九色堂

The Professional Education Unit at 九色堂 focuses on preparing candidates who identify, understand, and practice the four guiding principles which in turn, lead to internalization of the core values of 鈥旵ollaboration, Leadership, Inclusivity, Innovation, and Learning. Thus, fulfilling the vision to prepare collaborative, inclusive, and innovative education professionals who are lifelong learners and leaders. The Guiding Principles include proficiencies and dispositions.  

1. Learner and Learning (LL): Candidates understand that people are at the heart of our work and, as such, demonstrate a commitment to the principles and theories of human development, learning, and diversity, as well as a commitment to equity, inclusion, access, and the expectation that all people can learn. Candidates recognize and affirm diversity within and across cognitive, cultural, linguistic, social, emotional, and physical domains and use this understanding to create and sustain inclusive learning environments that promote individual and collaborative learning, positive social interaction, and self-motivation. Candidates celebrate diverse and intersecting identities (e.g., race, ethnicity, religion, class, sexual orientation, gender identity/expression, language, ability) and enact culturally sustaining pedagogies (Paris, 2012) and antiracist/antibias instruction to engage learners. Candidates use their knowledge of relevant structural, institutional, policy, historical, philosophical, social, and cultural factors as they advocate for individual learners and historically marginalized communities.  
2. Content Knowledge (CK): Candidates demonstrate and apply deep and flexible understanding of their content area(s) and alignment to theoretical perspectives, as well as state and national standards. Candidate content knowledge includes specialized content knowledge for teaching (e.g., Ball, et al, 2008). Candidates make content accessible and relevant through critical thinking, inquiry, collaboration, and problem solving connected to authentic local, state, national, and global issues (Wineburg, 2001; Monte-Sano, et al, 2014). Candidates can identify and leverage appropriate opportunities for using digital tools and information technology to deepen understanding of content, while simultaneously promoting inquiry and critical media literacies.鈥�
3. Professional Practice (PP): Candidate professional practice is rooted in an understanding of relevant theories and models, is built on strengths, and is supported by research. Candidates use research to inform curriculum design, assessment, and instructional delivery. Candidates design, implement, and interpret results from formative and summative assessments and use that knowledge to provide feedback and modify instruction that is developmentally, culturally, and ethically responsive (Ladson-Billings, 2021). Candidates鈥� professional practices leverage opportunities to incorporate content, contexts, and strategies from historically marginalized communities to support learners from a variety of backgrounds. Candidates know and use a variety of research-based instructional strategies, assessment tools, and technologies that enhance engagement, deepen understanding, and invite communication and reflection on learning.鈥�
4. Professional Responsibility (PR): Candidates value continuous learning and reflect on their professional practice, using technology as appropriate to build professional networks and engage in professional development. Candidates demonstrate leadership by communicating effectively with a range of stakeholders; enacting the legal and ethical practices of the profession; and developing innovative solutions to existing problems. Candidates identify, understand, and use processes to work collaboratively and professionally alongside learners, families, colleagues, and community members to ensure learner growth and advance the profession. Candidates recognize their own cultural biases and frames to address issues of equity, diversity, access, power, human rights, and social justice within their schools and communities.鈥� 

Approval must be granted by the College of Applied Studies鈥� Professional Education Exceptions Committee for all changes in program/graduation curriculum requirements, re-admission into College of Applied Studies, and field experience placements, etc. For submission deadlines for ALL exceptions as well as the curriculum and field experience exception forms, visit College of Applied Studies Exceptions.

Candidates who wish to complete an internship outside of the partnership schools must submit the exception form for review in a timely manner. The Exceptions Committee will consider each request and refer to the appropriate department head/chair for recommendation of approval. Decisions are made based on a strong emphasis with medical, financial, and family needs. The candidate must provide, 1) Documented medical conditions and/or 2) Proof of unanticipated, extenuating family circumstance or financial hardship.Please note: If an approval for field placement outside of the identified schools is granted, a fee of $500 may be added at the department鈥檚 discretion to the candidate鈥檚 tuition/fees account to cover the cost of additional support outside of the partnership.

Kansas Licensure Exam Requirements

The PRAXIS Content Area Exam is required of all candidates for each area of endorsement. In other words, if a candidate is getting both an elementary and an early childhood endorsement, he/she must take both content exams. Candidates are encouraged to take the PRAXIS content exam(s) prior to the student internship experience. Similar to the PLT, the Content Exam(s) is a state licensure requirement.

*All candidates must submit a copy of their Praxis II tests (PLT and Content) results report, both sides, (from ETS) as part of their application for licensure and degree completion.

TEACHER LICENSURE CAPSTONE (TLC)

(Formerly known as Kansas Performance Teaching Portfolio (KPTP))

Upon graduation, candidates are recommended for an 鈥渋nitial鈥� teaching license from KSDE for two years if they have:

1. Successfully passed a teacher work sample known as the Teacher Licensure Capstone (TLC) at 九色堂.
2. Completed program requirements, and passed all state mandated tests.
   
   All candidates will bear the cost of scoring their TLC, which will be $100.00
   
   If a candidate decides to withdraw from the program and/or not submit a TLC, a TLC Refund Request form must be submitted to College of Applied Studies Advising Office (CASA) or sent as an attachment to sherena.langley@wichita.edu, at least one week prior to the deadline for the TLC to be considered.

• 九色堂 Licensure Information: Visit 九色堂 Licensure Information for up-to-date Information
• Kansas Teaching Jobs: Search this link for the current positions available in Kansas
• Other Important Licensure Links
  • Status Definitions

1. Temprary Nonrenewable license is available for applicants who do not have content and/or pedagogy assessments completed for the initial license and who have been hired to teach in a Kansas district in their endorsement area(s). This license would be appropriate, for example, for someone who has completed all degree requirements, but has not taken the Praxis Content test.
2. Initial licenses are available for teaching (EC, EC-Late Childhood, Middle School, Secondary, PK-12), school specialist, and leadership licensure levels and are valid for a period of two years. This license is received upon completion of all program and degree requirements and successful completion of the Praxis Content tests for teaching licenses, and/or upon successful completion of the graduate degree program and the content assessment for school specialist/ leadership licenses. Initial license may be renewed if you haven鈥檛 taught one complete school year.
3. Professional licenses are valid for a period of five years. Professional licenses are available for teaching (EC, EC-Late Childhood, Middle School, Secondary, PK-12), school specialist, and leadership licensure levels. This license is received upon the successful completion of the state assessment and mentoring program for teaching licenses, or the internship for school specialist/leadership licenses during the initial licensing period.
4. Accomplished licenses are valid for a period of ten years. Accomplished licenses are issued based on achievement of National Board Certification. The endorsements on the accomplished license reflect the approved preparation programs the individual has completed.
5. Provisional licenses are valid for a period of two years and issued only at the level for which the applicant already holds a valid teaching license.
   1. Provisional teaching licenses are available only at the middle, secondary, and PK-12licensure levels. Provisional teaching licenses require (a) a current valid conditional or professional license at the level, (b) completion of 50% of approved program in the requested field, (c) a deficiency plan, and (d) verification of employment and assignment in the provisional endorsement area. Special education provisionals must meet the same requirements except that instead of 50% of the approved program, completion of coursework in the areas of methodology, characteristics and a practicum in the special education field are required.
   2. Provisional school specialist licenses are only available at the PK-12 licensure level. Provisional school specialist licenses require (a) a currently valid professional teaching license, (b) completion of 50% of an approved specialist program, (c) a deficiency plan, and (d) verification of employment and assignment in provisional licensure area. School counselor specialist also requires verification of supervision by a professionally licensed school counselor.
6. Restricted teaching licenses are valid for a three-year period at the middle, secondary, and PK-12 licensure levels. These licenses are for individuals who have a degree in their content field and are working with a school district and a higher education institution to complete an alternative route to licensure.
7. Emergency Substitute licenses are valid for only the current school year at the PK-12 licensure level. Emergency substitute licenses require a minimum of 60 semester credit hours. The license is requested through a local school district where substituting is planned.
8. Substitute licenses are valid for a period of five years at the PK-12 licensure level. Substitute licenses require a bachelor鈥檚 degree and verification of the completion of an approved teacher education program.
9. Exchange teaching licenses are valid for two years at all licensure levels. Exchange licenses are available for individuals who have completed approved programs and hold a full license from states participating in an exchange agreement. Kansas is a participant in the Central States Exchange Agreement with Iowa, Nebraska, South Dakota, Wisconsin, Michigan, Missouri, Illinois, and Oklahoma.

Note: In compliance with the criminal history records check (91-1-214), persons applying for their initial Kansas licenses OR applying to renew a certificate or license that has been expired more than six months must submit a complete set of legible fingerprints.

1. Completed all course and program related assessments
2. Successfully completed ALL coursework for designated program/major
3. Achieved GPA of 2.50 or higher overall and 2.50 or higher in major field(s)
4. Successfully completed KSDE required tests, i.e., Principles of Learning and Teaching (PLT), the Praxis II Content test(s), and State mandated teacher work sample (Teacher Licensure Capstone at 九色堂).
5. Successfully met requirements identified in the teacher intern鈥檚 degree audit
6. Degree posted by 九色堂 Registrar
7. Submission of legible fingerprints
8. Complete the licensure application 鈥� KSDE online Form 1 based on the directions in the next section, Submitting the Licensure Application

1. Go to: 
2. Click on the 鈥淩egister鈥� button to display the KSDE User Registration Form.
3. Create a Username and password and enter all personal information (you will use this login information throughout your career, so write it down).
4. Leave 鈥渋ndividual鈥� as the Application Access Level and click 鈥淪ubmit鈥�.
5. Once you have successfully logged in, you can access Form 1 for Initial Licensure or Added Endorsement.
6. After submitting your Form 1 application, wait for a message stating that your application has been submitted to 九色堂 for evaluation. The university will verify and recommend you for licensure and confirm the recommendation by e-mail.
7. After the licensure officer has recommended you for licensure, you will be contacted by e-mail for payment options. (KSDE will not process your application until payment has been made.)

Questions about licensure should be directed to the College of Applied Studies Licensure Officer, Tierney Mount.

Diversity is a critical principle for 九色堂 programs that prepare teachers and other school personnel, including diversity associated with the practical applications of professional knowledge and skills taught in those programs. In the context of such practical work, diversity refers to both variety among the recipients of professional practice (i.e., students or clients) as well as variety in the settings which professional knowledge and skills are being practiced. All 九色堂 professional education programs provide and ensure that candidates systematically reflect upon and engage in professional practice with diverse students/clients and in a variety of settings, as relevant to the specific areas of professional expertise.

1. Initial Teacher Candidate Experiences

   All candidates participating in field placements must have proof of a negative TB test before being allowed to enter the schools to complete field experiences. These tests are good for one year. Candidates may make an appointment with the 九色堂 student health center at any time during the year to have this test administered by calling (316) 978-3620. If the candidate鈥檚 TB test expires during the semester, a new TB test must be submitted after the expiration date, to the CASA office, 107 Corbin.

2. Introduction to the Profession with Field Experience

   Students examine the nature of teaching and the roles of teachers in the classroom.

3. Introduction to Diversity: Field Experience (Core I)

   Teacher Education Candidates (TECs) experience their initial school placements with students. The focus in on learning in classroom environments, studying characteristics and behaviors of adult/student interactions, and student/student interactions as it relates to contextual factors; including cultural and developmental diversity, which impact instructional decision-making.

4. Practica

   Some licensure levels and/or endorsement areas have developed additional practica that provide the teacher candidate with the opportunity to apply strategies and skills in an experiential setting.

5. Student Internship

   Candidates spend one year in an appropriate classroom setting(s), working with a mentor teacher(s) on planning, implementing, and assessing instruction aligned with state and/or district standards. The candidate, cooperating teacher, and university supervisor devise a plan so the candidate can assume full classroom responsibility for a designated period of time during the final semester of student internship.

6. Advanced Teacher Candidate Experiences

   Every candidate pursuing an advanced endorsement will participate in one or more practica and/or internship.
   See complete listing of Advanced Programs

九色堂 College of Applied Studies - Teacher Education Candidate

The 九色堂 Teacher Education Candidate (includes any 九色堂 student engaged in a field experience as part of their teacher preparation program) and Intern is responsible for:

1. Communicating with the cooperating teacher the university supervisor on a routine and timely basis;
2. Adhering to all placement school policies and procedures;
3. Demonstrating academic and professional integrity as outlined by 九色堂鈥檚 policies and procedures regarding student conduct: /about/policy/ch_08/ch8_05.php
4. Completing all assignments and projects as mutually agreed upon and assigned by the university supervisor, cooperating teacher, and/or the Teacher Education Program (e.g., TLC, reflection evaluations, lesson plans);
5. Being punctual and regular in attendance;
6. If for any reason a teacher education candidate must be absent, he/she should notify the university supervisor, the cooperating teacher, the building principal, and the school contact person prior to the absence.
7. Absences should be limited to emergency situations only (e.g., illness or family emergencies).
8. If a teacher education candidate is ill for an extended absence, he/she should provide the university supervisor with documentation such as a confirmation from his/her doctor. Similarly, the teacher education candidate must provide documentation reflecting the non- illness related absences if documentation is available (e.g., obituaries).
9. The field experience requirement may be extended when absences occur.
10. If a teacher education candidate is absent when he/she is scheduled to teach, he/she must provide a set of detailed lesson plans for the teacher who will assume the classroom responsibilities.
11. Demonstrating a sensitivity to students鈥� needs;
12. Demonstrating responsiveness to feedback;
13. Transporting him/herself to and from the placement school;
14. Maintaining the confidentiality of student information that must remain private in accordance with the Family Educational Rights and Privacy Act (FERPA); and
15. Any other appropriate assignment(s) or request(s) made by the cooperating teacher, university supervisor, or 九色堂 faculty.

The Teacher Intern and the Cooperating Teacher will plan this schedule together during the first two weeks of the semester. When completed, the Teacher Intern will share a copy with the University Supervisor so that she/he can make plans for visitations at appropriate times. On the schedule below, plan when the student will assume the identified responsibilities for the classroom. Be sure to include the time period where the Teacher Intern will teach his/her unit.

All teacher interns are responsible for developing a weekly schedule for their supervisor鈥檚 use. This schedule allows the US to make plans for visitation of all his/her teacher interns. If the schedule changes at any time, a new schedule should be given to the US as soon as possible.

 

• Employment of the Teacher Intern

  A teacher intern may not be hired to begin full-time teaching until after the last day of the semester as set forth in the 九色堂 Schedule of Courses. Since the teacher intern will not be eligible for initial licensure until several weeks after graduation and completion of the program, he/she should obtain an Emergency Substitute license through KSDE in order to teach full-time.

• Substitution for the Cooperating Teacher

  In accordance with the Kansas Board of Education Regulation #91-19-6(e), the teacher intern may not act as a substitute for a placement school teacher, including the cooperating teacher.

• Transportation

  The teacher intern shall not transport any children at any time during student teaching responsibilities. The teacher intern is responsible for providing his/her individual transportation to and from the school premises.

• Confidentiality of Student Educational Records

  The placement school and cooperating teacher agree to treat all teacher intern records confidentially and will not disclose records relating to the teacher intern except to the university and school placement personnel possessing a legitimate need to know consistent with their official responsibilities. Teacher interns shall be considered as persons who have been determined by placement schools to have legitimate educational interests in the personally identifiable information contained in educational records of the placement school鈥檚 students.

• Compensation to the Placement School's Personnel

  In consideration of the mutually beneficial opportunity shared between the placement school and the university, the university will pay an honorarium of $50.00 to each cooperating teacher working with a teacher intern (student teacher) for a 15-week period. An honorarium of $25.00 will be paid to each cooperating teacher working with a teacher intern (student teacher) for an eight-week period. Honorariums are processed at the end of the academic semester.

• School/District Policy

  Teacher interns are required to follow all school and district policies at their placement school as required for all employees. This includes polices such as weapon, social media, student services, and crisis & prevention management.
  
  For additional State of Kansas rules and regulations visit

Placement Policy:

The placement of a Teacher Intern is a cooperative venture involving both the University and the Placement School. Parties to this Agreement have the right and professional obligation to insist on standards of professionalism on the part of Teacher Interns that are consonant with prevailing standards in the school community. Neither party shall discriminate on the basis of age, color, disability, gender, gender expression, gender identity, genetic information, marital status, national origin, political affiliation, pregnancy, race, religion, sex, sexual orientation, or status as a veteran.Teacher intern candidates in schools are not traditionally placed where they are currently assigned for cooperative education experiences or course work.

Placement Guidelines:

1. Teacher intern placements will be made to provide each candidate a wide range of diverse field experiences that reflect the individual鈥檚 program levels and licensure requirements. Pre-K-12, dual middle-level, and Early Childhood Unified programs will be provided split placements at two levels.
2. Teacher interns will not be placed where either their teacher responsibilities or supervisory relationships could pose conflict of interest. Teacher interns will not be placed in schools where their children, spouses or significant others, relatives, or close friends are associated.
3. Teacher intern candidates will be placed at approved schools in groups, if possible, to minimize travel time for university supervisors and maximize teacher intern supervision time.
4. Teacher interns must meet all requirements of the teacher education program, Wichita State University, Kansas State Department of Education, and the Kansas Board of Regents, to be eligible for their teacher internship (student teaching).
5. Teacher interns will be placed with cooperating teachers who are highly-effective professionals who have at least three years of successful teaching in their licensure field.
6. Secondary and Pre-K 12 teacher interns will not be placed in high schools from which they graduated if it has been less than ten years.

Cooperating Teacher Responsibilities

1. Inform the teacher intern about the school鈥檚 policies and procedures, including confidentiality with students and student records.
2. Maintain the confidentiality of the teacher intern information in accordance with the Family Educational Rights and Privacy Act.
3. Provide feedback to the teacher intern while creating lesson plans, including utilizing the recommended format and incorporating the required standards into the lesson plan.
4. Review the teacher intern鈥檚 lesson plan prior to the lesson鈥檚 delivery.
5. Set up a schedule with the teacher intern for the semester, starting with co-teaching (CT and TI), then progressing to full teaching responsibility for at least 10 days before returning to co-teaching.
6. Remain in the classroom during the teacher intern鈥檚 teaching block to provide support, observation, and feedback.
7. Retain supervisory control of the class and the program of instruction at all times, while allowing the teacher intern to experience good teaching practice.
8. Observe at least 4 lessons (one of each: science, math, social studies and ELA) that are taught by the teacher intern. The CT will provided written feedback on the appropriate form and review the feedback with the teacher intern.
9. Complete the mid-term and final evaluations, using the appropriate on-line evaluation document and conferencing with teacher interns about the submitted responses.
10. Provide on-going mentor support, including constructive feedback in an informal or formal setting.
11. Communicate regularly with the university supervisor (US) assigned to your school. Report behavioral patterns of concern by the student intern immediately to the university supervisor. If there is a serious concern or incident, report the information to administrator immediately. The principal will contact the US and 九色堂 Department Chair who oversees the student intern's program.
12. Notify the US If you have (will have) a long-term absence of more than five days.

University Supervisor Responsibilities

1. Inform the teacher intern concerning all policies and procedures regarding the university鈥檚 student intern expectations.
2. Provide contact information to the cooperating teacher (CT) and teacher intern.
3. Communicate on a regular basis with CT and teacher intern.
4. Communicate with the building administration on a regular basis, fostering the PDS relationship between COEd and the school. Check with the administrator regularly about the student interns鈥� progress.
5. Develop a relationship of trust with the teacher intern, providing on-going mentoring support, observation, feedback, and evaluations. Make frequent site visits to the teacher interns in accordance with the CAS requirements.
6. Review intern lesson plans prior to a formal observation, providing constructive feedback after the student intern teaches the lesson.
7. Maintain confidentiality of the teacher intern information and partnership school鈥檚 student information, according to the Family Educational Rights and Privacy Act (FERPA).
8. Determine the student teacher鈥檚 final grade based on the teacher intern鈥檚 performance throughout the internship semester.
9. Complete teacher intern evaluations for formative and summative assessments, according to the university鈥檚 schedule.

Guidelines for Completing Evaluations

Evaluation of the teacher intern鈥檚 performance is a cooperative process that involves the cooperating teacher, the university supervisor and in some cases the building-level administrator. The evaluation process focuses on the growth of the individual. A comprehensive assessment of all student teaching activities will reflect an accurate perception of the teacher intern鈥檚 readiness for classroom teaching. In order to accomplish this, the cooperating teacher and university supervisor should:

• Schedule regular evaluation/feedback/reflection conferences with the teacher intern.
• Provide a continuous flow of information on the teacher intern鈥檚 performance.
• Focus on feedback about the student鈥檚 present performance.
• Clarify the teaching competencies that need attention.
• Provide the teacher intern with the opportunity for self-evaluation and reflection.
• Provide ongoing evaluation and reflection of professionalism.
• Suggest alternatives for planning to align with standards, instructing to meet standards and managing to control the classroom.
• Discuss reasons for various modes of operations and assessment.
• Submit a mid-term and final evaluation to the University supervisor.

The University supervisor takes responsibility for issuing the letter grade for student teaching. Evaluative information supplied by the cooperating teacher is most important and is given full consideration. A plus minus grading system was adopted beginning the fall 2009. It applies to grades A, B, C, and D. For additional information concerning grading systems see the Undergraduate Catalog 鈥淕eneral Information Grading System鈥�.

Candidates completing student teaching must earn a grade of 鈥淎, A-, B+, B or B-鈥� to be recommended for licensure.

Guidelines for Elementary Teacher Intern Observations

16 weeks: Elementary Education Teacher Candidate

• 4-5 formal observations (with 九色堂 lesson plan template) by Cooperating Teacher
• 2-3 formal observations (with 九色堂 lesson plan template) by University Supervisor

9 weeks: Early Childhood Teacher Candidate (elementary school setting)

• Formal observations (with 九色堂 lesson plan template) by Cooperating Teacher
• 1-2 formal observations (with 九色堂 lesson plan template) by University Supervisor

7 weeks: Early Childhood Teacher Candidate (early childhood setting)

• Formal observations (with 九色堂 lesson plan template) by Cooperating Teacher
• 1-2 formal observations (with 九色堂 lesson plan template) by University Supervisor

Please recall that ALL formal observations must include 九色堂 lesson plans attached to the observation forms.

Guidelines for Secondary/Middle Teacher Intern Observations

16 weeks: Middle/Secondary Teacher I

• Weekly observations with written feedback by the Mentor Teacher
• 3-4 formal observations with 九色堂 lesson plan template by University Supervisor

Please recall that ALL formal observations must include 九色堂 lesson plans attached to the observation forms.

Mid Term / Final Student Teaching Evaluation Form

• Who: Completed by both CT and US in ECU program only.
• When: At the midpoint of the field experience.
• Why: To document teaching intern鈥檚 progress and to show growth.
• How: Submitted online via the PASS system.

Final Intern KEEP Evaluation

• Who: Completed by both CT and US in all programs.
• When: In accordance with schedule, based on whether the teaching intern is completing a 15-week placement, a 9/7split placement for ECU teacher interns, or an 8/8-split placement.
• Why: To document the teaching intern鈥檚 summative performance.
• How: Submitted online via the PASS system.

Special Note regarding the Midterm KEEP Teaching Intern Evaluation for 7-week placements:

• University Supervisors do NOT need to complete a midterm evaluation during the 7-week placement, but they do complete the final evaluation.
• Cooperating Teachers and teaching interns DO complete both the midterm and final KEEP Intern Evaluation during the 7-week placement.

Field Experience Disposition Rubric

• Who: Completed by the CT
• When: Completed at the conclusion of the internship.
• Why: Document the teaching intern鈥檚 dispositions demonstrated during the teaching intern鈥檚 field/teaching experience.
• How: The Field Experience Disposition Rubric is submitted online via the PASS system.
  **Note: All evaluations are available for teaching interns to review.

KEEP and Formative Observation Forms

• Who: Completed by the US and/or CT
  • US- formative evaluations (written) should occur 2/3 times during the internship.
  • CT- formative evaluations (written) should occur 4/5 times during the internship.
• When: In conjunction with teaching intern evaluations, both summative and formative are submitted at the conclusion of the internship via PASS.
• Why: Document US visits the school for purposes of observing the teacher intern and documents feedback provided by CT.

*Note: If it is necessary to submit a paper copy of the dispositions or evaluations, please submit the form to the Placement Coordinator. Observation forms should be delivered or mailed to the College of Applied Studies Advising Office, Corbin, room 107, Box #131, 九色堂, Wichita, KS 67260-0131.

Procedures for Field Experience Concerns (during Pre-teaching Internship or Teaching Internship Experiences)

University supervisors are encouraged to establish a positive, comfortable, and professional relationship with the candidate and the cooperating teacher. The comfortable dialogue is important in order to maintain routine, honest, and open communications regarding the candidate, his/her performance, and desired expectations. Although serious concerns about the performance of candidates are rare, there are times when concerns about a candidate鈥檚 conduct or skills must be addressed jointly by the candidate, the PDS site, and the University. The following process will be followed in such a case:

Identification of the concern: The process described below provides initial documentation of any concern regardless of the severity. The documentation of a concern may be initiated by either the cooperating teacher and/or the university supervisor. Areas of concern may include but are not limited to the failure to:

• Demonstrate academic integrity
• Arrive on time and prepared to work
• Take responsibility for the safety and welfare of students
• Demonstrate respect for others
• Demonstrate sensitivity to the needs of others
• Consider and use suggestions and reflective feedback
• Take responsibility for his or her acts
• Generate and turn in work on time
• Use resources and materials appropriately
• Follow legal and ethical guidelines of the site and the University¹

¹ Depending upon the conduct of the candidate, 九色堂鈥檚 Student Disciplinary Procedures may apply. Please see 九色堂 Policy 8.05 Student Code of Conduct.

1. Communicate the concern, including a detailed description and the date. This can be accomplished by telephone, face-to-face meeting, memo, or email between the university supervisor and cooperating teacher. Care should be taken to protect the confidentiality of students and candidates when communicating concerns. If communication is via telephone or face-to-face conversation, documentation may consist of dated written notes taken of the conversation.
2. Determine if an action plan is necessary:
   • Following the identification of a concern, the cooperating teacher and university supervisor will discuss the concerns related to the candidate鈥檚 performance and determine if an action plan is warranted.
   • Depending upon the severity of the concern, the university supervisor makes contact with the building principal (usually within 24 hours) to confirm that concerns have been expressed and determine if it is necessary to devise a plan with the cooperating teacher and candidate as soon as possible.
3. Meeting to discuss the concern and devise a plan: A meeting is scheduled to discuss the concerns. Individuals at the meeting should include the PDS Coordinator, program chair, the university supervisor, the candidate, and, if desired by the candidate, an advocate for the candidate. If appropriate, others may attend such as the department head and the cooperating teacher. The purpose of the meeting is to explain the concerns that have been documented and, if appropriate, to create a suggested plan for resolution of the concerns. The plan would include objectives, procedures for assessment of progress, a timeline, and designation of a faculty member鈥攚ho may be the university supervisor鈥攖o oversee progress and give feedback to the candidate. The plan is to be documented on the Candidate Action Plan. The university supervisor will obtain approval for the proposed plan with the department head and, upon his/her approval with the cooperating teacher and, if appropriate, the building principal. Upon their approval, a copy of the plan will be distributed to all concerned parties and a copy will be placed in the candidate鈥檚 file.
4. Field Experience Review team meeting. In severe cases, it may be determined that a candidate should be removed from the field placement immediately. In such instances, the Field Experience Review team (university supervisor/program chair, building administrator, PDS Coordinator and Assistant Dean for Initial Programs) will meet to determine whether the removal is permanent or if a Candidate Action Plan will suffice. In either case the Field Experience Review team will use the Candidate Action Plan document to record the cause for concern and resulting actions to be taken. A copy of the Candidate Action Plan will be sent to the department head, Assistant Dean for Initial Programs, PDS Coordinator, and the program chair.
5. Implementation of the plan: The university supervisor/program chair (or designee) will mentor the candidate, consult with the originators of the Candidate Action Plan as needed, review the candidate鈥檚 progress toward meeting the objectives, and provide feedback to the candidate. Implementation of the Plan will be documented on the Candidate Action Plan.
6. Meeting to report progress: Upon completion of the objectives or the conclusion of the scheduled time for the plan鈥檚 end, the university supervisor will schedule a meeting with concerned parties to report on the candidate鈥檚 progress. The meeting will determine either:
7. Accomplishment of the objectives in the plan, or failure to accomplish the objectives, in which case the plan may be revised or extended, or the candidate may fail the field experience.

In a few select situations, there is a need to make a change in the teacher intern鈥檚 placement. Please note that changes to a teacher intern鈥檚 placement are rarely made. The decision to make a change in placement is made between the respective 九色堂 and district administrators and faculty, with input from the teacher intern, as well. 九色堂 and district administrators and faculty will review and discuss the evidence accompanying the change in placement request before making a decision to remove the teacher intern from his/her current placement. Ultimately, decisions are made by the Assistant Dean of Initial Programs with an opportunity to appeal the decision to the Dean of the College of Applied Studies. The Change of Placement Request Form (see next page) must be initiated when a change of placement is being requested.

Performance Assessment System for Students (PASS) is a web-based data management system for Wichita State College of Applied Studies. University Supervisors and Cooperating Teachers use PASS to collect, store, analyze, and report assessment information for teacher interns. You can . Notifications will be sent to email addresses when assessments are ready for Cooperating Teachers to enter data. Cooperating teachers will log in using their school email address. If you have difficulty, please contact Technical Support at:

Training & Technology Team (T3)

Monday - Friday: 8:00 am 鈥� 5:00 pm (CST)
Email: pass.support@wichita.edu
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