This document provides information about National University's new student program advising and orientation. It introduces the faculty advisor and credential specialist contact information. It outlines the purposes of the orientation, which are to meet advisors, understand program and profession requirements, learn about credential requirements and deadlines, and have questions answered.
It describes the two routes to obtain a preliminary teaching credential at National University: undergraduate and graduate programs. The undergraduate route involves bachelor's degrees with blended or credential programs, while the graduate route involves master's degrees with teaching credentials and intern options. It provides details on the relationships between programs and credential courses. It also outlines the two clinical practice pathways of student teaching and internship.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Assessment of diverse, learners,exemption, concessions, adaptation & acco...syd Shafeeq
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learner’s assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Assessment of diverse, learners,exemption, concessions, adaptation & acco...syd Shafeeq
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learner’s assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
this is a presentation slide for conducting research on the university level. this would be useful to the students and instructors of faculty of education.
Principles and theories in curriculum developmentDrSindhuAlmas
What Is Curriculum
A Curriculum Will Answer
Difference Between Syllabus & Curriculum
Aims And Objectives
Curriculum Framework
Common Elements Of A Curriculum Framework
The Role Of Curriculum
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
this is a presentation slide for conducting research on the university level. this would be useful to the students and instructors of faculty of education.
Principles and theories in curriculum developmentDrSindhuAlmas
What Is Curriculum
A Curriculum Will Answer
Difference Between Syllabus & Curriculum
Aims And Objectives
Curriculum Framework
Common Elements Of A Curriculum Framework
The Role Of Curriculum
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
7. Graduate Teaching Credential Programs
Master of Education
(M.Ed) w/
MS or SS
Teaching Credential
with Intern Option
Single
Subjects
Teaching
Credential
with Intern
Option
Multiple
Subjects
Teaching
Credential
with Intern
Option
19 Courses
• 17 Graduate Courses
• 2 Extended Learning
Courses
14 Courses
• 12 Graduate Courses
• 2 Extended Learning
Courses
8. Relationships of 3 Programs to Credential Courses
M.Ed. w/
Teaching Credential Program
5 More Courses
- Specialization Area (4)
- Capstone (1)
9. 3 Programs
2 Clinical Practice Pathways
Student Teaching
4 Months (80 Instructional Days)
Full Day
Placement
St. Identified Geographical Area
PK12 & NU Decision
Candidate Not Paid
To begin:
Pass CBEST & CSET (or equivalent)
Pass TPA Tasks 1 and 2
Pre-St. Teach. Course work
Internship (Graduate only)
8 Months (Observation & Evaluation)
Full Day
Placement
St. Finds Teaching Job
Full-time Employment
Intern Paid
To begin:
Verified letter from District
Pass CBEST & CSET (or equivalent)
3 Preservice courses
Meet all Intern Eligibility Requirements &
Possess Univ. Internship Credential
10. CREDENTIAL—St. T. Program Stucture
OR
*Foundations
(4 Courses)
Multiple Subjects
Methods
(4 Courses)
Single Subjects
Methods
( 4 Courses)
TED 626-Classroom Management
(Taken ONSITE)
Student Teaching
(2 St. Teaching courses + TED 531-Seminar)
* For TED & SPED
Students
Co-requisites
(2 Courses)
11. CREDENTIAL—Intern Program Structure
OR
*Foundations
(4 Courses)
Multiple Subjects
Methods
(2 Courses)
Single Subjects
Methods
( 2 Courses)
Preservice Courses
• TED 621A or 623 Lang. Development Methods
• TED 621B or 634 Reading Methods
• TED 626 Classroom Management
InternshipPracticum
(Practicum,BestPracticeMethods,&
InternSeminar)
* For TED & SPED
Students
Co-Requisites
(2 Courses)
12. Instructional Delivery
Online and/or Onsite
* All BA Credential Courses—Online
* All Graduate Credential Courses—Online
E x c e p t (these required onsite courses):
* TED 626 Classroom Management
* * TED 531 Student Teaching Seminar
or
* TED 631 Internship Seminar
13. Requirement Student Teaching Internship
CBEST
- Attempted or Passed before starting the Credential
courses.
CSET
- Attempted, Passed, or Scheduled before Credential
courses.
- Passed before application to Clinical Practice (St. T. or
Intern)
Neg. TB Test - Received before starting Credential courses.
Certificate of
Clearance
- Received before starting Credential courses.
TPA 1
- Passed before Student
Tea.
- Passed during Internship
TPA 2
- Passed before Student
Tea.
- Passed during Internship
TPA 3
- Passed during Student
Tea.
- Passed during Internship
TPA 4
- Passed during Student
Tea.
- Passed during Internship
GPA
- (Program) 3.0 or better
- (Course) Grade of “B-” or better
Clinical Practice
- Average Rubric score of 3 or 4 on the Teaching
14. Remember
3 Months P r i o r to
A p p l y i n g for Student Teaching
Pass TPA 1
Pass TPA 2
Pass CSET
15. CSET
California Subjects Exam for Teachers
http://www.cset.nesinc.com
CSET-Multiple Subjects
3 Subsets
CSET-Single Subjects
2-4 Subsets (depends on specific content area CSET)
Resources-CSET Site
Practice Tests
Test Guides
Resources--Other
18. Organization of Resources
Know Your Professional Resources
(About—K12 Schools)
CA-Department of Education CDE
www.cde.ca.gov
• Curriculum & Instruction
• K12 CA-CCS
• K12 State Content Area
Standards
• Testing & Accountability
• Data & Statistics
(About—Educator Credentials)
Commission on Teacher Credentialing
CTC
www.ctc.ca.gov
• How to Become a Teacher
• Credentialing Requirements
• Division of Professional Practices
• TPAs
• 6 Professional Standards
19. Know Your Profession
Commission on Teacher Credentialing (CTC)
Standards & Requirements
• Educator Preparation
Programs
• K12 Credentialed Educators
MS/SS
Teacher
SPED
Teacher
School
Psych.
Sch.
Counsel
or
Admin .
20. Your Teaching Credential
2042 Preliminary Teaching Credential (1998)
--Includes--
Six Professional Standards
(Pre-Service) Teaching Performance Expectations (TPEs)
(Credential) Calif. Standards for the Teaching Profession (CSTPs)
Teaching Performance Assessments (TPAs)
CLAD (Crosscultural, Linguistic, Academic Development)
21. Preservice-
Stage
Induction
Stage
Career
Stage
BA or 5th Year Years One & Two Throughout
6 Teaching Standards
6 Teaching
Performance
Expectations (Domains)
(TPEs)
↓
6 California Standards
for the
Teaching Profession
(CTPS)
↓
13 TPE Competency
Areas
↓
TPA
School District
Evaluation Program
School District
Evaluation Program
CA—2042 Teacher Credentialing
Organization
23. The Six Teaching Standards
Teacher
Candidate
s
6 Teaching Standards
Credentiale
d Teachers
Teaching
Performanc
e
Expectation
s
(TPE
Domains)
1
Make Subject-Matter Comprehensible -All
Students
California
Standards for
the Teaching
Profession
(CSTPs)
2 Assess (All) Student Learning.
3 Engage & Support Learning for All Students.
4
Plan & Design Learning Experiences - All
Students
5
Create & Manage Learning Environ. for All
Students
6 Be a Professional Educator for All Students.
23
24. 24
6 Major 13 Specific TPEs
6 TPE (Domains ) 13 TPE Competency Areas
TPE Domain A
Make Subject-Matter
Comprehensible for All Learners
1. Pedagogy For Subject-Matter Instruction.
TPE Domain B
Assess Student Learning
2. Monitoring All Student Learn. During Instruction.
3. Interpreting Student Data &Using Assessments.
TPE Domain C
Engage & Support Learning for All
Learners
4. Making Content Accessible for All Students.
5. Engaging All Students.
6. Using Developmentally Appropriate Teach. Practices.
7. Teaching English Learners.
TPE Domain D
Plan & Design Learning Experiences
for All Learners
8. Learning About All Students.
9. Planning Instruction for All Students.
TPE Domain E
Create & Manage Learning
Environments for All Students
10. Using Instructional Time.
11. Creating Social Learn. Environment for All Students.
TPE Domain F
Develop as a Professional Educator
12. Displaying Professional, Legal, & Ethical Obligations.
13. Showing Professional Growth.
26. Assessment of Candidate
Competencies
d
Assessment Demonstrates When Assessed
How
Assessed
Who
Assesses
CBEST Basic Skills - Beginning of Program
Written
State Exam
State
CSET Subject Matter
- Before Student
Teaching
- Before Internship
Written
State Exam
State
TPA --4 Tasks TPEs Throughout Program
Written
State Exam
External
Assessors
Signature
Assignments
TPEs Throughout Program
NU Course
Assignments
NU Course
Instructors
Clinical
Practice
(Student Teach)
TPEs - 4 months, full day
Teaching
Performance
- K12 SSPs
- USPs
Clinical
Practice TPEs - 8 months, full day
Teaching
Performance
- K12 SSPs
- USPs
28. TPA in California
Teaching Performance Assessments
SB 1206 (implemented 1 July 2008).
3 Approved Models
CalTPA (70% of programs)
PACT
Fresno
CalTPA—4 TPA Tasks
28
29. CalTPA Model & NU
4 Written Tasks.
1-4 possible score.
Passing -- 3 or 4 score.
External assessor.
Candidates are anonymous to assessors.
Not a ‘timed’ test.
Open (on Internet).
Honor Code guides candidate actions.
Non-passing scores are double/triple scored.
TaskStream – for candidates & assessors.
29
30. TPA: The Tasks
Four Developmental Tasks
(1) Task SSP: Subject-Specific Pedagogy (4 case studies)
CS #1 Developmentally Appropriate Pedagogy
CS #2 Assessment Practices
CS #3 Adapting Content-Specific Pedagogy for English Learners
CS #4 Adapting Content-Specific Pedagogy for St. w/Special Needs
(2) Task DI: Designing Instruction
(3) Task AL: Assessing Student Learning
(4) Task CTE: Culminating Teaching Experience
30
32. TPA-----Considerations
Items
Task
SSP
(1)
Task DI
(2)
Task AL
(3)
Task CTE
(4)
Focuses on:
• English Learner(s)
• Student(s) with Special Needs
• Whole Class
Written Format:
Respond to Prompts
Teaching Video:
Required
Completed Before St. T.
Completed During St. T.
Completed During Internship
= YES
32
33. 33
BA Programs:
TPA & Course Connections
Tasks BA Credential Courses
TPA Task I
Subject Specific Pedagogy
TED 305 Orientation
TED 300 Fundamentals of Education
TED 310 Development and Learning
TED 410 Multicultural Literature
TED 430 Instructional Strategies for St. with Special
Needs
TPA Task 2
Designing Instruction
Multiple and Single Subjects (Methods)
TED 340 Reading in the Content Area
TED 330A Reading &Language Arts Methods-
Elementary
TED 350 Math and Science Methods
TED 355 History and Social Science Methods
TED 380 Visual/Perform. Arts &Physical Educ.
Methods
Single Subjects (Methods)
TED 420 Diversity in Teaching and Learning
TED 330B Reading &Language Arts Methods-
Secondary
TPA Task 3
Assessing Student Learning
TED 440 Classroom Leadership and Assessment
Seminar
34. 34
TPA----Course Connections
Tasks New GRADUATE Credential Courses
Subject Specific Pedagogy (1)
TED 621A /623 Lang. Develop. Methods (CS #3)
SPD 608 Exceptionalities (CS #4)
Subject Specific Pedagogy (1)
&
Designing Instruction (2)
Multiple Subjects (Methods)
TED 621B Reading & Language Arts
TED 635 C & I (SS, History, PE)
TED 636 C & I (Math & Science)
Subject Specific Pedagogy (1)
&
Designing Instruction (2)
Single Subjects (Methods)
TED 632 Content Area Curriculum
TED 633 Content Area Instruction & Assessment
TED 634 Content Area Literacy
Assessing Student Learning (3)
TED 531 Student Teaching Seminar
TED 530 Student Teaching
OR
TED 628i Internship
TED 631 Internship Seminar
TED 610 Best Internship Practices
Culminating Teaching Experience
(4)
39. Behavior: University
(Catalog #76, p. 49-51)
Offenses: Overview
Possession or use of controlled substance.
Alcohol possession, use, and/or distribution.
Academic dishonesty.
Plagiarism
Civility in the classroom.
40. Behavior: University
(Catalog #76, p. 51-52)
Onsite Class
Does not allow opinion of others to be offered
in discussions.
Distracting behaviors (i.e. side conversations).
Offensive comments, language, or gestures.
Disruptions of educational experiences.
41. Behavior: University
(Catalog #76, p. 51-52)
Onsite & Online Classes
Does not respect diversity of opinions.
Provides electronic communication (verbal abuse):
ALL CAPS
Large font
Bold print
42. Behavior: University
(Catalog #75, p. 56-57)
Online & Onsite Classes
Sexual harassment, stalking, threats, insults, or humiliation.
Comments of:
Ethnic nature
Religious nature
Sexist nature
Sexual orientation nature
Racist nature
Intimidations by email, discussion boards, and/or other
postings in course shells.
43. SOE Expectations of
Professional Practices
USA
NEA-Code of Ethics
State of California
CTC- Division of Professional Practices
NU-School of Education (SOE)
Knowledge (courses)
Skills (clinical practice)
Dispositions (courses & clinical practice)
44. Conceptual Framework is…
The beliefs and values guiding
programs, courses,
teaching, candidate
performance, faculty
scholarship and service,
and accountability for the
School of Education.
45. Scholarship in knowledge, theory and practice.
Teamwork with P-12 schools, other professionals,
and the community.
Active Reflection for continuous improvement in
order to meet the needs of all learners.
Responsible Citizenship, ethical practice,
understanding of and ability to work with
diversity in its many forms.
Standards of Exemplary Practice for
professional educators.
SOE Conceptual Framework
STARS
46. SOE and Credentials
Dispositions
Defined
… to conduct yourself in a
professional manner,
as the circumstance calls for.
(www.wiki.answers.com)
Disposition Survey
Developed for all SOE students/candidates.
Anonymous.
Self-evaluation.
Integrated into a ‘reflective’ assignment.
Survey & Reflective Assignment:
TED 606 Equity and Diversity (Foundation Course)
TED 626 Classroom Management (Method Course)
TED 530 Student Teaching or TED 628i Internship Practicum
(Clinical Practice Course)
47. SOE-Candidate Assistance
Process
CAP Purpose
Provides individualized, supportive assistance for
candidates to demonstrate appropriate professional:
Knowledge
Skills
Dispositions
48. CAP
(see #76 Catalog, p. 177)
Two Levels
Candidate Progress Alert
Candidate Assistance Plan
49. CAP
(see #76 Catalog, p. 177)
Includes:
Documentation--Remediation ‘plan’ involving:
Candidate
Initiating faculty member
Intervention strategies identified:
Remediation
Support candidate growth
Candidate demonstration of identified:
Knowledge
Skills, and/or
Dispositions