Skip to main content

Standard #9 InTASC

InTASC/ESPB Standards

Syllabi with links on the right side of page

Assessment (from among those listed under item 4: Evidence of Meeting the Standard)

Standard #9: Profession Learning and Ethical Practice

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

EDUC 240 - Educating Exceptional Students

EDUC - 250 - Intro to Education

EDUC 283 - Understanding Cultural Diversity

EDUC 350/351 - Practicum and Classroom Management

EDUC 450 - Trends in Assessment and Educational Issues

EDUC 490/480 - Student Teaching

EDUC 491 - Senior Portfolio

InTASC 9 - Student Teaching Data

InTASC 9 - Exit Survey

InTASC 9 - 1st Year Teachers

InTASC 9 - Employer Survey

InTASC 9 - Praxis II - PLT -

EDUC 352 - Pre-trip vs Post-trip survey

Education Abilities - Senior Portfolio Data

EDUC 283 - Lesson Plan Template

Co-Teaching Handbook

TLC Template

Narrative for Standard 9

Standard #9:  Professional Learning and Ethical Practice:  The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of the learner.

The professional education sequence at VCSU is designed to give teacher candidates an understanding of the importance and significance of professional learning and ethical practice during their professional careers.  The early field experiences and student teaching affords students the opportunity to learn in a classroom setting, observe and then apply what they have learned in the classroom. The courses offer practical experience while in a classroom with their peers to discuss the pertinent issues and then in their field experience see them being practiced by mentor teachers, while also being given the opportunity to practice themselves. Teacher candidates also gain an understanding that each school, classroom, and student is different and requires multiple strategies on a day-to-day basis.

The courses identified in this standard provide real time classroom application to strategies learned by teacher candidates in their coursework.  Beginning with EDUC 250 -Introduction to Education through 350 or 351 - Elementary or Secondary Practicum and Classroom Management, EDUC 352 - Culturally Diverse Practicum, and finally into Student Teaching (EDUC 480/490) classroom instruction moves toward practical application in the field experience setting.

Teacher candidates are involved in progressively longer and more engaging field experiences to assure they are prepared for their student teaching field experience and ultimately their first classroom as a licensed teacher.  These field experiences offer observation, individual, small and large group activities for the student to practice the delivery of course content materials and classroom management styles in a supervised environment.  This allows the development of the teacher candidate while assuring that students in the classroom receive the instruction schools require.  (EDUC 250; EDUC 350 and 351; EDUC 352; EDUC 480/490)

Each of these embedded field experience courses use collaborative learning and student presentations along with discussion and lecture to critically analyze the work teacher candidates are doing as they progress toward their degree and licensure. Candidates are also required to present a portfolio to faculty as a culminating experience for evidence of what they have learned throughout the teacher education program. They are also required to complete a Teaching for Learning Capstone (TLC) during their student teaching field experience.  Lesson plans, observation forms, classroom assignments, context for learning forms and the TLC assessment help accumulate the data necessary for the candidate to examine his or her practice in order to reflect and improve.

The teacher candidates at Valley City State University are required to become members of Student North Dakota United (SNDU) http://www.vcsu.edu/sndu/ which allows them access to a professional journal.  SNDU membership also allows the teacher candidate to participate in the North Dakota United Conference each fall and candidates are given an opportunity to attend a New Teacher Academy.  The VCSU Career Services Office also arranges for local administrators to conduct mock interview sessions and panel discussion advise for graduating candidates.

Teacher candidates are provided multiple opportunities to recognize diversity in many forms within their classrooms at VCSU and also during their field experiences.  They are required to teach to differences in ability as well as experience cultural diversity.  Through a Culturally Diverse Practicum students are required to complete a 25-hour field experience in a cultural diverse classroom. In each of the candidates' field experiences they are asked to teach to the entire range of ability within their classroom and to avoid biases that may have been established in their development.  (EDUC 352 - Pre and Post survey linked to the right of this narrative)

Teacher candidates use informal (curriculum-based) and formal (standardized) assessment measures to evaluate their progress as well as the progress of the students in their classrooms.  The professional education sequence courses allow for lesson presentations during the courses to colleagues for critique and critical review.

In EDUC 240 - Educating Exceptional Students and EDUC 283 Understanding Cultural Diversity, teacher candidates develop lessons that differentiate instruction to meet the needs of a wide range of students.  The professional education sequence at VCSU gives teacher candidates the understanding and capacity to accommodate the learning differences of the students in their classrooms.  These experiences help our candidates evolve throughout their VCSU professional sequence courses to understand the differences that exist in classrooms relating to gender, ethnicity, and ability. In EDUC 240, teacher candidates investigate, utilize and apply strategies for teaching both general education and special education students.  

VCSU promotes the co-teaching model, yetcandidates are responsible for teaching "solo" for a period of time and responsible for the entire classroom. Teacher candidates are also responsible for a Teaching For Learning Capstone (TLC) unit in which candidates reflect on every aspect of their planning, implementation, and evaluation of the experience.

The VCSU professional education sequence encourages the reading of professional literature and journals.  EDUC 450 - Trends in Assessment and Educational Issues  specifically engages students in discussion about the changes occurring in the educational landscape as well as a study of the Codes of Ethics, professional standards and practice and the ND Century Code in reference to educational law.

In EDUC 250, candidates also learn about legal issues in teacher education.

In summary, data from the cooperating teacher evaluation ratings for student teaching indicate favorable outcomes from K-12 cooperating teachers.  None of the candidates were considered undeveloped in the area of professional learning and ethical practice and 97.6% were rated at proficient or higher. 

 

 

InTASC

InTASC

InTASC 9 Student Teacher Data

InTASC 9 Exit Survey Data

InTASC 9 1st Year Teachers

InTASC 9 Employer (Supervisor) Survey

EDUC 352 pre-trip verses post-trip

Education Abilities Senior Portfolio Data

EDUC 240 - Syllabus

EDUC 250 Syllabus

EDUC 283 Syllabus

EDUC 350 Syllabus

EDUC 351 Syllabus

EDUC 450 - Syllabus

EDUC 480/490 - Syllabus

EDUC 491 - Senior Portfolio

Co-Teaching Handbook

Rubrics for Assessing Senior Portfolio TLC

e-Portfolio created with myeFolio