Exhibit 6.4.a.2
TOWSON UNIVERSITY
Teacher Education Executive Board
STANDARDS FOR STUDENTS ENROLLED IN TEACHER EDUCATION PROGRAMS
The Teacher Education Executive Board representing all teacher education programs at TowsonUniversityutilizesthe following minimum requirements as conditions for entrance into teacher education programs and formal entry into student teaching.
I.PROCEDURES AND REQUIREMENTS FOR ADMISSION TO ALL TEACHER EDUCATION PROGRAMS[1]
- Completion of a notarized self-disclosure form of criminal background to be filed in the Center for Professional Practice Office.
II.PROCEDURES AND REQUIREMENTS FOR ADMISSION TO ALL TEACHER EDUCATION PROGRAMS
A.Completion of a written application for formal admission to the program
B.Minimum overall grade point average of 2.75in Early Childhood, Elementary Education, Special Education, Middle School, and Secondary Education.
C.Completion of English 102/190 or equivalent course with grade of "C" or better; Secondary Education also requires an admission essay.
D.Standardized test score reflecting one of the following:
►Praxis I passing score (as determined by the Maryland State Department of Education)
►SAT taken after 2005: math and critical readingcomposite score of 1100;
►SAT taken between 4/95 and 2005: math and verbal composite score of 1100;
►SAT taken prior to 4/95: math and verbal composite score of 1000;
►ACT composite score of 24;
►GRE math and verbal composite score: test taken after September 2011: 297; taken prior to
September 2011: 1000.
E.Students seeking admission to teacher education programs (Art, Dance, Health Education, Music, and
Physical Education) must contact their Department Chair for program-specific procedures and requirements for admission to professional education programs.
III.PROCEDURES AND REQUIREMENTS FOR ENTRY INTO CAPSTONE INTERNSHIP FOR ALL PROFESSIONAL EDUCATION PROGRAMS
A.Completion of a Criminal Background Check. The Criminal Background Check results must be received by the Center for Professional Practice prior to entry into student teaching.
B.Minimum of 75 credits completed for K-12 programs; 90 credits completed for Early Childhood Education, Elementary Education, and Special Education; for Secondary Education - senior status.
C.Completion of electronic application and student data sheet for student teaching.
D.Minimum grade point average of 2.75 in Early Childhood Education, Elementary Education, Middle School Education, Secondary Education, Special Education, and Art Education; 2.5 in remaining K-12 programs.
E.Minimum average of 2.75 in academic major applicable only in programs requiring an academic major.
F.Minimum average of 3.00 in professional education courses for Early Childhood Education, Elementary Education, Special Education, and Art Education; 2.75 for Secondary Education and remaining K-12
G.Prior to applying for student teaching, all K-12 programs require one of the standardized test scores identified in Part II E above.
IV.PROFESSIONAL BEHAVIOR
The Teacher Education Executive Board (TEEB) reserves the right for each department/programto refuse, deny, or revoke the application for admission to professional education programs or continuation in professional education programs of any student whose observed conduct is deemed incongruent with established guidelines of professional behavior.
As a professional discipline, education is “vested by the public with a trust and responsibility requiring the highest ideals of professional service.” All teacher education students agree to accept “the responsibility to adhere to the highest ethical standards of professional behavior.”[2] Placing the importance of professional behavior and duties above one’s own convenience is the cornerstone of professionalism.
All teacher education students are responsible for understandingUnit, department- and program-specific professional expectations. In addition to fulfilling all academic requirements, successful completion of all field experiences requires demonstrated professional behavior including, but not limited to, punctuality, attendance, professional attire, discretion, respect for confidentiality, effective and appropriate communication with University and school-based students and personnel, and acceptance of diversity.
The same principles and guidelines that apply to students’ activities in general also apply to their activities online. This includes all forms of online publishing and discussion, including blogs, user-generated video and audio, social networks and other social media applications.The Internet is neither anonymous nor forgetful, and there is no clear line between one’s professional life and personal life on a social media site. Teacher candidates need to weigh every posting for how it affects their effectiveness as teachers.
All teacher education students must exhibit behavior that is consistent with the University's Code of Conduct, the Unit’s Professional Behavior Policy, and established professional practice in educational and clinical settings. Successful completion of all field experiences is a requirement for continuation in the education program.
[1]The TEEB Standards, including the "Statement of Professional Behavior for Undergraduate and Graduate Teacher Education Students," excerpted from Towson State University Compass (1987 Student Handbook), and "NEA Code of Ethics" (1975), were adopted by the College of Education Council in September, 1988, and reaffirmed by TEEB in November 1990, and October 1995. The Standards were revised and approved in February 1996, May 1998, February 2000, May 2005, May 2008, April 2009, December 2011, and November 2012.
[2]National Education Association, Code of Ethics of the Education Profession, 1975.