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Standard #3 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 #3: Learning Environments

The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

EDUC 490/480 - Student Teaching

EDUC 400 - Educational Psychology

EDUC 283 - Understanding Cultural Diversity

EDUC 300 - Educational Technology

EDUC 352 - Diversity Practicum

InTASC 3 - Student Teaching Data

InTASC 3 Exit Survey

InTASC 3 - 1st Year Teachers Survey

InTASC 3 - Employer Survey

InTASC 3 - PLT

EDUC 352 - Pre- and Post Test Survey

EDUC 283 - Lesson Plan Assignment

EDUC 400 - Classroom Management Project

Co-Teaching Handbook

Co-Teaching Data

Narrative for Standard 3

Standard #3:  The teacher works with others to create environments that support individual and collaborative learning, and that encourages positive social interaction, active engagement in learning, and self motivation.

The professional education sequence at VCSU provides teacher candidates with a variety of learning experiences relevant to creating positive learning environments, supporting individual and collaborative learning, encouraging social interaction, engaging students actively in learning, and promoting self motivation.  The foundation for this development occurs early in the candidates' educational experience within the School of Education.  Courses provide the knowledge base and theoretical framework to help candidates understand the importance of issues addressed in standard 3.  Later field experiences allow opportunities for candidates to demonstrate their knowledge and skills, leading to the ultimate form of evidence during the student teaching experience.

In addition to various field experiences, requirements and activities in four different courses combine to meet this standard.  This process begins in the foundational course, EDUC 250-Introduction to Education, which emphasizes the need for professional educators to connect with learners, colleagues, families, and the greater community.  Frequent course discussions focus on how development of a positive learning environment, a climate of mutual respect, and a sense of community all contribute to a successful educational experience.

Developing collaboration skills is essential in standard 3.  Prior to beginning their initial field experience in EDUC 250, candidates learn about co-teaching strategies and the importance of collaboration among professional educators.  Information about co-teaching strategies are shared with cooperating teachers and both parties, candidates and cooperating teachers, are encouraged to apply these co-teaching strategies in order to model collaboration and support for students.

Respect for diversity is introduced in both EDUC 250 and EDUC 283-Understanding Cultural Diversity.  The VCSU Conceptual Framework is built upon the belief that "all students can learn."  Teacher candidates receive numerous opportunities to share philosophical views about valuing diversity in the classroom.  A variety of formative assessments measure candidate development in this area.  In coordination, candidates receive opportunities to demonstrate their commitment to the importance of creating a positive environment for all students in each field experience.

Candidates receive a valuable experience when they complete EDUC 352-Culturally Diverse Practicum.  This field experience places candidates in a culturally diverse school for a minimum of three school days.  During that time candidates assist cooperating teachers with a variety of tasks.  Evidence of meaningful learning occurs when candidates complete a pre and post survey, and write a reflective paper at the conclusion of this experience.  (EDUC 352 - pre and post survey are linked on the right)

Classroom management and preparation for working effectively with students proves to be a challenge for all prospective teachers.  Two courses in the professional education sequence are instrumental in the development of knowledge and skills to manage the classroom.  EDUC 350/351-Elementary/Secondary Practicum and Classroom Management, introduces several popular management theories.  Candidates have classroom opportunities to discuss the strengths and weaknesses of each theory while also completing a required field experience where they witness classroom management skills of their cooperating teachers.  During EDUC 400-Educational Psychology, candidates work in teams to develop a comprehensive Classroom Management Plan which addresses issues of collaborating with parents, establishing classroom rules and procedures, motivating students, and enforcing consequences for inappropriate student behaviors.  Many candidates continue to use this plan as a guide during their student teaching experience as well as their first year of teaching. (EDUC 400 - Classroom Management Assessment linked on the right)

Candidates learn about six motivational theories during their coursework in the professional education sequence.  The Classroom Management Plan required in EDUC 400 devotes a section to the issue of motivation where candidates select, summarize, and develop a list of practical applications for a specific motivational theory their team selects.

EDUC 283 and EDUC 400 both introduce candidates to the importance of creating learning environments where students learn to work cooperatively.  Philosophical foundations and learning theories encourage candidates to think reflectively about the need for individualized instruction as well as small and whole group instruction.  While teaching in their field experiences, candidates benefit from multiple opportunities to apply these concepts.

Safe use of technology is also important in developing a positive learning environment, especially in light of social media issues that schools and students face today.  Each chapter in EDUC 250 features a section on emerging technology and the importance of using technology safely.  All candidates enroll in EDUC 300-Educational Technology, where faculty encourage candidates to take an active role in teaching students about social media issues and safe learning environments.  All candidates observe and reflect on appropriate uses of technology during their field experiences and related discussions in embedded classes.

EDUC 250, the foundation course of the VCSU professional education sequence, begins the process of identifying and measuring critical dispositions of teacher candidates.  Each field experience during the candidate's undergraduate experience includes an evaluation of that candidate's dispositions as measured by the cooperating teacher.

In regard to standard 3, candidates are introduced to the dispositions that form the foundation of the VCSU School of Education.  Candidates realize how their values and their actions serve as a model for students.  Respect, fairness, integrity, promptness, and a belief that all students can learn are just some of the dispositions that feed into creation of a positive learning environment.  All of these dispositions are practiced and modeled by candidates as they move through the School of Education.

The culminating experience for teacher candidates occurs in EDUC 480/490-Student Teaching.  Evidence taken from the accumulation of Disposition Evaluation forms, from Practicum Evaluation forms, and especially from Student Teaching Evaluation forms all point to a high rate of success as evidence that VCSU students are prepared to create and implement positive learning environments in their teaching practices.

Cooperating teacher ratings of how well VCSU student teachers work with learners to create a supportive environment indicate positive percentages of "4-distinguished" and "3-proficient" rating scores. The establishment of a safe and respectful environment is indicated to be highly favorable. None of the 375 candidates were considered "1-undeveloped".

The ratings for each subsection of InTASC standard 3 are also positive, but the 93.1% rating in "Manages classroom activity and behavior effectively" is one the unit knows is often an area of concern for teacher candidates as they develop strengths that enable them to lead their own classroom effectively. VCSU has made a data driven decision to add an extra course to the secondary education major, a one-credit course titled EDUC 351 Classroom Management. The course is taken in conjuncture with the students' secondary methods course. EDUC 351 involves an extra practicum that VCSU secondary majors did not have during the last state report. The candidates in elementary education already had the practicum experience built into the major, but the course content of EDUC 350 has added additional time and an emphasis on classroom management.

A meaningful assignment is given to the students in EDUC 400 right before student teaching. The project requires students to collaborate in the development of a Classroom Management plan prior to student teaching. Each student teacher then attempts to modify the plan to fit his or her student teaching classroom situation.

In addition to the meaningful assignment and the classroom management course with practicum experience, VCSU also has two sections of the Teaching for Learning

Capstone (TLC) unit dedicated to classroom management. Student teachers must write out their PLAN for their classroom management routines and procedures in their TLC template as well as capture a video clip that demonstrates effective classroom management. The video clip is linked to the candidates' IMPLEMENT section of their senior portfolio for graduation.

InTASC 3 Student Teacher Data

InTASC 3 Exit Survey Data

InTASC 3 1st Year Teachers

InTASC 3 Employer (Supervisor) Survey

EDUC 283 - Lesson Plan and Research Project

Co-Teaching Data from Exit Surveys

EDUC 352 pre-trip verses post-trip

EDUC 400 - Classroom Management Assessment

EDUC 250 Syllabus

EDUC 300 Syllabus

EDUC 352 Syllabus

EDUC 400 Syllabus

EDUC 480/490 - Syllabus

Co-Teaching Handbook

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