Clinical Practice Handbook
Assessment and Evalulation Excerpt #2
Lesson Observational Protocol
9k
Field and Clinical
During clinical practice experiences candidates receive at least one summative evaluation that addressed all ADEPT Performance Standards.  All summative evaluations include appropriate data collection methods, including at least two classroom observations (one observation by the institutional faculty supervisors and one observation by school-based faculty supervisors).  All candidates receive written and oral consensus-based feedback on all ADAPT Performance Standards. Assessment and Evaluation Excerpt from Clinical Practice Handbook
Assessment and Evaluation Excerpt #2
Clinical Practice Mid-term and Final ADEPT
10
Eligibility for Certification
Candidates for secondary certification have completed at least 30 semester hours in the area in which they are recommended for certification.  Middle level candidates at the initial level must complete two areas of concentration with at least 15 semester hours in each area. Secondary Education Major Cards
Middle School Education Major Cards
11a
Annual Reports
The unit has a diversity plan and submits annual updates to the State Department of Education. Diversity Plan Summary
Diversity Dispositions Survey
11b
Annual Reports
The unit has an assessment plan and submits annual updates to the State Department of Education. State Standards Assessment Plan Summary
Candidate Proficiencies and Assessment System
Assessment Plan Summary and Documents
11c
Annual Reports
The unit is implementing its assessment plan and findings are consistent with the plan and annual updates. Data Collection and Analysis Schedule
11d
Annual Reports
The unit submits a copy of its AACTE/NCATE report to the State Department of Education annually. Part C Report for AACTE/NCATE
11e
Annual Reports
The unit submits a Title II report to the State Department of Education annually. Title II ReportPresbyterian College 2008-2009
Title II Report Presbyterian College 2009-2010
Title II Report Presbyterian College 2010-2011
12a
Professional Development Courses
The unit aligns professional development courses and related activities for teachers and other school personnel, to the extent appropriate, with the National Staff Development standards for staff development. Not applicable to Presbyterian College.
12b
Professional Development Courses
The unit aligns professional development courses at the graduate level with the ten SACS criteria:  knowledge base, dynamic interaction, research base, faculty qualifications, faculty contributions to the discipline, duration of activity, collective participation, content focus, active learning, and coherence.http://www.che.sc.gov/AcademicAff airs/Guidelines_For_Grad_Courses_ Dev.doc. Not applicable to Presbyterian College.
13
Advanced Programs for Educator Preparation
The unit aligns graduate degree programs for classroom teachers, especially those that do not lead to advanced certification with the five core propositions of the NBPTS Standards. Not applicable to Presbyterian College.
14
Experimental or Innovative Programs
The unit complies with the SCDE policy for Experimental or Innovative Programs if applicable. Not applicable to Presbyterian College.
15
ISTE Standards
The unit aligns degree programs and related activities for teachers and other school personnel with the most recent National Educational Technology Standards (NETS-T) developed by the International Society for Technology in Education (ISTE) as a strategy for significantly enhancing the capacity of preservice as well as inservice teachers to incorporate technology into their teaching and their students’ learning. EDUC 350 Syllabus Spring 2013
ISTE Standards Summary & Alignment Chart