Undergraduate Teacher Candidate Handbook:Elementary and Middle Level Benchmarks
Requirements for Admission to the Undergraduate Educator Preparation Program (EPP)
Benchmark One
Academic Advising (Check: TSI/Course Completion/GPA)
Students will meet with an academic advisor to assure successful progression. The following list is a few of the things an advisor checks. It is advisable to check-in with advisor at the beginning and end of semesters.
- Most school districts require fingerprinting, which requires a social security number (SSN) for placements. Please talk to your advisor if you do not have a SSN to ensure we can make proper arrangements for your placement.
- Completion of a minimum of 45 semester credit hours of college coursework; CoEHS Mentor Center provides course completion check
- Texas Success Initiative (TSI) requirements met
- Minimum overall GPA of 2.50 as a prerequisite to ELED 300 and RDG 350 [EC-6/4-8 Only]
- Minimum overall GPA of 2.75 as a prerequisite to SED 300 and RDG 380 [All level/Secondary]
- Degree evaluation in myLEO (DegreeWorks) to verify courses and requirements still to be met throughout the student's program
- Review of core coursework for appropriate grades and completion (usually after earning 54 hours of core and interdisciplinary courses)
- Co- and prerequisites met (See Table 1)
Table 1: Course Co/Prerequisites
| Course | Co/Prerequisites | Overall GPA Prerequisites |
|---|---|---|
| ELED 300 | Pre/Co: ELED 200 | 2.50 |
| RDG 350 | 2.50 | |
| RDG 360 | Pre: ELED 300 PRE: RDG 350 | 2.75 |
| RDG 370 | Pre: ELED 300 Pre: RDG 350 | 2.75 |
| RDG 380 (4-8 Only) | 2.75 |
Benchmark Two
Admission to Educator Preparation Program
Requirements for admission to the EPP:
- Minimum overall GPA of 2.65 is required for admission into the EPP
- Minimum 12 semester hours completed content area-target certification, ie., EC-6 Core Subjects;
- Minimum 15 semester hours completed content area-target certification, ie., All Math and Science
- Must be TSI complete
Process for Admission
- Completed online application through TK20 for admission to the educator preparation program. A Texas Education Agency (TEA) assessment fee of $35 and EPP admission application processing fee of $50, applied at time of application. Students will identify their chosen program on the application:
- EC-6/4-8 programs
- Paraprofessional-Aide program
- Secondary/All-Level program
- Complete a writing prompt within the application. This will be scored for readiness.
- Results of admission are recorded within TK20. If a candidate meets admission requirements, an Acceptance Survey is sent to the candidate's Leomail and through TK20.
- Upon receiving the acceptance survey, applicants MUST COMPLETE the survey to finalize formal admission into the program by the deadline provided by the certification office.
- Failure to complete and submit the TK20 acceptance survey will result in the candidate not being admitted to the EPP.
It is the responsibility of the candidate to inform the appropriate contact person in the event of a status change that prevents a candidate from moving forward with the program. They must formally withdraw from the program. Important contacts are:
- Certification office – Mitzi Hughes
- C&I Department – Nicole Jones
- Center Coordinator – depends on your program
In the event an applicant does not gain admission by not yet meeting criteria and/or requires remediation see below for next steps:
- Applicants who do not meet the writing prompt rubric score requirements will meet one-on-one with the EPP coordinator to determine appropriate intervention/remediation. For a premediation/remediation action plan, students will be notified by department personnel.
- Applicants who do not meet admission TEA requirements will be notified by the certification office to determine next steps.
- Applicants who do not meet admission requirements, must reapply to the program and complete/meet all admissions requirements (disposition survey, minimum GPA, application fee, etc.) to be considered for admission into the program.
Benchmark Three
Complete the coursework and benchmarks required prior to beginning student teaching placement
Approval to enroll in professional development/teacher certification coursework must be obtained and an official degree plan declared.
- Overall GPA of 2.75 is required for all candidates;
- Completion of a minimum of 80 semester credit hours of college coursework/degree plan
- Overall GPA of 2.75 is a prerequisite to RDG 360, RDG 370 and RDG 380.
- Completion of all professional development/teacher certification, education core, and specialization / major courses required before clinical teaching, as reflected on student's DegreeWorks, with a minimum grade of “C” and a minimum GPA of 2.75 in all identified areas.
- Completion of 50 Field Based Experience Hours. These hours include a combination of observation and actively engaged (interactive) hours and are connected to ELED 300, SED 300/330, RDG 350, RDG 360, and RDG 380 (4-8). A successful rating from the observing mentor teacher/district is required.
*If the hours are not completed and/or the teacher candidate receives an unsuccessful evaluation from the teacher/district this could impact an applicant from moving forward and/or initiate a ‘fit to teach' growth plan. (See Table 2)
Table 2: Field-Based Experience Hours
Teacher Candidates must complete 50 Field Based Experience Hours after admission to EPP and prior to Clinical Teaching. At least 25 hours must be actively engaged (interactive) and up to 25 should be observation.
| Certification Area | Course Requirements |
|---|---|
| EC-6 | ELED 300: 10 observation/10 interactive RDG 350: 10 observation RDG 360: 5 observation/15 interactive |
| 4-8 ELAR | ELED 300: 10 observation/10 interactive RDG 360: 5 observation/15 interactive RDG 380: 5 observation/5 interactive |
| 4-8 Math, Science, Math/Science | ELED 300: 15 observation/15 interactive RDG 380: 10 observation/10 interactive |
It is very important for this section to make sure you are communicating with the appropriate advisor to receive approval/authorizations prior to registering.
Benchmark Four
Complete the Application for Student Teaching
Students must apply for their student teaching placement in the field-based educator preparation program in the first three weeks of the spring/fall semester prior to beginning Clinical Teaching Semester I.
Applicants should apply the semester prior to starting Clinical Teaching Semester I; once they have met with the departmental advisor regarding readiness.
Application is an online process within TK20. (components listed below)
Application opens on the first class day; check website for closure date
Applications may not be processed past this date.
Applicants must decide which route (Traditional route or Paid Clinical Teaching route) and 1st and 2nd district choices. See explanations of these in the Definition section. NOT all districts offer paid clinical teaching.
EC-6/4-8 complete two semesters of student teaching
The online application within TK20 consists of the following:
- Choose path – traditional or paid clinical teaching, if applicable; educational aide application opens later
- An autobiographical sketch
- A signed commitment contract
- A schedule of courses currently enrolled in and courses still lacking
- Orientation PowerPoint Acknowledgement – read the orientation PowerPoint carefully!
- Questions related to the Orientation PowerPoint – email Mitzi Hughes
- Students must meet all requirements under benchmark three
- Departmental review and approval to interview and begin Clinical Teaching Semester I (If two or more separate faculty members file a Departmental ‘Fit to Teach' Concern form, a student may be prevented from interviewing or beginning the Clinical Teaching Semester I if a pattern of professional issues is documented)
- Before participating in the field-based interview sessions with ISDs, teacher candidate applicants will receive communication by email by their center coordinator for their particular center. Questions and/or concerns can be addressed at this time.
Approval to Student Teach
An applicant who does not meet the established criteria for approval to begin student teaching may appeal to the Departmental Appeals Committee or to TEARAC (Teacher Education Admission, Retention and Appeals Committee) for permission to begin the Clinical Teaching Semester, with the following exceptions.
A student may not appeal:
- to begin the clinical teaching placement if they have not completed a successful interview that
resulted in a confirmed placement - a “Departmental review and non-approval to interview and begin clinical teaching” This occurs when
faculty have professional concerns and completes two or more Department “Fitness to Teach” for
Prospective Teacher Education Students Professional Behavioral Standards Evaluation forms, which are
filed in the C&I department. - a low GPA
Benchmark Five
Successful Interview and Field-Based Placement within our partner districts
The purpose of this interview session is to provide prospective teacher candidates with information about the various ISDs and to provide an opportunity for ISD personnel (often a team of the principal and mentor/cooperating teachers) to identify prospective teacher candidates with whom they would like to work.
Prospective teacher candidates are:
- Required to attend an interview session with partner school districts organized by a field-based center.
- District interviews are held in the fall semester for spring placement and the spring semester for fall placement.
- An interview schedule will be posted on the Educator Certification website: https://www.tamuc.edu/programs/undergraduate-field-based-teacher-certification-programs/
- Once each prospective teacher candidate has interviewed with the team from their first-choice district, respective districts identify the applicants to invite to be teacher candidates in their districts.
- The candidate will be notified by phone or email of their acceptance and assignments by the center coordinator.
- If a student does not have a satisfactory interview, they will be notified by departmental personnel or Office of Educator Certification and Academic Services staff about next steps.
- If an applicant has formally accepted the invitation to the Undergraduate Field-Based and Teacher Certification Programs and the ISD, then something occurs to change their status of continuing with the program, it is the responsibility of the teacher candidate to inform the appropriate contact person and formally withdraw from the program. Important contacts are:
- Certification office – Mitzi Hughes
- C&I Department – Nicole Jones
- Center Coordinator – this depends on your program (pg. 6 key contacts)
Placement with Our Partner School Districts
The purpose of field experiences in the educator preparation program is to provide authentic observational experiences and structured teaching practice in school settings. The goal, first and foremost, is for teacher candidates to gain experience in performing the professional dispositions required of teachers in Texas.
Our ability to place teacher candidates with an effective cooperating teacher so that they can learn the profession depends on our strong relationships with dozens of local school districts. These districts also place teacher candidates from other institutions, so it is vital that we communicate with the district representatives in a timely and organized manner.
Important Awareness
Our schools and cooperating teachers accommodate teacher candidates on a voluntary basis, so various grade levels or specializations may or may not be available on a particular campus during any given semester. TEA also requires candidates to be placed with a cooperating teacher that has the same credential(s) the teacher candidate is seeking for their initial certificate; even supplemental certificates. Also, district partnerships occasionally change, even at the last minute; if this happens, teacher candidates will be notified as soon as possible so that they can make the necessary arrangements. Note that for a variety of reasons, teacher candidates cannot be placed at a school where any relative is employed or is attending.
It is our policy that teacher candidates do not contact school districts or individual schools directly to request a placement. Even if they happen to know a principal, and she/he has said they want them to come teach for them; we must work through the district protocols. We are guests in our partner schools, and their normal and effective operation will be impaired if our candidates swamp them with individual requests.
The ability of our teacher candidates to complete the program—and their degree—in a timely manner is important to us. Please check with your departmental advisor in the first week of each semester to review your eligibility to apply for field-based experience.
Benchmark Six
First Semester of Senior Year (Clinical Teaching Semester I)
*This begins a candidate's yearlong field-based student teaching with a public school partner district.
This is the culminating experience leading to initial certification.
The goal of the student teaching experience at A&M-Commerce is the preparation of an effective, skilled, and caring independent educator.
Teacher candidates:
- Must meet all previous benchmarks
- Enroll in coursework
- Meet all necessary requirements for approval to take their required TExES exam
- See information in Certification section; communicate with center coordinator
- Must undergo a criminal history background check prior to clinical teaching
- See statement below from the various entities
**** Candidates are responsible for providing their own transportation to and from their school district.
Pursuant to the Texas Education Code (TEC), §22.083, candidates must undergo a criminal history background check prior to employment as an educator; and pursuant to the TEC, §22.0835, candidates must undergo a criminal history background check prior to clinical teaching. Per TAC Title 19, Section 249.16 Pursuant to the Texas Occupations Code (TOC), Chapter 53, and the Texas Education Code (TEC), Chapter 21, Subchapter 8, the State Board for Educator Certification (SBEC) may suspend or revoke an existing valid certificate, deny an applicant a certificate, bar a person from being assessed or examined for a certificate, or take other disciplinary action because of a person's conviction of a felony or misdemeanor or certain other criminal history. If you have the potential to be ineligible because you have been convicted of an offense, it is in your best interest to request a preliminary criminal history evaluation.
It is important to note that the cooperating teacher—the teaching professional—maintains the authority in pacing. When beginning a field experience, some co-teaching strategies are more appropriate than others. The cooperating teacher decides when to use each strategy.
Benchmark Seven
Clinical Teaching Semester II
Teacher candidates:
- Must be enrolled in appropriate concentration coursework
- Must have passed the EC-6 Core Subjects exam or Content Areas exam to begin clinical teaching semester [EC-6/4-8 ONLY]
- Must maintain a 2.75 GPA in clinical teaching, successfully complete clinical teaching seminar courses with no grade below a ‘C’ and have all other requirements and benchmarks met
- Should take any remaining TExES exams needed for their level or subject area(s) of certification
- Must apply for graduation at the beginning of their clinical teaching semester II, regardless whether they choose to walk or not
- Application for certification should be initiated toward the end of clinical semester II
Benchmark Eight
Recommendation for Certification
Teacher candidates:
- Must have approval from the instructional leadership team (ILT) and center faculty for recommendation for certification
- Must have their TK20 binders completed fully and submitted by deadline
- Must have passed content exam, PPR, and if applicable STR.
- The degree is conferred by the Registrar's Office, prior to recommendation
