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Standard #10 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 #10: Leadership and Collaboration

The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, and other school professionals, and community members to ensure learner growth, and to advance the profession.

 

EDUC 240 - Educating Exceptional Students

EDUC 250 - Intro to Education

EDUC 350/351- Practicum and Classroom Management

EDUC 352 - Cultural Diversity Practicum

EDUC 400 - Educational Psychology

EDUC 490/480 - Student Teaching

InTASC 10 - Student Teaching Data

InTASC 10 - Exit Survey

InTASC 10 - 1st Year Teachers

InTASC 10 - Employer Survey

InTASC 10 - Praxis II - PLT Data

EDUC 400 - Classroom Management Assessment Projects

Co-Teaching Handbook

Co-Teaching Data

 

Narrative for Standard 10

Standard 10 - Leadership and Collaboration: The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, and other school professionals and community members to ensure learner growth, and to advance the profession.

The unit promotes collaboration and co-teaching practices as often as possible. While co-teaching strategies are utilized to keep multiple teachers engaged in student learning, the unit also realizes the need for candidates to be strong independently and take responsibility for student learning.

Opportunities for collaboration and leadership are built into the professional education sequence. Teacher candidates complete required field experience hours in EDUC 250 -Introduction to Education, EDUC 350/351 - Classroom Management and Practicum, EDUC 352 -Cultural Diversity Practicum, and twelve weeks in student teaching. In each required field experience, teacher candidates gradually assume more leadership and responsibility for student learning. In EDUC 250, for example, teacher candidates have opportunities to lead individual students and small groups in learning activities.  In EDUC 350/351, more leadership is assumed as teacher candidates take responsibility for both small group and whole class instruction. In EDUC 352 -Cultural Diversity Practicum, candidates learn and experience first hand the importance of respecting families' beliefs, norms and expectations.

In EDUC 250 and EDUC 400, candidates have the opportunity to study, discuss, and identify the concept of schools as organizations.  They learn about the teacher's responsibility for shaping and supporting the mission of the school; about the historical, cultural, political, and social context of schools and how the alignment of family, school and community enhances learning; how to grow and develop with colleagues, and the responsibility of advancing the profession. They also explore the impact of poverty on the social context of education. Students in EDUC 350/351 complete a technology project to engage students and enhance a lesson in their field experience. Students in methods courses work in small group instructional teams where they practice giving and receiving feedback in instructional practices. 

In EDUC 480/490- Student Teaching, candidates are immersed in every aspect of a teaching professional. Candidates engage in planning, implementing and evaluating lessons as well as assigning grades, working in Professional Learning Communities, working with parents, staff in-service days, and other activities that go beyond the regular teaching of duties.

Student teachers share materials and ideas with mentor teachers, plan lessons together, and maintain respectful relationships with other teachers.  Student teachers also work with parents and experience the impact of student learning on the family. They attend parent/teacher conferences; use written and verbal communication with parents on a daily and weekly basis allowing parents to monitor student performance. This type of communication encourages parental involvement in the educational process and supports the teacher.

Co-teaching workshops are offered to student teacher and co-teacher partnerships each semester. These partnerships encourage the use co-teaching practices as often as possible during the student teaching experience. (co-teaching handbook and data is linked to the right of this narrative)

Teacher candidates at VCSU have opportunities beyond the professional education sequence and student teaching experiences to seek leadership roles and collaborate with others. Within the broader educational community, candidates are encouraged to become advocates for meeting needs of learners and to enact system change through membership in the professional organization Student North Dakota United (SNDU).  http://www.vcsu.edu/sndu/. Teacher candidates have the opportunity to attend the annual North Dakota Education Association conference, the North Dakota Reading Association conference and other conferences held in North Dakota.  Teacher candidates help plan and carry out a book fair each spring with money from the book fair used to support local school libraries.  The book fair is a vehicle for advancing the profession, as it is held in the student center and faculty staff, and students from the broader campus community are invited to pursue and purchase books.

Graduates of VCSU have the opportunity to participate in a summer New Teacher Academy. This operates on a grant by the Bush Foundation featuring collaboration among three universities. Experienced teachers mentor and collaborate with new teachers to improve practice and support student learning

The overall ratings from student teaching evaluation data for leadership and collaboration indicate high percentages of distinguished and proficient scores from K-12 cooperating teachers.  None of the 375 candidates were considered undeveloped.  Cooperating teacher ratings for each subsection of the standard connected with leadership and collaboration are also positive.  Collaboration is an important VCSU University Ability that is emphasized campus-wide as well as throughout the teacher education program. (student teaching data is linked to the right of this narrative)

 

InTASC 10 Student Teacher Data

InTASC 10 Exit Survey Data

InTASC 10 1st Year Teachers

InTASC 10 Employer (Supervisor) Survey

EDUC 400 - Classroom Management Assessment

EDUC 240 - Syllabus

EDUC 250 Syllabus

EDUC 350 Syllabus

EDUC 351 Syllabus

EDUC 352 Syllabus

EDUC 480/490 - Syllabus

Co-Teaching Handbook

Co-Teaching Data from Exit Surveys

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