TEACHER EDUCATION
HANDBOOK
Division of Teacher Education
OKLAHOMA BAPTIST UNIVERSITY
Shawnee, Oklahoma
Spring 2014 Edition
TABLE OF CONTENTS
PREFACE................................................................................................................................................................................................ iii
TITLE II INFORMATION ........................................................................................................................................................................ v
TE DIVISION ~ PHILOSOPHY & GOALS STATEMENT ................................................................................................................... vii
GLOSSARY OF TERMS........................................................................................................................................................................... xi
TEACHER EDUCATION PROGRAM
FOREWARD ..............................................................................................................................................................................................1
OBJECTIVES OF TEACHER EDUCATION PROGRAM ........................................................................................................................... 2
PROFESSIONAL EDUCATION CURRICULA ........................................................................................................................................... 4
PROFESSIONAL EDUCATION SEQUENCE ~ PHASES I, II, III. .......................................................................................................... 9
PHASE I. PRE-PROFESSIONAL EXPERIENCE/TEACHER EDUCATION ..........................................................................10
PRE-REQUISITES .................................................................................................................................................. 11
APPLICATION PROCESS ....................................................................................................................................... 12
TRANSFER & NON-TRADITIONAL CANDIDATE PROCESS............................................................... 13
ADMIT STATUS & TIME LIMIT POLICY ............................................................................................................. 14
EDUCATION MINOR ............................................................................................................................................. 16
CERTIFICATION EXAMS ....................................................................................................................................... 17
PORTFOLIO............................................................................................................................................................ 18
PHASE II. PROFESSIONAL EXPERIENCE/AREA OF SPECIALIZATION ...........................................................................19
CERTIFICATION PROGRAMS
DEGREE SHEETS & EDUCATION MINOR CONTRACT
PHASE III. PROFESSIONAL EXPERIENCE/STUDENT TEACHING .................................................................................. 31
PRE-REQUISITES ................................................................................................................................................. 31
APPLICATION PROCESS ...................................................................................................................................... 32
TRANSFER CANDIDATE PROCESS ..................................................................................................... 33
SHORTENED TIME LIMIT RECOMMENDATION ................................................................................................33
ST PLACEMENT ...................................................................................................................................................33
ST EXPERIENCE OVERVIEW .............................................................................................................................. 34
ST EXPERIENCE COMPLETION .......................................................................................................................... 34
UNIVERSITY RECOMMENDATION ..................................................................................................... 34
FINGERPRINT BASED CRIMINAL HISTORY RECORD ...................................................................... 35
OK STATE TEACHING CERTIFICATION ............................................................................................ 35
RETENTION REQUIREMENTS FOR THE TE & ST PROGRAMS .......................................................................36
A link to this handbook is also available online at the Division of Teacher Education web page:
http://www.okbu.edu/academics/hss/teachered/index.html
FORMS & APPENDICES LISTING CONTINUED ON NEXT PAGE
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FORMS
1.BACKGROUND REPORT INSTRUCTIONS ....................................................................................................................................37
2.CHECKLIST FOR THE FE CANDIDATE ....................................................................................................................................... 39
3.APPLICATION FOR ADMISSION TO TEACHER EDUCATION (SAMPLE PG 1). ........................................................................ 40
4.APPLICATION FOR ADMISSION TO STUDENT TEACHING (SAMPLE PG 1). ........................................................................... 41
APPENDICES
A. OBU DIVISION OF TEACHER EDUCATION “LIGHTHOUSE METAPHOR” ............................................................................. 42
B. CODE OF ETHICS OF THE EDUCATION PROFESSION ............................................................................................................... 44
C. FAMILY EDUCATIONAL RIGHTS & PRIVACY ACT (FERPA) ................................................................................................. 45
D. OBU REGULATIONS ~ CAMPUS SEX CRIME PREVENTION ACT .......................................................................................... 46
E. OBU REGULATIONS ~ SEXUAL HARASSMENT ....................................................................................................................... 51
F. OBU REGULATIONS ~ VIOLENCE IN THE SCHOOL ................................................................................................................. 53
G. TE DIVISION REGULATIONS ~ DRESS & APPEARANCE CODE ............................................................................................. 55
H. TE DIVISION REGULATIONS ~ CHILD ABUSE (O.S. §10A-1-2-101) ............................................................................ 57
I. TE DIVISION REGULATIONS ~ EMPLOYMENT OF CONVICTED FELONS (O.S. §70-3-104.1 & 5-142) ..................... 59
J. TE DIVISION REGULATIONS ~ DISMISSAL OR NON RE-EMPLOYMENT (O.S. §70-6-101.22) .................................... 61
Portions of this document are a matter of public record. Oklahoma Baptist University has received
verbal permission from the OK State Department of Education to reprint these portions for cost only.
~ Shannon Denny, Legal Service, OK State Department of Education, August 1995.
Oklahoma Baptist University welcomes input from our students, faculty, alumni, and the public.
Please visit our website to submit Campus Feedback:
http://www.okbu.edu/campus feedback/
Please submit corrections to: [email protected]
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PREFACE
This Teacher Education Handbook is not a contract. The content of this handbook and the policies
and programs which underlie and are described herein may be changed at any time. Some of the handbook
material describes current Oklahoma state laws, regulations, and procedures which may be altered by the
State without notice. The material which describes the Teacher Education and Student Teaching Programs
offered by Oklahoma Baptist University’s Division of Teacher Education may be changed at any time by
the University. The University may modify or eliminate its programs, including, but not limited to, altering
the requirements, modifying the criteria for admission into the various phases of the programs, and
changing the procedures currently described. The University processes and policies which this handbook
describes are not set forth in this handbook for the purpose of promising a student that these will, in every
instance, be precisely followed, but to help the candidate understand the processes and policies the
University currently normally follows.
A student must be admitted as an undergraduate in the University to be eligible to apply for
admission to the University’s Teacher Education Program; similarly, a candidate must be fully admitted
to the Teacher Education Program before the candidate is eligible to apply for the Student Teaching
Program. Admission in each instance is not a guarantee of further admission. A status of “Admit
Conditional” at any level, should be resolved as soon as possible and within the time limits allotted. Failure
to resolve status issues can result in delays in: enrollment in coursework, acceptance to the Student
Teaching Program, dismissal from the Teacher Education or Student Teaching Programs, obtainment of
minor or degree, and recommendation for certification.
The University’s student conduct code and academic policies are fully applicable to all candidates
engaged in the Teacher Education Program, whether the candidate is on or off campus. A candidate must
remain in good standing within the University to remain eligible to pursue the Program of Teacher
Education.
These Programs are operated by the Division of Teacher Education in a manner consistent with the
University’s policy regarding illegal nondiscrimination. In compliance with Federal Law, including the
provisions of Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973,
and the Americans with Disabilities Act of 1990, Oklahoma Baptist University does not illegally
discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability, or military
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service in its administration of admission policies, scholarship, or loan programs; educational or athletic
policies, programs, or activities; or other University administered programs or employment.
This handbook describes the Division of Teacher Education’s Programs and in so doing on occasion
makes reference to teacher certification by states, especially the state of Oklahoma. The Division does not
warrant that the completion of the Teacher Education Program will guarantee that the candidate will pass
state examinations or otherwise qualify for certification. While the Division will assist the candidate in
planning his/her progress through the course of study and activities described in this handbook, it remains
the candidate’s responsibility to plan and achieve the requirements in a timely and satisfactory manner.
This can be easily accomplished by following the Four Year Plan of Study chosen with the help of your
advisor and completing additional requirements within deadlines.
Candidates who would become eligible teachers are seeking positions which our society deems
special. Teaching is a profession and those who prepare teachers have a duty to maintain the standards
of the profession. In the course of applying for and pursuing the Program of Teacher Education, the
University Supervisor and other University Faculty will be obliged to make assessments of the candidate’s
academic performance and conduct using professional criteria to measure the candidate’s fitness to enter
the profession as a teacher. These assessments will include reviews of your academic record and portfolio
as well as evaluations submitted by faculty and cooperating teachers.
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TITLE II INFORMATION
Section 207 of Title II of the Higher Education Act mandates that the State Department of Education
collect data on state assessments, other requirements, and standards for teacher certification, as well as
data on the performance of teacher preparation programs. The law requires the Secretary of Education
to use this data in submitting an annual report on the quality of teacher preparation to Congress.
The OBU Teacher Education Program offers course work for ten areas of teacher certification. These
education programs are early childhood, elementary, English, health/physical education, instrumental
music, mathematics, science, social studies, special education, and vocal music. All candidates that
complete the Teacher Education Program, the Student Teaching Program, the state mandated Portfolio and
graduate with Education Degrees are recommended for certification with the State of Oklahoma.
The OBU Teacher Education Program maintains a high pass rate among teacher candidates taking
the following competency based tests. Our candidates average a pass rate of greater than 95%.
Test areas are:
TEST FIELD
Oklahoma General Education Test (OGET)
Oklahoma Professional Teaching Exam(s) (OPTE)
Oklahoma Subject Area Test (OSAT)
For current detailed statistics, please contact the Teacher Education Office at 405-585-4250 or visit
the OBU Teacher Education web page at:
http://www.okbu.edu/academics/cas/teachered/index.html
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DIVISION OF TEACHER EDUCATION
PHILOSOPHY AND GOALS STATEMENT
The following philosophy and goals statements were adopted by the OBU Division of Teacher
Education in April 1990 and updated in 2000 and 2006. They represent the core of the Teacher Education
Model.
A. The OBU Teacher Education Candidate is a professional who demonstrates the knowledge,
skills, and dispositions necessary to facilitate learning in diverse settings for all students.
B. Within a Christian context, which emphasizes the worth of the individual, the life-long search
for truth in an environment of free inquiry and the ability of the human community to
positively address societal needs and concerns, the OBU Teacher Education Candidate
develops the intellectual, social, moral, and spiritual commitment that marks the professional
teacher.
C. The goal of the Division of Teacher Education at Oklahoma Baptist University is to provide
courses and Field Experiences designed to produce a teacher who has acquired knowledge,
skills, and dispositions necessary to:
1. The beginning teacher prepares students for productive lives within today’s multicultural society as the global community necessitates providing them opportunities
to be exposed to and to cultivate an appreciation for perspectives, customs, and
beliefs different from their own. (Global Perspective)
2. The beginning teacher displays competence in both the factual and theoretical
bases of pedagogy. (Pedagogy)
3. The beginning teacher orchestrates the learning tasks and environment to provide
optimum learning for each student. (Management)
4. The beginning teacher can communicate clearly and collaborate with students,
professional colleagues, parents, community and other constituencies.
(Collaborative Communication)
5. The beginning teacher motivates students to learn, understand, monitor, and
reflect upon his/her own learning processes. (Metacognition)
6. The beginning teacher will identify and use technologies and other resources
available in his/her field to optimize learning. (Resources)
7. The beginning teacher is a professional who demonstrates the knowledge, skills,
and disposition necessary to facilitate learning for all students. (Diversity)
8. The beginning teacher models desirable cognitive, social, and moral patterns.
(Modeling)
9. The beginning teacher displays competence in both the factual and theoretical
bases of his/her discipline. (Content Knowledge)
10. The beginning teacher understands and conveys to students an understanding of
the interrelatedness and integrated nature of learning. (Integration)
11. The beginning teacher will pursue formal and informal post-baccalaureate learning
experiences to keep abreast of changes in knowledge, theory, and technology in
his/her field and in related fields. (Professional Development)
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12. The beginning teacher understands the current responsibilities of public education
in its historical, social, and philosophical context. (Foundations)
13. The beginning teacher demonstrates the professional knowledge and skills to: plan
for assessment; observe learning; analyze and interpret evidence of learning; give
feedback to learners; and support learners in self-assessment. (Assessment)
14. The beginning teacher understands learning styles, developmental patterns and
exceptionalities sufficient to design effective lesson plans for individual students
and groups of students, to objectively measure student preparedness and progress,
and to effectively evaluate student performance. (Curriculum Planning)
The OBU Teacher Education Model focuses on the person we wish to emerge from our program ~ a
beginning teacher who will grow to be a successful member of the profession. The teaching unit has
developed rationales for its philosophy and goals which demonstrate the relationship between the goals
and the knowledge base. The rationales also indicate the means used to evaluate the success of the
teaching unit in meeting each goal.
THE CONCEPTUAL FRAMEWORK
OF THE TEACHER EDUCATION PROGRAM
The unit ensures that its professional education programs are based on essential knowledge,
established and current research findings, and sound professional practice.
Each professional education program offered at Oklahoma Baptist University reflects a common set of
assumptions concerning the nature of the successful beginning teacher. These assumptions have been
distilled into a philosophy statement and fourteen general program goals which have been explicated
by our unit and are supported by a liberal arts education, essential knowledge, established and current
research findings, and sound professional practice.
The design of the curriculum for each program is consistent with the model developed by
the teaching unit, and the objectives for each program are consistent with the general
philosophy and goals established for teacher education.
Each aspect of the candidate's experience, the general education core, the studies in the
candidate's specialty area, and the professional studies and field experiences, coordinates
positively with each other aspect, so that each program constitutes a coherent whole which
meets the goals established by the unit.
The product of the program, the beginning teacher, understands and positively reflects in his/
her student teaching experience and residency teaching the goals of the program. In addition,
follow-up evaluations of candidate graduates, completed in the first, third, and fifth years
following graduation by the graduates themselves and, with their permission, by their
principals and their teaching consultants, provide information concerning performance and
continuing development of OBU graduates from the teacher education programs.
The model adopted by the professional education unit to explicate the purposes, processes,
outcomes, and evaluation of the program is visually represented by the lighthouse.
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The intricacies and complexities of teaching cannot be reduced to content applied to knowledge and
skills alone; effective teaching emanates from a teacher’s disposition and Christian ethics, as well.
This is reflected in the visual representation of the OBU model.
The four supports along the walkway of the lighthouse, providing mutually supportive roles as the
candidate negotiates around the fourteen areas delineated in the goals of the OBU program the
lighthouse are (1) the liberal arts curriculum, (2) the essential knowledge which undergirds the teacher
education curriculum (both professional and specialty studies), (3) current research, and (4) sound
professional practice.
The lantern room is the portion of the top of a lighthouse tower that encloses the lens. And, the lens
surrounds a single lamp. The lamp represents God’s eternal truths. The lens is represented by the
triquetra. The triquetra is a design consisting of three equal arcs that emphasize equality among the
three Persons of the Trinity. The interwoven arcs represent unity among God as Father, Son, and Holy
Spirit. The unbroken circle represents eternity.
The radiating beams of light represent the fourteen areas of focus delineated in the goals of the OBU
teacher education program: content knowledge, pedagogy, modeling, integration, curriculum
planning, metacognition, management, collaborative communication, foundations, resources,
diversity, assessment, global perspective and professional development.
The circular designs found in the supporting base of the lighthouse represent the academic structure
undergirding the program model, and focus on those points in the candidate's career when general
assessment occurs to assure that the candidate is succeeding in meeting the requirements for the
beginning teacher.
The first design section of the lighthouse represents the foundation courses in general education, most
of which will be completed by the end of the sophomore year. During the sophomore year, the
candidate must make application to the Teacher Education Committee for admission to the teacher
education program. Approval by the committee marks the candidate's success at completing the first
section of the lighthouse.
The second design section of the lighthouse represents specialty and professional education training.
Much of this training occurs for the candidate in the junior year. Admission to Student Teaching
denotes the candidate's success in the second area of their training. It represents the candidate's
readiness to practice the profession of teaching with supervision by practicing professionals.
The third design section of the lighthouse represents the student teaching experience which occurs in
the senior year. Satisfactory completion of student teaching demonstrates that the candidate has
achieved the knowledge, skills, and dispositions necessary to begin full-time practice in a teaching
field. Completion of student teaching with a satisfactory grade marks the candidate's success in
completing the third section of the lighthouse.
Successful completion of graduation requirements marks another section of the lighthouse, and the
teaching unit assumes that the candidate will begin their own beacon of light for their students held not
in their methods alone, but in their own essence; the place where intellect and emotion and spirit
following graduation, through the Oklahoma Residency program, through the probationary period of
their first teaching employment, and through other developmental steps completed during the course of
his/her teaching career (promotions, graduate work completed, etc.). The unit is vigilant in keeping
contact with graduates so that it can assess their success in completing these larger sections of the web.
Feedback from these and other systematic assessments provide valuable input to stimulate program
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improvements.
The lighthouse primarily represents bringing rays of light to the educational experience of the
candidate. In keeping with Allen Bloom’s quote, “Education is the movement from darkness to
light,” metaphorically, the beacon of light provides the candidate’s experiences held not only in
knowledge, skills and dispositions, but in nurturing a candidate’s intellect, emotion, spirit which will
converge into the human self.
It is further evident that the rays of light represented by the candidate’s experiences, which are held in
their in knowledge, skills and dispositions, will continue to change they continue apply the ever
changing educational research to their teaching. Light is not a static entity---it is a mixture of
wavelengths which are easily affected by their composition. There are many complex and intricate
wavelengths or hues which affect the spectra and color components of rays all of which combine to
produce light. As a result of incorporating new research, rays of current knowledge bases will change
their hues or wave lengths which will affect their spectra and color combinations. A program which
delivers appropriate knowledge but does not help candidates develop pedagogical skills or encourage
the candidates to find within themselves and to nurture their appropriate professional dispositions will
not produce effective and lasting teachers.
Further yet, the lighthouse symbolizes strength and support for the candidate. When gazing upon the
lighthouse, many people often remark “Oh, what a beautiful light!” What they are actually meaning is
the tower. In so far as the taper of the tower provides strength for the tower; the taper of the program
provides support and strength for the candidate. As the candidate begins with the foundation courses,
proceeds through the specialty and professional education training, completes the student teaching
experience and finally culminates with the successful completion of graduation, there has been an
ongoing general assessment process occurring throughout the experience which provides the
knowledge and direction needed to strengthen and support the candidate in becoming a beginning
teacher.
Lastly, the lighthouse represents completion and preparation of candidates to address their own
students’ hope and vision for the future. Good teaching cannot be equated with technique alone. It
comes from the rectitude of the teacher, from an accommodation and adaptation of knowledge, skills
and his or her culture appropriate professional disposition and students. It is bringing together the
complex intricate spectra of goals of the teacher education program.
Certainly the most important aspect of the lighthouse to the mariner is the light that emanates from the
tower. And, paramount to the effective teacher is the ability to provide the beacon of light and love
in the darkness of ignorance and despair for their students. Helen Keller captures the concept best,
“Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in
and the great ship, tense and anxious, groped her way toward the shore with plummet and soundingline, and you waited with beating heart for something to happen? I was like that ship before my
education began, only I was without compass or sounding line, and no way of knowing how near the
harbor was. ‘Light! Give me light!’ was the wordless cry of my soul, and the light of love shone on me
in that very hour.”
Finally, the lighthouse, though designed by the teaching unit, represents the learning of the candidate.
In spite of the fact that we provide a model for the lighthouse and the intellectual nourishment
necessary for the candidate to provide their unique light, the product must necessarily
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come from the candidate's own knowledge, skills, and dispositions. The unit exists to produce
teachers who are able to sustain themselves in a professional world dedicated to helping students learn.
The beginning teacher is one who has learned how to learn so that he/she can teach others how to
learn, as well. The product of student learning is also represented by the lighthouse.
GLOSSARY OF TERMS
Some terms that were previously introduced in the Field Experiences handbook are:
Cooperating Administrator, School & Teacher
Director of Field Experiences (FE) and Student Teaching (ST)
Field Experiences (FE) Candidate & Program
University Supervisor
The following terminology is introduced in this handbook:
Accreditation
an official endorsement of an institution’s program of teacher education by state and national
accrediting agencies. The University’s Teacher Education Program is accredited by the Oklahoma
Commission for Teacher Preparation (OCTP), the National Council for the Accreditation of Teacher
Education (NCATE), and the North Central Association of Colleges and Secondary Schools.
Admit Status
an applicant can be admitted to the TE Program conditionally or unconditionally. Conditionally
admitted students have a set amount of time to complete the requirements of their TE Program
admittance so they may move forward with upper level coursework and application to the ST Program.
TE Candidates may be admitted to the ST Program conditionally or unconditionally as well, and must
complete the requirements of their ST Program admittance before being allowed to begin their Student
Teaching Experience.
Certification
state’s process of granting certification to teach in elementary and/or secondary schools following
successful completion of all degree requirements in an approved accredited teacher education
program, completion of a portfolio, passing scores on required certification examinations, and a clear
fingerprint based criminal history record on file with the state. Teaching certificates are not issued
automatically following completion of the degree program but must be acquired according to specific
procedures.
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Certification Examinations for Oklahoma Educators (CEOE)
tests required for Oklahoma Certification ~ Oklahoma General Education Test (OGET), Oklahoma
Subject Area Test (OSAT), and the Oklahoma Professional Teaching Examination (OPTE).
Certification Programs~Degree Sheets
lists of courses which are required for each certification program that prepares candidates for teaching
licensing. These are detailed in Phase II. Professional Experience/Area of Specialization of this
Handbook.
Early Childhood Education (ERCH)
program which prepares candidates for certification to teach pre-kindergarten through third
grade.
Elementary Education (ELED)
program which prepares candidates for certification to teach first through eighth grades.
P-12 Education (HPED, INED, VCED, SPED)
programs which prepare candidates for licenses to teach health/physical education, music (both
instrumental & vocal), or special education (mild/moderate disabilities) at any level from prekindergarten through twelfth grades.
Secondary Education (ENED, MTED, SCED, SSED)
programs which prepares candidates for licenses to teach specific subject areas (English, math,
science, & social studies) in secondary schools, sixth through twelfth grades.
Director, Division of Teacher Education (TE)
person designated by OBU as the coordinator and administrator of the TE and ST Programs.
Faculty Interview Panel
team of 3 OBU TE Faculty members or Administrators that will serve as a panel to interview TE
Program applicants.
Professional Education Sequence
block of courses prescribed by the Division of Teacher Education which satisfy both degree and
certification requirements.
Pre-Professional Experience
Phase I of the TE Program which includes course work required of a candidate prior to enrollment
in the Professional Experience.
Professional Experience
Phase I and II of the TE Program which includes the application to the ST Program and
participation in the ST Field Experience.
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Reciprocity
the extent to which one state accepts another’s teaching certificate. Once Oklahoma certification is
obtained, meeting certification requirements in other states varies according to that state’s regulations.
Student Teaching (ST) Program
Phase III. Professional Experience of the Professional Education Sequence. Application must be
submitted and specific requirements met to be admitted into the Program and participate in the ST
Field Experience.
Teacher Education (TE) Candidate
student who has applied to the the TE Program and been accepted either conditionally or
unconditionally to continue working toward a major or minor degree in Education.
Teacher Education Committee (TEC)
committee responsible for all matters of Teacher Education policies, procedures, and standards
regarding curriculum, admission, and recommendation of candidates to the Programs. Includes the
following subcommittees:
Admission & Retention Subcommittee (ARC)
subcommittee of the TEC that reviews and makes recommendations to the TEC concerning
admission and retention procedures that will insure the high quality of candidates admitted.
Reviews candidates’ applications, interview guides, and appeals to Programs.
Assessment Subcommittee
subcommittee of the TEC that reviews and recommends procedures for conducting follow-up and
evaluation surveys. Conducts surveys and presents results as summaries and reports to the TEC.
Annually reviews randomly selected portfolios from TE Candidates and reports findings to TEC
concerning any need to conduct introductory training sessions to introduce new TE Candidates to
the portfolio process.
Curriculum and Standards Subcommittee
subcommittee of the TEC that hears, reviews and proposes needed modifications in existing
programs and policy.
Executive Subcommittee
subcommittee of the TEC composed of 5 members (chair of the TEC & chairs of the four
subcommittees) that prepares the agenda for TEC meetings and assigns specific issues to
subcommittees for action.
Teacher Education (TE) Program
Phase I. Pre-professional Experience and Phase II. Professional Experience of the Professional
Education Sequence. Application must be submitted and specific requirements met to be admitted into
the TE Program prior to application and participation in the ST Program.
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FOREWARD
The purpose of this handbook is to present the sequential pattern, formally known as the Professional
Education Sequence, of the Teacher Education Program at Oklahoma Baptist University. Both the Teacher
Education and Student Teaching Programs are based on the OBU Division of Teacher Education Philosophy
and Goals Statement presented in the first section of this book.
The following section Objectives of Teacher Education Program, gives detailed statements of objectives
toward which the Program will lead. The three Phases of the Program are outlined in such a manner that
the TE Candidate should be able to follow the order of the total Program to its completion without undue
difficulties.
Forms used in the TE Program are included for use or reference. Information on where to obtain actual
copies of the sample forms are available in the Teacher Education Office or from the Advisor. The final
section of this handbook is devoted to Appendices covering many different areas of information that it will
be helpful for you to know.
This handbook expands on information introduced in the Field Experiences Handbook and on occasion
makes reference to that book. Both handbooks are available online at the Division of Teacher Education
web page. You will find a link to both books listed on the table of contents page.
It is hoped that this handbook will provide answers to many of the questions which normally arise
concerning the Teacher Education Program at OBU, as well as direct the candidate through each step from
the time of application to the Program to the issuance of the teaching certificate. Contact your advisor or
the Teacher Education Office for further information or questions not covered within.
~ Division of Teacher Education, OBU
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OBJECTIVES OF TEACHER EDUCATION PROGRAM
Development of Objectives
Input from guidelines published by learned societies, practitioners, candidates, and graduates, plays
a significant role in the conceptualization of the Teacher Education Programs at OBU. The objectives for
the TE Program were first developed and approved by the Teacher Education Committee (TEC) in the
spring semester of 1970 and went through a first revision in January 1971. Several revisions have been
made since 1971 to reflect current curriculum changes mandated by the OK State Board of Education and
to ensure alignment with professional standards. A revision of the list of teacher competencies was made
by members of the TEC in 1975. Further revisions were presented to the TEC for consideration in 1988
and 1995. In 1990, the TE Faculty adopted a restructured Philosophy and Goals Statement for the TE
Program, which was updated in 2000 and 2006. As NCATE standards and procedures changed in 2004, the
TE Faculty reviewed the program, as well as individual subject areas, to ensure alignment. In 2006, the
“Lighthouse Metaphor” was designed to replace the previous “Web Metaphor” visual. While retaining most
of the basic verbiage, the additional concept of Global Perspective was added.
Statement of Basic Objectives
The basic objective of the Teacher Education Program at OBU is to identify specifically the knowledge,
skills, and dispositions which prepare and assist the Candidate to function as a professional and achieve
optimum development of those unique and variable qualities found in each individual.
Graduates of Oklahoma Baptist University that attain teacher certification have more than a teaching
methodology; they also have a notable dedication to their profession. OBU believes this dedication is
developed naturally in its environment of Christian culture.
Nature of Objectives
We at OBU, by building on the knowledge, skills, and dispositions which are essential to professional
competence, desire to prepare teachers who possess a strong sense of personal worth and self-confidence.
These teachers will then become educational leaders in their communities and guides of children and
youth; we want them to become informed, active citizens. It is our desire that this competence will be
characterized by these values:
◆ Knowledge and reflection on the implication of knowledge; and the continued search for truth;
◆ The courage to defend considered independent judgements about fundamental standards;
◆ The search for greater insight into interpersonal relationships; and to transfer these values into
service for others.
Desired Teaching Objectives
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The academic climate at OBU is permeated by a motivation to examine, explore, experiment, analyze,
discover, and create. Constructivism is the educational theory that informs our framework and meshes
easily with the climate of the institution. In constructivism, as well as the institutional climate, other people
play an important role by providing support, challenging thinking, and serving as coaches or models, but
the Teacher Education Candidate is the key to learning. Consequently, he/she finds himself/herself
confronted with the expectation that first priority be given the quest for knowledge and self-fulfillment.
The TE Candidate meets these expectations not only in the general requirements of the University, but
also in the criteria for admission to the Program. He/she encounters continued high expectations in order
to be retained in the Program.
We believe the following list of desired teaching objectives (competencies) for Teacher Education
graduates to be fully compatible with the philosophy and objectives of Oklahoma Baptist University and
form the basis for the conceptual framework of the Teacher Education Program:
* Global Perspective
* Content Knowledge
* Pedagogy
* Integration
* Management
* Professional Development
* Collaborative Communication
* Foundations
* Metacognition
* Assessment
* Resources
* Curriculum Planning
* Diversity
* Modeling
see OBU Teacher Education “Lighthouse Metaphor” Appendix A
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PROFESSIONAL EDUCATION CURRICULA
The following are overviews of the coursework in the Teacher Education Program. For detailed course
descriptions, refer to the most recent Oklahoma Baptist University Academic Catalog at:
http://www.okbu.edu/academics/catalog/
Courses available without admittance to the Teacher Education Program:
EDUC 1051 Introduction to Education is a required lower level course. The course deals with special
subjects appropriate to instruction in the early childhood, elementary, P-12th (health/physical
education, music-instrumental & vocal, and special education), or secondary (English, math, science,
social studies classroom. It is designed to introduce TE to teaching and the OBU TE Program.
EDUC 2012 Foundations of Education is the second course in the Pre-professional Education Sequence.
One should enroll in EDUC 2012 during the second semester of the freshman or the sophomore year.
This course is prerequisite to a majority of the courses in the Professional Education Sequence. It is
normally during or immediately following completion in EDUC 2012 that Application to the TE
Program is submitted. A great deal of time is spent in EDUC 2012 explaining the Professional Education
Sequence and the ways it fits into the total scheme of teacher education. It is during this course a
candidate experiences his/her first organized Field Experience (FE) to an elementary or secondary
school and observes/assists the teacher as requested. The student is required to complete a minimum
of fifteen (15) hours of FE participation.
ECED 2082 Introduction to Early Childhood Education is required of Early Childhood and Elementary
Education candidates only. This course presents historical and philosophical perspectives of Early
Childhood Education.
ECED 3203 Guiding Young Children a course, required only for Early Childhood candidates, emphasizes
devising strategies and creating appropriately nurturing environments in order to develop the human
potential of children. The candidate is required to complete a minimum of ten (10) hours of FE
participation.
ELED 2702 Computers for P-8 offers teachers and prospective teachers an overview of methods and
techniques used in computer-assisted instruction. Candidates will become familiar with related
software and its applications in the classroom. They will study and select educational computer
packages in various content areas. This course is required of elementary and special education
candidates.
ELED 3503 Health/Physical Education for Children is required of elementary and health/physical
education candidates. The course contains studies of techniques of organizing and conducting
elementary school health/physical education programs.
-4-
EDUC 3013 Human Development is a junior level course which should follow Education 2012 and is
required of all education majors. This course is designed to provide the candidate with information
about human development from conception through adolescence.
SPED 3022 Introduction to Children with Exceptionalities is a comprehensive but non-technical
introduction to the study of exceptional children, and is required of all education majors. This course
presents basic concepts and material introductory to the various types of exceptionalities. While
enrolled in this course, candidates are required to complete a minimum of twenty (20) hours of FE
participation in special education classrooms.
EDUC 3203 Educational Psychology is a course designed to focus on the development of candidates'
thinking and reasoning skills. Attention is given to learning-theory and social-learning and how they
apply to teaching. This course is required of all education majors.
EDUC 3502 Principles of Middle School Education is required for candidates planning to teach in
elementary or P-12 grades. The course covers general principles of middle level education and
provides insight into the growth of middle level students as well as the unique structure, organizations,
and problems encountered in middle schools. While enrolled in this course, candidates are required
to complete a minimum of ten (10) hours of FE participation in middle schools.
Courses available after admittance to the Teacher Education Program:
EDUC 3092 Principles of Secondary Education is required for candidates planning to teach at the junior
and/or senior high school level. The course covers general principles of secondary education that apply
to all secondary teaching areas and provides insight into the unique structure, organization, and
problems encountered in secondary schools. While enrolled in this course, candidates are required to
complete a minimum of fifteen (15) hours of FE participation in junior and/or senior high schools.
EDUC 3601 Models of Classroom Discipline is for junior level students admitted to Teacher Education. This
course is designed to examine relevant research and theory into various discipline and management
models and their relationship to degrees of behavioral strategies, rules formation, teacher and student
control.
ELED 4164 Language Arts and Children's Literature P-8 is a study of the developmental stages of writing
and various methods for teaching the writing process in PK-8. Emphasis on literary elements of
children's literature and use of children's literature to teach writing.
EDUC 3962 Literature for Young Adults (ENGL 3962) is a survey of literature appropriate to the secondary
school -a study of effective techniques for teaching reading skills. The course is to be taken
concurrently with EDUC 3983 for the English teaching certificate.
-5
EDUC 3983 Special Methods of Teaching Secondary-English, Math, Science, Social Studies is required for
candidates planning to teach in the junior and/or senior high schools. This course is taught by
representatives of subject-matter specialties and candidates are enrolled according to the field in
which they plan to teach. The course is normally taken during the candidate's junior year. While
enrolled in this course, candidates are required to complete a minimum of twenty five (25) hours of
FE participation in junior and/or senior high schools.
EDUC 4011 Band Literature is a survey of secondary material and literature for use in public school music.
While enrolled in this course, candidates are required to complete a minimum of thirty five (35) hours
of FE participation in public schools at the secondary level. (The thirty five hours listed are a total
number of hours in conjunction with several courses.)
EDUC 4022 Marching Band Methods is a study of techniques of organizing and administering the public
school marching band. Individual marching techniques and principles of charting are studied. This
course is to be taken by candidates enrolled in Instrumental Music (P-12) and is offered in fall
semesters only. While enrolled in this course, candidates are required to complete a minimum of thirty
five (35) hours of FE participation in junior and/or senior high schools. (The thirty five hours listed
are a total number of hours in conjunction with several courses.)
EDUC 4033 Instrumental Methods and Procedures is designed to help candidates teach Instrumental
Music at both elementary and secondary levels. Studies in instrumental methods are offered in spring
semesters only. While enrolled in this course, candidates are required to complete a minimum of thirty
five (35) hours of FE participation in public school programs. (The thirty five hours listed are a total
number of hours in conjunction with several courses.)
EDUC 4053 Elementary Vocal Methods (P-6) is designed to prepare candidates to teach Vocal Music at the
elementary school level. This course is taught during the spring semester of the candidate's junior year.
Studies in vocal methods are offered in spring semesters only and must be taken concurrently with
EDUC 4063. While enrolled in this course, candidates are required to complete a minimum of twenty
five (25) hours of FE participation in elementary schools. (The twenty five hours listed are a total
number of hours in conjunction with other courses.)
EDUC 4063 Secondary Vocal Methods (7-12) is designed to prepare candidates to teach Vocal Music at the
secondary school level. This course is taken during the spring semester and must be taken
concurrently with EDUC 4053. While enrolled in this course, candidates are required to complete a
minimum of twenty five (25) hours of FE participation in secondary schools. (The twenty five hours
listed are a total number of hours in conjunction with other courses.)
ECED 4143/4212/4602/4703, ELED 3503/4113/4164/4232 is a set of courses included in the Early
Childhood Methods Block. During the junior year, an Early Childhood Education candidate is enrolled
in approximately one-half of the "methods block". The other half of the "methods block" is taken during
the senior year. Refer to Early Childhood Degree Sheet in Phase II in this Handbook.
ELED 4113/4123/4164/4203/4222/4232, ECED/4143/4212 is a set of courses included in the
Elementary Methods Block. During the junior year, an Elementary Education candidate is enrolled in
approximately one-half of the "methods block". The other half of the "methods block" is taken during
the senior year. Refer to Elementary Degree Sheet in Phase II in this Handbook.
-6-
SPED 3009/3402/3502/4113/4212/4222/4252, ELED 4123/4203/4232 is a set of courses included in
the Special Education Methods Block. During the junior year, a Special Education candidate is enrolled
in approximately one-half of the "methods block". The other half of the "methods block" is taken during
the senior year. Refer to Special Education Degree Sheet in Phase II in this Handbook.
EDUC 4223 Methods of Teaching Health/Physical Education P-12 is designed to prepare candidates to
teach health/physical education at the P-12 level.
EDUC 4301 Clinical Practicum in Methods P-12 Health/Physical Education requires twenty-five (25) hours
of FE participation divided between elementary and secondary school classrooms.
EDUC 4329 Advanced Topics in Education deals with special subjects appropriate to instruction in the
elementary or secondary classroom. These studies are done at the upper level.
Courses available after admittance to the Student Teaching Program:
Enrollment in this last section of courses is permitted only after the candidate's Application to the
Student Teaching program has been submitted and approved by the Teacher Education Committee (TEC).
A sample page (Form 4) of the Application to the ST Program is shown in the Forms section of this
handbook with a link to the actual form.
The candidate is to enroll in no other collegiate course work during the twelve-week period of the
Student Teaching Field Experience. This Restricted Outside Activities Policy has been implemented in order
that the Student Teacher might give full time to the ST Field Experience. The candidate is assigned to
student teach at an accredited early childhood, elementary, junior and/or senior high school within50
miles of the OBU campus following the 50 Mile Radius Policy. During this period of time, the candidate is
expected to give full attention to observing and teaching in his/her assigned school. (both Policies
referenced are detailed on the ST Application)
During this period of student teaching, periodic visitations are made to the school by the candidate's
University Supervisor(s) to observe the candidate's progress. Oral and written reports of the supervisor's
assessment of each of the candidate's performances are then made to the candidate, his/her cooperating
teacher(s), and the Division of Teacher Education. (more information available in the Student Teaching
Handbook online at: http://www.okbu.edu/academics/hss/teachered/index.html) During the either two
six-week or one twelve-week placement in the Student Teaching Field Experience, the candidate's overall
performance is evaluated by the cooperating teacher on the Mid-Term and/or the Final Evaluations and
sent to the Division of Teacher Education.
ECED 4448 Student Teaching in Early Childhood is a directed laboratory experience. This Student Teaching
Field Experience is scheduled during twelve (12) weeks of the fall or spring semester. Two six (6) week
experiences, one in a Pre-Kindergarten or, preferably, Kindergarten classroom and a second in a
1st-3rd classroom are required. (concurrent enrollment in EDUC 4162 and 4722)
-7
ELED 4438 Student Teaching in the Elementary School is a directed laboratory experience. This Student
Teaching Field Experience is scheduled during twelve (12) weeks of the fall or spring semester. While
it is preferred that the candidate experience a single twelve (12) week placement in the grade they plan
to teach, two six (6) week experiences, one in a K-5th classroom and a second in a 6th-8th (middle
school) classroom, are an available option for those who may not wish to focus on a single grade.
(concurrent enrollment in EDUC 4162 and 4722)
SPED 4438 Student Teaching in Special Education is a directed laboratory experience. This Student
Teaching Field Experience is scheduled during twelve (12) weeks of the fall or spring semester. Six (6)
weeks experience in elementary and six (6) weeks in secondary classroom are included. (concurrent
enrollment in EDUC 4162 and 4722)
EDUC 4538 Student Teaching Secondary-English, Math, Science, Social Studies is a directed laboratory
experience. This Student Teaching Field Experience is scheduled during twelve (12) weeks of the fall
or spring semester. Candidate should see advisor for departmental models and the semester in which
the candidate will be expected to enroll in the Student Teaching semester. (concurrent enrollment in
EDUC 4162 and 4722)
EDUC/MUED 4635 Student Teaching Music, Health/Physical Education in the Elementary School is a
directed laboratory experience. This Student Teaching Field Experience is scheduled during twelve
(12) weeks of the semester. This experience is scheduled during either fall or spring for candidates
concentrating in Health/Physical Education. Candidates who pursue Vocal or Instrumental Music
Education are to enroll in this course during the fall semester of their senior year. (concurrent
enrollment in EDUC 4162 and 4722)
EDUC/MUED 4645 Student Teaching Music, Health/Physical Education in the Secondary School is a
directed laboratory experience. This Student Teaching Field Experience is scheduled during twelve
(12) weeks of the semester. This experience is scheduled during either fall or spring for candidates
concentrating in Health/Physical Education. Candidates who pursue Vocal or Instrumental Music
Education are to enroll in this course during the fall semester of their senior year. (concurrent
enrollment in EDUC 4162 and 4722)
EDUC 4162 Measurement for Teachers is a course designed to acquaint candidates with the administration
and interpretation of assessment techniques, including standardizing tests, teacher made tests, and
other evaluation methods. (concurrent enrollment in appropriate Student Teaching course and EDUC
4722)
EDUC 4722 Classroom Management is designed to teach techniques of classroom management related to
concerns such as behavioral strategies, time, materials, rapport, and rules formations. The course also
contains a component which deals with parent/community relations. (concurrent enrollment in
appropriate Student Teaching course and EDUC 4162)
EDUC 4999 Independent Study in Education is available to provide an opportunity for enrollment in
special projects plus being a means for solving difficult problems which might be created by
transferred credit or other irregular circumstances. This course is open only on permission of the
Director of Teacher Education and the Dean of Humanities and Social Sciences and is available for
juniors and seniors with at least a B average in Education Curriculum.
-8-
PROFESSIONAL EDUCATION SEQUENCE ~ PHASES I, II, II
If a candidate carefully follows the phases outlined in the following pages he/she should progress
through the Teacher Education (TE) Program with little difficulty. It is the responsibility of the candidate
to monitor completion of required coursework and submit proof of completed requirements when needed.
Even though not complex, failure to follow the TE Program in sequential order can easily result in delays
and serious disruptions in the candidate's progress as mentioned in the Preface of this Handbook. The
candidate’s faculty advisor is available to assist the candidate as he/she progresses through the Program
and will help choose the appropriate Four Year Plan of Study or create a custom Plan of Study including
all the coursework needed for the candidate’s Area of Specialization. For information on a particular
degree, refer to Phase II Certification Programs, the sample Degree Sheets in this Handbook or get a
current Degree Sheet from the advisor.
These classes may be referred to by course number only in the following sections:
EDUC 1051 Introduction to Education
ECED 2082 Intro to Early Childhood Education
EDUC 2012 Foundations of Education
ECED 4448 Student Teaching Early Childhood
EDUC 3013 Human Development
ELED 4438 Student Teaching Elementary
EDUC 3203 Educational Psychology
SPED 3022 Intro to Children w/Exceptionalities
EDUC 4162 Measurement for Teachers
ENGL 1153 English Comp: Exposition & Argument
EDUC 4538 Student Teaching Secondary
ENGL 1163 English: Comp & Classical Lit
EDUC 4635 Student Teaching Music or P.E. Elem
MATH 1163 College Algebra
EDUC 4645 Student Teaching Music or P.E. Sec.
MATH 1203 Elementary Math
EDUC 4722 Classroom Management
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PHASE I. PRE-PROFESSIONAL EXPERIENCE/TEACHER EDUCATION
Upon entering the University, those who have an interest in pursuing a career in the teaching field, will
begin the Phase I. Pre-Professional Experience by enrolling in EDUC 1051. This Introduction to Education
course will precede EDUC 2012, which will be taken the 2nd semester of the freshman year or during the
sophomore year.
Other Pre-Professional Experience courses are ECED 2082 (for Early Childhood and Elementary
majors), EDUC 3013 & 3203, and SPED 3022. Enrollment in these classes should follow, or be concurrent
with EDUC 2012, but should never precede EDUC 2012.
A candidate may submit an Application to the Teacher Education Program during enrollment in EDUC
2012, provided he/she has completed thirty-six (36) credit hours.
PRE-REQUISITE COURSEWORK OF TEACHER EDUCATION PROGRAM UNCONDITIONAL ADMITTANCE
COURSE #
COURSE NAME
HRS
passing score of “C” or better in the following courses:
CMAR 1092
Introduction to Speech Communication
2
ENGL 1163
English: Composition & Classical Literature
3
ENGL 1153
English Composition: Exposition & Argument
3
AND
A passing score on the Oklahoma General Education Test (OGET)
-10-
Candidates who have completed their freshman year, English Composition Courses (ENGL 1153 &
1163), and College Algebra (MATH 1163) and/or Elementary Math (MATH 1203) best prepared to pass
the OGET. With new online and summer opportunities to take the Oklahoma Teacher Preparation Tests,
candidates will be able to take the OGET more often, at more convenient times. This is now the preferred
course of admittance of the Teacher Education Division.
Candidates must attach official passing result of OGET to apllication form. The OGET, OSAT & OPTE
are all required Certification Examinations for Oklahoma Educators wishing to earn an Oklahoma
teaching certificate.
Other criteria the TE Committee (TEC) considers when reviewing applications to the TE Program are:
1. Successful completion of the freshman year (minimum 36 Hours).
2. Submission of the completed TE Application and all accompanying documentation required.
Late/incomplete applications are not accepted.
3. Attainment of an overall Grade Point Average (gpa) of 2.5.
4. Completion of ENGL 1153 & 1163 and CMAR 1092 with grades of "C" or above. Whichever
course chosen, if a student earns an unsatisfactory grade in these three courses, he/she must
repeat the course until at least a “C” is achieved before admittance to the TE Program.
5. Expression of interest in teaching as demonstrated by descriptions of prior experiences and
activities in a handwritten biography attached to the TE Application.
6. An interview with a Panel of TE faculty and/or administration, scheduled by the TE Office
showing that the candidate has potential for working as a teacher.
7. Attainment of acceptable levels of proficiency in Reading, Mathematics, and Writing as
evidenced by results of:
1. Attainment of a passing score on the Oklahoma General Education Test
8. Evaluations from the applicant’s Advisor and three other professors.
-11-
9. Recommendation from the Dean of Students. A form will be sent from the TE Office after your
application has been submitted.
10. Porfolio submitted to advisor as appropriate to courses taken.
11. The presence of any personal conduct history which would disqualify a person to teach or which
would cause a teacher in the public schools of Oklahoma to be dismissed or not reemployed as
described in TE Division Regulations ~ Employment of Convicted Felons & Dismissal or Non Reemployment (Appendices I & J).
TE Application Packets are available in the TE Office and include detailed instructions on completing
the application and accompanying paperwork needed, faculty evaluation forms, and an orange portfolio
rubric form.
APPLICATION PROCESS
It is imperative that all candidates begin their preparation for teaching by submitting an Application
to the Teacher Education Program to the Teacher Education Committee (TEC), through the Division of
Teacher Education. Instructions for applying to the TE Program are available in a TE Application Packet
offered by the TE Office. The completed application must be submitted to the TE Office by the end of the
day (4:00 pm), on the last day (Thursday) of the 3rd full week of the term. The applicant is to apply the
beginning of the 2nd semester of the candidate's sophomore year.
A transfer candidate who has never been admitted to a teacher education program must apply for
admission immediately after enrollment in the university provided he/she has completed 36 hours and
is classified a sophomore or higher. Refer to Transfer & Non-Traditional Candidate Process in the next
section for more information.
The application should be carefully read and all instructions followed. Details of required
documentation to be submitted with the application are listed on the application and include: a
handwritten essay of not more than 500 words describing experiences which will contribute to your
effectiveness as a teacher, a recent photograph, proof of completed coursework, and the proof of
passing OGET score. After submission to the TE Office, the application and accompanying paperwork
becomes a part of the TE Candidate's record on file.
Four Faculty Evaluation forms are included in the TE Application Packet and are required for each
applicant. One must be filled out by the applicant’s advisor, the other three by the faculty listed on the
application as references. Before an applicant places an OBU faculty member's name on the application as
a reference, the applicant must meet personally with the faculty member to obtain permission. These
evaluation forms will be submitted to the TE Office by the faculty members.
At the time the application is submitted to the Teacher Education Office, the applicant should register
for a personal "Interview" which will be conducted by a panel of OBU faculty or administration who
represent the Teacher Education Committee (TEC). The panel will submit a written assessment to the TE
Office, of the applicant's personal traits during the "Interview" that speaks to the candidate’s potential for
-12-
working with youth, with parents, and with the other constituencies of a teacher. This will also become a
part of the applicant's file and reviewed by the Admission & Retention Subcommittee (ARC) and Teacher
Education Committee (TEC) during the admission process.
Following the submission of a complete application (with all accompanying documentation), the
applicant’s record is referred to the ARC for review and recommendation to the TEC for official action. The
student will be notified of the final decision of the TEC by the Teacher Education Office as described in
Phase I. Pre-Professional Experience, Admit Status & Time Limit Policy section.
TRANSFER & NON-TRADITIONAL CANDIDATE PROCESS
Admission to Teacher Education may become problematic when candidates transfer from one
institution to another. Problems might also arise for students who have decided to seek a degree in
Teacher Education after already working toward a degree in another area, students who have already
graduated (from OBU or another university) with a degree other than Education, and students who are
returning to school after a hiatus of less than five years.
Transfer Candidate:
A transfer student of sophomore standing or above who seeks Teacher Certification at OBU, and has
not applied to a teacher education program at any other university must file an Application to the TE
Program at the time he/she enters the University. The following stipulations may be applied when a
candidate moves from one institution to another
1. If the candidate has once been admitted to a teacher education program and completed all
requirements for certification at the former university, it will not be necessary for that candidate
to re-apply for admission.
2. If the candidate has been admitted at another institution but did not complete a program, he/
she could be required to re-apply for admission and meet the admission requirements of the
institution to which he/she is applying (OBU).
3. If the candidate has failed to maintain minimum admit standards, he/she would be required to
reapply and meet all existing admit requirements. Grades earned at the previous institution(s) and
accepted as transfer courses may be used for determining requisite grade point averages.
NOTE: The Division of Teacher Education (OBU) will require the applicant to have a letter sent from the previous
institution(s) indicating the candidate's admission status. The previous institution may send a completed
"Admission Status" form indicating which of the state or institutional admission criteria have been met by the
candidate. The letter and completed form may be used by the the Teacher Education Committee in considering
the candidate's admittance to the Teacher Education Program.
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Non-Traditional Candidate:
An non-traditional candidate is an applicant seeking a degree in teacher education after working
toward a degree in another area at OBU (or other university), an OBU graduate or graduate of another
college seeking a 2nd degree in Teacher Education, or a candidate who is returning to college after an
interruption to their academic studies.
An applicant who has achieved sophomore standing while working toward a degree in another area,
must be quickly caught up in order to attain unconditional admittance to the TE Program and be able to
progress to Student Teaching then graduation with the minimum delay. The student must first contact the
Office of the Dean of the College of Humanities and Social Sciences to declare their new major and be
assigned the appropriate advisor. One or more meetings with the new advisor will be needed in order to
prepare a customized plan of study, which may include additional credit hours beyond the minimum for
the original degree. The student may also have to enroll in coursework during January or Summer Terms
in addition to full time Fall and Spring enrollment or plan to attend beyond the standard 4 years.
An OBU graduate, or graduate of another university, seeking a 2nd degree in Teacher Education,
whether full time or part time, will need to immediately meet with the Director of the Division of Teacher
Education. The plan of study the graduate will follow will vary depending on the previous degree earned.
OBU graduates wishing to use their Lifetime Learner benefits for part time study toward a 2nd degree will
also need to meet with the Director.
For the applicant returning to college to seek a degree in Education after a short interruption, if he/she
has has completed thirty (30) semester hours of college credit in an accredited institution of higher
education within the last five (5) years prior to application for admission to teacher education, an
alternative to the 2.5 gpa requirement may be used as criteria for admission into Teacher Education. Such
a candidate may be admitted provided he/she meets the following:
a. a grade point average of 3.0 in the last thirty (30) semester hours of college work. (Teacher
Education and Certification Handbook for the State Department of Education, page 13);
b. has a minimum of fifteen (15) semester hours in the area of specialization with a minimum grade
point average of 3.0; passing OGET scores, and:
c. meets all other criteria listed for admission to Teacher Education
ADMIT STATUS & TIME LIMIT POLICY
It is imperative that the Teacher Education Candidate understand the terminology and policies
involved with his/her Admission to the Teacher Education Program. The responsibility of Full Admit Status
to the TE Program and being able to continue with Phase II and III of the Professional Sequence falls on
the TE Candidate. The Candidate is required to provide proof to the TE Office of completed requirements
within the time limits established by the Teacher Education Committee (TEC).
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Admit Status:
A Teacher Education Program Admit Form is sent to every candidate as notification of his/her admit
status. While it is preferred that an applicant be ready for admission at the time of application, and plans
of study are designed with that goal in mind, this cannot always be the case. The admit form will include
all information need to identify any area(s) of concern and the length of time allowed to correct each area.
If the candidate is ADMITTED UNCONDITIONALLY, he/she has achieve Full Admit status into the TE
Program and may continue toward the Phase II. Professional Experience in the normal fashion. He/she
should continue to meet with the advisor to continue timely progression through the Program.
If the application is DENIED due to deficiencies and the applicant wishes to continue seeking a degree
in Teacher Education, he/she may reapply to the TE Program after addressing those deficiencies. The
applicant is required to begin the entire application process over by submitting a new application and the
accompanying documentation.
If a candidate is dissatisfied with a decision rendered by the Teacher Education Committee (TEC)
concerning application to the TE or ST Program, he/she may appeal the decision of the TEC, provided
he/she believes he/she has defensible grounds for appeal and can justify his/her position, by submitting
a written request for reconsideration to the Director of Teacher Education. This appeal is presented in
writing to the Admission & Retention Subcommittee (ARC). Within the appeal, the candidate may request
to appear in person before the ARC. The ARC submits the appeal and its recommendation to the TEC for
a final decision. The TEC will hear the appeal, carefully weigh the facts, and either uphold or overrule the
original decision. The candidate may then appeal this decision under any applicable appeal or grievance
policy available to the candidate.
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CERTIFICATION EXAMS
Specific Certification Examinations for Oklahoma Educators (CEOE) must be passed to obtain an
Oklahoma State Teaching Certificate. The required tests are the Oklahoma General Education Test (OGET),
Oklahoma Subject Area Test (OSAT), and one or more Oklahoma Professional Teaching Examination
(OPTE).
The first test, the OGET, is designed to assess competency in areas associated with general studies and
education in liberal arts and sciences. The OGET is unique from other examinations of this type in that
critical thinking skills, as well as basic skills are examined. The Division of Teacher Education recommends
the OGET be taken anytime following completion of thirty (30) semester hours that include ENGL 1153
& 1163 and MATH 1163 &/or 1203. PHIL 1502 Critical Thinking is an additional course that a student may
wish to take early in their studies. Students are encouraged to use a passing score on the OGET, along with
a grade of “C” or better in ENGL 1153 & 1163 and CMAR 1092 to prove attainment of acceptable levels of
proficiency in reading, mathematics, and writing prior to application to the Teacher Education Program.
The OSAT is designed to assess subject-matter knowledge and skills. The OSAT is to be taken during
the candidate's final year of course work. Students are encouraged to complete this test following
completion of the methods courses relevant to their major so that the content information is fresh. In order
to receive initial certification, the candidate must pass the OSAT within the degree they will acquire upon
graduation. For example, an elementary education major must take the Elementary Education OSAT or an
English education major must take the English OSAT. Oklahoma Baptist University Division of Teacher
Education is accredited to recommend graduates for certification in the following OSAT areas:
Advanced Mathematics (011)
Biological Sciences (010)
Early Childhood Education (005)
Elementary Education (050 & 051)
English (007)
Instrumental/General Music (001)
Mild-Moderate Disabilities (029)
Physical Education/Health/Safety (012)
U.S. Hist/OK Hist/Gvrnmnt/Economics (017)
Vocal/General Music (003)
The OPTE is designed to assess professional knowledge and skills needed by entry-level educators.
Candidates are assessed with respect to learners and the learning environment, instruction and
assessment, and professional involvement. There are two levels to the OPTE, PreK–8th and 6th-12th. Early
Childhood and Elementary majors are required to take the first, secondary English, Math, Science and
Social studies majors must take the 2nd, while Special Education, Instrumental & Vocal Music and
Health/Physical Education majors are required to take both. It is encouraged that the candidate take this
test during the Student Teaching Experience so that there is minimum delay in obtaining their teaching
certification.
Further information on the exact tests applicable to each candidate, and study guides are available on the
CEOE website:
http://www.ok.gov/octp/Certification Testing/index.html
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PORTFOLIO
The Oklahoma Commission for Teacher Preparation (OCTP) monitors and facilitates teacher education
programs and provides measures for improving the quality of teacher preparation throughout the state
of Oklahoma. The OCTP emphasizes three areas: (a) program accreditation, (b) teacher assessment, and
(c) professional development, based on a set of competencies that include both national and state
standards. As part of a TE Program candidate’s educational experience, a state mandated Portfolio is
developed that emphasizes Oklahoma's General Competencies for Certification, the national standards set
for each program area, and the OBU Division of Teacher Education conceptual framework, Lighthouse
Metaphor (Appendix A). The twelve goals of the conceptual framework, as well as the anchoring concepts,
have been infused with the sixteen general Competencies set forth by the OCTP.
A portfolio provides a description of activities that a candidate has been involved in as part of the
teacher preparation experience. The Artifacts (documents) contained in the portfolio are, for the most
part, papers from subject matter courses and lesson plans from methods course work, while the
candidates' reflections on each Artifact indicate their ability to integrate theory and practice. The
Competency Reflection Document should show evidence that each Competency has been achieved, specific
to the program, and must include:
*
*
*
*
restatement of the Competency met
description of the Artifact-what it is, why it was completed, and how it meets the Competency
relationship of the Competency and Artifact to the Lighthouse Metaphor
a critique/reflection analyzing what worked, what did not work, how the candidate would react
differently, how the candidate might improve the activity
Though the creation of a portfolio is considered a developmental process, the advisor will assess the
portfolio at key intervals (upon application to the TE and ST Programs and completion of the ST
Experience) to determine if the objectives (e.g. conceptual framework, state teachings competencies, etc.)
of the Program are being realized in the student's educational experience. Portfolio Rubrics (provided by
the TE Office) are used in the assessment process. The portfolio provides an opportunity for the candidate
to critically evaluate what needs be known to be a successful educator and consider different types of
learners and school environments. The portfolio demonstrates the level of knowledge, skills and
dispositions teacher candidates acquire during their teacher preparation.
In order to obtain an Oklahoma Teaching Certificate candidates must complete the portfolio and
submit it to the advisor at the end of the Student Teaching Experience. The advisor must send the Final
Portfolio Rubric to the TE Office in order for the graduate to be recommended for certification.
IMPORTANT NOTE: Every student interested in a career in teacher education should acquire a
Portfolio Information Packet, with detailed information covering the content and design of the
portfolio, in the TE Office at the same time they begin the Application to the Teacher Education
Program process.
-18-
PHASE II. PROFESSIONAL EXPERIENCE/AREA OF SPECIALIZATION
In Phase II. Professional Experience a candidate who has completed Education EDUC 2012, ECED 2082,
EDUC 3013, SPED 3022, and EDUC 3203 and has achieved unconditional admit status into the Teacher
Education Program may enroll in those courses which are appropriate to his/her program (area of
specialization). The candidate and advisor may check course requirements and prerequisites in the most
current Academic Catalog. (available online: http://www.okbu.edu/academics/catalog/)
CERTIFICATION PROGRAMS
Oklahoma Baptist University offers programs of study for Bachelor of Science in Education and
Bachelor of Music Education. Minimum requirements for these degrees vary in number of semester hours
and course work. All students complete a program of Common Core, Flex Core, Professional Education,
Area of Specialization, and major or minor courses to acquire the minimum number of hours. A minimum
number of hours must be junior or senior level courses (numbered 3000-4999). An education minor is
also offered, this must be planned with the supervision of your advisor and the Director of Teacher
Education. The Academic Catalog has the most detailed and up to date information for each area of
specialization.
Admission to the Teacher Education (TE) Program is required for all Education Degrees, including a
Minor in Education. Full admission to the TE Program is required for application to the Student Teaching
Program.
The Division of Teacher Education offers ten education certification programs: early childhood,
elementary, English, health/physical education, music-instrumental & vocal, mathematics, science, social
studies, and special education. These programs are designed to allow the TE Candidate to complete
requirements for an Oklahoma Teaching Certificate as well as degree requirements. A Candidate must
work closely with the Advisor to insure adherence to the degree plan and timely admittance to the TE and
ST Programs to be able to complete an education degree within a timely manner.
DEGREE SHEETS
On the following pages are samples of degree sheets for each certification program and an Education
Minor Contract. Most programs also have a 4 Year Plan detailing the order in which to take the required
courses. Candidates should contact the Advisor to obtain the most current edition of the degree sheet and
a 4 Year Plan for their major. The Advisor is to help guide the candidate through the processes at the
University, but ultimately it is the responsibility of the student to follow up on all requirements.
-19
EARLY CHILDHOOD EDUCATION
Proposed Sequences of Courses
Plan 2 - Blue
BOLD indicates course is taught only that semester. Italics indicates course offered both semesters but only one section per semester Times are given to assist you in planning
DO NOT deviate from this proposed sequence Changes in sequence of courses may cause scheduling problems and make it impossible for you to graduate in 4 years
FALL
SPRING
FRESHMAN
3
ENGL 1163 English Composition
3
2
CMAR 1092 Speech
2
3
Foreign Language
3
3
GNSC 1124 Issues in Biology
4
4
MATH 1033 Contemporary Math
3
1
PHED 1001 Wellness Lifestyle
1
16
16
NOTE: ECED/ELED double majors must take ECED 2082 in Sophomore Year or J-Term, also double majors
must take the OGET, 2 OSAT’S and 1 OPTE. (2 OPTE’S if going for middle school.)
SOPHOMORE
ENGL 2013 European Civ Lit
3***
ENGL 2023/33Modern Civ Lit
3***
HIST 2013 European Civ Hist
3
HIST 2023/33Modern Civ Hist
3
EDUC 2012 Found of Ed
2*
SPED 3022 Intro to Excep Child
2*
FNAR 2163 Arts&Ideas (or FNAR 2063) 3
POLI 1223 Amer Government
3
ECED 2082 Intro Early Child
2*
EDUC 3203 Educ Psychology
3*
MATH 1203 Elementary Math I
3
MATH 1213 Elementary Math II
3
16
17
ENGL 1153
PHIL 1502
English Composition
Critical Thinking
Foreign Language
REL 1013 Old Test/Bib Ethics
GNSC 2204 Earth Sci
EDUC 1051 TE Cornerstone
Get a Degree check after 60 hours!
NOTE: OGET MUST be taken for program admittance
REL 1023
ELED 4143
EDUC 3013
MATH 1223
ECED 4703
ECED 4452
New Testament
RdngMeth Pk-3
Human Devel
ElemMath III
Science/ Soc St
Language Dev
3
3
3*
3
3
2
17
JUNIOR
ECED 2152
ECED 3203
GNSC 2304
ELED 4113
ELED 2702
ECED 4212
Child/Fam/Comm
Guidng Yng Chld
Environ Science
RdngMeth 4-8
Computers PK-8
Math Meth PK-3
2
3
4
4
2
2
17
NOTE: OPTE should be taken during Student Teaching. OSAT to be taken during final semester of methods classes.
ELED 3503
ELED 4232
PHED
ECED 4602
ELED 4164
Choose one
Health and PE
Reading Assess
PE Activity
Art and Music
Lang Arts/Ch Lit
**
3
2
1
2
SENIOR
ECED 4448
EDUC 4722
EDUC 4162
Student Teaching
Classroom Management
Measurement for Tchrs
14
4
3
15
128 total
Get a Degree Check before Graduation
*Courses required before student teaching
10
2
2
** Choose one HIST, ECON, PSYC, SOCI, ANTH ***May do ENGL 2023/HIST 2023
Revised 11-07
Oklahoma Baptist University
College of Arts and Sciences
Degree Planning Sheet
BSE - Secondary Mathematics Education (7/12/07)
Name
ID #
OBU
H/G
COMMON CORE (39-40 hours)
EDUC 1051 Intro to Tchr Ed (Cornerstone)
Advisor
TRF
H/G
HRS
NEEDED
(0)
Choose Two (6):
AREA OF SPECIALIZATION (*42 hours)
*MATH 2003 Basic Statistics (in Flex Core)
(3)
MATH 1163 College Algebra
(3)
MATH 1173 College Trigonometry
(3)
REL 1013 Old Testament
(3)
MATH 2013 Analytic Geom and Calculus I
(3)
REL 1023 New Testament
(3)
MATH 2023 Analytic Geom and Calculus II
(3)
REL 3073 Biblical Ethics
(3)
MATH 2033 Analytic Geom and Calculus III
(3)
ENGL 1153 Engl Comp: Expos & Argumnt
(3)
MATH 2043 Analytic Geom and Calculus IV
(3)
ENGL 1163 Engl Comp: Classical Literature
(3)
MATH 3203 Linear Algebra
(3)
Laboratory Science (Select 1 of the following
(4-5)
MATH 4133 Modern Algebra
(3)
PHYS 2525 University Physics I
(5)
One of MATH 3053 Geometry in Sec Schools
(3)
CHEM 1104 General Chemistry I
(4)
or
CHEM 1054 Intro to Chemistry I
(4)
MATH 3133 Modern Geometry
(3)
PHYS 2414 College Physics I
(4)
MATH 3123 History of Mathematics
(3)
CHEM 1124 Intro to Gen and Biol Chem
(4)
CIS: Choose one of the following (3)
(3)
PHED 1001 The Wellness Lifestyle
(1)
CIS 2703 C++ Programming
(3)
PHED Activity
(1)
CIS 2723 Java Programming
(3)
Western Civilization
TRF
HRS
H/G
H/G
NEEDED
OBU
TRF
HRS
H/G
H/G
NEEDED
Six hours selected from the following:
ENGL 2013 European Civ Literature
(3)
MATH 3133 Modern Geometry
HIST 2013 European Civ History
(3)
(if MATH 3053 taken above)
Choose one PAIR (6):
(3)
MATH 3013 Intro to Probability and Statistics
(3)
ENGL 2023 Modern Western Literature
(3)
MATH 3243 Differential Equations
(3)
HIST 2023 Modern Western History
or
(3)
MATH 4103 Intro to Real Analysis
(3)
MATH 4183 Numerical Analysis
(3)
ENGL 2033 World Civ Literature
(3)
TOTAL HOURS (Major)
HIST 2033 World Civ History
(3)
* 39 + 3 already counted for the 42
The Fine Arts: Choose One (3):
Education Courses 32 Credits
FNAR 2063 Arts and Western Culture
(3)
FNAR 2163 Arts and Ideas
(3)
Modern Foreign Language/Multicultural Experience # (6):
TOTAL HOURS (COMMON CORE)
FLEX CORE (15-16 hours)
Communication Skills:
CMAR 1092 Intro to Speech Comm
OBU
(2)
Social Sciences: (3)
select one of the following:
OBU
TRF
HRS
H/G
H/G
NEEDED
EDUC 2012 Foundations
(2)
EDUC 3013 Human Development
(3)
SPED 3022 Intro to Exceptional Child
(2)
+EDUC 3092 Principles of Secondary Educ
(2)
EDUC/PSYC 3203 Educational Psychology
(3)
+EDUC 3502 Prin of Middle School Educ
(2)
+EDUC 3983 Methods Mathematics Sec
(3)
++EDUC 4162 Measurement for Teachers
(2)
++EDUC 4538 Student Teaching, Secondary
(10)
++EDUC 4722 Classroom Management Seminar
(2)
EDUC 3601 Models of Classroom Discipline
(1)
POLI 1223 American National Government
(3)
PSYC 1223 General Psychology
(3)
ECON 1203 Introduction to Economics
(3)
+Requires admission to Teacher Education program
(3)
++Requires admission to Teacher Education and Student Teaching
MATH 2003 Basic Statistics
Computer Literacy- Choose one (3):
TOTAL HOURS (Professional Education)
ELECTIVES/PREREQS (to total 128 hours)
BTEC 1103 Fluency in Information Tech
(3)
CIS 2703 C++ Programming
(3)
OBU
TRF
HRS
H/G
H/G
NEEDED
Science: Choose one (4-5):Not used above
CHEM 1063 Introduction to Chemistry II
(4)
CHEM 1124 Intro to General & Bio Chem
(4)
CHEM 1114 General Chemistry II
(4)
BIOL 2354 Human Anatomy
(4)
PHYS 2424 College Physics II
(4)
*A grade of C or better is required in all major, minor and A/C courses
PHYS 2525 University Physics II
(5)
**No more than 64 community college semester hours will be credited toward OBU
degrees Full credit is given for work completed in accredited senior college & universities
depending on course content
EDUC Capstone Teacher Work Sample Stu Teach (0)
TOTAL HOURS (FLEX CORE)
Evaluated on __________________________
Date
By __________________________________
Name
TOTAL HOURS (ELECTIVES/PREREQS)
GRAND TOTAL HOURS
***Check all other graduation requirements in catalog Although the university seeks to
provide continuing advisement, the ultimate responsibility of knowing and fulfilling those
degree requirements listed in the catalog rests with the student
# Students may satisfy both the Modern Foreign Language and Multicultural Experience
component of the Common Core requirement by successfully testing through the
Intermediate Level of any of the languages for which CLEP credit is available , by taking
the beginning college levels (I & II) of a language different than that studied in high school,
by passing two semesters of a non-Western language, or by passing one semester of a nonWestern language and a multicultural option
Note: No more than 18 hours of "D" will be accepted toward a degree
Oklahoma Baptist University
College of Arts and Sciences
Degree Planning Sheet
BSE - Secondary Science Education (7/12/07)
Name
ID #
COMMON CORE (39 hours)
GNSC 1201 Cornerstone of Science
Advisor
OBU
TRF
HRS
H/G
H/G
NEED
(1)
GNSC 2204 Earth Science
Choose Two (6):
REL 1013 Old Testament
AREA OF SPECIALIZATION (40 hours)
(3)
(4)
BIOL 2034 Plant Biology
(4)
REL 1023 New Testament
(3)
BIOL 2044 Animal Biology
(4)
(3)
CHEM 3104 Organic Chemistry I
(4)
ENGL 1153 Engl Comp: Expos & Argumnt
(3)
ENGL 1163 Engl Comp: Classical Literature
(3)
GNSC 1001 Computing for Science
(1)
Additional 20 hours in science At least one course (20)
must be in each of BIOL and PHYS Students with
physics emphasis may substitute calculus courses
for 8 of these science hours
(4)
PHED 1001 The Wellness Lifestyle
(1)
PHED Activity
(1)
TRF
HRS
H/G
H/G
NEED
(4)
GNSC 2304 Environmental Science
REL 3073 Biblical Ethics
CHEM 1104, or CHEM 1054 & CHEM 1064
OBU
Western Civilization
Choose 2 pair (12):
ENGL 2033 Non-Western Civ Literature
(3)
HIST 2033 Non Western Civ History
(3)
or
ENGL 2013 European Literature
(3)
HIST 2013 European Civilization: History
(3)
or
41
TOTAL HOURS (Major)
ENGL 2023 Modern Literature
(3)
HIST 2023 Contemporary World: History
(3)
PROFESSIONAL EDUCATION (32 hours)
OBU
TRF
HRS
H/G
H/G
NEED
The Fine Arts: Choose One (3):
FNAR 2063 Arts and Western Culture
(3)
EDUC 2012 Foundations of Education
(2)
FNAR 2163 Arts and Ideas
(3)
EDUC 3013 Human Development
(3)
Modern Foreign Language/Multicultural Experience (6):
+ EDUC 3092 Principles of Secondary Educ
(2)
Foreign Language (3 or 6 hrs)
0-3 hrs in World Religions, Language, Culture,
Communication, Comparative Civilization, Art and
Culture of Latin America, Native American Culture,
The Family in Latin America, Peoples of Latin
America, World Music
EDUC 3601 Models of Classroom Discipline
(1)
(3)
(3)
TOTAL HOURS (COMMON CORE) 19-22
EDUC/PSYC 3203 Educational Psych
(3)
+ EDUC 3502 Prin of Middle School Educ
(2)
+ EDUC 3983 Spec Meth of Teaching, Sec
(3)
++EDUC 4162 Measurement for Teachers
(2)
++EDUC 4538 Student Teaching, Secondary
(10)
++EDUC 4722 Classrm Mgmnt Seminar
(2)
SPED 3022 Intro to Exceptional Child
(2)
31
TOTAL HOURS (Professional Education)
FLEX CORE (12 hours)
OBU
H/G
MATH 1173 Trigonometry or higher
(3)
CHEM 1114 General Chemistry II
(4)
CMAR 1092 Intro to Speech Communication
(2)
TRF HRS
H/G NEED
+Requires admission to Teacher Education program
++Requires admission to Teacher Education and Student Teaching
ELECTIVES/PREREQS (to total 128 hours)
OBU
TRF
HRS
H/G
H/G
NEED
Choose three credit hours from (3):
Anthropology, Communications, Economics,
Philosophy, Political Science, Psychology, Sociology
(3)
TOTAL HOURS (FLEX CORE)
12
TOTAL HOURS (ELECTIVES/PREREQS)
GRAND TOTAL HOURS
EPE _________(Satisfied by grade of "C" or better
in ENGL 1163 or its transfer equivalent)
TRANSFER:
***Check all other graduation requirements in catalog Although the
university seeks to provide continuing advisement, the ultimate responsibility
of knowing and fulfilling those degree requirements listed in the catalog
Evaluated on __________________________
Date
By __________________________________
Name
rests with the student
# Students may satisfy both the Modern Foreign Language and Multicultural Experience component of the Common Core requirement by successfully testing
through the Intermediate Level of any of the language for which CLEP credit is
available , by taking the beginning college levels (I&II) of a language different than
*A grade of C or better is required in all major, minor and A/C courses
that studied in high school, by passing two semesters of a non-Western language,
**No more than 64 coummunity college semester hours will be credited
or by passing one semester of a non-Western language and a multicultural option
toward OBU degrees Full credit is given for work completed in accredited
Note: No more than 18 hours of "D" will be accepted toward a degree
senior college & universities depending on course content
Oklahoma Baptist University
College of Arts and Sciences Degree Planning Sheet
BSE - Social Studies Education (7/12/07)
ID#
Advisor
Name
COMMON CORE (44 hours)
EDUC 1051 Intro to Teacher Education
OBU
TRF
HRS
H/G
H/G
NEED
(1)
Choose Two (6):
AREA OF SPECIALIZATION (27 hours)
HIST 1013 US History to 1877
(3)
HIST1023 US History since 1877
(3)
REL 1013 Old Testament
(3)
HIST 2273 Oklahoma Histroy
(3)
REL 1023 New Testament
(3)
HIST 2193 Intro to Geography
(3)
REL 3073 Biblical Ethics
(3)
Choose Two (6):
ENGL 1153 Engl. Comp: Expos. & Argumnt
(3)
HIST 4203 Colon./Early Nat'l US History
(3)
ENGL 1163 Engl. Comp: Classical Literature
(3)
HIST 4213 Young Republic, 1800-1848
(3)
Science Literacy: Laboratory Science
(4)
HIST 4223 Civ War/Recon:US 1848-1877
(3)
PHED 1001 The Wellness Lifestyle
(1)
HIST 4233 Resp to Indust:US 1877-1932
(3)
PHED Activity
(1)
HIST 4243 Global Power:US 1932-Present
(3)
HIST 4253 Hist of Amer West Movement
(3)
Western Civilization
ENGL 2013 European Civ. Literature
(3)
HIST 4263 American Women's History
(3)
HIST 2013 European Civ. History
(3)
HIST 4273 History of US Journalism
(3)
World Civilization
Social Studies (HIST, PSYC, SOCI, POLI)
OBU
TRF
HRS
H/G
H/G
NEED
OBU
TRF
HRS
H/G
H/G
NEED
(3)
ENGL 2023 Modern West Literature
(3)
(3)
HIST 2023 Modern West Literature
(3)
(3)
The Fine Arts: Choose One (3):
FNAR 2063 Arts and Western Culture
(3)
FNAR 2163 Arts and Ideas
(3)
TOTAL HOURS (Area of Specialization)
Modern Foreign Language/ Multicultural Experience # (6):
PROFESSIONAL EDUCATION (32 hours)
(3)
(3)
PHIL 1052 Critical Thinking
(2)
CMAR 1092 Speech Communication
(2)
(2)
EDUC 3013 Human Development
(3)
+EDUC 3092 Prin Secondary Education
TOTAL HOURS (COMMON CORE)
FLEX CORE (15 hours)
EDUC 2012 Foundations
(2)
EDUC 3601 Models of Classroom Discipline
(1)
EDUC/PSYC 3203 Education Psychology
(3)
+EDUC 3502 Principles of Middle School
(2)
+EDUC 3983 Spec Methods, Secondary
(3)
OBU
TRF
HRS
++EDUC 4162 Measurement for Teachers
(2)
H/G
H/G
NEED
SPED 3022 Intro to Exceptional Child
(2)
MATH 1033 or MATH 1163
(3)
++EDUC 4538 Student Teaching
(10)
POLI 1223 American National Government
(3)
++EDUC 4722 Classroom Management Seminar
(2)
SOCI 1223 Intro to Sociology
(3)
ANTH 2013 or 2053
(3)
+Requires admission to Teacher Education program
ECON 1203 Intro to Economics
(3)
++Requires admission to Teacher Education and Student Teaching
TOTAL HOURS (Professional Education)
ELECTIVES/PREREQS (to total 128 hours)
OBU
TRF
HRS
H/G
H/G
NEED
TOTAL HOURS (FLEX CORE)
TOTAL HOURS (ELECTIVES/PREREQS)
GRAND TOTAL HOURS
EPE _____________(Satisfied by grade of "C" or better
in ENGL 1163 or its transfer equivalent)
***Check all other graduation requirements in catalog. Although the
university seeks to provide continuing advisement, the ultimate responsi-
TRANSFER:
Evaluated on _____________________________
Date
By _____________________________________
Name
bility of knowing and fulfilling those degree requirements listed in the
catalog rests with the student.
# Students may satisfy both the Modern Foreign Language and Multicultural Experience component of the Common Core requirement by
successfully testing through the Intermediate Level of any of the lang-
*A grade of C or better is required in all major, minor and A/C courses.
uages for which CLEP credit is available , by taking the beginning college
**No more than 64 coummunity college semester hours will be credited
levels (I & II) of a language different than that studied in high school, by
toward OBU degrees. Full credit is given for work completed in accredited
passing two semesters of a non-Western language, or by passing one
senior college & universities depending on course content.
semester of a non-Western language and a multicultural option.
Oklahoma Baptist University
College of Arts and Sciences
Health and Physical Education P-12
COMMON CORE (39 hours)
OBU
TRF
HR-ND
GNED 1001 The Cornerstone
(1)
Choose Two (6):
REL 1013 Old Testament
(3)
REL 1023 New Testament
(3)
REL 3073 Biblical Ethics
(3)
ENGL 1153 Engl Comp: Expos & Argumnt
(3)
ENGL 1163 Engl Comp: Classical Literature (3)
GNSC 1124 Issues in Biology
(4)
PHED 1001 The Wellness Lifestyle
(1)
Western Civilization
ENGL 2013 European Civ Literature
(3)
HIST 2013 European Civ History
(3)
Civilization, Western or Non-Western: Choose one pair (6):
ENGL 2023 Modern Civ Literature
(3)
HIST 2023 Modern Civ History OR
(3)
ENGL 2033 World Civ Literature
(3)
HIST 2033 World Civ History
(3)
The Fine Arts: Choose One (3):
FNAR 2063 Arts and Western Culture
(3)
FNAR 2163 Arts and Ideas
(3)
Modern Foreign Language/Multicultural Experience # (6):
CMAR 1092 Communication
POLI 1223 American National Gov't
MATH 1033 or higher Math
SOCI 1223 Introduction to Sociology
TOTAL HOURS (FLEX CORE)
OBU
OBU
(1)
(1)
(2)
(2)
(1)
(1)
(4)
(3)
(2)
(3)
(3)
(2)
(4)
(3)
(3)
(1)
ACTIVITY BLOCK
TRF
HR-ND
(2)
(3)
(3)
(3)
PROFESSIONAL EDUCATION
PROFESSIONAL CORE
KINE1201 Basic Techn in KALS
KINE 1101First Aid/CPR
KINE 1512 Foundations of Ex/Sp Science
KINE 1732 Basic Nutrition
KINE 2011 Adapted PE Activities
KINE 2411/2421 Sports Officiating
KINE 2534 Fuct Human Muscle Anatomy
KINE 1723 Care & Prevention of Athletic Inj
KINE 3102 Motor Learning
KINE 3223 Psychology in Coaching
KINE 3553 Current Health Issues
KINE 3352 Legal Issues
KINE 3804 Exercise Physiology
KINE 4833 Kinesiology
KINE 4513 Management of HPER
KINE 4551 Tests and Measurement
TOTAL HOURS (COMMON CORE)
FLEX CORE (11 hours)
10/5/07
KINE 1051 Traditional Team Sports I
KINE 1061 Tradtional Team Sports II
KINE 1071 Activity/Sports I
KINE 1171 Activity/Sports II
KINE 1081 Non Traditional S/A/G
KINE 3201 Teaching/Design/Fit
LEIS 2252 Survey of Outdoor Rec
(1)
(1)
(1)
(1)
(1)
(1)
(2)
STUDENT TEACHING
KINE 4451 Assessment in HPER K12 Tchng
EDUC 4722 Classrm Mgmnt Seminar
EDUC 4635 Student Teaching: Elementary
EDUC 4645 Student Teaching: Secondary
OBU
TRF
(1)
(2)
(5)
(5)
HR-ND
ELECTIVE/PREREQUISITES (to total 128 hours)
EDUC 2012 Foundations of Education
EDUC 3013 Human Development
SPED 3022 Intro to Child w/Exceptionalities
EDUC 3203 Educational Psychology
EDUC 3502 Principles of Middle School
ELED 3503 Health & PE for Children
EDUC 4223 Methods of Teaching PE
EDUC 4301 Clinical Practicum
TOTAL HOURS (PROF ED )
(2)
(3)
(2)
(3)
(2)
(3)
(3)
(1)
TOTAL HOURS
EPE _________(Satisfied by grade of "C" or better
in ENGL 1163 or its transfer equivalent)
*A grade of C or better is required in all major, minor and A/C courses
# Students may satisfy both the Modern Foreign Language and Multi-
**No more than 64 coummunity college semester hours will be credited
cultural Experience component of the Common Core requirement by
toward OBU degrees Full credit is given for work completed in accredited
successfully testing through the Intermediate Level of any of the lang-
senior college & universities depending on course content
uages for which CLEP credit is available , by taking the beginning college
***Check all other graduation requirements in catalog Although the
levels (I & II) of a language different than that studied in high school, by
university seeks to provide continuing advisement, the ultimate responsi-
passing two semesters of a non-Western language, or by passing one
bility of knowing and fulfilling those degree requirements listed in the
semester of a non-Western language + a multicultural option (See
catalog rests with the student
the catalog for further clarification )
Note: No more than 18 hours of "D" will be accepted toward a degree
TRF
HR-ND
PHASE III ~ PROFESSIONAL EXPERIENCE/STUDENT TEACHING
Phase III. Professional Experience occurs during the candidate's senior year and concludes the
Professional Education Sequence. After full admit status to the Student Teaching (ST) Program has been
achieved, the Professional Experience for all candidates begins with a week of Orientation, Seminars, and
two on-campus courses, EDUC 4162 Measurement for Teachers and EDUC 4722 Classroom Management.
The Student Teachers then participate in twelve weeks of ST Field Experience. The ST Field Experience
semester ends with a final submission of the portfolio to the Advisor and the on campus Certification
Seminar which explains the processes of applying for the Oklahoma State Teaching Certificate and a
current Oklahoma State Bureau of Investigation (OSBI) AND Federal Bureau of Investigation (FBI)
fingerprint based criminal history record processed by the Professional Standards Section of the State of
OK. This seminar is completed during finals week and is usually the final step before graduation.
PRE-REQUISITE COURSEWORK OF STUDENT TEACHING PROGRAM UNCONDITIONAL ADMITTANCE
COURSE #
COURSE NAME
HRS
EDUC 2012
Foundations of Education w/lab
2
EDUC 3013
Human Development
3
SPED 3022
Intro to Children with Exceptionalities (INED, VCED may complete after ST)
2
EDUC 3203
Educational Psychology
3
EDUC 3502
Principles of Middle School Education (xcpt ERCH, VCED, INED)
2
ECED 2082
Introduction to Early Childhood Education (ERCH, ELED only)
2
EDUC 3092
Principles of Secondary Education (ENED, MTED, SCED, SSED only)
2
EDUC 3983
Special Methods of Teaching Secondary (ENED, MTED, SCED, SSED only)
3
EDUC 3601
Models of Classroom Discipline (ENED, MTED, SCED, SSED only)
1
HPED 4223
Methods of Teaching Health/Physical Education PK-12th (HPED only)
3
EDUC 4301
Clinical Practicum in Health/Physical Education PK-12th (HPED only)
1
ELED 3503
Health/Physical Education for Children (HPED only)
3
MUED 2012
Introduction to Music Education (INED, VCED only)
2
MUED 3052
General Music Methods for Grades 6-12 (INED, VCED only)
2
MUED 4053
Elementary Vocal Methods (VCED only)
3
MUED 4063
Secondary Vocal Methods (VCED only)
3
MUED 4011
Band Literature (INED only)
1
MUED 4022
Marching Band Techniques (INED only)
2
MUED 4033
Instrumental Methods and Procedures (INED only)
3
ELED 2702
Computers for PK-8th (SPED only)
2
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Other criteria the TE Committee (TEC) considers when reviewing applications to the ST Program are:
1. Attainment of at least second-semester junior standing at the time of application.
2. Full admit status to the Teacher Education Program.
3. Submission of the completed ST Application and all accompanying documentation required.
Late/incomplete applications are not accepted.
4. Attainment of a Major Grade Point Average of 2.5 in the area of specialization.
5. Maintenance of an overall Grade Point Average of 2.5.
6. Evaluations from the applicant’s Advisor and three other professors.
7. Recommendation by the department which has approved the candidate's degree program
(evidenced by the signature of the Departmental Chair on the application).
8. Recommendation by the Director of Teacher Education (evidenced by the signature of the
Director on the application).
9. Portfolio submitted to Advisor as appropriate to courses taken.
10. The presence of any personal conduct history which would disqualify a person to teach or which
would cause a teacher in the public schools of Oklahoma to be dismissed or not reemployed as
described in TE Division Regulations ~ Employment of Convicted Felons & Dismissal or Non Reemployment (Appendices I & J).
APPLICATION PROCESS
During the semester preceding the Professional Experience, the candidate is required to complete and
submit an Application to the Student Teaching Program. Instructions for applying to the ST Program are
available in a ST Application Packet of information offered by the TE Office. The completed application
must be submitted to the TE Office by the end of the day (5:00 pm), on the last day (Friday) of the 3rd full
week of the term. The applicant is to apply at least one semester before he/she plans to student teach.
As with the application to the TE Program, the application should be read carefully and completed fully.
There is a page focused on preferences for the Student Teaching Experience Assignment and a Student
Teacher Information Sheet for the Cooperating School, which will be the Cooperating Teacher’s first
impression of the Student Teacher. The 50 Mile Radius Policy and the Restricted Outside Activities Policy are
detailed on the application. The required documentation to be submitted is proof of completed
coursework, which includes a Pre-requisite Course Sheet (included in the ST Application Packet).
Four new Faculty Evaluation forms are included in the application packet and are required for each
applicant. One must be filled out by the Advisor, the other three by the faculty listed on the application as
references. Before an applicant places an OBU faculty member's name on the application as a reference,
the applicant must meet personally with the faculty member to obtain permission. These evaluation forms
will be submitted to the TE Office by the faculty members.
The application and all accompanying documentation will become a part of the applicant's file. The
applicant’s record is referred to the ARC for review and recommendation to the TEC for official action. The
student will be notified of the final decision of the TEC by the Teacher Education Office as described in
Phase I. Pre-Professional Experience, Admit Status & Time Limit Policy section.
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The Teacher Education candidate cannot enroll in EDUC 4162, EDUC 4722, and the appropriate
Student Teaching course (ECED 4448, ELED 4438, SPED 4438, EDUC 4538, MUED/EDUC 4635, or
MUED/EDUC 4645) until he/she has applied and been accepted into the Student Teaching Program by the
Teacher Education Committee (TEC).
TRANSFER CANDIDATE PROCESS
A transfer candidate who has never been previously admitted to a teacher education program must
apply to both the TE and ST Programs concurrently. The application process for both the Teacher
Education and Student Teaching Programs would be as previously listed above and the Transfer & Nontraditional Candidate Process within the Phase I. section.
SHORTENED TIME LIMIT RECOMMENDATION
The summarized Time Limit Policy as decided by the Teacher Education Committee (TEC) and recorded
in TEC Meeting minutes TUESDAY~MARCH 6TH, 2012, is that a candidate admitted conditionally to the
Programs is given the term they are admitted to the Program, the following short term (January or Summer
term), and the next regular term (Spring or Fall term) to complete the requirements necessary to attain
full admit status. Since the candidate normally applies to the Student Teaching Program the semester
before he/she wishes to participate in the Student Teaching experience, that is not practical if the
candidate wishes to continue as planned.
It is hoped that the applicant will be prepared for full admit status at the time of application, but in the
event he/she is not, it is advised that the applicant either be already enrolled in the missing coursework
or prepared to take the courses during the next short term (January or Summer).
Candidates will not be allowed to participate in the Student Teaching Field Experience without all prerequisite coursework having been completed prior to the beginning of the Student Teaching Semester.
STUDENT TEACHING PLACEMENT
A page focused on preferences for the Student Teaching Experience Assignment is included with the
application to the ST Program. The Director of Student Teaching & Field Experiences will use the
information the candidate provides to aid in the assignment of the Student Teaching Placement. Other
factors that will be considered will be availability of cooperating schools/teachers, Advisor
recommendation/preference, distance from the OBU campus as outlined on the 50 Mile Radius Policy on
the ST Application, and personal relationships of Student Teachers with cooperating school employees and
students.
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STUDENT TEACHING EXPERIENCE OVERVIEW
During the ST Field Experience, enrollment in course work other than that prescribed for the
Professional Experience is not permitted. Student teaching requires full-time participation. Before entering
the ST Field Experience, a candidate should make provisions for transportation to and from his/her
assignment. This usually entails some expense to the candidate. Often student teachers are placed in a
setting completely different from their alma mater.
The Student Teacher is encouraged to witness beginning of school and end of school activities of their
Cooperating Teacher depending on the term he/she is enrolled. This may entail extra hours before or after
the OBU semester begins or ends. The Student Teacher should plan to participate in the entirety of the
Student Teaching Field Experience. This will include, not only preparing and presenting lessons, but also
learning the layout of the school grounds, knowing the schools program and procedures, interacting with
the faculty and staff, attending school and community events, and meeting the parents.
Evaluation of student teachers from OBU is done by the university supervisor and the cooperating
teacher(s). The University Supervisor will evaluate the Student Teacher four to five times and the
Cooperating Teacher twice. Within the portfolio guidelines an additional requirement is a video that must
be made of the Student Teacher teaching a lesson. Candidates are expected to review the video and reflect
upon their own teaching. Included in the Student Teaching Handbook are samples of the Evaluation forms
used in assessing the Student Teacher.
STUDENT TEACHING EXPERIENCE COMPLETION
After the twelve week Student Teaching Field Experience is complete, and the Student Teacher has
submitted his/her portfolio with Final Portfolio Rubric to the Advisor, he/she will return to campus for
a final seminar that will explain the processes for acquiring an Oklahoma State Teaching Certificate. The
University Supervisor will advise the Director of Field Experiences and Student Teaching on the
candidate's performance and a final grade will be given. The TE Office will collect the
evaluations/assessments of the Student Teacher that have been completed by the University Supervisor
and Cooperating Teacher.
University Recommendation
The Oklahoma Baptist University Division of Teacher Education cannot recommend a student for
certification until all required documentation has been received in the TE Office. The State requires a Final
Official Transcript after the student has graduated showing the degree awarded and that the state
mandated portfolio be completed.
The TE Office requires the student to complete a Transcript Request form at the OBU Academic Center
to have a Final Official Transcript be sent to the TE Office after the degree has been posted. (available
online at http://www.okbu.edu/academics/forms/transcript request.pdf) To satisfy the State requirement
of the completion of a portfolio describing activities that a candidate has been involved in as part of the
teacher preparation experience, the Teacher Education Committee (TEC) requires completion of a Final
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Portfolio Rubric by the Advisor be submitted to the TE Office to become part of the candidates record on
file.
Once both of these documents are received by the TE Office, recommendation for certification will be
made and the graduate will be able to go online and apply for the Oklahoma State Teaching Certificate.
Fingerprint Based Criminal History Record
In April 2001, the Oklahoma legislature passed a law [effective November 1, 2001] stating that any
person seeking a teaching license shall have “on file with the Board [State Department of Education] a
current Oklahoma criminal history record from the Oklahoma State Bureau of Investigation as well as a
national fingerprint based criminal history record provided by the Federal Bureau of Investigation. Upon
receipt of the Oklahoma criminal history record, the Board may issue a temporary license which shall be
effective until receipt of the national criminal history record. The person applying for a license shall be
responsible for the cost of the criminal history records.” HB 1253
In order to help the Student Teacher obtain their fingerprint based criminal history record as easily
as possible, the TE Office schedules a day with the State Department of Education for all the Student
Teachers to go in groups to have their prints made. This is usually scheduled the day after the Certification
Seminar, after the ST Field Experience has concluded. Detailed current information will be given at the
Certification Seminar at the end of the ST Field Experience as well as through email to your Campus email
address. But keep in mind the following:
1. Fees for criminal history background searches are paid with a certified check or money order
or online.
2. Results of background searches, both OSBI and FBI are sent directly to the Oklahoma State
Department of Education. The FBI search results normally arrive several weeks after the OSBI
search results.
Oklahoma State Teaching Certification
Teacher certification falls under the direction of the Teacher Certification Section, Oklahoma State
Department of Education (OSDE). The Teacher Certification Section ensures that educators are properly
credentialed. The Oklahoma State Board of Education shall issue a certificate to teach to any person who:
◆ Graduated from an accredited institution of higher education that has an approved teacher
education program for the certification area sought;
◆ Successfully completed a higher education teacher education program approved by the Oklahoma
Commission for Teacher Preparation (OCTP);
◆ Meets all other requirements as established by the Oklahoma State Board of Education;
◆ Successfully passed the required competency examinations; and
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◆ Has on file with the Oklahoma State Board of Education a current clear Oklahoma criminal history
record search from the Oklahoma State Bureau of Investigation as well as a current clear national
criminal history record search from the Federal Bureau of Investigation
◆ Has made application to Teacher Certification and submitted the appropriate processing fee
http://ok.gov/sde/faqs/teacher-certification
RETENTION REQUIREMENTS OF THE TE & ST PROGRAMS
In order to be remain in both the Teacher Education (TE) and Student Teaching (ST) Programs, a
candidate must maintain an overall Grade Point Average (gpa) of 2.5 or above. If a candidate’s gpa falls
below the minimum any time between being admitted to the TE Program and beginning his/her ST Field
Experience the candidate will be placed on probationary status for the following semester. A candidate
on probation will not participate in the Student Teaching Field Experience while on probation. Otherwise,
the probationary status will not entail any specific restriction but will serve as a warning to the candidate
of his/her status. Thus, while student teaching is prohibited, the candidate may continue to take courses
in the Program. If the candidate's gpa rises to meet or exceed the 2.5 minimum by the next semester,
he/she will no longer be on probationary status. However, if the candidate's gpa remains below the 2.5
level a second consecutive semester, he/she will be dismissed from the Teacher Education and Student
Teaching Programs and may re-apply for admission at the time the gpa reaches or exceeds 2.5. Dismissal
from the Teaching Education program would prohibit the candidate from taking courses which require
admittance to the Program.
Additionally, the conduct policies unique to this program are in addition to those applicable to all
students at the University. A candidate in the TE program may be disciplined to the extent of being
dismissed from the Program for violations of the Code of Ethics of the Education Profession (Appendix B),
or for conduct which would cause a teacher in the public schools of Oklahoma to be dismissed or not
re-employed as defined in TE Division Regulations ~ Employment of Convicted Felons & Dismissal or Non
Re-employment (Appendices I & J). Dismissal or other disciplinary action regarding the candidate's
participation in the Program shall be considered by the Admission & Retention Subcommittee (ARC), and
action shall be recommended to the Teacher Education Committee (TEC). Any action taken by the TEC to
dismiss or otherwise discipline the candidate is a matter which the candidate may appeal under any
applicable appeal or grievance policy available to the candidate.
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~ATTENTION OBU STUDENT~
BACKGROUND REPORT REQUIREMENTS
All candidates participating in a Teacher Education mandated Field Experience involving minor children are required to have a current
background report on file with the Teacher Education Office. You are required to submit your personal information online to
CertifiedBackground.com. The fee of $20 for this service is invoiced to OBU and included in the cost of your tuition, therefore no up front
payment is required.
Information collected is secure, tamper-proof and kept confidential. Your results will be posted on the CertifiedBackground.com
website where you, as well the TE Office, can view them. In some instances you may have an employer that will accept a copy of these
results instead of charging you for another report at their business. You will also have the opportunity to review your background report
so that you may monitor any inconsistencies or errors with your information.
Your background check will be good for 1 CALENDAR YEAR.
PERSONAL INFORMATION REQUIRED
G
G
G
Full LEGAL name
Social Security Number
Phone Number
G
G
G
Permanent/Current Address
(do not use your OBU mailbox)
Email Address
PLACING THE ORDER FOR YOUR REPORT
G
G
G
G
G
G
Go to: www.CertifiedBackground.com
Enter package code: ok82 (capitalization does not matter) next to
PLACE ORDER ---------------------------------------------------------------------->
Review the information on the next page, including the link to the
Disclaimer if desired, and click the box that you have read and
understand
Click the orange “Continue Order at Certified Profile” button---------->
Enter your Personal Identification Number (PIN) which is your OBU ID #
with the leading zero
Follow the prompts to complete your order
VIEW YOUR RESULTS
After placing your order on CertifiedBackground.com, you will receive a confirmation email that will contain the password needed
to view any missing information required to process your order and eventually access your final results.
Go to: www.CertifiedBackground.com, enter the password provided, then click “View”. On the next screen, enter the last
4 digits of your social security number to access your order and enter any missing information.
G Periodically, return to www.CertifiedBackground.com. “In Process” will show until it has been completed in its entirety.
G Once “Complete” shows in all three areas, download the pdf copy of your report and email it to
[email protected]. G Print page 1 (only) and present this page to your professor to receive your Field Experience
Assignment.
G
No assignments are to be given without a completed background report on file in the TE Office.
Although 95% of background report results are completed within 3-5 business days, some results take longer. Therefore it is
imperative that you take care of this immediately.
If you have any difficulty completing this process contact the TE Office immediately at 585-4250.
If you have any additional questions, please contact
Certified Background Student Support at (888) 666-7788 Ext. 1 or email: [email protected]
BACKGROUND REPORT INST.wpd
08-2013
FORM 2
CHECKLIST FOR THE FE CANDIDATE
The following checklist is provided to you as a list of suggested activities/experiences for Field Experiences. At designated predetermined times during the semester, review the list and record dates in the appropriate column. This list is merely suggestive.
Add other activities/experiences you have. Copies for additional Field Experiences are available by printing this page from the
FE Handbook online at: http://www.okbu.edu/academics/hss/teachered
ACTIVITY/EXPERIENCE
TO DO
THE SCHOOL:
Tour campus
Meet Administrators/Personnel/Key Staff
Have lunch with Staff
Attend meetings: Faculty, Grade Level, & Department
Read School Handbooks: Faculty & Students
Go on yard/playground duty with Cooperating Teacher
Attend PTA Meeting
THE FE CANDIDATE & THE COOPERATING TEACHER:
Share expectations
Share course requirements
Establish tentative (semester) goals: activities/experiences
Discuss curriculum
Discuss students’ general backgrounds
Share autobiographies
Peruse resource file box
DAILY ROUTINES:
Take attendance/help with opening routines
Distribute/collect papers
Log grades
Complete simple school forms
Correct simple assignments/papers
Speak with students informally
THE OBSERVATION COMPONENT:
Conduct on-going focused observations
Visit other classes/teachers
Keep anecdotal record
Observe/discuss Cooperating Teacher’s teaching techniques/strategies
Review/peruse teachers’ resources
Attend parent/teacher conference
Observe/discuss “the students”
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DOING
DID
ACTIVITY/EXPERIENCE
TO DO
CLASSROOM INSTRUCTION:
Give oral instructions/directions
Critique students’ work with Cooperating Teacher
Learn students’ names quickly
Participate in class activities
Assist Cooperating Teacher in monitoring class work
Assist Cooperating Teacher in averaging grades
Write lesson plan(s)
Prepare materials for lesson(s)
Design/set-up bulletin board
Write on chalk/white/Smart boards
Tutor individual student(s)
Work with small groups
Conduct 10-15 minute mini lesson
Conduct whole class lesson: 15-20 minutes/30-45 minutes
EVALUATION/ASSESSMENT:
Do on-going self assessment(s)
Keep a journal
Do lesson analyses
Write a Field Experiences “reflection” paper
Discuss strengths/weaknesses of performance
EQUIPMENT/MATERIALS:
Learn to use copier
Learn to use overhead projector
Learn to use VHS/DVD player/recorder
Learn to use film projector
Learn to use computer
Learn to use computer projector
Learn to use Smart Board
OTHER:
Attend Professional Organization(s)
Attend In-Service Workshop(s)
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DOING
DID
FORM 3
APPLICATION TO THE TEACHER EDUCATION PROGRAM
Shown is page one of the application to the Teacher Education Program. The complete application can be found online at:
http://www.okbu.edu/academics/hss/teachered/index.html
DO NOT USE THIS SAMPLE!
~NOT A COMPLETE DOCUMENT~
-40-
FORM 4
APPLICATION TO THE STUDENT TEACHING PROGRAM
Shown is page one of the application to the Student Teaching Program. The complete application can be found online at:
http://www.okbu.edu/academics/hss/teachered/index.html
DO NOT USE THIS SAMPLE!
~NOT A COMPLETE DOCUMENT~
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APPENDIX A
OKLAHOMA DIVISION OF TEACHER EDUCATION
“LIGHTHOUSE METAPHOR”
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Global Perspective
The beginning teacher prepares for productive lives within today’s multi-cultural society as the global community
necessitates providing them opportunities to be exposed to and to cultivate an appreciation for perspectives,
customs, and beliefs different from their own.
Pedagogy
The beginning teacher displays competence in both the factual and theoretical bases of pedagogy.
Management
The beginning teacher orchestrates the learning tasks and environment to provide optimum learning for each
student.
Collaborative Communication
The beginning teacher can communicate clearly and collaborate with students, professional colleagues, parents,
community, and other constituencies.
Metacognition
The beginning teacher motivates students to learn, understand, monitor and reflect upon his/her own learning
processes.
Resources
The beginning teacher will identify and use technologies and other resources available in his/her field to optimize
leaning.
Diversity
The beginning teacher is a professional who demonstrates the knowledge, skills and disposition necessary to
facilitate learning for all students.
Modeling
The beginning teacher models desirable cognitive, social, and moral patterns.
Content Knowledge
The beginning teacher displays competence in both the factual and theoretical bases his/her discipline.
Integration
The beginning teacher understands and conveys to students an understanding of the interrelatedness and
integrated nature of learning.
Professional Development
The beginning teacher will pursue formal and informal post-baccalaureate learning experiences to keep abreast
of changes in knowledge, theory, and technology in his/her field and in related fields.
Foundations
The beginning teacher understands the current responsibilities of public education in its historical, social, and
philosophical context.
Assessment
The beginning teacher demonstrates the professional knowledge and skills to: plan for assessment; observe
learning/analyze and interpret evidence of learning/give feedback to learners and support learners in selfassessment.
Curriculum Planning
The beginning teacher understands learning styles, developmental patterns and exceptionalities sufficient to design
effective lesson plans for individual students and groups of students, to objectively measure student preparedness
and progress, and to effectively evaluate student performance.
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APPENDIX B
CODE OF ETHICS OF THE EDUCATION PROFESSION
Preamble
The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of
the pursuit of truth, devotion to excellence, and the nurture of democratic principles. Essential to these goals is the
protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator
accepts the responsibility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for
the respect and confidence of one's colleagues, of students, of parents, and of the members of the community
provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of
the Education Profession indicates the aspiration of all educators and provides standards by which to judge
conduct.
The remedies specified by the NEA and/or its affiliates for violation of any provision shall be enforceable in
any form other than one specifically designated by the NEA or its affiliates.
Principle I
Commitment to the Student
The educator strives to help each student realize his or her potential as a worthy and effective member of
society. The educator, therefore, works to stimulate the spirit of inquiry, the acquisition of knowledge and
understanding, and the thoughtful formulation of worthy goals.
In fulfillment of the obligation to the student, the educator–
1.
Shall not unreasonably restrain the student from independent action in the pursuit of learning.
2.
3.
Shall not unreasonably deny the student access to varying points of view.
Shall not deliberately suppress or distort subject matter relevant to the student's progress.
4.
Shall make reasonable effort to protect the student from conditions harmful to learning or to
5.
health and safety.
Shall not intentionally expose the student to embarrassment or disparagement.
6.
Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious
beliefs, family, social or cultural background, or sexual orientation unfairly:
a. Exclude any student from participation in any program.
7.
8.
b.
Deny benefits to any student.
c.
Grant any advantage to any student.
Shall not use professional relationships with students for private advantage.
Shall not disclose information about students obtained in the course of professional service, unless
disclosure serves a compelling professional purpose or is required by law.
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APPENDIX C
FAMILY EDUCATION RIGHTS AND PRIVACY ACT (FERPA)
Student educationrecords are official and confidential documents protected by one of the nation's strongest
privacy protection laws, the Family Educational Rights and Privacy Act (FERPA). FERPA, also known as the
BuckleyAmendment, defines educationrecords as all records that schools or education agencies maintain about
students. 1
FERPA gives parents (as well as students in post secondary schools) the right to review and confirm the
accuracy of education records. This and other United States "privacy" laws ensure that information about
citizens collected by schools and government agencies can be released only for specific and legally defined
purposes. Since enacting FERPA in 1974, congress has strengthened privacy safeguards of education records
through this law, refining and clarifying family rights and agency responsibilities to protect those rights.1
Schools are often called upon to provide information regarding current or former students to a variety of
individuals and organizations. For example, social service agencies, law enforcement agencies, youth-serving
organizations, and health agencies often seek information concerning students to whom they are providing
services. While the sharing of information contained in records systems (education and law enforcement
records) maintained by the school is critical to the effective delivery of services, it cannot be done
indiscriminately because Federal laws restrict the release of information contained in a student's education
records. FERPA provides parents access to education records and limits non-consensual disclosure. Failure of
an educational agency or institution to comply with FERPA can result in the loss of Federal funding.2
FERPA applies to public schools and state or local education agencies that receive Federal education funds,
and it protects both paper and computerized records.
What is FERPA?
FERPA is a Federal law that affords parents the right to have access to their children's education records,
the right to seek to have the records amended, and the right to have some control over the disclosure of
information from the records. When a student turns 18 or enters college, the rights under FERPA transfer to
the student.2
FERPA gives both parents, custodial and non-custodial, equal access to student information unless the
school has evidence of a court order or state law revoking these rights.1
What is an "education record?"
Education records include a range of information about a student that is collected in schools, such as:
• Date and place of birth, parent(s) and/or guardian addresses, and where parents can be
contacted in emergencies;
• Grades, test scores, courses taken, academic specializations and activities, and official
letters regarding a student's status in school;
• Special education records;
• Disciplinary records;
• Medical and health records that the school creates or collects and maintains;
• Documentation of attendance, schools attended, courses taken, awards conferred, and
degrees earned;
• Personal information such as a student's identification code, social security number,
picture, or other information that would make it easy to identify or locate a student.
-45-
Personal notes made by teachers and other school officials that are not shared with others are not
considered education records. Additionally, law enforcement records created and maintained by a school or
district's law enforcement unit are not education records.
Part of theeducation record, known as directory information, includes personal informationabout a student
that can be made public according to a school system's FERPA policy. Directory information may include a
student's name, address, and telephone number, and other information typically found in school yearbooks or
athletic programs. Other examples are names and pictures of participants in various extra curricular activities
or recipients of awards, pictures of students, and height and weight of athletes.
Each year schools must give parents public notice of the types of information designated as directory
information. By a specified time after parents are notified of their review rights, parents may ask to remove all
or part of the information on their child that they do not wish to be available to the public without their
consent.1
Who Controls or Manages an Education Record?
Each educational agencyorinstitutiondetermines which officials are responsible for maintaining education
records and for ensuring that parents are afforded their rights under FERPA.2
Schools may release information from students' education records with the prior written consent of
parents, under limited conditions specified by law, and as stated in local agencies' student records policies. The
same rules restricting disclosures apply to records maintained by third parties acting on behalf of schools, such
as state and local education agencies, intermediate administrative units, researchers, psychologist, or medical
practitioners who work for or are under contract to schools.
A school district is required, however, to have a policy that specifies the categories of officials and parties
to whom records may be released without parent consent. The policy should be readily accessible to parents
for review.
Teachers and school officials who work with the students and schools to which students apply for entrance
may also have access to education records without parent consent. In addition, information from students'
records may be released to State and local education officials to conduct audits or to review records in
compliance with Federal laws. Schools may also disclose information from education records without the
consent of parents in response to subpoenas or court orders. A school official must make a reasonable effort
to notify the parent before complying with the subpoena unless the subpoena is issued to enforce a law and
specifies not to notify the parent.
In emergencies, school officials can provide information from education records to protect the health or
safety of the student or others.
How Can a School Obtain Technical Assistance on FERPA?
The Family Policy Compliance Office in the U.S. Department of Education is responsible for administering
FERPA. Any educational agencies or institutions with specific questions on FERPA needing technical assistance
or desiring in service training may contact the Family Policy Compliance Office, US Department of Education,
600 Independence Avenue SW, Washington, DC 20202-4605. Additionally, institutions may contact the office
by e-mail at [email protected] or by calling (202)260-3887.1
Endnotes:
1. Protecting the Privacy of Student Education Records. Policy Studies Associates, Inc. 1996.
2. Creating Sage and Drug-Free Schools: An Action Guide. September 1996.
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APPENDIX D
OKLAHOMA BAPTIST UNIVERSITY REGULATIONS
CAMPUS SEX CRIME PREVENTION ACT
INTRODUCTION
The Campus Sex Crime Prevention Act provides that:
1. Persons who are required to register with the state as sex offenders are required to include in that
registration the name of any institution of higher education where the person is a student or employed. The
sex offender must further report to the state any changes in enrollment or employment status with the
institution. The state is required to enter this information in its sex offender registration data and to make
the information available to law enforcement agencies having jurisdiction where the institution is located.
This process was to be operative by October 28, 2002.
2. OBU is required to include in its annual security report due October 1, 2003, and annually thereafter, a
statement “advising the campus community where law enforcement agency information provided by the
State of Oklahoma concerning registered sex offenders may be obtained, such as the law enforcement office
of the institution, a local law enforcement agency with jurisdiction for the campus, or computer network
address.”
PART ONE: PRIMARY CAMPUS CONTACTS
1. Campus Safety Director
a. Campus Safety Director will ensure that information is provided in OBU’s annual campus safety report
on how interested parties can locate information (Pottawatomie County Sheriff’s Office and the
Oklahoma Department of Corrections website) as to whether there are sex offenders employed or
enrolled at OBU.
b. Each month, Campus Safety Director will contact the Pott County Sheriff’s Office and check the
Department of Corrections website to see if there is new information on registration of sex crime
offenders with any affiliation with OBU (student or employee). (See Part 5 for reporting process.)
c. If Campus Safety Director receives notification from the State of Oklahoma concerning registration of
a sex offender who has noted that he is an employee or student at OBU, Campus Safety Director will
report such information to appropriate officers. (See Part 5 for reporting process.)
d. Campus SafetyDirector will maintain permanent records of information obtained regarding employees
or students who are listed as sex crime offenders.
2. Human Resources Director
a. Human Resources Office will check all prospective employees for full- and part-time positions against
the register of sex crime offenders (Pottawatomie County Sheriff’s Office and Oklahoma Department
of Corrections website) prior to authorization of employment; HR will also run an Oklahoma State
Bureau of Investigation (OSBI) check. Employees will include full- and part-time staff, including
adjunctive faculty. (See Part 5 for reporting process.)
b. HR will check all current employees (full- and part-time) against the register of sex crime offenders
(contact Campus Safety Director regarding reports from Pott County Sheriff’s Office and survey
Oklahoma Department of Corrections website) twice each year. HR also will conduct a check on any
current employee when requested to do so by the OBU administration. (See Part 5 for reporting
process.)
c. HR will develop policy statement regarding non-employment of prospective employees and possible
termination of current employees who are listed on the register of sex crime offenders
d. HR will maintain permanent records regarding background checks that are done and information
obtained regarding employees and students.
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3. Dean of Students
a. Dean of Students will ensure that information distributed to OBU students reports on how interested
students can locate information (Pottawatomie County Sheriff’s Office and the Oklahoma Department
of Corrections website) as to whether there are sex offenders enrolled at OBU.
b. Dean of Students will check monthly with the Campus Safety Director to see if information has been
obtained from the Pott County Sheriff’s Office or the Oklahoma Department of Corrections website
about sex offenders who might be enrolled at OBU. (See Part 5 for reporting process.)
c. Dean of Students will maintain permanent records of informationobtained regarding students who are
listed as sex crime offenders.
4. Senior Vice President for Business Affairs
a. Senior Vice President for Business Affairs will ensure that contracts with vendors who have staff on
campus (Barnes and Noble College Stores and ARAMark food service and custodial) to require the
vendors to not employ sex offenders.
b. Senior Vice President for Business Affairs will be responsible for communicating to other OBU officers
regarding any sex crime issues that occur among employees of vendors.
PART TWO: PUBLICATIONS AND POLICIES
1. Legal counsel has provided the following language which should be added to existing FERPA statements.
Notwithstanding anything in this statement to the contrary, Oklahoma Baptist University may, without the
student’s consent, disclose information concerning a student which is furnished to Oklahoma Baptist
University by the State of Oklahoma pursuant to the Campus Sex Crimes Prevention Act.
a. Chief Academic Officer will ensure that appropriate language is added to FERPA statement in OBU
catalog.
b. Dean of Students will ensure that the appropriate language is added to FERPA statement in Green Book
(student handbook).
NOTE: Because the scope of the FERPA exemption has not yet been determined, legal counsel
recommends that OBU should not reveal anything about a student’s status as a registered sex offender
(outside of the OBU authority structure) without consulting an attorney.
2. Dean of Admissions ensure that appropriate questions regarding sex crime offenders are included in
applications for admission; will develop procedures to ensure that those answering yes to such questions
are directed to the Admissions committee; and develop a policy statement for the Admission Committee
to followin regard to admissions decisions affecting prospective students who are registered sex offenders.
3. Dean of Students will ensure that there is a policy statement in the Green Book for Student Development
to follow in regard to the action OBU will take toward students who commit sex crimes.
4. Human Resources will include appropriate language in employee handbooks regarding the employment
or non-employment of sex crime offenders and the possible termination of employees who are found to be
sex crime offenders.
PART THREE: SCREENING PROCESS
1. Employees and Students
a. The Office of Human Resources will be the campus agent for screening current and prospective
employees regarding sex offenses.
b. The Office of Student Development will be the campus agent for screening current students regarding
sex offenses.
c. The Office of Admissions will be the campus agent for screening prospective or re-admitted students
regarding sex offenses.
2. Employees and Students Who May Have Contact with Children
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Oklahoma Law, Title 57, Section 589; “It is unlawful for any person registered pursuant
to the Oklahoma Sex Offenders Registration Act to work with or provide services to
children or to work on school premises or for any person or business who offers or
provides services to children or contracts work to be performed on school premises to
knowingly and willfully allow any employee to work with children or to work on school
premises who is registered pursuant to the Oklahoma Sex Offenders Registration Act.”
Academic and administrative officers will be responsible for determining if students, faculty, and staff who
might be used in programs where there is contact with children have any known record of sex offense.
Academic and administrative officers must always check with the Dean of Students Office prior to using OBU
students in any type of program where the OBU students will have contact with elementary or secondary
students. The Dean of Students will maintain a list of any students who are registered sex offenders. Such
students would not be permitted to work in any program where there is contact with children.
When the academic program involves an internship or a practicum experience for the OBU student, an
Oklahoma State Bureau of Investigation report will be required for Oklahoma residents. A background check
from an out-of-state agency will be required for out-of-state residents. (Process is yet to be determined.)
Examples of screening which must be done:
A. College of Arts and Sciences
1. Dean of College of Arts and Sciences will be responsible for checking programs sponsored by the
divisions of the college which involve children.
2. DivisionChair, Language and Literature, will be responsible for screening OBU students who work with
academic programs or days.
3. Division Chair, Behavioral and Social Sciences, will be responsible for screening OBU students who
work with academic programs or days.
4. Division Chair, Kinesiology and Leisure Studies, will be responsible for screening OBU students who
seek to participate in recreation program internships and student employees who might work with
children at the swimming pool or other OBU facilities or with academic days or programs.
5. Division Chair, Teacher Education, will be responsible for screening OBU students who seek to enter
the Teacher Education Program, who seek employment as tutors in the America Reads Program, and
who are encouraged to work in events for school children, such as the social studies day.
B. College of Fine Arts
1. Dean of Fine Arts will be responsible for screening students seeking to teach in the Prep Program.
2. Division Chair of Music will be responsible for screening students who are asked to work in various
music camps and music days where children participate.
3. Division Chair of Communication Arts will be responsible for screening students who work with
children in children’s theater.
4. Division Chair of Art will be responsible for screening students who work with children in art camps.
C. School of Christian Service
1. Dean of the School of Christian Service, in consultation and coordination with the Campus Minister, will
be responsible for screening students seekingto participate inministry internships and other programs
where students are sent to churches. Dean of SCS also will need to develop a method of screening
students who are recommended for employment in churches.
D. School of Nursing
1. Dean of School of Nursing will be responsible for screening students seeking to enter into nursing
clinical programs.
E. School of Business
1. Dean of the School of Business will be responsible for screening students seeking to participate in any
programs involving students working with children.
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F. Other
1. Director of Athletics will be responsible for screening students and employees who work as counselors
in summer athletic camps and students who work as volunteers at tournaments and other
competitions.
2. Campus Minister will be responsible for screening students who seek to serve in missions programs
where children are involved.
3. Dean of Admissions will be responsible for screening students who conduct admissions tours, serve as
callers who contact prospective students, serve as Falls Creek summer staff members, etc.
NOTE: The above listing is not inclusive. Screening of OBU students should be done in all situations
where the students have contact with children.
PART FOUR: REPORTING PROCESS
1. Information obtained about OBU students who are registered sex offenders should be reported as follows:
a. From Campus Safety Director to Dean of Students, to Chief Academic Officer, to President, and to
academic/administrative officer if appropriate; copied to Human Resources.
b. From Dean of Students to Chief Academic Officer, to President, to Campus Safety Director and to
academic/administrative officer if appropriate; copied to Human Resources.
c. From Dean of Admissions to Admissions Committee, to Chief Academic Officer, to President; copied to
Human Resources if student is admitted.
2. Information obtained about OBU employees who are registered sex offenders should be reported as
follows:
a. From Campus Safety Director to Director of Human Resources, to Chief Financial Officer, to President,
and to academic/administrative supervisor if appropriate.
b. From Director of Human Resources to Chief Financial Officer, to President, to Campus Safety Director
and to academic/administrative supervisor if appropriate.
3. Information obtained about applicants for employment who are registered sex offenders should be
reported as follows:
a. From Director of Human Resources to OBU officer interviewing the prospect, that officer’s supervisor,
and Chief Financial Officer
NOTE: INTERNET RESOURCE FOR SEX OFFENDERS
<www.doc.state.ok.us>; click on offender information; click on sex offender lookup
CAMPUS COORDINATOR FOR PROGRAM:
Randy L. Smith, Senior Vice President for Business Affairs.
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APPENDIX E
OKLAHOMA BAPTIST UNIVERSITY REGULATIONS
SEXUAL HARASSMENT
The material contained in this Appendix is provided to the FE Candidate for two purposes:
a.) to give the FE Candidate some basic information about the subject of sexual harassment
b.) to make certain the student teacher understands that the University means for its student teachers
to work in an environment in which the candidate is free from sexual harassment from any source.
In this context, the Candidate remains a student at OBU while the candidate is engaged in the Field
Experiences or Student Teaching Program, and if the Candidate believes he/she has been at any time during
either of these programs a victim of sexual harassment from any source, those facts should be immediately
reported bythe Candidate to Susan Havens or Dr. John Farris who will contact appropriate University personnel
as necessary.
Sexual harassment can occur at any school activity and can take place in classrooms, halls, cafeterias,
dormitories, and other areas. Too often, the behavior is allowed to continue simply because students and
employees are not informed about what sexual harassment is or how to stop it. Students, parents and school
staff must be able to recognize sexual harassment, and understand what they can do to prevent it from
occurring and how to stop it if it does occur. Harassing behavior, if ignored or not reported, is likely to continue
and become worse, rather than go away.
Both males and females can be victims of sexual harassment, and both males and females can be
perpetrators of sexual harassment. Sexual harassment can occur between supervisor and employee; coworker
and coworker; campus visitor and university employee, teacher and student, and student and student.
Definitions of Sexual Harassment
For Employees, harassment on the basis of sex is a violation of Section 703 of Title VII of the Civil Rights
Act of 1964. The Equal Employment Opportunity Commission (EEOC) guidelines define sexual harassment as
follows: unwelcome sexual advances, requests for sexual favors, andother verbal or physical conduct of a sexual
nature constitute sexual harassment when:
1. submission to such conduct is made either explicitly or implicitly a term or condition of an individual's
employment;
2. submission to or rejection of such conduct by an individual is used as a basis for employment decisions
affecting such individual;
3. such conduct has the purpose or effect of substantially interfering with an individual's work performance
or creating an intimidating, hostile, or offensive work environment.
For Students, harassment on the basis of sex is a violationof Title IXof the Education Amendments of 1972,
which prohibits sex discrimination in educational programs and activities. Unwelcome sexual advances,
requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment
when:
1. submission to such conduct is made either explicitly or implicitly a term or condition of an individual's
status in a course, program, or activity;
2. submission to such conduct is used as the basis for academic decisions affecting the individual, including,
but not limited to, grade or academic progress;
3. when the conduct has the purpose or effect of interfering with the individual's academic performance, or
of creating an intimidating, hostile, or offensive educational environment.
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The basic point to remember is that sexual harassment is unwanted, unsolicited, or undesired attention of
a sexual nature. Sexual harassment is a breach of the trusting relationship that normally exists between the
employer-employee and/or the teacher-student. Boundaries between the professional role and the personal
relationship blur because the harasser introduces the personal element into what should be a sex-neutral
situation.
Sexual harassment can be exhibited verbally or physically. Examples of sexual harassment include:
unwelcome sexual innuendos, suggestive or insulting sounds, whistling in a suggestive manner, or humor and
jokes about sex or (wo)men in general, implied or overt threats, and unwelcome patting, pinching, or touching.
Quid Pro Quo And Hostile Environment
Quid Pro Quo Harassment occurs when a school employee causes a student to believe that he/she must
submit to unwelcome sexual conduct in order to participate in a school program or activity. It can also occur
when an employee causes a student to believe that the employee will make an educational decision based on
whether or not the student submits to unwelcome sexual conduct. For example, when a teacher threatens to
fail a student unless the student agrees to date the teacher, it is quid pro quo harassment.
Hostile Environment Harassment occurs when unwelcome sexually harassing conduct is so severe,
persistent, or pervasive that it affects a student's ability to participate in or benefit from an education program
or activity, or creates an intimidating, threatening or abusive educational environment. A hostile environment
can be created by a school employee, another student, or even someone visiting the school, such as a student
or employee from another school.
Regardless of which type of harassment occurs, a school must take immediate and appropriate steps to stop
it and prevent it from happening again. The judgment and common sense of teachers and administrators are
important elements of any response. However, the school is responsible for taking all reasonable steps to ensure
a safe learning environment.
Under federal law, a school is required to have a policy against sex discrimination and notify employees,
students, and elementary and secondary school parents of the policy. Such a policy lets students, parents, and
employees know that sexual harassment will not be tolerated.
What You Can Do If You Are Sexually Harassed
•
Know your rights: Sexual harassment is illegal.
•
Speak up at the time: Say "NO!" clearly, firmly, and without smiling. This is not the time to be polite or
vague. By being quiet, you enable the harassment to continue. Speaking up can protect others from being
victimized and may decrease your feelings of helplessness.
•
Don't Blame Yourself: Sexual harassment is unwanted action that the harasser decides to take. It is not your
fault. If you believe you are the victim of sexual harassment in connection with your field or student
teaching experience, you should immediately report the situation to Susan Havens or Dr. John Farris.
•
Don't Delay: If you delay action, the harassment is likely to continue.
If you are an observer of what you perceive to be sexual harassment, involving OBU employees or students,
you should report what you have observed to Susan Havens or Dr. John Farris, while your observations
involving others in a student teaching setting should be reported to Susan Havens.
References:
Sexual Harassment: It's Not Academic pamphlet. Office of Civil Right
Sexual Harassment: A Guide for Faculty, Staff, and students. University of Tennessee, Knoxville.
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APPENDIX F
OKLAHOMA BAPTIST UNIVERSITY REGULATIONS
VIOLENCE IN THE SCHOOL
While in the majority of cases, schools are safe places for students, teachers must still be prepared for that
small number of situations when a student becomes violent. As told by the media, many of the offenders
verbalize their intent for violence prior to the crime to peers, parents, and even teachers. Yet, they often
assumed that the offender was "just kidding". Although there is proposed legislation, Oklahoma has no legal
guidelines concerning the reporting of a possible crime. However, there is a "collection", if you will, of
precedent-setting situations. Consider the young man in California who told friends of his intentions or Michael
Fortier who is spending life in prison for not reporting McVeigh's intentions.
So what do you do if you hear a student threaten violence? Immediately tell your Cooperating Teacher who
will impart the information to the principal. What if your teacher blows the threat off as a joke? Take your
concerns directly to the principal and without "tattling" on the teacher, let the principal know that you have a
concern that he/she may need to address according to school policy. Let the principal become the "threat
assessor" or the one who determines whether to take action or not. The school may even have an established
"Threat Assessment Team".
There does exist a "liability for wrongful accusations", however, that must be weighed in the context of the
situation. School personnel must respond to threats of violence in a way that protects suspected individuals
from defamation of character and other tortuous liability if suspicions about them are mistaken. Liability can
be minimized by conducting prompt investigations of all allegations and bynotifyingonly those individuals with
a need to know about them. Such actions, however, must be balanced by the need to protect students and staff
whenever there are threats of serious violence. Remember: let the principal be the one to determine
appropriate action.
Much of what can be done about a threat of violence is dictated by school policy. School districts can choose
to adopt search policies that would permit them under certain circumstances to screen students and search
school property for weapons whether a threat has been made or not. Knowledge of such policies would be
helpful for you to know as a Field Experiences Candidate or Student Teacher, but it becomes critical knowledge
as a certified teacher.
The Fourth Amendment prohibits all unreasonable searches and seizures by State officers. Reasonableness
is determined by balancing the governmental interest behind the search against the privacy intrusion of the
search. The Supreme Court has held that students have a legitimate expectation of privacy in their persons and
accompanying possessions. However, the Court has also held that schools have a substantial interest in
maintaining security and order in the classroom and on school grounds. The Court has determined that this
interest justifies a more flexible standard of reasonableness for searches of students that are conducted by
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school officials as opposed to law enforcement officers. Thus, the Court has held that school officials, unlike the
police, do not need to obtain a warrant prior to conducting a search. Nor do they need probable cause to believe
that a violation of the law has occurred.
Much of the preceding information was obtained from the U.S. Department of Justice. For those interested
in furthering their knowledge in this area, listed below are some of the websites that might be helpful.
Hopefully, you will never need to use this information, but teachers must remain alert and prepared.
www.ojp.usdoj.gov/BJA
www.ed.gov/offices/OESE/SDFS/actguid/index.html
www.nsscl.org
www.usdoj.gov/kidspage
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APPENDIX G
DIVISION OF TEACHER EDUCATION REGULATIONS
DRESS AND APPEARANCE CODE
When you participate in an OBU Field or Student Teaching Experience, you are an OBU Teacher Education
FE Candidate. The students in the school to which you are assigned will see you as a teacher if you are
professional in appearance. As a young teacher, your attire sends a strong message as to whether students see
you as “one of them” or as a teacher.
In our experience, teachers who dress professionally inspire students to achieve excellent test scores in the
classroom. People do not learn just because they like you. They learn because they also respect you. After all,
common sense tells us that we command greater respect when we dress professionally wherever we go.
Dressing professionally should be considered the norm among teachers.
A Teacher Magazine story reported that a first-year teacher came to school in pig-tails and
flip-flops and expected school to be fun. She said she wore the same clothes as her students and
listened to their music because she wanted to be liked. As she reflected back on her first year,
she wondered why the parents and other teachers did not accept her. As for the students, she
said nothing about whether they learned anything in her classroom.(Harry K. Wong
Publications, Inc)
What does this mean for the young male student teacher? While you will not be expected to wear a coat and
tie every day, khaki slacks (in neutral shades) and a nice collared shirt would be the minimum attire. Male
teachers wanting to be viewed as professionals do not wear jeans (of any color), flip flops or tennis shoes, or
collarless shirts.
The female student teacher will not be required to wear a skirt every day. Particularly when working with
younger pupils there can be a lot of movement, including bending, kneeling, etc. A dress, skirt, or heels can be
awkward. Jeans (again regardless of color) and tennis shoes are not appropriate, but slacks or capris (of the
appropriate length) would be acceptable. There should be no question as to how low a top or how short a
bottom piece of clothing is; if in doubt, don't wear it. Tank tops or spaghetti straps are never appropriate worn
without a cover shirt or jacket.
There should be no unnatural appearing hair coloring or extreme style. Hair should always be clean. Facial
piercings (excluding earrings) must be removed and body piercings should be removed or covered. Tattoos
should be covered. Your appearance should never be a distraction from your lesson.
You do not need an expensive wardrobe for student teaching. You need to be clean, neat, and modest. Make
sure clothes are ironed or, at least, not wrinkled. Don't let clothing lie in the dryer all night or be stuffed in a
drawer.
You should familiarize yourself with the student dress code and the faculty/staff dress code, if there is one.
Get a teacher's manual from your site and look it over. Teachers are expected to exceed the student dress code
and administer it, not be an issue regarding it.
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In addition you will need references from your student teaching experience as you apply for positions. You
need to make the best professional impression you can on your coworkers and the parents of your students.
Remember you are no longer a student.
YOU ARE NOW A TEACHER.
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APPENDIX H
DIVISION OF TEACHER EDUCATION REGULATIONS
CHILD ABUSE (O.S. §10A-1-2-101)
an excerpt from:
Oklahoma Statutes
Title 10A. Children and Juvenile Code
Oklahoma Children's Code:
B. 1. Every person having reason to believe that a child under the age of eighteen (18) years is a victim of
abuse or neglect shall report the matter promptly to the Department of Human Services. Reports shall be
made to the hotline provided for in subsection A of this section. Any allegation of abuse or neglect reported
in any manner to a county office shall immediately be referred to the hotline by the Department. Provided,
however, that in actions for custody by abandonment, provided for in Section 7 of this act, there shall be no
reporting requirement.
2. Every physician, surgeon, or other health care professional including doctors of medicine, licensed
osteopathic physicians, residents and interns, or any other health care professional attending the birth of a
child who tests positive for alcohol or a controlled dangerous substance shall promptly report the matter to
the Department.
...
C. Any person who knowingly and willfully fails to promptly report suspected child abuse or neglect or who
interferes with the prompt reporting of suspected child abuse or neglect may be reported to local law
enforcement for criminal investigation and, upon conviction thereof, shall be guilty of a misdemeanor. O.S.
§10A-1-2-101
Mandatory Reporting
All 50 states have passed some type of law mandating that child abuse and neglect be reported to a law
enforcement authority or child protection agency. Reporting to a relative does not meet the legal reporting
requirement. As you can see in the excerpt above, no one is exempt from reporting suspected child abuse or
neglect.
What You Might See
Child abuse can be sub-divided into physical abuse, physical neglect, sexual abuse, and emotional
maltreatment. Physical abuse and neglect typically have the most outward signs, although sexual abuse and
emotional maltreatment are not without outward signs.
Possible Physical Indicators (including, but not limited to):
Physical Abuse
unexplained bruises, burns, fractures, cuts, abrasions, welts
Physical Neglect
abandonment, consistent hunger, poor hygiene, lack of supervision, lice,
distended stomach, unattended medical needs
Sexual abuse
frequent urinary infections, difficulty walking or sitting, pain or itching in
genital area, torn/stained/bloody underclothing.
Emotional Maltreatment speech disorders, ulcers, asthma, severe allergies
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Possible Behavioral Indicators (including, but not limited to)
Physical Abuse
arrives early or stays late at school, complains of soreness, self destructive
behavior, behavioral extremes, uncomfortable with physical contact
Physical Neglect
regularly falls asleep in class or appear listless, steals food, frequently absent or
tardy, self-destructive
Sexual Abuse
withdrawn, excessive seductiveness, poor self-esteem, lack of confidence,
sudden school difficulties, inappropriate sex play or premature understanding
of sex, promiscuity
Emotional Maltreatment habit disorders, behavioral extremes, delinquent behavior, anti-social,
developmentally delayed
How To Report
One of the first things you need to do upon beginning a Field Experience assignment, Student Teaching
placement, or accepting employment at a school is to determine that school’s process for reporting child
abuse. Many schools prefer that the counselor or some other designee file all such reports. If you are
responsible for the reporting, know the appropriate telephone numbers.
In Oklahoma, report suspected child abuse immediately to the Department of Human Service in the
county in which the abuse occurred or you may call 1-800-522-3511 which is a statewide reporting
number. The call can be made anonymously
It is easy to be fooled by nice people, but statistics tell us that most child abuse happens in the home and
is committed by “nice people”.
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APPENDIX I
DIVISION OF TEACHER EDUCATION REGULATIONS
EMPLOYMENT OF CONVICTED FELONS (O.S. §70-3-104.1 & 5-142.)
an excerpt from:
Oklahoma Statutes
Title 70.
Oklahoma School Code:
Convicted felons not to receive certification . . .
No person shall receive a certificate for instructional, supervisory or administrative position in an
accredited school of this state who has been convicted of a felony, any crime involving moral turpitude
or a felony violation of the narcotic laws of the United States or the State of Oklahoma, provided the
conviction was entered within the preceding ten-year period.
O.S. §70-3-104.1
National criminal history record check - Employment with a school.
A. For purposes of employment, a board of education may request in writing to the State Board of
Education that a national criminal history record check be conducted of any employee of the school
and shall request such information for any person seeking employment with the school. The Oklahoma
State Bureau of Investigation (OSBI) shall obtain fingerprints of the employee or prospective employee
and require that the person pay a search fee not to exceed Fifty Dollars ($50.00) or the cost of the
search, whichever is the lesser amount. The fees shall be deposited in the OSBI Revolving Fund. School
districts are hereby authorized to reimburse employees for the cost of the search. The State Board of
Education shall contact the Oklahoma State Bureau of Investigation for any national criminal history
record of the person within fourteen (14) working days of receiving a written request from the board
of education.
B. The Oklahoma State Bureau of Investigation shall provide the national criminal history record check
requested by the State Board of Education within fourteen (14) working days from the receipt of the
request. The Bureau may contact the Federal Bureau of Investigation to obtain the information
requested.
C. The State Board of Education shall provide the information received from the Oklahoma State
Bureau of Investigation to the board of education within fourteen (14) days from the receipt of the
information. The State Board of Education shall provide any follow-up information received from the
OSBI concerning a person for which a national criminal history record check was requested to the
employing board of education.
D. For the purpose of this section:
1. "Board of education" includes both public and private boards of education within or outside this
state; and
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2. "National criminal history record check" means a national criminal history record check as defined
in Section 150.9 of Title 74 of the Oklahoma Statutes.
E. Each public board of education within this state shall promulgate a statement of that school districts'
policy regarding felony record searches. The policy may permit employment for not to exceed sixty
(60) days pending receipt of results of national criminal history record check requests. Prospective
employees shall be notified of the requirement, the fee and the reimbursement policy when first
interviewed concerning employment. The school district's reimbursement policy shall provide, at the
minimum, that employees shall be promptly reimbursed in full for the fee if employed by the district at
the time the national criminal history record check request is made unless the person was employed
pending receipt of results as set forth above.
F. Any person applying for employment as a substitute teacher shall only be required to have one such
national criminal history record check for the school year. Upon request of the substitute teacher, that
record check may be sent to any other school district in which the substitute teacher is applying to
teach.
O.S. §70-5-142.
Supplied for informational purposes.
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APPENDIX I
DIVISION OF TEACHER EDUCATION REGULATIONS
DISMISSAL OR NON RE-EMPLOYMENT (O.S. §70-6-101.22.)
an excerpt from:
Oklahoma Statutes
Title 70.
Oklahoma School Code:
Grounds for dismissal or nonreemployment.
A. Subject to the provisions of the Teacher Due Process Act of 1990, a career teacher may be dismissed or
not reemployed for:
1. Willful neglect of duty;
2. Repeated negligence in performance of duty;
3. Mental or physical abuse to a child;
4. Incompetency;
5. Instructional ineffectiveness;
6. Unsatisfactory teaching performance;
7. Commission of an act of moral turpitude; or
8. Abandonment of contract.
B. Subject to the provisions of the Teacher Due Process Act of 1990, a probationary teacher may be
dismissed or not reemployed for cause.
C. 1. A career teacher who has been rated as "ineffective" as measured pursuant to the Oklahoma Teacher
and Leader Effectiveness Evaluation System (TLE) as set forth in Section 6 of this act for two (2)
consecutive school years shall be dismissed or not reemployed on the grounds of instructional
ineffectiveness by the school district, subject to the provisions of the Teacher Due Process Act of 1990.
2. A career teacher who has been rated as "needs improvement" or lower pursuant to the TLE for three (3)
consecutive school years shall be dismissed or not reemployed on the grounds of instructional
ineffectiveness by the school district, subject to the provisions of the Teacher Due Process Act of 1990.
3. A career teacher who has not averaged a rating of at least "effective" as measured pursuant to the TLE
over a five-year period shall be dismissed or not reemployed on the grounds of instructional
ineffectiveness by the school district, subject to the provisions of the Teacher Due Process Act of 1990.
D. 1. A probationary teacher who has been rated as "ineffective" as measured pursuant to the TLE for two
(2) consecutive school years shall be dismissed or not reemployed by the school district subject to the
provisions of the Teacher Due Process Act of 1990.
2. A probationary teacher who has not attained career teacher status within a four-year period shall be
dismissed or not reemployed by the
school district, subject to the provisions of the Teacher Due Process Act of 1990.
E. A teacher shall be dismissed or not reemployed, unless a presidential or gubernatorial pardon has been
issued, if during the term of employment the teacher is convicted in this state, the United States or another
state of:
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1. Any sex offense subject to the Sex Offenders Registration Act in this state or subject to another state's or
the federal sex offender registration provisions; or
2. Any felony offense.
F. A teacher may be dismissed, refused employment or not reemployed after a finding that such person
has engaged in criminal sexual activity or sexual misconduct that has impeded the effectiveness of the
individual's performance of school duties. As used in this subsection:
1. "Criminal sexual activity" means the commission of an act as defined in Section 886 of Title 21 of the
Oklahoma Statutes, which is the act of sodomy; and
2. "Sexual misconduct" means the soliciting or imposing of criminal sexual activity.
G. As used in this section, "abandonment of contract" means the failure of a teacher to report at the
beginning of the contract term or otherwise perform the duties of a contract of employment when the
teacher has accepted other employment or is performing work for another employer that prevents the
teacher from fulfilling the obligations of the contract of employment.
§70-6-101.22.
Supplied for informational purposes.
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