 Mr. Poore, I am e-mailing you about our arrangement for student teaching. I will take two Praxis tests, and if I pass one, I will be admitted to student teaching. If not, I will not student teach this semester, and I will retake the test(s)at a later date. Upon passing them, I’ll attempt to student teach at a later date. The tests I am going to attempt are
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Mr Poore, I am e-mailng you about our arrangement for student teaching. I will take two praxis test and if i pass one, i will be admitted to student teaching, and if not, i will not student teach this semester and i will retake the test at a later date, and uppon passing them, attempt to student teach at a later date. The test i am going to attempt,
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PROGRAM RETENTION / PROBATION POLICY • After you have been admitted into the Teacher Education Program, if you do not enroll at Tarleton for two consecutive, long semesters, you will be dropped from the Teacher Education Program. You must be readmitted before continuing in the program • Once admitted you must continue to maintain admission requirements. If at any time you no longer meet the requirements (made a D or your GPA dropped below a 2.75) for admission/retention, you will be placed on probation for one long semester (Spring or Fall). If you rectify the problem, you will be lifted off of probation and returned to good standing. If you do not, you will be dropped from the program. You will not be allowed to continue in your professional development courses or clinical teach until you have reapplied and been admitted back into the program. For example, if you made a D or an F in a class in your major certification field in the Spring, you would be sent a letter in early summer saying you had been placed on probation for the Fall semester. If you retake that class and make a C or better during the Summer or during the Fall, you will be lifted off of probation and returned to good standing. At the end of the Fall semester if you have not replaced the grade with a C or better, you would be dropped from the program. • You must be in good standing before you clinical teach.
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Enter result Enter result Enter result Enter result Enter result Enter result Enter result Enter result Enter result Enter result Passed 6 Failed 4 (1 (1 (1 (1 (1 (1 (1 (1 (1 (1 = = = = = = = = = = pass, pass, pass, pass, pass, pass, pass, pass, pass, pass, 2 2 2 2 2 2 2 2 2 2 = = = = = = = = = = fail): fail): fail): fail): fail): fail): fail): fail): fail): fail): 1 2 2 1 1 1 2 1 1 2 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Passed 9 Failed 1 Raise tuition = = = = = = = = = = pass, pass, pass, pass, pass, pass, pass, pass, pass, pass, 2 2 2 2 2 2 2 2 2 2 = = = = = = = = = = fail): fail): fail): fail): fail): fail): fail): fail): fail): fail): 1 1 1 1 2 1 1 1 1 1 Outline fig02_11.cpp output (1 of 1)  2003 Prentice Hall, Inc. All rights reserved. 37
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Conversion of Flow Diagrams to Case Bases T1 FAIL PASS T2 T3 FAIL FAIL PASS PASS D1 T4 T4 D2 PASS T5 T6 PASS D4 FAIL D7 FAIL PASS D3 D6 FAIL T1 PASS PASS FAIL FAIL FAIL FAIL FAIL T2 PASS FAIL ? ? ? ? ? T3 ? ? FAIL PASS PASS PASS PASS T4 ? ? ? PASS PASS PASS FAIL T5 ? ? ? PASS PASS FAIL ? T6 ? ? ? PASS FAIL ? ? Diagnosis D1 D2 D3 D4 D5 D6 D7 D5 Trace each path of TFD to create one entry in CB (ordering of tests lost) © 1998 HRL Laboratories, LLC. All Rights Reserved 15
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REFLECTIVE JOURNALING TOOLS Reflective J ournalingTools LEARNING: • How is practice different from theory? Did this exercise help you to understand your theory and the application of theory better? How? Why? • Did you learn anything that helped you to better understand a theory, the use of a test that you were taught in lectures/labs? • What did you learn that were not taught in lectures (e.g. communication with patients), and how did you cope or learn more about this to improve your performance? Or how can this be incorporated into lectures? • Did this exercise help you to remember or recall later other aspects of previous experiences that you have forgotten? • Did this exercise help you identify areas that need to be changed, improved etc. in yourself/peers/staff/clinical training etc. Why and how? • What actions did you take you take and what are the results (what did you learn)? SELF ASSESSMENT: • Did you identify areas/issues that you were unclear of, or disagreed with your supervisors/peers, or different from what you have learned in your past lectures? Justify the actions taken. Did this help you in your learning? How? • Have you been open to share with others and to listen what others have to say? • Have you paid attention to both your strong and weak points? Can you identify them? What are you going to do about them? • How did faculty supervision/RW help you in your clinical experiences in relation to your professional growth? (eg. did it encourage you to be more independent, to become more confident in professional activities and behaviors etc) • What have you noted about yourself, your learning altitude, your relationship with peers/supervisors etc. that has changed from doing this exercise? COMMUNICATION: • What have you learned from interacting with others (peers/supervisors/staff etc)? • Did your peers gain anything from YOUR involvement in this exercise and vice versa? • Did this exercise encourage and facilitate communication? • Did you clarify with your supervisors/peers about problematic issues identified? Why (not)? What are the results? • How could you/your peers/staff help you overcome negative emotions arising from your work? Did your show empathy for your peers? PROFESSIONALISM: • Did you learn that different situations call for different strategies in management? • What are the good and bad practices that you have identified? How would you suggest to handle the bad/poor practices identified (if any)? • Did you learn to accept and use constructive criticism? • Did you accept responsibility for your own actions? • Did you try to maintain high standard of performance? • Did you display a generally positive altitude and demonstrate self-confidence? • Did you demonstrate knowledge of the legal boundaries and ethics of contact lens practice? EMOTION & PERSONAL GROWTH: • Did you reflect on your feelings when dealing with the case/peers/supervisor (eg. frustration, embarrassment, fear) for this exercise? If not, why not? If yes, who should be responsible — you, your patient or your supervisor? Why? • Did you find reflection (as required for this exercise) helpful, challenging, and enjoyable, change the way you learn? How? Why (not)? • How and what did you do to handle negative emotions arising from doing this subject? How could these feelings be minimized? • Did you try to find out if your feelings were different from your peers? Why? What did you do to help your peers? • Did you reflect on your learning altitude? How was it? Is there room for improvement? How? Why (not)? • What did you learn about your relationship with your peers/supervisors? What did you learn about working with others? Ideas for Reflective Journaling Writing Contributor(s): Dr. Michael Ying and Dr. Pauline Cho
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TIMELINES / MAJOR STEPS • Apply to Teacher Education Program while in Block I - EDUC 3320/3321. (Due dates are Feb. 15, July 1, or Oct. 15.) • Once admitted, student is eligible to take Block II - EDUC 3330/EDSP 4361. • Apply to Clinical Teaching. For all certifications other than 6-12 Ag, Food & Nat Resources, clinical teaching applications are due ONE FULL YEAR in advance of the semester you wish to clinical teach. Watch for signs or check the website under the Field Experiences tab Apply to Clinical Teach to find out meeting times and additional instructions to apply. (Due dates are Feb. 3 for Spring clinical teaching and Sep. 30 for Fall clinical teaching.) • Pass Content and PPR TExES test prior to clinical teaching. View the presentation at Certification Testing – Overview for more information. • At the end of your clinical teaching semester you will be given the instructions and permission to apply for certification. Any applications submitted early will be deleted. • After degrees have posted and you are a certified teacher, you are eligible to take other classroom based teaching TExES exams. Once passed, you can add that certification.
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