Conn. Agencies Regs. § 10-145d-10

Current through October 16, 2024

Section 10-145d-10 - Standards

These standards may be used from the effective date of the regulations until June 30, 2003.

(a)General Requirement

The institution and the educator preparation program(s) shall have clear and current statements of purpose and objectives.

(b)Curriculum

The curriculum shall provide for a planned and balanced program of study that is directed toward program objectives and the Connecticut Teaching Competencies. The basic components of this curriculum shall include study in general education, a subject area major, professional education course work and broad elective study in academic fields. All educator preparation programs shall provide:

(1) broad general education for students through experiences in all the major areas of knowledge as defined in Sections 10-145d-400 through 10-145d-619 inclusive, of the Regulations of Connecticut State Agencies, related regulations and the requirements of the institution;

(2) for a review at least every five years from the last self-examination of requirements and recommendations developed by learned societies and professional associations, and for the consideration of incorporating such requirements and recommendations into the programs;

(3) depth of study derived from a well-planned sequence of courses and experiences that includes theoretical and practical knowledge as defined in Sections 10-145d-400 through 10-145d-619 inclusive, of the Regulations of Connecticut State Agencies, and the requirements of the institution;

(4) study in professional education as specified in Sections 10-145d-400 through 10-145d-619 inclusive, of the Regulations of Connecticut State Agencies;

(5) the professional studies components which prepare education students to work effectively with culturally diverse populations;

(6) a description of program goals and objectives in each of the endorsement areas for which approval has been requested;

(7) a planned sequence of courses and experiences that meets the program objectives and Sections 10-145d-400 through 10-145d-619 inclusive, of the Regulations of Connecticut State Agencies;

(8) a written policy concerning independent study for credit in professional education;

(9) that if academic credit is awarded for activities of a special nature, activities meet established institutional criteria;

(10) instruction leading to the acquisition of the Connecticut Teaching Competencies;

(11) opportunities to develop and practice the Connecticut Teaching Competencies in a variety of simulated and actual teaching settings throughout the preparation programs; and

(12) the opportunity to demonstrate attainment of the appropriate Connecticut Teaching Competencies in a culminating clinical activity of supervised student teaching of ten or more weeks of full day experience, or the equivalent thereof.

(c)Evaluation

A systematic evaluation procedure shall be established which includes:

(1) the involvement of a broad representation of constituencies such as faculty, students, graduates and community representatives in its planning, policy development and implementation;

(2) monitoring program effectiveness by regular review of evaluations of student teachers submitted by cooperating teachers and supervising professors;

(3) assessment of the program as reflected in the performance of graduates within two years after they enter the teaching profession in Connecticut, including evidence of their performance in relation to the stated program objectives and Connecticut Teaching Competencies;

(4) assessment of the program by students and graduates of the program;

(5) use of the results of the evaluation process in the modification and improvement of educator preparation programs; and

(6) an evaluation of efforts to recruit underrepresented minority faculty and students to the program.

(d)Students

(1) Student admission criteria include appropriate academic and non-academic standards which shall be stated and enforced. Students are admitted to the educator preparation program after taking no more than two courses in professional education. These standards shall include, but not be limited to:

(A) passing PRAXIS I CBT, or its equivalent as approved by the Board, prior to admission to the educator preparation program;

(B) achieving a cumulative grade point average of at least a B-minus average for all undergraduate courses;

(C) successfully completing courses in arts and humanities, mathematics-sciences-technology, social and behavioral sciences, health and physical education;

(D) presenting an essay demonstrating a command of the English language and setting out the reasons for wanting to enroll in the program and emphasizing experience relevant to teaching;

(E) submitting at least two letters of recommendation from persons able to testify to the candidate's suitability as a prospective teacher; and

(F) completing an interview by a team to assess the candidate's personal attributes which shall affect his or her performance in teaching.

(2) A waiver for any one item listed above in (1) (B) through(1) (E) if justified by unusual circumstances, provided that a statement of justification is added to the candidate's records.

(3) The unit shall insure:

(A) adequate provision for monitoring the effectiveness of the student teaching experience;

(B) criteria for continuation in the educator preparation program are clearly defined, and shall include academic and non-academic factors which may affect qualifications for teaching;

(C) student records which are clear, complete, and legible, and transcripts including descriptive course titles, are maintained;

(D) adequate provision for advising and counseling students is available, including: preparation for PRAXIS II, guidance concerning appropriate course work, placement for student teaching, supervision during the student teaching experience and job placement, and

(E) program requirements communicated to administrators, faculty, including adjunct faculty and students.

(e)Faculty

The institution shall demonstrate that there is:

(1) adherence to clearly stated qualifications for full-time, part-time and adjunct faculty, including related educational background, experience and appropriateness of qualifications for assignments;

(2) review of qualifications of educator preparation faculty for the programs in which they are teaching and supervising;

(3) adherence to state and institutional criteria regarding qualifications, selection and responsibilities of cooperating teachers in local school systems;

(4) adherence to a reasonable faculty-student ratio, including classroom and counseling contacts;

(5) adherence to a reasonable policy regarding faculty load, including distinctions among various kinds of assignments such as supervision of student teachers, research, student advising, graduate instruction and professional development services to educational agencies;

(6) involvement of educator preparation faculty members, including part-time and adjunct faculty, in professional development activities designed to:

(A) keep up-to-date in field(s) of expertise,

(B) maintain knowledge and contact with public schools, and

(C) increase knowledge and practices of effective teaching skills; and

(7) involvement of supervisors of student teachers in professional development activities designed to (A) improve their knowledge and practice of effective supervision, (B) improve their knowledge and analysis of effective teaching as defined by the Connecticut Teaching Competencies, and (C) keep up-to-date on role and responsibility of the cooperating teacher.

(f)Administration

The institution shall demonstrate that:

(1) its organizational pattern facilitates articulation within the educator preparation program(s) and with other appropriate instructional departments;

(2) it supports the educator preparation programs, with a plan to review, develop, fund, implement and evaluate the programs;

(3) administrative control of the educator preparation program is clearly designated and appropriately centralized;

(4) cooperative arrangements with elementary and secondary schools are sought and established;

(5) responsibility for recommending candidates for certification is centralized in an individual who shall attest that the candidates have:

(A) met admission standards for the institution's educator preparation program;

(B) fulfilled the institution's and the state's certification and testing requirements; and

(C) demonstrated the appropriate Connecticut Teacher Competencies, where applicable.

(6) an affirmative action plan for recruiting minority faculty and students is implemented, monitored and evaluated.

(g)Facilities and Resources

There shall be evidence that:

(1) adequate clerical and secretarial services are available for the educator preparation programs;

(2) adequate administrative support is provided for the educator preparation programs;

(3) adequate professional services are provided for the library or media programs;

(4) adequate facilities, including campus and off-site locations, are provided and maintained to support the educator preparation programs;

(5) library holdings, instructional media services and resources, including advanced technology, are adequate for the programs offered, and plans exist for developing access to a growing information base through increased acquisitions and by drawing from other sources;

(6) there is access to and use of library holdings, resources and services; and

(7) students have access to a collection of texts and other educational resource material in current use in public schools.

Conn. Agencies Regs. § 10-145d-10

Effective July 8, 1998