TERMINOLOGY 

Note: The Williams Teacher Education Program will be referred to as WTEP throughout this book, in conversation, and in other WBC publications. 

Teacher Candidate: An individual who has been admitted to a basic teacher education program and is in the process of preparing for initial licensure.  WTEP admission status distinguishes the teacher candidate from a student who is majoring in education and taking education courses.  Students pursuing a Bachelor of Science in Education must complete the WTEP admission criteria (see current Williams Baptist College Catalog and page 30 of this handbook).  Program admission is contingent upon the WTEP Admission Committee members’ agreement that all criteria have been met successfully. 

Teacher Education Program Admission Interview: Interview appointments are scheduled in April and October.  Although WTEP admission is typically requested at the beginning of the fifth semester, successfully accomplishing the criteria begins with entry level coursework.  (For more information, see the Teacher Education Programs Requirements checklist on page 30 of this handbook.)

Field Experiences: May include, but are not limited to, classroom observations, tutoring, assisting school teachers and administrators, participating in school and community-wide activities, student teaching and internships. 

Multicultural: Recognition of 1) the social, political and economic realities individuals experience in culturally diverse and complex human encounters and 2) the importance of culture, race, gender, ethnicity, religion, socioeconomic status and exceptionalities in the education process. 

Exceptionalities: Refers to students who exhibit physical, mental, or emotional needs that require special attention by school personnel. 

Developmentally Appropriate Practices: Age appropriateness: Human development research indicates that there are universal, predictable sequences of growth and changes that occur throughout life.  These predictable changes occur in all domains of development-- physical, emotional, social and cognitive.  Knowledge of typical development of children within the age span served by the program provides a framework from which teachers prepare the learning environment and plan appropriate experiences. 

Individual appropriateness: Each student is a unique person with an individual pattern and timing of growth, as well as individual personality, learning style and family background.  Both the curriculum and adults’ interaction with students should be responsive to individual differences.  Student learning is the result of interaction between his/her prior experiences and background of knowledge, and present experiences. These experiences should match the student’s developing abilities, while also challenging his/her interest and understanding.

Constructivism: A theory proposing that individuals construct meaning and understanding through their prior knowledge and apply this knowledge in new, current situations (Resnick).  A constructivist approach to teaching education involves teachers and their students constructing meaning out of information they have been exposed to through active participation and interaction (Doyle). 

Degree Plan: Each student pursuing the bachelor’s degree is expected to file a degree plan as soon as the degree objective is decided. This plan should be filed in the Office of the Academic Dean no later than the end of the second semester of the sophomore year. Transfer students entering as sophomores, juniors, or seniors must file during the first semester of attendance. The degree plan form, which may be obtained in the Academic Dean’s Office, must be completed in consultation with the student’s advisor and the department chairperson and must be approved by the Academic Dean. The student is responsible for the content and successful completion of the degree plan. If no satisfactory plan can be agreed upon, the student may not be allowed to continue in the program. This degree plan provides the program which, if completed successfully, becomes the basis for the conferring of the degree. Any change in the degree program must be approved by the academic advisor, department chairperson, and Academic Dean. A student may not graduate without an approved degree plan of file in the Academic Dean’s office. 

Prerequisite: A course that is basic or foundational to other courses.  Many prerequisites are indicated in the Williams Baptist College Catalog, however a general rule to follow is that a course with a lower number must be taken before a course with a higher number.  An example would be that PY1113 General Psychology must be taken before PY3113 Child Development and Learning Process.  Generally the courses that are numbered with a 1000 should be taken first, followed by courses that are numbered with 2000.  Courses are designed to become more rigorous as the numbering becomes higher.  Therefore, it is in the student’s best interest to complete the general education coursework before advancing to higher level courses.  Consultation with an assigned faculty advisor will help avoid errors in sequencing courses. Background knowledge through proper coursework preparation helps ensure student success. 

Partnership Schools: A school that has a signed, formal agreement with WTEP and is committed to partner with WTEP in the preparation of professional educators who effectively communicate, integrate, and care.

OBSERVATIONS AND FIELD EXPERIENCE

      Observations, field experiences, and directed student teaching are opportunities for Williams Teacher Education Program students to interact with children, adolescents, and youth.  Research and teacher candidate’s reflections validate such experiences.  A sequential and systematic plan details the programs’ course expectations and purpose for the observations and field experiences.  This plan is printed and provided for students, administrators, classroom teachers, and other participants.  Students/ teacher candidates have input in the selection of the observation and field experience school sites.  However, it is important to note that field experiences must be conducted in partnership schools where students of diverse cultures and exceptionalities are represented.

      ED 2033, Introduction to Teaching, is the first in the sequence of field experiences.  During this class, 20 hours of classroom observations are required.  The observation process has been thoroughly planned by Williams Department of Education faculty.  Students will be fully prepared in class sessions prior to the scheduled observations. 

Liability Insurance: Personal liability insurance is a requirement for observations and field-experiences in school settings and for working with children. 

NEA Education Employment Liability (EEL) Program is a professional liability insurance program which is provided by NEA as a benefit of membership.  It is underwritten and administered by Horace Mann Insurance Company.  As a Student Member of NEA preparing for a career, you will be expected to undertake student teaching assignments and other on-site classroom activities under the direction of a professional educator.  You may encounter situations which could involve you in legal action in which you might be held personally liable for damages. If one of your students files a lawsuit against you, while you are student teaching, the NEA Educators Employment Liability (EEL) program will provide you with insurance protection for the vast majority of lawsuits.  The program also reimburses you for damage to personal property in assault-related incidents. 

Personal Liability Insurance is not to be confused with car, home, or hospitalization insurance; it is specifically designed to cover personal performance and behaviors.  Personal liability insurance is for students’ and teacher candidates’ protection and ease of mind.  Like any other insurance policy, one never expects to use the policy but must be prepared with coverage.