IV.c. Professional Improvement Plan (to be used for Professional Disposition concerns or other issues requiring remediation) Professional Improvement Plan [Indicate Program Name] Student: ____________________________________________ Department Chair, Program Coordinator, or Faculty Member: ___________________________________________________ Knowledge, Skill, or Professional Qualities Area(s) of Concern: Remedial Action Plan: Timeline for Action and Next Review: Date Plan Initiated: ___________________________ Department Chair, Program Coordinator or Faculty Signature as appropriate: ____________________________________________ I understand that I must successfully complete the action plan explained above in order to continue in my teacher education program. Student Signature: ___________________________ ---------------------------------------------------------------------------------------------------------------------------------- Date Plan Successfully Completed: __________ Department Chair, Program Coordinator, or Faculty Signature:_______________________________
III.5. Seeks out and participates in professional development opportunities. 9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice. 4d Participating in the Professional Community 4e Growing and Developing Professionally IV. Commitment to Affirming All Students InTASC Indicator Danielson Component IV.1. Examines own frames of references (including but not limited to race, culture, gender, language, abilities, ways of knowing) to uncover and address the potential biases in these frames. 9(m) The teacher is committed to deepening understanding of his/her own frames of reference (e.g. culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families. IV.2. Communicates respect for learners as individuals with differing personal and family backgrounds and various assets, skills, perspectives, talents, and interests. 2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests. 2a Creating an Environment of Respect and Rapport IV.3. Demonstrates commitment to incorporating knowledge of learners’ diverse strengths in instruction. 7(n) The teacher respects learners’ diverse strengths and needs and is committed to using this information to plan effective instruction. IV.4. Holds oneself accountable for all students’ learning. 9(l) The teacher takes responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice. IV.5. Demonstrates high expectations that are developmentally appropriate for each individual learner. 2(l) The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential. 2b Establishing a Culture of Learning
V.d. Initial Certification Education Programs Unit Key Assessments Detailed by Program HPPE Undergraduate Programs Blue italicized text indicates when assessment data is collected by Program Coordinators. Transition Points: HPPE B.S. Admission to Professional Education Admission to Student Teaching Completion of Student Teaching Completion of Program All-College Language in Bold Type Health Promotion and Physical Education UG Programs’ assessment details 2.5 cumulative GPA each semester freshman yr, 2.75 overall GPA each semester after May Sophomore year 2.75 overall minimum GPA within professional content and pedagogy core 2.75 overall minimum GPA within professional content and pedagogy core 2.75 overall minimum GPA within professional content and pedagogy core Successfully complete all required coursework May Sophomore year Successfully complete all required coursework: C or better in all pedagogy core courses (see catalog) Successfully complete all required coursework: For Seminar in Health Ed or Phys Ed Student Teaching in HE &/or PE Successfully complete all program coursework B or better in Student Teaching and Seminar Collect all the above May of Senior year Demonstrate proficiency in written language: Teaching Philosophy Statement Completion of Field Work Collect all the above May Junior year Meet expectations of STAR Assignment End of Student Teaching Semester Senior year Recommendation of faculty Selected Professional Qualities and Disposition evaluation 1st Professional Qualities & Dispositions evaluation May of Junior year for Fall Student Teachers, Dec of Senior year for Spring Student Teachers Meets expectations of all Student Teaching evaluations: College Supervisor evaluation Collect all the above end of Student Teaching Semester Senior year 2nd Professional Qualities and Dispositions Dec of Senior year for Fall Student Teachers, May of Senior year for Spring Student Teachers Summary of all transition point assessments: Collect Freshman-Sophomore year. Complete Taskstream form by end of June Spring semester of Sophomore year. Complete Taskstream form by end of June Spring semester of Junior year. Complete Taskstream form by end of June Spring semester of Senior year. Complete Taskstream form by end of June Spring semester of Senior year.
Undergraduate H&S Education Programs Blue italicized text indicates when assessment data is collected by Program Coordinators. Transition Points: H&S B.A. & B.S. Admission to Professional Education Admission to Student Teaching Completion of Student Teaching Completion of Program All-College Language in Bold Type Humanities & Sciences UG programs’ assessment details 3.0 minimum GPA within the major and 3.0 overall minimum GPA 3.0 minimum GPA within the major 3.0 minimum GPA within the major 3.0 minimum GPA within the major Successfully complete all required coursework: B or better in all Education courses Successfully complete all required coursework: B or better in all Education courses, successful completion of all Education courses excluding the Professional Semester in Education and the Seminar in Reflective Practice Successfully complete all required coursework: B or better in all Education Courses Successfully complete all program coursework: B or better in all Education Courses Meets expectations of all Student Teaching/ Externship evaluations: College Supervisor evaluation Meet expectations of STAR Assignment Demonstrate proficiency in written language: Student must submit writing samples Completion of fieldwork Recommendation of faculty: Interview with area advisors and on evaluation of writing samples and content area professors’ evaluations Professional Qualities and Disposition evaluation Professional Qualities and Disposition evaluation Summary of all transition point assessments: Collect all the above before review (typically Spring Sophomore year). Complete Taskstream form by end of April for each group under review (mixed cohorts) for all the above items. Collect all the above by end of Fall of Senior year. Complete Taskstream form by end of Jan after Fall semester Senior year. *Collect all the above by end of Senior year. Complete Taskstream form by end of June after Spring semester Senior year. Collect all the above by end of Senior year. Complete Taskstream form by end of June after Spring semester Senior year.
Graduate H&S Education Programs Blue italicized text indicates when assessment data is collected by Program Coordinators. Transition Points: H&S M.S. & M.A.T. Admission to Professional Education Admission to Student Teaching Completion of Student Teaching Completion of Program All-College Language in Bold Type Humanities & Sciences UG programs’ assessment details 3.0 minimum GPA within the major and 3.0 overall minimum GPA 3.0 minimum GPA within the major 3.0 minimum GPA within the major 3.0 minimum GPA within the major Successfully complete all required coursework: B or better in all Education courses and have completed early field experience and any prerequisite courses Successfully complete all required coursework: B or better in all Education courses, successful completion of all Education courses excluding the Professional Semester in Education and the Seminar in Reflective Practice Successfully complete all required coursework: B or better in all Education Courses Successfully complete all program coursework: B or better in all Education Courses Meets expectations of all Student Teaching/ Externship evaluations: College Supervisor evaluation Meet expectations of STAR Assignment Demonstrate proficiency in written language: Written statement of purpose Completion of fieldwork Recommendation of faculty: Interview, written statement, transcript review, letters of recommendation, GRE scores Professional Qualities and Disposition evaluation Professional Qualities and Disposition evaluation Summary of all transition point assessments: Collect all the above during admission (March-April). Complete Taskstream form by June 1 after admissions are complete for incoming cohort. Collect all the above by end of Fall semester. Complete Taskstream form by end of Jan after Fall semester. Collect all the above by end of Spring semester. Complete Taskstream form by end of June after Spring semester. Collect all above after 2nd Summer I Session. Complete Taskstream form by end of Aug after last Summer term and Aug degree date. Undergraduate Music Education Programs
Blue italicized text indicates when assessment data is collected by Program Coordinators. Transition Points: Music B.M. Admission to Professional Education Admission to [Senior] Student Teaching Completion of Student Teaching Completion of Program All-College Language in Bold Type Music UG Programs’ assessment detail Sophomore Profile with 2.3 minimum GPA & 3.0 overall average GPA for all MUED and PFMJ courses completed 2.7 minimum GPA 2.7 minimum GPA 2.7 minimum GPA Successfully complete all required coursework: C- or better in Basic Music Skills class Pass Fundamentals of Music Theory Successfully complete all required coursework: C+ or better in all content & pedagogy course work C+ or better in Junior Student Teaching Completion of all proficiencies on all secondary instruments Successfully complete all required coursework Successfully complete all program coursework Completion of Field Work Recommendation of faculty: Senior Student Teaching application interview Meets expectations of all Student Teaching evaluations: College Supervisor evaluation Submit edTPA in Taskstream Meet expectations of STAR Assignment Demonstrate proficiency in written language: MUTH 25600 Hist & Lit of Music Professional Qualities and Dispositions evaluation 1st & 2nd of 3 ratings May Dept retreat Professional Qualities and Dispositions evaluation 3rd of 3 ratings May Dept retreat Summary of all transition point assessments: Collect all the above year. Complete Taskstream form by end June of Sophomore year. Collect all the above by end of Spring of Junior year. Complete Taskstream form by end of June Junior year. Collect all the above by end of Senior year. Complete Taskstream form by end of June Senior year. Collect all the above by end of Senior year. Complete Taskstream form by end of June Senior year. SLPTC Graduate Programs
Blue italicized text indicates when assessment data is collected by Program Coordinators. Transition Points: SLPTC M.S. Admission to Professional Education/Program Admission to Student Teaching/Externship Completion of Student Teaching/Externship Completion of Program* All-College Language in Bold Type Speech-Language Pathology with Teacher Certification Grad program assessment detail 3.0 minimum cumulative and semester GPA Transcript Review 2 Letters of recommendation Review of GRE scores Collect during admission (by March) Writing Screening Aug on campus 3.0 minimum cumulative and semester GPA 3.0 minimum cumulative and semester GPA 3.0 minimum cumulative and semester GPA Successfully complete all required coursework: B- or better in all courses Collect all the above Dec of Fall 2 Successfully complete all required coursework: B- or better for externship/ student teaching Successfully complete all program coursework: Successful completion of coursework and clinical experiences Externship/Student Teaching final evaluation by supervisor Professional Qualities and Disposition evaluation Midterms Fall 2 Professional Qualities and Disposition evaluation Meet expectations of STAR Assignment Summary of all transition point assessments: Complete Taskstream form for both SLPTC and SLP candidates January (after Dec 1 of Fall 1). Complete Taskstream form for both SLPTC and SLP candidates in January (after Fall 2). Complete Taskstream form for both SLPTC and SLP candidates in September (after Spring 2* is completed). Complete Taskstream form for both SLPTC and SLP candidates in September (after Spring 2* completes).
Pacun, David Associate Dean School of Music (607)274-3348 Paulnack, Karl Dean, Unit Head School of Music (607)274-3343 Petrosino, Linda Dean, Unit Head School of Health Science & Human Performance (607)274-7918 lpetrosino@ithaca.edu Subramaniam, Raj Professor, Chair of Graduate Programs Health Promotion and Physical Education (607)274-3659 Waller, Jana Clinical Assistant Professor, Chair Speech Language Pathology and Audiology (607)274-3733 Richardson, Michael Interim Dean, Unit Head School of Humanities & Sciences (607)274-3102 mrichardson@ithaca.edu West, Chad Associate Professor, Chair (Spring 2019) Music Education (607)274-1170 cwest@ithaca.edu Zabusky, Stacia Associate Dean for Curriculum & Undergraduate Programs, ACTEC Chair School of Humanities & Sciences (607)274-3102 Hess, Emily Coordinator of Field Experiences & edTPA ACTEC (607)274-7356 Raponi, Lindsey Teacher Education Certification Specialist ACTEC (607)274-1488 Rumney, Mai An Accreditation Coordinator ACTEC (607)274-5163