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Bluffton University
Clinical Practice Handbook
2014-2015
Table of Contents
Forward ......................................................................................................................................... 2
Clinical Practice Calendar ............................................................................................................. 3
Bluffton University Education Department Mission Statement ...................................................... 4
Pre-Clinical Practice...................................................................................................................... 8
Co-teaching................................................................................................................................... 9
edTPA Fact Sheet....................................................................................................................... 11
Using edTPA ............................................................................................................................... 14
Forms .......................................................................................................................................... 17
Class Schedule ........................................................................................................................... 18
Worksheet for Scheduling Teaching Responsibilities ................................................................. 19
Time Record ............................................................................................................................... 20
Instruction Profile/Lesson Plan and Reflection ........................................................................... 22
Instruction Profile/Lesson Plan post edTPA ................................................................................ 25
Teaching and Learning Reflection .............................................................................................. 26
Record of Supervisory Visits ....................................................................................................... 28
Clinical Practice Observation Forms ........................................................................................... 29
Clinical Practice Improvement Plan ............................................................................................ 32
Midway Feedback Form .............................................................................................................. 33
Teacher Candidate Recommendation ........................................................................................ 35
Evaluation of the University Supervisor by the Cooperating Teacher ......................................... 37
Clinical Practice Travel Expense Form ....................................................................................... 38
Criminal History Record Check – Fingerprint Instructions .......................................................... 39
Fingerprint Request Forms ......................................................................................................... 40
Work Stoppage Policy ................................................................................................................. 42
Awareness of Professional Conduct ........................................................................................... 43
Licensure Code of Professional Conduct for Ohio Educators ..................................................... 46
Disciplinary / Due Process .......................................................................................................... 51
Disciplinary Guidelines ................................................................................................................ 52
Disciplinary Actions ..................................................................................................................... 53
1 FOREWORD
The information presented in this clinical practice handbook is designed to assist you,
the clinical practitioner, your cooperating teacher, and the university supervisor [clinical faculty]
in understanding the important role each plays in this professional program known as clinical
practice. This handbook has been developed to be a reference guide for this clinical practice
semester experience.
The following information should provide you with useful details and suggestions as we
all work to make this a positive learning experience. As a partner in your professional
development, your cooperating teacher and your university work collaboratively to ensure your
success.
The Bluffton University Education Department is proud to be a part of this preparation for
highly qualified and competent educators who play such a vital role in the lives of our children.
We appreciate the cooperation, support, encouragement, and commitment on the part of
everyone working with us in this venture.
Gayle Trollinger, Ph.D.
Education Department Chair
Director of Teacher Education
2 Clinical Practice Semester Calendar
2014-2015
Fall Semester 2014
Methods: August 25-September 12, 2014
Full-time Clinical Practice: September 15-December 10, 2014
Spring Semester 2015
Methods: January 6 – January 24, 2015
Full-time Clinical Practice: January 27 – April 30, 2015
Excused Absence Policy
Clinical practitioners are permitted two excused absences during the clinical practice
experience. Excused absences include all illnesses, emergencies, and university related
events. Any absences beyond two must be made up in the clinical practice classroom after the
end of the clinical practice experience.
Please remember to call the Education Department Office (419-358-3331) before the beginning
of the school day you are absent. Please be sure to notify your cooperating teacher, the school,
and your university supervisor.
Contact Information at Bluffton University
Director of Teacher Education and Education Department Chair
Dr. Gayle Trollinger – 419-358-3341 or trollingerg@bluffton.edu
Coordinator of Field Experiences
Mrs. Diane Neal – 419-358-3328 or neald@bluffton.edu
Coordinator of Field Experiences for Graduate Programs in Education
Dr. Sarah Cecire – 419-358-3458 or cecires@bluffton.edu
Administrative Assistant
Mrs. Susan Collier – 419-358-3435 or colliers@bluffton.edu
3 Bluffton University Education Department
The religious, educational, historical, and social tenets of Bluffton University provide the foundation for the mission
of the Education Department. Bluffton University seeks to prepare students of all backgrounds for life as well as for
vocation, for responsible citizenship, for service to all peoples, and ultimately for the purposes of God’s universal
kingdom. This pursuit of excellence, informed by the peace church values, expresses itself in the following ways:
1.
2.
3.
To provide a superior baccalaureate program in the liberal arts emphasizing individual inquiry, critical
thinking, and lifelong learning;
To provide superior preparation in a select number of professional areas as an integral part of the liberal
arts program;
To integrate the values of faith of the University into all facets of the educational program, including not
only the curricular and co-curricular programs, but the very life of the university community (Bluffton
University Catalog).
The general education program provides integrated courses and experiences which place the student in an everexpanding context from the individual in the First Year Seminar to the global citizen of the Senior Capstone course.
The program is designed to acquaint the student with current thought and advances in all of the traditional academic
disciplines which are presented in an integrated format. Courses that are required of all students include: First Year
Seminar, College English, Understanding Numerical Data, Integrated Lab Sciences 1 and 2, Introduction to Biblical
Literature, Integrated Social Sciences, Humanities I and II, Issues, Religion, Integrated Arts, Cross-Cultural
Dynamics, Cross-Cultural/Service Learning Experience, and Christian Values in a Global Community. The Liberal
Arts and Sciences program models how an Anabaptist vision of community can be used to develop responses to
issues and concerns form a global community perspective (Bluffton College Catalog, 1999-2000, p. 57-58).
In the Department of Education, courses and field experiences are based upon a curriculum model which joins
content and methodology. The Bluffton University Teacher Education program is transitioning to the standards
established by the Council for Accreditation of Educator Preparation (CAEP) and meets the following standards:
CAEP Standard 1:
CONTENT AND PEDAGOGICAL KNOWLEDGE
The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their
discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.
CAEP Standard 2:
CLINICAL PARTNERSHIPS AND PRACTICE
The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that
candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on
all P-12 students’ learning and development.
CAEP Standard 3:
CANDIDATE QUALITY, RECRUITMENT, AND SELECTIVITY
The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility
from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that
completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that
development of candidate quality is the goal of educator preparation in all phases of the program. This process is
ultimately determined by a program’s meeting of Standard 4.
4 CAEP Standard 4:
PROGRAM IMPACT
The provider demonstrates the impact of its completers on P-12 student learning and development, classroom
instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their
preparation.
CAEP Standard 5:
PROVIDER QUALITY ASSURANCE AND CONTINUOUS IMPROVEMENT
The provider maintains a quality assurance system comprised of valid data from multiple measures, including
evidence of candidates’ and completers’ positive impact on P-12 student learning and development. The provider
supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its
completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program
elements and capacity, and test innovations to improve completers’ impact on P-12 student learning and
development.
The content and pedagogical knowledge expected of Bluffton clinical practitioners is articulated through the
InTASC standards and the Ohio Standards for the Teaching Profession:
The Learner
and Learning
Content
Knowledge
INTASC Standards
Standard #1: Learner Development
The teacher understands how learners grow
and develop, recognizing that patterns of
learning and development vary individually
within and across the cognitive, linguistic,
social, emotional, and physical areas, and
designs and implements developmentally
appropriate and challenging learning
experiences.
Ohio Standards for the Teaching Profession
Standard 1: Teachers understand student
learning and development and respect the
diversity of students they teach.
Standard #2: Learning Differences
The teacher uses understanding of individual
differences and diverse cultures and
communities to ensure inclusive learning
environments that enable each learner to meet
high standards.
Standard 1: Teachers understand student
learning and development and respect the
diversity of students they teach.
Standard #3: Learning Environments
The teacher works with others to create
environments that support individual and
collaborative learning, and that encourage
positive social interaction, active engagement
in learning, and self-motivation.
Standard 5: Teachers create learning
environments that promote high levels of
learning and achievement for all students.
Standard #4: Content Knowledge
The teacher understands the central concepts,
tools of inquiry, and structures of the
discipline(s) he or she teaches and creates
learning experiences that make these aspects
of the discipline accessible and meaningful
for learners to assure mastery of the content.
Standard 2: Teachers know and understand
the content area for which they have
instructional responsibility.
Standard #5: Application of Content
The teacher understands how to connect
concepts and use differing perspectives to
engage
Standard 2: Teachers know and understand
the content area for which they have
instructional responsibility.
5 Instructional
Practice
Professional
Responsibility
learners in critical thinking, creativity, and
collaborative problem solving related to
authentic local and global issues.
Standard #6: Assessment
The teacher understands and uses multiple
methods of assessment to engage learners in
their own growth, to monitor learner progress,
and to guide the teacher’s and learner’s
decision making.
Standard #7: Planning for Instruction
The teacher plans instruction that supports
every student in meeting rigorous learning
goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of
learners and the community context.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of
instructional strategies to encourage learners
to develop deep understanding of content
areas and their connections, and to build skills
to apply knowledge in meaningful ways.
Standard # 9: Professional Learning and
Ethical Practice
The teacher engages in ongoing professional
learning and uses evidence to continually
evaluate his/her practice, particularly the
effects of his/her choices and actions on
others (learners, families, other professionals,
and the community), and adapts practice to
meet the needs of each learner.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles
and opportunities to take responsibility for
student learning, to collaborate with learners,
families, colleagues, other school
professionals, and community members to
ensure learner growth, and to advance the
profession
Standard 3: Teachers understand and use
varied assessments to inform instruction,
evaluate and ensure student learning.
Standard 4: Teachers plan and deliver
instruction that advances the learning of each
individual student.
Standard 4: Teachers plan and deliver
instruction that advances the learning of each
individual student.
Standard 7: Teachers assume responsibility
for professional growth, performance, and
involvement as an individual and as a member
of a learning community.
Standard 6: Teachers collaborate and
communicate with students, parents, and other
educators, administrators and the community to
support student learning.
The Bluffton University Teacher Education program has set the clinical practice experience at a minimum of twelve
weeks as required by the state of Ohio. The clinical practitioner follows the school district calendar. During the
twelve weeks, at least 8 weeks of full time planning, teaching, and assessing is recommended for the clinical
practitioner. In most cases, the clinical practitioner will take responsibility for more than eight weeks and this is
strongly encouraged. The cooperating teacher and clinical practitioner (in consultation with the university
supervisor) may choose to implement a co-teaching model. A separate clinical practice experience is required for
each license.
Clinical practice may extend beyond the days Bluffton University is in session if the university supervisor,
cooperating teacher, and the Director of Teacher Education agree that additional days are necessary for the clinical
practitioner to satisfactorily complete the clinical practice experience.
During clinical practice, the practitioner will complete and submit and Teacher Performance Assessment (edTPA) to
Pearson. Practitioners will be out of their classrooms for one day for orientation, two half days for support, and will
6 be permitted one “floating day” for personal time to work on the submission. Dates will be shared with the
practitioner. Cooperating teachers are welcome to contact the Director of Teacher Education for more information.
Prior to clinical practice, all candidates must have met admission requirements to the Teacher Education Program,
must maintain a cumulative grade point average of 2.7 or higher, and must pass the appropriate Ohio Assessments
for Educators exams.
Due to the demanding nature of clinical practice the Education Department advises candidates to limit
extracurricular activities and to devote their time to the requirements of the clinical practice assignment. Personal
and social activities are to be given secondary importance, particularly if there is a conflict between these activities
and the demands of school.
Candidates must have an up-to-date criminal history record check report on file before participating in any field
experience or clinical experience/clinical practice. Some school districts/buildings require copies of these before a
teacher/candidate can be placed within the system. It is possible that a candidate will not be placed for field
experience or clinical practice (and thus would not be able to complete the program) if the background check so
warrants.
Clinical practitioners are not reimbursed for travel expenses. Car pools are encouraged whenever possible with
travel expenses to be shared by participants.
Clinical practitioners who live in a university residence hall and have a meal plan during the clinical practice
semester can make arrangements with dining services for a sack lunch.
7 Pre-Clinical Practice
**Ideas for your pre-clinical practice weeks. Please review this list with your cooperating teacher.**

Keep a daily journal – Write down the activities you perform, observations of the cooperating teacher,
the students, the surroundings.

Obtain a teacher handbook and a student handbook and study them.

Study the Ohio Department of Education’s Common Core Standards.

Meet the principal, guidance counselors, and secretaries.

Observe other teachers in their classrooms.

Have someone give you a tour of the building.

Help hand out books and other materials.

Enter names in grade book or on the computer.

Make a seating chart and study the students carefully and put a face with the name.

Learn to use the copy machine.

Study each of your textbooks. Get the overall view. Focus in on what you will be teaching. Study
those units. If you do not understand those topics, start studying those now. Do the reading, study
examples, do homework.

Study the next day’s lesson as though you were going to be teaching it. Then observe how your
teacher presents the material.

Help students with their homework during class, study halls, before / after lunch, before / after school.

Help grade quizzes as your teacher directs, and record the grades.

Hand back quizzes and go over them with the class.

Teach part or all of a lesson.

Help the teacher prepare materials-worksheets, transparencies, etc.

Find other ways to help the students and teacher, as assigned by the teacher.

Create a bulletin board display.

Begin collecting, and organizing materials and resources from other teachers, from your college
classes, off the web, at professional conferences, etc.

Eat lunch in the workroom (lunchroom) with the other teachers. Do not isolate yourself.

Attend extracurricular activities of your students, as time allows.

Find any other activities that will help you become a better-prepared and more-aware teacher
8 Co-Teaching
A strategy for successful teaching, today and tomorrow
As Ohio strengthens its education system with bold new reforms, educators need new
approaches aimed at consistent, high-quality instruction. Co-teaching, one such approach, is
proven effective with students. It also benefits teachers, ranging from pre-service to seasoned
educators.
What is co-teaching?
Co-teaching occurs when “two or more professionals deliver substantive instruction to a diverse
or blended group of students in a single physical space.” (Cook and Friend, 2004)
During the past several decades, co-teaching strategies developed with a special focus on
meeting the needs of diverse learners, such as students with disabilities and English language
learners. Today, as the positive effect of co-teaching on students has become better
documented, more educators have begun to use co-teaching to meet the challenges of the
state’s more rigorous teaching and learning standards.
How does co-teaching work with pre-service teachers?
Co-teaching positions the student teacher as an “apprentice” to the regular classroom teacher.
Both the student teacher and classroom teacher, however, take an active role in planning
lessons, providing instruction and assessing students. The classroom teacher retains a great
deal of responsibility, but the student teacher takes some ownership of student learning.
How can cooperating teachers and pre-service teachers benefit from using co-teaching
strategies?
Seasoned and pre-service teachers can gain rich professional development experiences with
co-teaching. The collaboration and conversation between co-teachers at every stage of lesson
development – from planning through delivery, assessment, reflection and feedback – offers
continuing opportunities for growth. The teamwork encourages both educators to adapt and
modify their lessons for maximum student learning.
How do students perform in co-teaching classrooms?
According to credible research, co-teaching produces students who outperform their peers in
single-teacher classrooms in reading and math achievement. (Bacharach et al, 2010).
Villa et al (2004) indicate that all students benefit when their teachers share ideas, work
cooperatively and contribute to one another’s learning.
Why would co-teaching work with all types of students?
It works because co-teaching:
 Reduces teacher-student ratios so students get more individual attention;
9 

Allows students to learn firsthand how their co-teachers use teamwork and problemsolving skills in the classroom;
Results in higher levels of enthusiasm and involvement among students than in
traditional classrooms;
How does co-teaching differ from other collaborations?
Current research sheds light on what authentic co-teaching truly is – and what it is not. Co
teaching is not:
 One person teaching one subject, followed by another person teaching a different
subject;
 One person teaching while another prepares instructional materials or corrects papers;
 One teacher facilitating a lesson while another watches with no participation;
 One teacher’s ideas dominating another’s when teaching strategies are selected.
High-quality co-teaching means that each educator shares leadership, engages in both teacher
and learner roles, and works toward a common goal. Good co-teachers take turns as expert
and novice, and giver and receiver of knowledge and skills.
Keeping the hiring pipeline open
School administrators who work with high-quality teacher degree programs to give pre-service
teachers meaningful student teaching experiences help their schools maintain a supply of wellequipped beginning faculty.
The Ohio Department of Education, Ohio Board of Regents and university teacher preparation
program deans are working together so that future teachers are prepared for Ohio’s higher
teaching and learning standards. Contact the education departments of universities in your
area to discuss how you can employ co-teaching approaches with cooperating and pre-service
teachers in your district’s classrooms.
Bacharach, N., Heck, T., & Dahlberg, K. (2010). Changing the Face of Student Teaching
through Co-teaching. Action in Teacher Education. 32(1), 3-14.
Cook, L., Friend, M. (1995). Co-Teaching Guidelines for creating effective practices.
Villa, R.A., thousand, J.S., & Nevin, A.I. (2004). A guide to co-teaching: Practical tips for
facilitating student learning. Thousand Oaks, CA: Corwin Press.
10 edTPA Fact Sheet
A performance-based approach to license teacher candidate and support program improvement
States and teacher preparation programs are looking for new ways to develop and evaluate
teaching effectiveness and improve their programs. Increasingly, they are focusing on authentic
assessments of how teacher candidates develop and evaluate student learning. edTPA
represents this historic shift as the first nationally available, research- and standards-based
support and assessment program that can serve as a common and external measure of
candidate performance and teacher quality.
edTPA complements existing entry-level assessments used by states that focus on basic skills
or subject matter knowledge and campus-based evaluations of clinical practice, coursework,
grades and curriculum-embedded assessments of candidate performance. Developed by the
profession for the profession, edTPA is available in 27 initial licensure areas. After a two-year
period of field testing, it now can be used for teacher licensure, as part of state and national
program accreditation and to guide program improvement. It is comparable to entry-level
assessments in other professions such as the bar exam in law, medical licensing exams and the
architectural registration exam.
edTPA is aligned with Interstate Teacher Assessment and Support consortium (InTASC)
standards, state professional teaching standards, Council for the Accreditation of Educator
Preparation (CAEP) standards and the Common Core State Standards. edTPA provides
meaningful data to support teacher education programs as they evaluate, reflect on and
continually improve their programs to ensure a relevant, integrated curriculum centered on
student learning.
How Does It Work?
The edTPA process is built around three-to-five continuous days of standards-based, subjectspecific classroom instruction delivered by a candidate, typically at the end of the student
teaching or clinical experience.
edTPA is a multiples-measure assessment of teaching – built and submitted by the candidate –
that addresses planning, instruction, assessment and analyzing teaching. It includes unedited
video recordings of the candidate teaching and examples of teaching materials (plans, teaching
tools, assignments) that demonstrate how the candidate planned instruction, adapted it for
diverse learners – attending both to subject specific learning and the development of academic
language – and assessed student work.
Each assessment is scored by qualified and trained teachers and teacher educators who are
subject experts with experience supporting beginning teachers. Half of current scorers are
recruited from higher education and half are recruited from P-12 educators, including National
Board Certified Teachers.
11 By the Profession for the Profession
The assessment draws from experience gained over a 25-year history developing performancebased assessments of teaching, including the National Board for Professional Teaching
Standards, the InTASC portfolio and the Performance Assessment for California Teachers
(PACT). Hundreds of teachers and teacher education faculty have been involved at every stage
of development and continue to participate in a professional learning community that supports
edTPA implementation. The Stanford Center for Assessment, Learning and Equity, in
partnership with the American Association of Colleges for Teacher Education, provide a rich
array of implementation support materials – including local evaluation training, curriculum
mapping and embedded assessment design, webinars on academic language, resources for
cooperating teachers and orientations for candidates. A National Academy of edTPA experts
provides implementation consultation and face-to-face scoring training in key states.
What is the status of edTPA?
edTPA has been tried out nationally since the beginning of the 2012 academic year. edTPA
underwent field testing with more than 12,000 teacher candidates during the 2011-12 and 201213 academic years. The field test data showed that edTPA is a rigorous, valid assessment that
is scored reliably.
Information from the field tests was used to fine tune assessment tasks, scoring rubrics and
candidate handbooks and, with the assistance of a standard-setting panel of educators and
psychometricians, determine a recommended professional performance standard. edTPA was
declared fully operational in September 2013. Evaluation Systems, a unit of Pearson, provides
the necessary technical infrastructure to distribute, collect and manage scoring.
Seven states – Georgia, Hawaii, Minnesota, New York, Tennessee, Washing and Wisconsin –
have adopted policies for using edTPA. Other states, including Illinois and Ohio, are
considering edTPA policies at the state level. Campuses in 19 additional states and the District
of Columbia continue to pilot the assessment. These states are considering edTPA as a
preparation requirement for new teachers, as a formal requirement for licensure or as part of
institutional accreditations.
The Stanford Center for Assessment, Learning and Equity, in partnership with the American
Association of Colleges for Teacher Education, led the development of edTPA with collaboration
from more than 500 design team members and reviewers from institutions of higher education
nationwide. Today, more than 480 institutions of higher education in 33 states plus the District
of Columbia participate in edTPA.
Helping to Meet Education’s Top Priority
The most important thing we can do to help students is to provide an effective teacher in every
classroom. But the growing number of new teachers and high rate of teacher turnover make
this a challenge.
12 The nation’s teaching force is younger than it has been in decades. According to the National
Center for Education Statistics, at least 15 percent of teachers have three or fewer years of
experience. The number of teachers entering the profession each year has been at its highest
in recent history. Preparing these new teachers for success is more important than ever.
edTPA is an educative process that builds on the latest research on teaching quality and
supports preparation programs to increase their focus on student learning and the skills and
abilities that improve teaching and student performance.
Supporting Change in Teacher Preparation
edTPA will provide evidence of a teacher’s readiness to enter the profession that can be acted
upon to support program improvement. The feedback provided to teacher candidates and
institutions will support ongoing inquiry and professional learning.
edTPA also supports performance-based state teacher licensure systems by offering a common
standard for teacher performance in the classroom as part of system of multiple measures.
Until now, completion of most state preparation programs relied primarily upon seat time in
coursework, local clinical evaluation and the results of subject-matter assessments. Teacher
preparation program models have evolved, with a range of approaches at the graduate and
undergraduate levels along with alternative teacher preparation programs and new online
delivery systems. It has been difficult, however, for states to maintain a credentialing system
that represents a common standard of knowledge, skills and abilities with documented validity of
their relation to the tasks of a classroom teacher that is comparable across institutions.
edTPA offers a rigorous measure of entry-level teaching skills and readiness for the classroom
– regardless of the path candidates take to teaching – that can be used across programs,
focusing attention on the capacity to teach.
States with edTPA Policies or Institutions Participating in edTPA
Arizona
Hawaii
Missouri
Rhode Island
Arkansas
Idaho
New Jersey
South Carolina
California
Illinois
New York
Tennessee
Colorado
Indiana
North Carolina
Texas
Connecticut
Iowa
Ohio
Virginia
Delaware
Maryland
Oklahoma
Washington
District of Columbia
Massachusetts
Oregon
Wisconsin
Florida
Michigan
Pennsylvania
Wyoming
Georgia
Minnesota
For more information about edTPA, visit: edtpa.aacte.org
For registration, candidate resource materials, and portfolio submission information, visit:
edTPA.com
13 Using edTPA
edTPA, formerly the Teacher Performance Assessment, was designed by teachers and teacher
educators to support candidate learning and provide data that support preparation program
growth and renewal. Aligned with Common Core State Standards and InTASC Standards,
edTPA assesses teaching behaviors that focus on student learning. edTPA can be integrated
with other teacher candidate assessments such as clinical evaluations, GPA, and content
knowledge examinations to inform program completion decisions or as a metric for licensure.
edTPA is a summative capstone assessment to evaluation readiness to teach. It is also a
source of evidence for program review, teacher licensure and/or state and national
accreditation.
Planning
edTPA Common Architecture
Artifacts
15 Rubrics
Lessons plans, instructional materials,
Planning for Content Understandings
student assignments, assessments
Supporting Students’ Learning Needs
Planning commentary
Planning Assessment to Monitor Student
Learning
Instruction
Unedited video clips
Instruction commentary
Assessment
Samples of student work
Summary of student learning
Assessment commentary
Planning commentary
Instruction commentary
Assessment commentary
Analysis of
Teaching
Academic
Language
Unedited video clips and/or student work
samples
Planning and assessment commentaries
Demonstrating a Positive and Engaging
Learning Environment
Engaging Students in Learning
Deepening Learning During Instruction
Subject-Specific Pedagogy
Analyzing Student Learning
Providing Feedback to Guide Learning
Supporting Students’ Use of Feedback
Using Knowledge of Students to Inform
Planning
Analyzing Teaching
Using Assessment to Inform Instruction
Identifying and Supporting Language
Demands
Evidence of Language Use to Support
Content Understandings
Preparation for Critical Dimensions of Teaching
The edTPA process identifies and collects subject-specific evidence of effective teaching from a
learning segment of 3-5 lessons from a unit of instruction for one class of students. Teacher
candidates submit authentic artifacts from a clinical field experience. Candidates also submit
commentaries that provide a rationale to support their instructional practices based on the
learning strengths and needs of students. Candidates’ evidence is evaluated and scored within
the following five dimensions of teaching:
1. Planning Instruction and Assessment establishes the instructional and social context
for student learning and includes lesson plans, instructional materials and student
assignments/assessments. Candidates demonstrate how their plans align with content
14 standards, build upon students’ prior academic learning and life experiences and how
instruction is differentiated to address student needs.
2. Instructing and Engaging Students in Learning includes one or two unedited video
clips of 15-20 minutes from the learning segment and a commentary analyzing how the
candidate engages students in learning activities. Candidates also demonstrate subjectspecific pedagogical strategies and how they elicit and monitor student responses to
develop deep subject matter understandings.
3. Assessing Student Learning includes classroom based assessment (evaluation
criteria), student work samples, evidence of teacher feedback, and a commentary
analyzing patterns of student learning. Candidates summarize the performance of the
whole class, analyze the specific strengths and needs of three focus students, and
explain how their feedback guides student learning.
4. Analysis of Teaching Effectiveness is addressed in commentaries within Planning,
Instruction and Assessment tasks. In planning, candidates justify their plans based on
the candidate’s knowledge of diverse students’ learning strengths and needs and
principles of research and theory. In Instruction, candidates explain and justify which
aspects of the learning segment were effective, and what the candidate would change.
Lastly, candidates use their analysis of assessment results to inform next steps for
individuals and groups with varied learning needs.
5. Academic Language Development is evaluated based on the candidate’s ability to
support students’ oral and written use of academic language to deepen subject matter
understandings. Candidates explain how students demonstrate academic language
using student work samples and/or video recordings of student engagement.
Scoring edTPA
The five dimensions of teaching are evaluated using 15 analytic rubrics on a five point-scale
focused on student learning. Stanford is responsible for the design and development of an online training system and for setting subject-specific benchmarks. Qualified scorers are trained to
use edTPA rubrics to evaluate candidate submissions consistently and fairly. Local, state, and
national scoring pools include teacher education faculty and clinical supervisors, as well as P-12
educators (e.g., National Board Certified Teachers, cooperating teachers who host teacher
candidates, and school administrators). At least half of all scorers are university faculty
(including clinical supervisors and cooperating teachers) and half are k-12 educators. All
scorers must meet rigorous qualifications including subject-matter experience, and recent
experience teaching the subject (to P-12 students or methods courses to candidates) and
mentoring or supporting beginning teachers.
Candidates may submit their edTPA materials directly to Pearson or via an approved, integrated
edTPA platform provider, including Chalk & Wire, Folio180, FolioTek, iWebFolio, LiveText,
Pass-Port, TaskStream, and Tk20 (see edTPA.com for details). Faculty provide formative
15 feedback to candidates while they are developing edTPA materials within these platforms.
Score reports include individual candidate scores as well as a narrative profile of candidate
performance. The score reports and candidate edTPA materials are useful data sources for
informing program and curriculum revision within participating campuses and as evidence for
state and national accreditation processes.
edTPA will be available for all licensure areas in adopting states*
Early Childhood
Elementary Literacy and
Mathematics
Middle Childhood:
English Language Arts
History/Social Studies
Mathematics
Science
Secondary English
Language Arts
Visual Art
Performing Arts
Secondary
History/Social Studies
Physical Education
Family/Consumer
Science
Secondary Mathematics
World Language
Health Education
Secondary Science
Agriculture
Library Specialist
Special Education
Business
Literacy Specialist
Classical Languages
Technology and
Engineering
Educational Technology
Specialist
*edTPA Subject-Specific Handbooks Are Available
For more information about edTPA:
http://scale.stanford.edu/teaching/edtpa
http://edtpa.aacte.org
edTPA.com
16 English as an Additional
Language
Forms
17 School:
Major/License Area:
Phone:
Clinical Practitioner:
Address:
Email:
Cooperating Teacher:
School Phone:
Email:
Address:
Home Phone:
Principal:
Phone:
Superintendent:
Phone:
Class Schedule
(Clinical Practitioner is to complete with the Cooperating Teacher and submit a copy to the University Supervisor,)
Period Time
Start
End
Mon
Tues
Wed
18 Thurs
Fri
Room #
Worksheet for Scheduling Teaching Responsibilities – Clinical Practice
(to be completed by the clinical practitioner and cooperating teacher with input from the supervisor)
Date
Subject, time period or activity
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
19 Bluffton University Clinical Practice
Time Record
Clinical Practitioner ____________________________________________________
Semester/Year ____________________________________
Policy: 2 excused absences are permitted for emergencies only. Any unexcused or excused absences beyond 2 must be made up at the end of the experience.
Week 1
DATES:
Week 2
DATES:
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Friday
Week 3
DATES:
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Friday
Week 4
DATES:
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Friday
Week 5
DATES:
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Friday
Week 6
DATES:
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Friday
Week 7
DATES:
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Friday
Week 8
DATES:
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
20 Friday
Week 9
DATES:
Friday
Week 10
DATES:
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Friday
Week 11
DATES:
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Friday
Week 12
DATES:
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Friday
Week 13
DATES:
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Friday
Week 14
DATES:
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Friday
Present Absent/reason
Monday
Tuesday
Wednesday
Thursday
Friday
Clinical
Practitioner
Signature:
Date:
Supervisor
Signature: ______________________________________________________
21 INSTRUCTION PROFILE/LESSON PLAN AND REFLECTION Bluffton University Prepared by: Date: Unit: Lesson Title: INSTRUCTION PLAN To be completed by clinical practitioner before learning episode/observation Grade and Content Area: DAILY LEARNING OBJECTIVES (use asterisk to indicate any accommodation/modifications for atypical learners) Objective 1 Who? The typical learner will be able to… What? Write out specific version of Common Core indicator, standard/content statement etc. (include how the outcome relates to the local/state curriculum model) ASSESSMENT Objective 1 How, when, where? By (saying, writing, doing)… How well, how accurate, how fast? etc. (minimum level of evidence of success) Objective 2 Who? The typical learner will be able to… What? Write out specific version of Common Core indicator, standard/content statement etc. (include how the outcome relates to the local/state curriculum model) ASSESSMENT Objective 2 How, when, where? By (saying, writing, doing)… How well, how accurate, how fast? etc. (minimum level of evidence of success) 22 Cooperating Teacher’s Initials: REFLECTION To be completed after learning episode/observation. May be completed by clinical practitioner and cooperating teacher or by clinical practitioner alone. REFLECTION Did all students meet your objective? How do you know? Did the assessment provide adequate information about the desire outcome? Why or why not? Did anything happen during the lesson that caused you to change your evaluation plan? How did it change and why? How will you use the information gained from the evaluation? Were the accommodations/modifications effective? How do you know? Did all students meet your objective? How do you know? Did the assessment provide adequate information about the desire outcome? Why or why not? Did anything happen during the lesson that caused you to change your evaluation plan? How did it change and why? How will you use the information gained from the evaluation? Were the accommodations/modifications effective? How do you know? STUDENT GROUPING How will you group students for instruction? How did this grouping work? Would you group differently if you were to repeat the lesson in the future? ACADEMIC LANGUAGE Discipline specific: General: Are there any terms you would add or delete if you were to repeat the lesson in the future? Materials needed: Resources used: MATERIALS, RESOURCES, TECHNOLOGY Technology used: In what ways were your materials and/or resources effective? Ineffective? What would you change? How did the use of technology enhance the lesson? What would you change? Time allocated in minutes Engager (How will you help activate background knowledge, make connections, motivate the learner?) Prime time 1 (How will you take advantage of peak student focus to introduce the lesson, main concepts and important information?) Down time (How will you help students process and apply information and regain focus?) Prime time 2 (How will you take advantage of second highest student focus period to reinforce information, provide additional practice/repetition, connect it to future learning, etc.?) Closure (How will you bring everything together, segue into next lesson, clean up, transition to next event, etc.?) LESSON SEQUENCE, ACTIVITIES, METHODS, ORGANIZATION Activity (student) Methods/Org (teacher) How effective were the chosen strategies/methods? What changes would you make if you taught this lesson in the future? Was the time for each lesson segment adequate? Was it too long or too short? 23 Reflection Does this engage the students in the lesson? How? Did you provide adequate closure? If not, why not? What would you change if you taught this in the future? ADDITIONAL REFLECTIONS AFTER LESSON IMPLEMENTATION Planning: What do the students know (prior learning and experiences)? Consider the variety of learners in your class and their family/community/cultural assets and interests. Also consider their social and emotional development as well and language and literacy development and cognitive and physical development. How does this lesson promote language and literacy development? Identify the key academic language demands. How do you plan to assist students to understand the academic language? Include supports for students at different levels of academic language development. How were formal and informal assessments selected and/or designed to provide evidence you will use to monitor students’ ongoing progress toward the standards? Assessment: Summarize student performance in a narrative and/or graphic form. What did you learn from the assessment (cite specific evidence)? In what form did you provide feedback to the students? How will students be provided opportunities to apply the feedback to improve their work(now or later)? Academic language – what data did the assessment provide about the academic language demands for the learning? How will the assessment results inform instruction? Reflection on the learning: What are two or three things you would do differently if you taught this lesson again? Why? 24 Instruction Profile/Lesson Plan post edTPA Prepared by: Unit: Bluffton University Date: Lesson Title: Grade & content area: Cooperating Teacher’s Initials: Daily Learning Objectives Objective 2 Who? The typical learner will be able to… What? Write out specific version of Common Core indicator, What? Write out specific version of ACS indicator, standard/content standard/content statement etc. (and include abbreviated label of statement etc. (and include abbreviated label of source? source? Assessment Objective 1 Objective 2 How, when, where? By (saying, writing, doing)… How, when, where? By (saying writing, doing)… How well, how accurate, how fast? etc. (minimum level of evidence of How well, how accurate, how fast? etc. (minimum level of evidence of success) success) Academic Language Discipline specific: General: Materials and Resources Materials needed: Resources used: Lesson Sequence, Activities, Methods, & Organization Time allocated Activity (student) Methods/Org (teacher) Engager Prime Time 1 Down Time Prime Time 2 Closure Lesson Reflection (after lesson is taught) Objective 1 Who? The typical learner will be able to… 25 Bluffton University Teacher Education
Teaching and Learning Reflection
TO DO:
1. Identify a specific topic or lesson you will teach at least two consecutive days.
2. Prior to teaching, prepare Instruction Profiles for the classes you will be teaching. Have
your cooperating teacher review your IPs.
3. Prepare a pre/post assessment to determine your students’ levels of understanding of
the learning objective you identified in your Instruction Profiles.
The assessment can be any tool you develop to help you learn about your students’
mastery of the content. It does not need to be time consuming or paper-pencil.
4. Administer the assessment. Analyze the results.
5. Teach the content.
6. Administer the assessment. Analyze the results. Compare the results with the preassessment.
SUBMIT THE FOLLOWING:
Instruction Profiles
Reflection of Student Learning
Data table (Identify students as Student 1, Student 2, etc.; Make a chart with the pre-test
and post-test information and then calculate the amount learned;
e.g.: Student 1 30/50 45/50 +5)
26 Reflection of Student Learning
Name:
Date:
Grade:
Please answer the following questions:
What was the learning objective?
Describe the pre/post assessment.
To what extent did students learn what you intended?
In what ways were your teaching methods effective? How do you know that?
In what ways were your activities effective? How do you know that?
In what ways were your materials effective?
Identify a student/group of students who did well. How do you account for this group’s
performance? What might you try in the future to challenge this (these) student(s)?
Identify a student/group of students who had difficulty with the content. How do you account for
this group’s performance?
Based on what you know about the students’ learning overall, how would you teach this material
the next time?
27 Record of Clinical Practice Supervisory Visits
Clinical Practitioner:
Semester:
School:
Visit #
1
Univ Supervisor:
Cooperating Teacher:
Date
Class/subject
Comments
Date/time for next visit
2
3
4
5
6
7
8
28 Bluffton University
Clinical Practice Observation
Ohio Standards for the Teaching Profession
Candidate:
Date:
Grade/Subject:
Ohio Standard 1: Students/InTASC Standards 1: Learner Development and 2:
Learning Differences
Teachers understand student learning and development and
respect the diversity of the students they teach.
Evidence/Comments
Elements
1.1 Teachers display knowledge of how students learn and of the developmental
characteristics of age groups
1.2 Teachers understand what students know and are able to do and use this knowledge to
meet the needs of all students.
1.3 Teachers expect that all students will achieve to their full potential.
1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.
1.5 Teachers recognize characteristics of gifted students, students with disabilities and atrisk students in order to assist in appropriate identification, instruction and intervention.
Ohio Standard 2: Content/InTASC Standards 4: Content Knowledge
and 5: Application of Content
Teachers know and understand the content area
for which they have instructional responsibility.
Elements
2.1 Teachers know the content they teach and use their knowledge of content-area
concepts, assumptions and skills to plan instruction.
2.2 Teachers understand and use content-specific instructional strategies to effectively teach
the central concepts and skills of the discipline.
2.3 Teachers understand school and district curriculum priorities and the Ohio academic
content standards.
2.4 Teachers understand the relationship of knowledge within the discipline to other content
areas.
2.5 Teachers connect content to relevant life experiences and career opportunities.
29 Evidence/Comments
Bluffton University
Clinical Practice Observation
Ohio Standards for the Teaching Profession
Candidate:
Date:
Grade/Subject:
Evidence/Comments
Standard 3: Assessment/InTASC Standard 6: Assessment
Teachers understand and use varied assessments
to inform instruction, evaluate and ensure student learning
Elements
3.1 Teachers are knowledgeable about assessment types, their purposes and the data they
generate.
3.2 Teachers select, develop and use a variety of diagnostic, formative and summative
assessments.
3.3 Teachers analyze data to monitor student progress and learning, and to plan,
differentiate and modify instruction.
3.4 Teachers collaborate and communicate student progress with students, parents and
colleagues.
3.5 Teachers involve learners in self-assessment and goal setting to address between
performance and potential
Standard 4: Instruction/InTASC Standards 7: Planning for Instruction
and 8: Instructional Strategies
Teachers plan and deliver effective instruction that
advances the learning of each individual student
Elements
4.1 Teachers align their instructional goals and activities with school and district priorities and
Ohio’s academic content standards.
4.2 Teachers use information about students’ learning and performance to plan and deliver
instruction that will close the achievement gap.
4.3 Teachers communicate clear learning goals and explicitly link learning activities to those
defined goals.
4.4 Teachers apply knowledge of how students think and learn to instructional design and
delivery.
4.5 Teachers differentiate instruction to support the learning needs of all students, including
students identified as gifted, students with disabilities and at-risk students.
4.6 Teachers create and select activities that are designed to help students develop as
independent learners and complex problem solvers.
4.7 Teachers use resources effectively, including technology, to enhance student learning
30 Evidence/Comments
Bluffton University
Clinical Practice Observation
Ohio Standards for the Teaching Profession
Candidate:
Date:
Grade/Subject:
Standard 5: Learning Environment/InTASC Standard 3: Learning Environments
Teachers create learning environments that promote high levels
of learning and achievement for all students
Evidence/Comments
Elements
5.1Teachers treat all students fairly and establish an environment that is respectful, supportive and
caring.
5.2 Teachers create an environment that is physically and emotionally safe.
5.3 Teachers motivate students to work productively and assume responsibility for their own learning.
5.4 Teachers create learning situations in which students work independently, collaboratively and/or
as a whole class.
5.5 Teachers maintain an environment that is conducive to learning for all students.
Standard 6: Collaboration and Communication/
InTASC Standard 10: Leadership and Collaboration
Teachers collaborate and communicate with students, parents, other educators,
administrators and the community to support student learning.
Evidence/Comments
Elements
6.1 Teachers communicate clearly and effectively.
6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional
and physical development and mental health.
6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.
6.4 Teachers collaborate effectively with the local community and community agencies, when and
where appropriate, to promote a positive environment for student learning.
Standard 7: Professional Responsibility and Growth
/InTASC Standard 9: Professional learning and Ethical Practice
Teachers assume responsibility for professional growth, performance and
involvement as individuals and as members of a learning community.
Elements
7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of
professional conduct.
7.2 Teachers take responsibility for engaging in continuous, purposeful professional development.
7.3 Teachers are agents of change who seek opportunities to positively impact teaching quality,
school improvements and student achievement.
31 Evidence/Comments
Clinical Practice Improvement Plan
Below is a plan of action to address identified specific areas of improvement. This plan of action has been developed by the cooperating teacher, university supervisor, and clinical
practitioner with the understanding that if continued progress is not being made by the clinical practitioner to meet at least the acceptable level, it may impact the placement and/or
the final recommendation.
1 = Not Acceptable
2 = Acceptable
3 = Target
Identified area(s) for improvement
Specific plan of action
Record of progress
1
2
3
Date:
1
2
3
Date:
1
2
3
Date:
1
2
3
Date:
1
2
3
Date:
1
2
3
Date:
1
2
3
Date:
1
2
3
Date:
Additional comments attached
Clinical Practitioner’s Signature
Cooperating Teacher’s Signature
Date:
32 University Supervisor’s Signature
Bluffton University
Teacher Candidate Midway Feedback Form
Candidate’s Name:
Semester & Year:
Licensure Area:
To the Evaluator: Please check the boxes below, giving both an overall score for each domain and for individual criteria.
Please provide additional comments below.
1 = Area for improvement
2 = Progressing
3 = Area of strength
1
Ohio Standard 1: Students / InTASC Standards 1: Learner Development and 2: Learning
Differences
Teachers understand student learning and development and respect the diversity of the
students they teach.
1.1 Teachers display knowledge of how students learn and of the developmental
characteristics of age groups
1.2 Teachers understand what students know and are able to do and use this knowledge to
meet the needs of all students
1.3 Teachers expect that all students will achieve to their full potential
1.4 Teachers model respect for students’ diverse cultures, language skills and experiences
1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk
students in order to assist in appropriate identification, instruction and intervention
Ohio Standard 2: Content / InTASC Standards 4: Content Knowledge and 5: Application
of Content
Teachers know and understand the content area for which they have instructional
responsibility.
2.1 Teachers know the content they teach and use their knowledge of content-area concepts,
assumptions and skills to plan instruction
2.2 Teachers understand and use content-specific instructional strategies to effectively teach
the central concepts and skills of the discipline
2.3 Teachers understand school and district curriculum priorities and the Ohio academic
content standards
2.4 Teachers understand the relationship of knowledge within the discipline to other content
areas
2.5 Teachers connect content to relevant life experiences and career opportunities
Ohio Standard 3: Assessment / InTASC Standard 6: Assessment
Teachers understand and use varied assessments to inform instruction, evaluate and ensure
student learning.
3.1 Teachers are knowledgeable about assessment types, their purposes and the data they
generate
3.2 Teachers select, develop and use a variety of diagnostic, formative and summative
assessments
3.3 Teachers analyze data to monitor student progress and learning, and to plan, differentiate
and modify instruction
3.4 Teachers collaborate and communicate student progress with students, parents and
colleagues
3.5 Teachers involve learners in self-assessment and goal setting to address between
performance and potential
Ohio Standard 4: Instruction / InTASC Standards 7: Planning for Instruction and 8:
Instructional Strategies
Teachers plan and deliver effective instruction that advances the learning of each individual
student.
4.1 Teachers align their instructional goals and activities with school and district priorities and
Ohio’s academic content standards
4.2 Teachers use information about students’ learning and performance to plan and deliver
33 2
3
instruction that will close the achievement gap
4.3 Teachers communicate clear learning goals and explicitly link learning activities to those
defined goals
4.4 Teachers apply knowledge of how students think and learn to instructional design and
delivery
4.5 Teachers differentiate instruction to support the learning needs of all students, including
students identified as gifted, students with disabilities and at-risk students
4.6 Teachers create and select activities that are designed to help students develop as
independent learners and complex problem solvers
4.7 Teachers use resources effectively, including technology, to enhance student learning
Ohio Standard 5: Learning Environment / InTASC Standard 3: Learning Environments
Teachers create learning environments that promote high levels of learning and achievement
for all students.
5.1 Teachers treat all students fairly and establish an environment that is respectful,
supportive and caring
5.2 Teachers create an environment that is physically and emotionally safe
5.3 Teachers motivate students to work productively and assume responsibility for their own
learning
5.4 Teachers create learning situations in which students work independently, collaboratively
and/or as a whole class
5.5 Teacher maintain an environment that is conducive to learning for all students
Ohio Standard 6: Collaboration and Communication / InTASC Standard 10: Leadership
and Collaboration
Teachers collaborate and communicate with students, parents, other educators,
administrators and the community to support student learning.
6.1 Teachers communicate clearly and effectively
6.2 Teachers share responsibility with parents and caregivers to support student learning,
emotional and physical development and mental health
6.3 Teachers collaborate effectively with other teachers, administrators and school and district
staff
6.4 Teachers collaborate effectively with the local community and community agencies, when
and where appropriate, to promote a positive environment for student learning
Ohio Standard 7: Professional Responsibility and Growth / InTASC Standard 9:
Professional Learning and Ethical Practice
Teachers assume responsibility for professional growth, performance and involvement as
individuals and as members of a learning community.
7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of
professional conduct
7.2 Teachers take responsibility for engaging in continuous, purposeful professional
development
7.3 Teachers are agents of change who seek opportunities to positively impact teaching
quality, school improvements and student achievement
Comments (Please provide for each “area for improvement” rating. You may also provide a general statement):
Name of Evaluator:
Date:
please print
Cooperating Teacher
University Supervisor
34 Bluffton University
Teacher Candidate Recommendation
Candidate’s Name:
Semester & Year:
Licensure Area:
To the Evaluator: Please check the boxes below, giving an overall score for each standard. Please provide an overall
recommendation for employment and additional comments.
1 = Unacceptable
2 = Acceptable
3 = Target
1
2
3
Ohio Standard 1: Students / InTASC Standards 1: Learner Development and 2: Learning
Differences
Teachers understand student learning and development and respect the diversity of the
students they teach.
Ohio Standard 2: Content / InTASC Standards 4: Content Knowledge and 5: Application
of Content
Teachers know and understand the content area for which they have instructional
responsibility.
Ohio Standard 3: Assessment / InTASC Standard 6: Assessment
Teachers understand and use varied assessments to inform instruction, evaluate and ensure
student learning.
Ohio Standard 4: Instruction / InTASC Standards 7: Planning for Instruction and 8:
Instructional Strategies
Teachers plan and deliver effective instruction that advances the learning of each individual
student.
Ohio Standard 5: Learning Environment / InTASC Standard 3: Learning Environments
Teachers create learning environments that promote high levels of learning and achievement
for all students.
Ohio Standard 6: Collaboration and Communication / InTASC Standard 10: Leadership
and Collaboration
Teachers collaborate and communicate with students, parents, other educators,
administrators and the community to support student learning.
Ohio Standard 7: Professional Responsibility and Growth / InTASC Standard 9:
Professional Learning and Ethical Practice
Teachers assume responsibility for professional growth, performance and involvement as
individuals and as members of a learning community.
Overall Recommendation for Employment (please check one):
Not Recommended
Recommended with Reservation
Recommended
Highly Recommended
Comments:
Name of Evaluator:
Date:
please print
Cooperating Teacher
University Supervisor
35 Teacher Candidate Recommendation
Expectations
All candidates will score at least at the Acceptable or Target levels in all areas on the Teacher
Candidate Recommendation form.
Unacceptable ratings will result in corrective activities, if they are feasible or appropriate as
determined by the University Supervisor, the Cooperating Teacher and the Director of Teacher
Education.
Rubric for Overall Recommendation
Highly Recommended – The majority of ratings (at least 6) are at the Target level
Recommended – The majority of ratings (at least 6) are at the Acceptable level
Recommended with Reservation – There were Unacceptable ratings that were corrected, but
are still areas for improvement
Not Recommended – There are Unacceptable ratings that have not been corrected
36 Bluffton University
Evaluation of the University Supervisor by the Cooperating Teacher
We would like an evaluation of the university supervisor who worked with you during clinical
practice. This is a confidential evaluation and we would appreciate your honest appraisal.
Please refer to university supervisor section of the Clinical Practice Handbook for the
responsibilities of the university supervisor.
Name of University Supervisor:
Name of Cooperating Teacher:
Date:
Please check the appropriate box for each:
Excellent
Good
Poor
Professionalism (punctual, attire, attitude
Assistance with problems, concerns, issues
Adequate time given to individual clinical practice visits
Accessibility
Quality of feedback (at least 5 visits)
Additional Comments:
Was the university preparation (professional education and major area) adequate for the clinical
practice experience?
37 Bluffton University
Clinical Practice Travel Expense Form
Date Filed:
It is understood that all travel listed below as for the purpose of supervising clinical practitioners or
otherwise implementing the clinical experience program (anything else should be listed on the general
travel expense forma or a requisition).
Date
Schools Visited
Total Miles:
Amount due @ 42 cents per mile:
Signature of University Supervisor:
Signature of Director of Teacher Education:
38 Miles
Criminal History Record Check Report - Fingerprint Instructions
(Instructions for Clinical Practitioners)
Students must have on file in the Bluffton University Education Department a valid criminal history record check report
from the Ohio Bureau of Criminal Identification & Investigation (BCI&I) and/or the Federal Bureau of Investigation (FBI). A
criminal history record check report is required for:

applying for admission to the Bluffton University Teacher Education Program

EDU 205 Field Experience – early field experience

EDU 356 Early Childhood Practicum – preschool field work

Clinical Practice

applying for licensure from the Ohio Department of Education
How to Schedule a Fingerprinting Appointment
Contact Mrs. Peggy Reichenbach, in the Business Office, to schedule an appointment to be fingerprinted.
Phone: 419-358-3301
Email: reichenbachp@bluffton.edu
Office location: College Hall ground floor
Fingerprinting Hours: By appointment only
What to Bring With You to Your Fingerprinting Appointment
1. fingerprint request form
2. valid driver’s license
3. social security number (you do not need your card, but you must know your number)
If You Already Have a Valid Report
If you obtained a valid criminal history record check report at a site other than Bluffton University, you are responsible for
delivering a hard copy of the report to Mrs. Susan Collier.
If You Need a Copy of Your Report
You can obtain hard copies of your reports by contacting Mrs. Susan Collier.
The Bluffton University Education Department cannot mail or fax copies of the reports to parties other than the student.
A criminal history record check report is valid for one year from the date of completion.
If you have questions about fingerprinting, contact Mrs. Susan Collier, Administrative Assistant for the Bluffton University
Education Department
Phone: 419-358-3435
Office location: Centennial Hall 3rd floor, office # 351
Email: colliers@bluffton.edu
Office hours: Monday-Friday 8 a.m. – 5 p.m.
39 Fingerprint Request Form
for
Clinical Practice
and for
Applying for Licensure from the Ohio Department of Education
Student’s Name:
(please print first name, middle name, last name)
Marbeck Box #:
Contact Phone #:
State of Residency:
Name of school for clinical practice placement:
Semester and Year of clinical practice:
Clinical practice and applying for licensure require both the BCII and the FBI criminal history record check
reports. Therefore, I need (please check the option below):
BCII and FBI Reports
No fee due at the time of fingerprinting
The $60 fee for both reports is included in the clinical practice fee which is billed to your student tuition
account during the semester in which you are enrolled in clinical practice.
Please send both my BCII and FBI criminal history record check reports electronically to the Ohio
Department of Education. ODE does not accept hard copies.
Please also send both my BCII and FBI criminal history record check reports to Mrs. Susan Collier in the
Bluffton University Education Department.
Signature:
Date:
This section to be completed by Mrs. Peggy Reichenbach, Business Office Administrative Assistant
Fingerprints done on:
date
Copies of reports sent electronically to ODE:
date
Copies of reports sent to Susan Collier:
date
40 Fingerprint Request Form
for Clinical Practice at a Lima City School
and for
Applying for Licensure from the Ohio Department of Education
Student’s Name:
(please print first name, middle name, last name)
Marbeck Box #:
Contact Phone #:
State of Residency:
Name of school for clinical practice placement:
Semester and Year of clinical practice:
Clinical practice and applying for licensure require both the BCII and the FBI criminal history record check
reports. Therefore, I need (please check the option below):
BCII and FBI Reports
No fee due at the time of fingerprinting
The $60 fee for both reports is included in the clinical practice fee which is billed to your student tuition
account during the semester in which you are enrolled in clinical practice.
Please send both my BCII and FBI criminal history record check reports electronically to the Ohio
Department of Education. ODE does not accept hard copies.
Please also send both my BCII and FBI criminal history record check reports to the Human Resource
Department at Lima City Schools.
I understand that I cannot go to the school until the reports have been received by the Lima City Schools.
I will receive an email confirmation from Mrs. Nancey Schortgen, Field Placement Coordinator at Bluffton
University, when my reports have been received and I have been cleared to go to the school.
I understand that I will need to obtain hard copies of both my reports from the Human Resource
Department at Lima City Schools and submit them to Mrs. Susan Collier in the Bluffton University
Education Department. I will contact Mrs. Collier for instructions on how to do this.
Signature:
Date:
This section to be completed by Mrs. Peggy Reichenbach, Business Office Administrative Assistant
Fingerprints done on:
date
Copies of reports sent electronically to ODE:
date
Copies of reports sent to Lima City Schools:
date
41 Policy on Clinical Practitioner’s Responsibility at the Time of Work Stoppage
Clinical practitioners are assigned to clinical practice centers to attain experience related to the
normal operations of a school, particularly in the teaching of groups of students. When the
assigned school is not in session (i.e., vacation periods), the clinical practitioner does not report
to the school.
Work stoppages on the part of the teachers or groups of teachers in the assigned school result
in disruption of a school’s operation to the extent that a clinical practitioner cannot ordinarily
secure the continuance of the experience for which he/she was assigned. Therefore, in the
event of a work stoppage in a particular school brought about through the actions of teachers,
the clinical practitioner is directed to return to campus. Resumption of his/her clinical practice
assignment would be expected with the end of the work stoppage.
The intent of this policy is to remove the clinical practitioner from a situation in which the clinical
practitioner might be assigned to take over for the classroom teacher involved in the work
stoppage, or might be expected to join actively with those bringing about the work stoppage.
Neither action is compatible with the purpose of the clinical practice program.
Note: This policy was originally formulated in 1971 by a consortium of area colleges and
universities which include Defiance College, Ohio Northern University, the University of Findlay,
and Bluffton University. While the consortium is not currently active, Bluffton University affirms
the validity of the policy.
42 Bluffton University Teacher Education Program
State of Ohio Educator Licensure
Awareness of Professional Conduct /Unbecoming Conduct of an Educator
Statement of Assurance of Good Moral Character
The Ohio Department of Education is committed to ensuring that all P-12 students receive instruction
from educators who can provide a safe, supportive, and healthy school environment. By Ohio statute,
those persons who have demonstrated “unbecoming conduct” may not be licensed to teach in Ohio’s
schools. The Office of Professional Conduct at the Ohio Department of Education is responsible for
raising awareness among pre-service educators for what unbecoming conduct is for educators and has
provided the following list of offenses that may keep a prospective teacher from gaining licensure.
Unbecoming conduct for educators includes but may not be limited to:
Drug Abuse
 Corrupting another with drugs
 Trafficking in drugs
 Illegal manufacture of drugs or cultivation of marijuana
 Illegal assembly or possession of chemical for the manufacture of drugs
 Funding of drug or marijuana trafficking
 Illegal administration or distribution of anabolic steroids
 Permitting drug abuse
 Deception to obtain a dangerous drug
 Illegal possession of drug documents
 Tampering with drugs
 Trafficking in harmful intoxicants; improperly dispensing or distributing nitrous oxide
 Illegal dispensing of drug samples
 Possession of counterfeit controlled substances
Violence
 Intimidation of attorney, victim or witness in criminal case escape
 Improper discharge of firearm at or into habitation; school-related offenses
 Illegal conveyance or possession of deadly weapon or dangerous ordnance or illegal possession
of an object indistinguishable from a firearm in school safety zone/courthouse
 Improperly furnishing firearms to minor
 Unlawful possession of dangerous ordinance; illegally manufacturing or processing explosives
 Felonious assault/ aggravated assault / aggravated murder / murder / voluntary or involuntary
manslaughter / reckless homicide
 Permitting child abuse
 Kidnapping / abduction / criminal child enticement and/or extortion
 Aggravated arson
 Aggravated robbery / robbery / aggravated burglary
 Inciting to violence
 Inducing panic
 Endangering children
 Soliciting or providing support for act of terrorism / making terroristic threat / terrorism
43 




Unlawful possession or use of a hoax weapon of mass destruction
Contaminating substance for human consumption or use contamination with hazardous chemical,
biological, or radioactive substance; spreading false report / placing harmful objects in
food/confection
Retaliation
Unlawful abortion / performing or inducing unlawful abortion upon minor / abortion manslaughter
Interference of custody / child stealing
Sexually-Oriented Offenses
 Sexual battery
 Unlawful sexual conduct with a minor / gross sexual imposition / sexual imposition
 Importuning
 Compelling prostitution / promoting prostitution or soliciting / loitering to engage in solicitation or
prostitution; after positive HIV test
 Disseminating matter harmful to juveniles
 Displaying matter harmful to juveniles
 Pandering obscenity; involving a minor
 Pandering sexually oriented matter involving a minor
 Deception to obtain matter harmful to juveniles compelling acceptance of objectionable materials
 Illegal use of a minor in nudity-oriented material or performance
 Felonious sexual penetration
Theft



Burglary
Personating an officer
Theft in office / perjury / bribery
Persons who have pleaded guilty to or been convicted of any of the above should contact the
Administrator of Investigations, Office of Professional Conduct, Ohio Department of Education (614-4665638) on their own or through an attorney in order to determine if they would be ineligible for an Ohio
educator license prior to continuing to pursue a teacher licensure program through Bluffton University.
Please note that pleading “not contest” is equivalent to pleading “guilty” and that the Ohio Department of
Education may investigate court records that have been sealed or expunged. In addition, if a person has
pleaded guilty or been convicted of any offense not listed above, they should contact the ODE Office of
Professional Conduct as they may have to demonstrate rehabilitation before obtaining licensure in Ohio.
Prior to entering any field experience, prior to clinical practice / internship and prior to gaining licensure in
Ohio, you will be subject to a Bureau of Criminal Investigation (BCI) review. An FBI background check is
also required for licensure. When candidates complete an application for licensure, they will be required
to answer the following questions:
 Have you ever been convicted of, found guilty of, pled guilty to, or pled no contest to any
misdemeanor other than a traffic offense?
 Have you ever been convicted of, found guilty of, pled guilty to, or pled no contest to any felony?
 Have you ever had a criminal conviction sealed or expunged?
44 

Have you ever had ANY professional certificate, license, permit, or an application for the same,
revoked, suspended, limited or denied?
Have you ever surrendered ANY certificate, license or permit, other than a driver’s license?
If a candidate has any concerns about how answers to the above questions might affect the ability to be
licensed, contact the Administrator of Investigations, Office of Professional Conduct, Ohio Department of
Education (614-466-5638) on his/her own or through an attorney before continuing the Teacher
Education Program at Bluffton University.
According to Rule SSO1-24-05 of the Ohio Administrative Code, any person issued a provisional teacher
license must, among other requirements, be deemed to be of good moral character, as defined by Rule
SSO1-24-21 of the Administrative Code:
“A person shall be deemed to be of good moral character provided that said individual has not pleaded
guilty to or been convicted of any felony, any violation of section 2907.04 (corruption or a minor) or
section 2907.06 (sexual imposition), or division (A) or (C) of section 2907.07 (importuning) of the Revised
Code, or any offense of violence, theft offense, or drug abuse offense that is not a minor misdemeanor, or
any substantively comparable ordinance of a municipal corporation or of another state. An individual who
has pleaded guilty to or has been convicted of any such offense may have an application for certification
considered by the State Board of Education, provided said individual meets the conditions specified in
Rule 3301-73 of the Administrative Code.”
Bluffton University is, therefore, obligated to require that all students pursuing programs leading to Ohio
educator licensure submit to a BCI review and, if applicable, an FBI review.
45 Licensure Code of Professional Conduct for Ohio Educators
Educators are entrusted by the public with the responsibility of providing a high-quality education to every
student. Through various roles, these professionals devote themselves to providing a safe and nurturing
environment in which all students can learn. In alignment with the Standards for Ohio Educators and the
Ohio Common Core Standards for Students, our state’s educators strive for excellence through high
expectations that they hold for themselves and their students. The professional conduct of every
educator affects attitudes toward the profession. Educators are trustees of the profession and share with
the broader community the responsibility of providing high-quality public education.
Aware of the importance of maintaining the confidence and trust of students, parents, colleagues, and the
public, Ohio educators maintain the highest degree of professional conduct for themselves and their
peers. The Licensure Code of Professional Conduct for Ohio Educators serves as the basis for decisions
on issues pertaining to licensure that are consistent with applicable law, and provides a guide for conduct
in situations that have professional implications for all individuals licensed by the State Board of
Education, such as teachers, principals, superintendents, and other persons serving schools (e.g., school
nurses, coaches, substitute teachers).
Ohio is nationally known as a state that produces high-quality educators and recognizes that its 250,000
practicing educators hold the fundamental beliefs defined in the following eight principles:
1. Educators behave in a professional manner, realizing that one’s actions reflect directly on the
status and substance of the profession.
2. Educators maintain a professional relationship with all students at all times, both in and outside
the classroom.
3. Educators accurately report information required by the local board of education or governing
board, state education agency, federal agency or state of federal law.
4. Educators adhere to federal, state and local laws and statutes regarding criminal activity.
5. Educators comply with state and federal laws related to maintaining confidential information.
6. Educators serve as positive role models and do not use, possess or unlawfully distribute illegal or
unauthorized drugs.
7. Educators ensure that school property, public funds or fees paid by students or the community
are used in the best interest of students and not for personal gain.
8. Educators fulfill all of the terms and obligations in their employment contract.
As education is a public trust, the Ohio Department of Education pursues allegations of unprofessional
conduct. By law, educators are entitled to all due process rights, with each circumstance considered on a
case by case basis to determine appropriate action. The Licensure Code of Professional Conduct for
Ohio Educators includes the presumptive range of applicable disciplinary actions involving any individual
licensed by the State Board of Education.
1. Professional Behavior
Educators shall behave as professionals realizing that their actions reflect directly on the status and
substance of the education profession.
An educator serves as a positive role model to both students and adults and is responsible for preserving
the dignity and integrity of the teaching profession and for practicing the profession according to the
highest ethical standards.
Conduct unbecoming to the profession includes, but is not limited to, the following actions:
46 a) Failing to adhere to the Licensure Code of Professional Conduct for Ohio Educators
b) Committing any violation of state or federal laws, statutes, or rules, although the conduct may not
have resulted in a criminal charge, indictment, prosecution or conviction. (This does not include
traffic violations,)
c) Disparaging a colleague, peer or other school personnel while working in a professional setting
(e.g., teaching, coaching, supervising, or conferencing) on the basis of race or ethnicity,
socioeconomic status, gender, national origin, sexual orientation, political or religious affiliation,
physical characteristics, age, disability or English language proficiency.
d) Failing to complete a criminal background check as required by state or federal law
e) Violating local, state or federal procedures related to the security of standardized tests, test
supplies or resources
f) Being disciplines by another state educational entity or other professional licensing board or entity
for unethical conduct
g) Using technology to intentionally host or post improper or inappropriate material that could
reasonably be accessed by the school community
2. Professional Relationship with Students
Educators shall maintain a professional relationship with all students at all times, both in and out of the
classroom.
An educator’s responsibility includes nurturing the intellectual, physical, emotional, social, and civic
potential of all students and providing a safe environment free from harassment, intimidation and criminal
activity. An educator creates, supports, and maintains an appropriate learning environment for all
students and fulfills the roles of trusted confidante, mentor or advocate for students’ rights. An educator
must serve as a champion against child abuse and be cognizant of student behaviors that suggest abuse
or neglect.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Committing any act of sexual abuse of a student or minor or engaging in inappropriate sexual
conduct with a student or minor
b) Committing an act of cruelty to children or an act of child endangerment (e.g., physical abuse,
mental injury, or emotional abuse)
c) Soliciting, encouraging, engaging or consummating an inappropriate relationship with a student or
minor
d) Disparaging a student on the basis of race or ethnicity, socioeconomic status, gender, national
origin, sexual orientation, political or religious affiliation, physical characteristics, academic or
athletic performance, disability or English language proficiency
e) Using inappropriate language, gestures or signs at any school-related activity such as racial slurs,
biased, lewd or lascivious expressional
f) Provoking an altercation between students, provoking or engaging in a physical altercation with
students, that is not for the purpose of ensuring the health, safety, and welfare of students
g) Failing to provide appropriate supervision of students, within the scope of the educator’s official
capacity, which risks the health, safety, and welfare of students or others in the school community
h) Knowingly contributing to or knowingly failing to intervene in the harassment, intimidation or
bullying of a student
i) Using technology to promote inappropriate communications with students
47 3. Accurate Reporting
Educators shall accurately report information required by the local board of education or governing board,
state education agency, federal agency or state or federal law.
An educator communicates appropriate representation of facts concerning qualifications for professional
practice, student information, school board policy, and other educational matters. An educator must
report, to the superintendent or designee, conduct by a licensed educator that substantially impairs his or
her ability to function professionally or any conduct that is detrimental to the health, safety, and welfare of
students.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Falsifying, intentionally misrepresenting, willfully omitting or being negligent in reporting
information submitted to federal, state, or other governmental agencies such as professional
qualifications, criminal history and information submitted in the course of an official inquiry or
investigation, college or professional development credit and/or degrees, academic awards, and
employment history when applying for employment and/or licensure, or when recommending an
individual for employment, promotion or licensure.
b) Falsifying, intentionally misrepresenting, willfully omitting or being negligent in reporting reasons
for absences or leaves
c) Falsifying, intentionally misrepresenting, willfully omitting or being negligent in reporting
information regarding the evaluation of student and/or personnel
d) Intentionally failing to report to superintendent or designee conduct that substantially impairs an
educator’s ability to function professionally in his or her position or any conduct that is detrimental
to the health, safety, and welfare of students
e) Intentionally failing to make a mandated report of any violation of state or federal law
4. Criminal Acts
Educators shall adhere to federal, state and local laws and statutes.
An educator shall not engage in criminal activity as evidenced by a criminal conviction, guilty plea, finding
of guilty, or participation in a court-ordered diversion or treatment in lieu of conviction program.
Conduct unbecoming includes, but is not limited to, the following actions:
a) A criminal offense that is an offense of violence, theft, drug abuse, or sexually-oriented offense as
defined in Ohio Administrative Rule 3301-20-01 (e.g., murder, rape, drug trafficking, kidnapping,
robbery, felonious assault).
b) A criminal offense that requires an educator to meet the rehabilitation standards as defined in
Ohio Administrative Code Rule 3301-20-01 (e.g., assault, passing bad checks, fraud, domestic
violence, possession of drugs).
c) A criminal offense that is not identified as an absolute bar offense or offense requiring
rehabilitation pursuant to Ohio Administrative Code Rule 3301-20-01, and the offense involves a
student, a minor or an offense involving a school district or school personnel
d) Conveying or possessing a deadly weapon or dangerous ordnance in a school safety zone, on
school premises, or at a school-related activity unless authorized by state or federal law
e) A criminal offense that is not identified as an absolute bar offense or offense requiring
rehabilitation pursuant to Ohio Administrative Code Rule 3301-20-01, and the offense does not
involve a student, a minor, a school district or school personnel. (This does not include traffic
violations.)
48 5. Confidentiality
Educators shall comply with state and federal laws related to maintaining confidential information.
An educator is entrusted with information that could be misused to embarrass or damage a student’s
reputation or relationship with others. Therefore, the educator has the responsibility to keep information
about students confidential unless disclosure serves professional purposes, affects the health, safety, and
welfare of students and others, is required by law, or parental permission has been given. An educator
maintains the security of confidential information such as academic and disciplinary records, personal
confidences, photographs, health and medical information, family status and/or income.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Willfully or knowingly violating any student confidentiality required by federal or state laws,
including publishing, providing access to, or altering confidential student information on district or
public web sites such as grades, personal information, photographs, disciplinary actions, or
individual educational plans (IEPs) without parental consent or consent of students 18 years of
age and older
b) Using confidential student, family, or school-related information in a non-professional way (e.g.,
gossip, malicious talk or disparagement)
6. Use, Possession, or Unlawful Distribution of Alcohol, Drugs and Tobacco
Educators shall not use, possess or unlawfully distribute illegal or unauthorized drugs. Educators shall
not use alcohol during any school activity involving students, minors or underage persons. Educators
shall not use tobacco during any school activity except in a designated area. Educators shall not furnish,
provide or encourage students or underage persons to use, possess or unlawfully distribute alcohol,
tobacco, illegal or unauthorized drugs.
An educator is entrusted with protecting the health, safety, and welfare of students at any school event.
The use of alcohol, illegal or unauthorized drugs causes impairment of professional judgment that may
potentially harm others. A professional educator must serve as a positive role model and refrain from the
illegal use of tobacco on any school grounds or at any school activity.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Being under the influence of, possessing, using or consuming illegal or unauthorized drugs
b) Being on school premises in an official capacity (e.g., teaching, coaching, supervising, or
conferencing) or at any school activity involving students, minors or underage persons while
under the influence, possessing, or consuming alcoholic beverages
c) Furnishing or providing tobacco, alcohol or illegal/unauthorized drugs to any student, minor or
underage person
d) Being on school premises or at any school activity involving students, minors or underage
persons while using tobacco except in a designated area
e) Promoting the use of steroids, stimulants, or nutritional supplements to accelerate physical
growth or contribute to the control of weight loss or weight gain to enhance physical performance
7. Accepting Compensation for Self Promotion or Personal Gain
49 Educators shall ensure that school property, public funds or fees paid by students or the community are
not used for personal gain. Educators shall not make decisions based upon gifts, gratuities, favors or the
socioeconomic status of parents, family members, community members or businesses.
An educator is entrusted with public funds and school property in the course of performing job duties and
maintains a high level of honesty, accuracy and accountability to ensure that institutional privileges are
not used for personal gain. An educator maintains integrity with students, colleagues, parents, families,
community or businesses when accepting gifts, gratuities or favors. To avoid bias or prejudice, an
educator needs to ensure that decisions made about students or school policy are not negatively
influences by the socioeconomic status of parents, family members, community members or businesses.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Soliciting students or parents of students to purchase equipment, supplies, or services or to
participate in activities that financially benefit the educator without notifying the superintendent or
designee and/or not in accordance with local board policy.
b) Accepting gifts from vendors or potential vendors for personal use or gain exceeding $25.00 in
value
c) Tutoring students in one’s district for profit without notifying the superintendent or designee and/or
not in accordance with local board policy
d) Coaching and/or promoting athletic or artistic campus, off season leagues, etc. in one’s district for
profit without notifying the superintendent or designee and/or not in accordance with local board
policy
e) Failing to account for funds related to school activities collected from students, parents, family
members, community members, staff or peers in accordance with local board policy
f) Co-mingling public or school-related funds with personal funds or checking accounts
g) Submitting fraudulent requests for reimbursement of expenses
h) Using school property without the approval of the superintendent or designee and/or not in
accordance with local board policy (e.g., technology, copy machines, vehicles)
8. Commitment to Contract
Educators shall fulfill all of the terms and obligations detailed in their employment contract with the local
board of education or educational agency for the duration of the contract.
An educator knows and understands the rights and responsibilities as outlined in the employment
contract and adheres to the terms and conditions of the agreement by fulfilling responsibilities and duties
required of the position.
Conduct unbecoming includes, but is not limited to, the following actions:
a) Abandoning the contractual agreement for professional services without prior release from the
contract by the Board of Education or designee according to Ohio Revised Code 3319.15
b) Willfully refusing to perform services and duties required by the contract except as outlined in the
Ohio Revised Code Chapter 4117
c) Violating or interfering with due process as outlined in the contractual agreement
50 Disciplinary / Due Process
The State Board of Education has the authority to suspend, limit, revoke or deny licenses; issue a letter of
admonishment; or enter into a consent agreement with an applicant or licensed educator, to administer
the educator discipline process in accordance with Chapter SS and Chapter 119 of the Ohio Revised
Code and Chapter 330 of the Ohio Administrative Code.
When an educator is reported to the Ohio Department of Education (ODE) for an allegation of
unprofessional conduct made by a principal, parent, teacher, student, superintendent, or community
member the department will determine whether the State board of Education has jurisdiction to
investigate the matter pursuant to Section 3319.311 of the Ohio Revised Code.
If it is determined that an investigation is warranted, a thorough investigation would be conducted
pursuant to Section 3319.311 of the Ohio Revised Code at which time all mitigating circumstances will be
fully examined to determine whether the allegation can be substantiated. If an allegation is reported and
it turns out to be a false allegation or unsubstantiated all the information obtained in the case file will be
sealed two years after the investigation is concluded in accordance with Section 3319.311 of the Ohio
Revised Code.
If the results of an investigation warrant initiating an action under Section 3319.31 of the Ohio Revised
Code, an educator is entitled to all due process rights afforded pursuant to Chapter 33 and Chapter 119
of the Ohio Revised Code and Chapter 3301 of the Ohio Administrative Code.
51 Disciplinary Guidelines
Upon a determination that the results of an investigation warrant the State Board of Education to impose
a disciplinary action pursuant to Section 3319.31 of the Ohio Revised Code, the State Board may impose
an appropriate penalty within the presumptive range on a case by case basis as set forth in these
disciplinary guidelines unless the aggravating and mitigating factors in an individual case warrant a
penalty outside the presumptive range.
The range of disciplinary actions are presumptions and may include a letter of admonishment, consent
agreement, limitation of a license, suspension of a license, revocation of a license, or denial of a license.
The terms “suspension,” “revocation,” and “denial” shall mean any length of suspension, revocation or
denial, including permanent revocation or permanent denial. A license may be suspended or limited
pursuant to a consent agreement or State Board resolution. A complete explanation of the types of
disciplinary actions can be accessed through the Department of Education’s website,
www.ode.state.oh.us and search keywords disciplinary actions.
The State Board may determine that a penalty outside the range of the disciplinary guidelines is more
appropriate in an individual case based upon aggravating and mitigating factors as outlined in Sections
3301-73-21 (A) (B) and Section 3301-20-01 (E) of the Ohio Administrative Code, or any other factors the
State Board, district or educational entity, or superintendent considers relevant. Further, the State Board
may determine not to impose a disciplinary action involving an educator’s licensure or application for
licensure based upon a local school district or educational entity appropriately addressing the violation of
the Licensure Code of Professional Conduct for Ohio Educators at the district or building level.
The Licensure Code of Professional Conduct for Ohio Educators applies to all individuals licensed by the
Ohio Department of Education. The presumptive ranges are only applicable for disciplinary actions
involving an educator’s licensure or application for licensure. The presumptive ranges are not applicable
for any discipline imposed at the local level. Possible discipline at the local level must follow all local
contractual provisions, including but not limited to due process, progressive discipline, and just cause.
However, an educator who violates one or more of the principles may be subject to discipline at both the
state level and local level.
Following are the disciplinary actions, including a presumptive range of penalties that shall apply to
violations of the Licensure Code of Professional Conduct for Ohio Educators
52 Disciplinary Actions
1. Professional Behavior
Educators shall behave as professionals realizing that their actions reflect directly on the status and
substance of the education profession.
If an educator violates Principle 1, the presumption for the appropriate range of disciplinary action is the
following:
i.
Suspension (1 day to 1 year) of a license depending upon the violation of the testing procedure;
ii.
Suspension of a license until the educator comes into compliance with the required background
checks;
iii.
Letter of admonishment up to revocation/denial of a license for other acts unbecoming to the
professional conduct of educators.
2. Professional Relationship with Students
Educators shall maintain a professional relationship with all students at all times, both in and out of the
classroom.
If an educator violates Principle 2, the presumption for the appropriate range of disciplinary action is the
following:
i.
Revocation/denial of a license for sexual/physical abuse;
ii.
Suspension (1 day to 5 years) of a license up to revocation/denial of a license for psychological,
verbal, or emotional abuse; to solicit, encourage, engage, or consummate an inappropriate
written, verbal, psychological, emotional or physical relationship with a student or minor; or
inappropriate use of technology with a student.
iii.
Suspension (1 day to 5 years) of a license for disparagement, inappropriate language, physical
altercations, inappropriate supervision or harassment.
3. Accurate Reporting
Educators shall accurately report information required by the local board of education or governing board,
state education agency, federal agency or state or federal law.
If an educator violates Principle 3, the presumption for the appropriate range of disciplinary action is
suspension (1 day to 1 year) of a license.
4. Criminal Acts
Educators shall adhere to deferral, state and local laws and statutes.
If an educator violates Principle 4, the presumption for the appropriate range of disciplinary actions is the
following:
i.
Revocation/denial of a license for a criminal offense that is an offense of violence, theft offense,
drug abuse offense or sexually oriented offense as defined in Ohio Administrative Code Rule
3301-20-01;
ii.
Revocation/denial of a license for a criminal offense involving the school community or where the
victim is a student or a minor
iii.
Suspension (1 day to 5 years) of a license up to revocation/denial of a license for all other felony
criminal acts;
53 iv.
Letter of admonishment up to revocation/denial of a license for all other misdemeanor criminal
acts. (e.g., disorderly conduct, trespass, assault, passing bad checks, fraud, domestic violence,
possession of drugs)
5. Confidentiality
Educators shall comply with state and federal laws related to maintaining confidential information.
If an educator violates Principle 5, the presumption for the appropriate range of disciplinary action is
suspension (1 day to 2 years) of a license.
6. Use, Possession, or Unlawful Distribution of Alcohol, Drugs and Tobacco
Educators shall not use, possess or unlawfully distribute illegal or unauthorized drugs. Educators shall
not use alcohol during any school activity involving students, minors or underage persons. Educators
shall not use tobacco during any school activity except in a designated area. Educators shall not furnish,
provide or encourage students or underage persons to use, possess or unlawfully distribute alcohol,
tobacco, illegal or unauthorized drugs.
If an educator violates Principle 6, the presumption for the appropriate range of disciplinary action is the
following:
i.
Suspension (1 year to 5 years) of a license up to revocation/denial of a license for violations
dealing with students, minors, or underage persons or school activities;
ii.
Suspension (1 day to 5 years) of a license for misuses unrelated to students, minors, or underage
persons or school activities.
7. Accepting Compensation for Self Promotion or Personal Gain
Educators shall ensure that school property, public funds or fees paid by students or the community are
not used for personal gain. Educators shall not make decisions based upon gifts, gratuities, favors or the
socioeconomic status or parents, family members, community members or businesses.
If an educator violates Principle 7, the presumption for the appropriate range of disciplinary action is the
following:
i.
Suspension (2 years to 5 years) up to revocation/denial of a license for theft of school property or
school funds;
ii.
Letter of admonishment up to suspension (1 day to 1 year) of a license for using one’s position for
personal gain.
8. Commitment to Contract
Educators shall fulfill all of the terms and obligations detailed in their employment contract with the local
board of education or educational agency for the duration of the contract.
If an educator violates Principle 8, the presumption for the appropriate range of disciplinary action is
suspension (1 day to 1 year) of a license.
54