Welcome
The University of Arkansas - Fort Smith (UAFS) School of Education (SOE) is committed to excellence in teacher preparation and to its mission of ensuring every Teacher Candidate is “Day-One Ready” so all learners achieve their greatest potential. Residency is the culminating field experience of the educator preparation program in which the prospective teacher is placed in the public school according to the requirements of the Arkansas State Department of Education for two consecutive semesters. During this time, the Resident observes, assists, and gradually assumes full responsibility for classroom instruction under the direction of the Mentor Teacher (MT), Site Coordinator (SC), and Coordinator of Teacher Licensure and Field Experience (CTL). Residency is considered by many to be the most important phase of the Teacher Candidate’s professional preparation program because this is the time the candidate applies and tests the principles, theories, and methods learned in the educator preparation program. Through Residency, the candidate experiences the many facets of a professional teacher’s role and gains a deeper understanding of teaching, students, and the school environment.
Schools that serve as sites for Residency are located in close proximity to UAFS. Residents are placed with a highly qualified MT in school settings that include students with exceptionalities and a variety of backgrounds. SCs provide guidance, feedback, and coaching to Residents through evaluation cycles and walkthroughs. They support and collaborate with both the Resident and MT to ensure the success of the Resident through the year-long experience.
This document will serve as a guide for Residents prior to and throughout Residency. It is part of the Teacher Candidate Manual, which contains information regarding all SOE programs, requirements, and the handbook.
Vision, Mission, and Essential Premises
The Vision of UAFS
Through dynamic academic programs, innovative research opportunities, and transformational centers of intellectual and economic development, UAFS will advance its community and become an institution renowned for educating and inspiring the ambitious students who call it home.
UAFS Mission Statement
UAFS empowers the social mobility of its students and the economic growth of the River Valley through exceptional educational opportunities and robust community partnerships.
SOE’s Mission Statement
Ensure every teacher candidate is “Day-One Ready” so all learners achieve their greatest potential.
SOE’s Vision
The UAFS SOE envisions:
● positive collaborative relationships with all stakeholders
● using data to drive continuous improvement
● consistent use of innovative evidence-based practices
● educators demonstrating dispositions with efficacy
● providing teacher candidates access to educational and social-emotional supports
SOE’s Collective Commitments
● Genuinely seek and value input from all voices through collaborative opportunities
● Study, clarify, and reflect on on-going coursework, data, and HUB assessments making necessary modifications
● Collaboratively develop a common knowledge and understanding of current evidence- based practices
● Implement evidence-based practices in instructional delivery and assessments for which we will be mutually accountable
● Faculty will set clear expectations for teacher candidate dispositions and will model, monitor, and assess to ensure proficiency
● Create and maintain a current and relevant database of appropriate resources
Terms and Definitions
Aspiring Teacher Rubric: This is a statewide system for observation, evaluation, and support for educator preparation program Teacher Candidates and Residents in field experience placements. It serves as a guide for Teacher Candidates and Residents to understand expectations, impacts on student learning and areas for improvement. The rubric aligns with the state’s Teacher Excellence Support System (TESS) and is based on Charlotte Danielson’s Framework for Teaching.
Classroom Walkthrough: This is an informal classroom evaluation led by the SC during which a lesson, co-teaching models, instructional strategies, and behavior management are reviewed.
Coaching Tool: The Coaching Tool is an extension of the Aspiring Teacher Rubric and is part of the feedback cycle during the Post-conference part of the POP Cycle. It is used for and formal observations throughout both semesters of the year-long Residency. The Coaching Tool contains all domains, categories, and look-fors for each category For any category that the Resident scores “Unsatisfactory” or “Progressing”, feedback is provided in the notes section. The tool is provided to the Resident during the Post-conference meeting.
Coordinator of Teacher Licensure and Field Experience (CTL): The CTL is responsible for overseeing the process of Residency placements and teacher certification and licensure within an educator preparation provider. The CTL manages the licensure application process; trains and provides guidance to MTs, SCs, and Residents; ensures compliance of Residents in meeting program and state requirements; and maintains records.
Dispositions: These are requisite skills that are taught in the SOE in order to support the development of effective classroom teachers, i.e. collaboration, respect, responsibility, integrity, learning initiative, and reflection. Satisfactory dispositions must be achieved by and maintained throughout the Residency.
Electronic Portfolio: During Residency II as part of the experience and the Seminar course, Residents will collect evidence of their satisfactory demonstration of the InTASC/Arkansas Teaching Standards. They will present their portfolio to the CTL, the SC, and SOE faculty at the conclusion of their year-long experience.
Educator Preparation Provider (EPP): The Division of Elementary and Secondary Education (DESE) approves Arkansas colleges and universities to offer a variety of first time and endorsement programs for direct Arkansas licensure.
Formal Observation: Formal observations are required and conducted by SC’s during Residency I and Residency II. Observations include the SC evaluating the Resident’s lesson plan, instruction, and reflection.The Aspiring Teacher Rubric is used to evaluate the Resident.
Governance Meetings: The EPP meets with school districts in order to collaborate and align the goals and standards of the program with the needs of the school districts. Governance meetings are held to strengthen partnerships, exchange feedback, and ensure the Residency is a mutual opportunity for the school district and the preparation of future teachers. SOE leadership and SCs
will meet with partnering MTs, District Administrators, and School Building Administrators for the purpose of sharing two-way data and communication.
High-Quality Instructional Materials (HQIM): The Arkansas DESE supports the use of HQIM through the Arkansas Initiative for Instructional Materials (AIIM). HQIM refer to curriculum resources that are aligned with state academic standards and include evidence-based strategies and embedded teacher supports, ensuring every student has access to high-quality materials, grade-level instruction, and responsive practices.
LiveText: This is the website utilized by the UAFS SOE for purposes of data collection and program assessment. The Resident, MT, and SC will submit forms, assignments, and other documents in LiveText as required.
Mentor Teacher (MT): The MT is a teacher in a partnering school district who supports a Resident by providing coaching support, feedback, and modeling in the classroom and through co-teaching experiences throughout Residence I and Residency II. The MT collaborates with the SC to ensure satisfactory preparation of the Resident for a career in teaching.
POP Cycle: Each formal observation in Residency I and Residency II will consist of a Pre-conference, Observation, and Post-conference. The Resident will receive feedback on their lesson plan prior to teaching. The Resident will be observed by the SC and then receive coaching and feedback from the SC after teaching the lesson and sharing their reflections. Residents are evaluated on their planning, teaching, and professionalism by the SC using the Aspiring Teacher Rubric and Coaching Tool.
Professional Development: Residents will attend professional development hosted by the district, SC, and seminars provided by the Office of the CTL.
Residents: Residents are Teacher Candidates who have met specific SOE criteria, have been admitted into the year-long Residency, and are placed in a partnering school district with a highly-qualified MT in order to fulfill the Arkansas DESE requirements for licensure.
Residency I: Residents will attend the clinical placement for three days per week in this first semester of the year-long experience. Residents will complete university coursework in a hybrid format during the other two days of the week. The Resident may not exceed enrollment of more than 15 credit hours during the Residency I semester
Residency II: Residents will attend the clinical placement for five days per week in this second semester of the year-long experience. Residents will also complete the Seminar course in a hybrid format during this semester The Resident may not exceed enrollment of more than 15 credit hours during the Residency II semester.
School of Education (SOE): The SOE is a department in the College of Health, Education, and Human Sciences at UAFS whose faculty teach and support the development of future teachers. The SOE is an EPP for Arkansas.
Science of Reading: The Science of Reading is an approach to reading instruction based on research and evidence about how children learn to read. It is used to improve literacy and ensure all students develop strong reading skills. Arkansas Code Annotated §§ 6-17-429, 9-31-502, and 12-29-311 requires graduates of Elementary Education (K-6) programs to demonstrate proficiency in scientific reading instruction. Other education program graduates must demonstrate awareness of these practices.
Seminar: All Residents participate in a professional seminar during Residency II. Residents are encouraged to engage in problem solving, self-analysis, and reflection about teaching and learning. Topics may vary depending on licensure area and Resident needs, e.g., classroom management, methods of teaching, and working with parents and families. Some additional events may include the UAFS SOE Career Fair
Site Coordinator (SC): The university SC supports and collaborates with the Resident and MT throughout the year-long Residency experience. The SC conducts planned formal observations and planned or unplanned walkthroughs throughout Residency. The SC serves as the first point of contact to the UAFS SOE and is responsible for observing, coaching, and providing feedback to the Resident while also exchanging feedback about the Resident with the MT.
Teacher Candidate: Teacher Candidates are UAFS students who are pursuing a degree with teacher licensure, have met the SOE admission requirements, and have been admitted to a SOE program.
Teacher Excellence Support System (TESS): This is a statewide framework designed to enhance the effectiveness of K-12 teachers through observation, feedback, and professional development. TESS is used to ensure that all students in Arkansas have access to high-quality teaching by supporting and developing educators.
Year-long Residency: A one-year supervised Residency shall include a one-year clinical placement in a public school classroom, including public charter classrooms or an accredited private school classroom. Residency will occur Fall to Spring.
High-Quality District Partnerships
Goals of Partnership
Candidates in undergraduate Elementary Education (K-6), Middle Level Education (4-8), Secondary Education (7-12), and (K-12), will complete a year-long clinical experience in the program and have a placement at a partnering school district. The Resident will receive support from an assigned MT, university SC, and the CTL. The UAFS SOE and cooperating school districts strive to select MTs who exhibit positive professional qualities necessary to support Residents in an authentic and meaningful way. Partnering school districts strive to train all MTs in coaching and lead or master teacher training. The selection of MTs is a collaborative effort between the UAFS SOE and each cooperating district/school. The ultimate goal is to partner in preparing Residents to become “Day-One Ready” for the classroom.
Residency Types
Residency (Unpaid)
All Residents are required to complete a year-long Residency They will be placed with a qualified MT at a partnering school district. Residents and MTs will collaborate with a university SC throughout the duration of Residency
Paid Residency
If eligible and selected, Residents will have the option to complete their Residency as a Paid Resident with a collaborative support plan with the district. This option allows district partners to apply for an Aspiring Teacher Permit through the Arkansas DESE to support district staffing needs. Along with the support plan, UAFS will provide a SC to support the Residents and will collaborate with the district partner to choose a qualified MT that will provide additional support throughout Residency in order to provide a quality Residency experience and to prepare the Residents to be “Day-One Ready” for the classroom.
Collaboration and Responsibilities
University Responsibilities
UAFS SOE is committed to collaborating with district partner schools to create quality learning opportunities for K-12 students and for its Teacher Candidates assuming the Resident role. UAFS faculty will select Teacher Candidates who have met the criteria for a year-long Residency experience to ensure readiness to serve as a Resident. They will provide trained SCs to work with district partners and the designated MT. The SCs will:
● Provide feedback on coursework to help Residents improve in content and pedagogical knowledge, skills, and dispositions.
● Communicate consistently and regularly with the MT about the Resident’s knowledge, skills, and dispositions.
● Provide observations, walkthroughs, and feedback consistently.
The university’s availability of SC to support the Resident and the MT. They will also provide training for the designated MT along with other information, support, and assistance as needed, such as professional development opportunities (seminars, workshops, meetings, etc.) related to districts, university, the Arkansas DESE, and other educational initiatives. The UAFS School of Education Handbook will be emailed to MT when selected (at least one month prior to the beginning of Residency I).
District Responsibilities
District and School Building Administrators and UAFS personnel will recommend and/or approve the selection of MTs based on the criteria below and consistent with the Arkansas Rules Governing Educator Licensure.
UAFS Residents shall be treated as professionals and will be expected to follow all policies and procedures established by the district. The district will support the Resident by:
● Assigning a Lead or Master designated teacher to work directly with the Resident;
● Providing additional support as needed by administrative staff;
● Allowing the Resident to participate in all professional development, trainings, and school events, and;
● Communicating regularly with UAFS SCs regarding the Resident’s knowledge, skills, and dispositions.
Governance Meetings
Once each semester the SCs will meet with MTs, District Administrators, School Building Administrators, CTL, other university leadership and faculty to provide and receive data during the governance meetings. These meetings will be scheduled to occur two times per semester of Residency for each of the top two placement districts. The meetings will occur in-person or virtually at a mutually agreed upon date and time.
This meeting will provide an opportunity for the SOE and district partners to collaborate in review of program data and discuss the implementation of the clinical experience. Information provided during these meetings will include that collected from observations, performance assessments, walkthroughs, and Resident reflections. Plans for future needs of the district partner will be prioritized in the discussion.
Memorandum of Understanding (MOU)
Memorandums of Understanding with our partnering school districts are on file in the School of Education.
Residency Placements
Placement decisions are based on attempts to provide high quality experiences appropriate to both the Resident and the UAFS SOE. Residents may request schools if the school is in a district that has been designated by this university as a district partner for the year-long Residency experience. The placement must be in the licensure grade level and content area and with a qualified MT The CTL will work with the district partners to ensure that expert MTs meet the requirements in order to be assigned a Resident. The CTL reserves the right to make placements where he or she believes that programmatic needs, Residents’ needs, and the university needs are best met. Considerations also include the level of school support that can be provided, the programs in place at the school, the training of staff at the school, and the importance of learning how to work effectively with students from a variety of backgrounds. Therefore, there is no guarantee that a candidate will receive the placement of choice. The CTL will provide details about the Residents and specific requests to the partnering school districts via a spreadsheet. The District Administrators will contact the School Building Administrators to request recommendations for MTs to have a Resident placed in their classroom. District Administrators will review the recommended MTs to ensure they meet the requirements. If they meet requirements, they will input the details of the placement into the spreadsheet and confirm the placement by notifying the CTL. The CTL will review the licensure information, grade level, content area, and other relevant placement details to ensure it is an appropriate placement. MT are assigned no more than one resident per academic year for the regular residency model, and no more than two residents for the UAFS Paid Residency Vacancy Model where the MT is pulled out of the classroom and becomes the mentor for the two residents See Appendix for UAFS Paid Vacancy Flyer
*UAFS follows the Arkansas DESE rules when making decisions about placements:
Neither Residents nor faculty make their own placements. Regardless of circumstances, Residents do not contact schools to request initial placement or changes in placement. All requests must go through the office of Teacher Licensure and Field Experience. Instead, Resident requests are submitted to the CTL in consultation with Site Coordinators. Residency placements are made by the CTL. The CTL has developed procedures designed to address the needs of candidates and to consider other requests.
Site Selection Policy for Residency
1. The school must be fully accredited by the state in which it is located. The school district must be fully accredited.
2. The school district must have a written agreement with the UAFS that delineates responsibilities of each party.
3. Both the school district, the school administration, and the MT must agree to cooperate with the UAFS faculty in the delivery of services in accordance with its programmatic design.
4. Residency experiences must be geographically proximate to UAFS to allow for adequate university supervision.
5. Schools that are unable to provide high quality experiences and MTs meeting requirements will not be included on the list of acceptable school sites.
6. The school and/or school district must meet all placement policies and requirements of the Arkansas DESE.
7 Candidates should not request a placement in a school in which a family member works or attends, as UAFS SOE does not allow for such placements. In rare cases, candidates may be allowed to complete Residency in a school in which a family member works or attends only after submitting a formal letter to the UAFS CTL detailing the location of the desired placement and reasons why such placement is needed. The CTL will forward the request to the Teacher Credential and Standards Committee for approval or denial.
The placement will span across two consecutive semesters. During this time, Residents will work with their assigned MT for purposes of planning, teaching and facilitating student learning experiences, as well as assessing student learning outcomes. Residents will be required to prepare lessons and materials; co-plan and co-teach; meet with colleagues; engage with and provide feedback to students and their families; complete coursework and requirements for Residency I, Residency II, Seminar, and other courses; meet and fulfill program expectations and requirements; maintain satisfactory dispositions; and assist and support the MT as needed regarding other classroom responsibilities.
Residency Admission
Teacher Candidates will complete an application for admission to Residency. Candidates will complete this application in LiveText and submit for review by the CTL. After completion of this application, candidates will interview with the CTL. In addition, the CTL will review the Disposition Ratings of each candidate for Residency.
Teacher Candidates will successfully complete the following for admission to Residency:
● Cumulative GPA of 2.70 or better
● “C” or better in any courses on degree plan
● Completion of all degree requirements
● PRAXIS II: Content Knowledge of major field
● Foundations of Reading Test (Required for ELEM Education Licensure)
● Score a level of Progressing or above on the Aspiring Teacher Rubric for the pedagogy requirement for admission into Residency
● Positive Disposition Ratings
● Completed and passed a renewed background check
● At least 90 hours of course credit before the start of Residency I
To be considered for Residency, candidates must meet the following criteria:
1. All courses on the degree plan, other than those designated for the two semesters in the senior year and during Residency, must be completed prior to Residency. As a Resident, they cannot exceed 15 credit hours per semester of Residency.
2. Submission of the Residency Application and Residency Commitment Contract. Forms will be located in LiveText. Forms will be released February 1st for Residency I to begin the fall semester of the same year. Forms will be due February 15th.
a. Teacher Candidates will be required to submit their application for admission to Residency by the December 1st due date. As part of this application, they will be required to sign a Licensure Acknowledgement and Agreement Form and Agreement to Drop Form. On the application, Teacher Candidates will be required to provide details including, but not limited to, when they are taking the required licensure exams and when the score reports are expected to be available.
3. Teacher Candidates must pass all components of the PRAXIS II exam(s) and the Foundations of Reading Test (FoRT) if applicable, as well as score a level of Progressing or above on the Aspiring Teacher Rubric for the pedagogy requirement for admission into Residency Candidates should consult with their advisor for information as to how to access study materials.
4. It is mandatory that the licensure exams are taken and passed in order to enter the year-long Residency Program. The official score reports must be received by the SOE from the testing company by May 1st. It is the responsibility of the Teacher Candidate to determine the expected score report dates as they schedule their exams. May 1st is set for timely approval of the application, for permission to enroll in classes, and for the CTL to communicate and collaborate with school partners to determine placements.
Teacher Candidates will not be allowed to be in the year-long Residency without required official passing scores on all required PRAXIS II Subject Area content, and/or other required licensure exams such as the Foundations of Reading Test (FORT). Candidates who are unable to provide required official passing scores by May 1st for their required licensure exams are not eligible for Residency. When this happens, candidates are not eligible for a licensure degree in education from UAFS regardless of meeting all other requirements. Failure to obtain required official passing scores may result in a counseling session with the candidate’s advisor
Licensure
Exam
Pathway Processes:
PATHWAY 1: Elementary K-6 and Middle Level 4-8
Provides appropriate placement time with districts (yearlong placements)
For Teacher Candidates (TC) to be considered for a paid residency, they will be put on an Aspiring Teacher Permit. The Aspiring Teacher Permit requires passing licensure exams including the FORT (no exceptions).
Junior Year Fall Semester
● TCs will attend Child Maltreatment/Ethics Training
○ On this day, TCs will sign Licensure Exam Agreement form
● By Mid Term they will submit licensure exam (PRAXIS II) date on a Microsoft form in ELML 3103 (EDHP 31053) Practicum I.
Junior Year Spring Semester
● TCs will take licensure exam
● Official passing scores (Praxis II Content) must be received by May 1st
● K-6 Students are finishing content courses for the FORT Exam
○ By Mid Term they will submit licensure exam (FORT) date on a Microsoft form in ELML 3403 (EDHP 32053) Practicum II.
Summer Semester
● Official passing scores (FORT) must be received by June 30th
PATHWAY 2: Elementary K-6 and Middle Level 4-8
Provides appropriate placement time with districts (yearlong placements)
Junior Year Fall Semester
● Teacher candidates (TC) will attend Child Maltreatment/Ethics Training
○ On this day, TCs will sign Licensure Exam Agreement form
● By Mid Term they will submit licensure exam (PRAXIS II) date on a Microsoft form in ELML 3103 (EDHP 31053) Practicum I.
Junior Year Spring Semester
● TCs will take licensure exam
● Official passing scores (Praxis II Content) must be received by May 1st
● Appeal windows will close on May 7th (must include registration for Praxis II exam)
● K-6 Students are finishing content courses for the FORT Exam
○ By Mid Term they will submit licensure exam (FORT) date on a Microsoft form ELML 3403 (EDHP 32053) Practicum II
Summer Semester
● Official passing scores (FORT) must be received by June 30th
● Appeal windows will close on July 7th (must include registration for FORT exam)
● If the appeal is approved, the official passing scores (FORT) must be received by August 1st or they do not enter Residency I
PATHWAY 1: Music K-12 (Vocal & Instrumental) and Secondary 7-12 (English, History, Math, & Biology)
Provides appropriate placement time with districts (yearlong placements)
For Teacher Candidates (TC) to be considered for a paid residency, they will be put on an Aspiring Teacher Permit. The Aspiring Teacher Permit requires passing licensure exams including the FORT (no exceptions).
Junior Year Fall Semester
● TCs will attend mandatory Orientation where they will receive information regarding required licensure exam and will sign Licensure Exam Agreement form
● By Mid Term they will submit licensure exam (PRAXIS II) date on a Microsoft form to CTL.
Junior Year Spring Semester
● TCs will take licensure exam
● Official passing scores (Praxis II Content) must be received by May 1st
● Official passing scores must be received by May 1st to be considered for paid residency
● TCs will not be allowed to enter Residency I without official passing scores
PATHWAY
2: Music K-12 (Vocal & Instrumental) and Secondary 7-12 (English, History, Math, & Biology)
Provides appropriate placement time with districts (yearlong placements)
Junior Year Fall Semester
● TCs will attend mandatory Orientation where they will receive information regarding required licensure exam and will sign Licensure Exam Agreement form
● By Mid Term they will submit licensure exam (PRAXIS II) date on a Microsoft form to CTL.
Junior Year Spring Semester
● TCs will take licensure exam
● Official passing scores (Praxis II Content) must be received by May 1st
● Appeal windows will close on May 7th (must include registration for Praxis II exam)
Summer
● If the appeal is approved, the official passing scores must be received by August 1st or they do not enter Residency I
● TCs will not be allowed to enter Residency I without official passing scores
5. A minimum cumulative grade point average of 2.70 and a minimum grade point average of 2.70 in the area of specialization. Teacher Candidates that do not meet the required 2.70 grade point average cannot proceed into Residency
6. Majors in education must have no grade below “C” in any course in their degree. Candidates are directed to the UAFS Teacher Candidate Handbook regarding the policy on repeating courses.
7. An interview with the CTL will be scheduled to review past placement sites, progress in program of study, status in the program, and Residency options to ensure accordance with UAFS Program Requirements and the Arkansas DESE Policies Governing Programs for Educator Licensure. Additionally, the interview will provide an opportunity to review professional attitude and disposition requirements prior to Residency. Teacher Candidates are expected to demonstrate a professional attitude and interest related to the SOE’s stated dispositions.
a. Teacher Candidates must score proficient or above in each disposition to apply for the year-long Residency.
b. Teacher Candidates must have resolved the nature of any and all reports and Contracts for Improved Performance regarding their dispositions.
8. Teacher Candidates on an active Contract for Improved Performance must be reviewed by the Teacher Credential and Standards Committee before proceeding into Residency.
9. Teacher Candidates must have a satisfactory disciplinary record with the university.
10.As educators, it is expected that all Teacher Candidates are proficient in the English language. If UAFS faculty or public-school personnel recognize deficient English usage, a candidate may be removed from Residency and/or referred to their advisor to assist the candidate in overcoming the English language deficiency Candidates may be placed on a Contract for Improved Performance which may require them to attend credit courses, non-credit courses, or free tutoring sessions at the Gordon Kelley Academic Success Center This individual English language competency requirement will be focused on specific outcomes that must be demonstrated prior to completion of Residency The candidate will have passed required coursework in language arts, and this assessment should not be regarded as an exclusionary requirement.
Requirements for admission may change over time to reflect changes made in the Arkansas DESE Licensure Requirements and UAFS SOE policies. Candidates must meet admission requirements that are current at the time of their final application for admission to the Residency experience.
Resident Expectations and Requirements
Objectives for Residents
● Experience all roles of a professional teacher (instructional and non-instructional) through planned, sequenced activities across two semesters.
● Apply principles and methods from the knowledge base of the professional program.
● Utilize alternative strategies to improve student outcomes and address barriers to learning.
● Gain experience working with students from all backgrounds.
● Observe and practice classroom management strategies.
● Demonstrate the value of self-evaluation and reflective teaching.
● Create or select evaluation strategies that are appropriate for the students.
● Communicate about and discuss all phases of experience with both the school site MT and the SC.
● Receive feedback from structured observations, including conferencing and suggestions for improvement, from the MT and SC.
● Gain knowledge and participate in classroom and school practices and policies.
● Gain knowledge of and participate in parent involvement activities and practices.
● Become a professional teacher through self-evaluation, problem solving, and reflection about teaching and learning
School Policies
Residents should follow the local school district rules and regulations and school’s policies as they apply to regularly employed staff. Residents should become thoroughly familiar with school policies, handbooks, and emergency procedures.
Corporal Punishment
Residents should not administer corporal punishment to students under any circumstances.
Residency Commitment and Attendance Expectations
Residents are expected to follow the arrival and dismissal times established by the school for its regular teaching staff and to follow the MT’s daily schedule, including any assigned lunch, bus, or playground supervision. Attendance at all faculty meetings, staff development workshops, open house parent-teacher conferences, and other professional activities is expected. Residents follow the calendar and holiday schedule of the school district to which they have been assigned, not the university calendar or holiday schedule.
Prior to applying for Residency, the Residents must be committed to the time and schedule requirements as Residency is a full-time experience. The transition to Residency schedule will likely require an adjustment to the Residents’ life and may impact personal commitments and responsibilities related to family, work, and recreational activities. Residents are required to be present throughout the school day on days scheduled for Residency
Additional Coursework/Outside Employment
The Residency experience consists of placement of the prospective teacher in a public school according to the requirements of the Arkansas State Department of Education and the seminar
course. Coursework during Residency must be approved by the CTL. The Resident cannot exceed more than 15 hours per semester of the year-long Residency
Residency is a full-time academic responsibility. Public schools have expectations for the achievement and growth of their students. Therefore, Residents must be prepared to devote their time and energy to teaching duties and providing the best possible instruction and learning environment for the students. Outside employment during the Residency may impede teaching performance and is highly discouraged.
Absence Policy
Residents are expected to be at their assigned schools every day as scheduled. Residents must be on time and will not be permitted to depart early on their scheduled days. Absences from Residency are acceptable only in the case of personal illness or death in the immediate family. Both Residency I and Residency II will start when the K-12 school district starts.
The absence policy will be strictly enforced to ensure that the Residents meet the state requirements for the year-long experience. Residents will be made aware of their weekly schedule prior to the beginning of Residency. Excessive absences for any reason may result in extension of the Residency experience, withdrawal, or dismissal from the program. Excessive absence is defined as over three days (including personal leave) for Residency I and over five days (including personal leave) for Residency II.
In the event of an illness or required absence, the following policy applies:
1. In the event of an unplanned absence such as illness or a death in the family, the Resident must contact the MT, SC, and the CTL as early as possible but no later than 7:00 a.m. the day of the absence.
2. In the event of a planned absence, the Resident must contact their MT, SC, and the CTL prior to the absence date.
3. Residents in the Residency I semester of the year-long experience who miss more than three days are required to meet with their SC, schedule makeup days that must not interfere with their university courses, communicate their planned schedule with their SC and the CTL for approval, and may be placed on a Contract for Improved Performance.
4. Residents in the Residency II semester of the year-long experience who miss more than five days are required to meet with their SC, schedule makeup days to be added to the end of the semester, communicate their planned schedule with their SC and the CTL for approval, and may be placed on a Contract for Improved Performance.
5. Late arrival or early departure will count as one half-day absence.
6. Continuation of any additional and/ or excessive absences following the meeting with their SC:
a. Will result in a review of Resident’s continuation in Residency by the SC, CTL, and/or Executive Director of the SOE;
b. Will result in Contract for Improved Performance and a meeting with their SC, CTL and/or the Executive Director of the SOE; and
c. May result in the removal of the Resident from their placement and removal from the Residency Program.
Resident Substitute Policy
During the year-long Residency, UAFS SOE Residents are only allowed to substitute for their MTs. If substituting for the MT, a Resident must have gone through the district process to become a substitute. This training should take place prior to the start date of the Residency Program. Substituting for another teacher outside of the MT’s classroom is not permitted Additionally, a Resident’s MT cannot substitute in another teacher’s classroom as the nature of the Residency is meant to ensure the Resident is being supported by their highly-qualified MT throughout the year-long experience. Any time that a Resident is asked to substitute for the MT, the Resident must notify their university SC and the CTL. Please see the following information for more information regarding payment for substituting:
Option 1 - Resident not Substituting (Not Paid)
If a MT is absent, a substitute teacher must cover the MT's position. A Resident may only teach with a supervising teacher or substitute in the room. Depending on the MT's substitute notes, while the substitute teacher is in the room, a Resident may be the lead teacher and run the classroom.
Option 2 - Resident is Substituting (Paid or Not Paid)
Residents must check with the School Building Administrator or District Administrator to see if payment for substituting is an option. If the MT is absent, a Resident must have gone through the district process for training and approval to serve as a substitute. The process should be completed before substituting as it must be completed prior to the beginning of the year-long Residency. Once a Resident becomes an official district substitute, the Resident may substitute at the school's request for the MT when the MT is absent.
If a Resident, MT, District Administrator, School Building Administrator, or SC have any questions regarding the expectations for Residents substituting during Residency, they should contact the CTL.
Resident Schedule
For Residency I, each Resident will report to the assigned MT and participate fully in the placement for three days each week. For Residency II, the Resident will report to the MT and placement for five days each week. This will be the expectation for all Residents across all
school districts, including but not limited to Alma School District, Fort Smith School District, Greenwood Public Schools, and Van Buren School District.
● Residents in Elementary (K-6) and Middle Level (4-8) placements will be in Residency I placements on Mondays, Wednesdays, and Fridays each week. They will be in Residency II placements Monday through Friday.
● Residents in Secondary (7-12) and (K-12) will be in Residency I placements on Mondays, Wednesdays, and Fridays. They will be in Residency II placements Monday through Friday.
● Residents in the paid residency program will be in Residency I and Residency II five days a week with their MT. Paid Residents will follow the schedule of the partnering school district. They will begin when the teacher begins and they will remain until the end of the partnering school district’s calendar.
II
Residency Calendar
Each semester the CTL will develop a calendar for the requirements of Residency This calendar provides a timeline for the required professional seminars, observations, POP Cycles, walkthroughs, and other important details. Residency I & Residency II
Weeks 1-4
Weeks 5-9
● Assume partial responsibilities for the classroom (e g , attendance, procedures, transitions, dismissal).
● Co-plan and support small group activities
● Co-plan and co-teach
● Co-plan and lead small group activities
● Lead in one subject area or class period
● One Teach, One Observe
● One Teach, One Assist
● Alternative Teaching
● One Teach, One Observe
● One Teach, One Assist
● Parallel Teaching
● Station Teaching
● Alternative Teaching
● Team Teaching
Weeks 10-End of Residency I Semester
Beginning of Residency II Semester through Week 4 of Residency II
Weeks 5-11
● Co-plan and co-teach
● Co-plan and lead small group activities
● Lead in two subject areas or class periods
Weeks 12-14
● Any co-teaching strategy that is appropriate
Residency II Semester Begins
● Co-plan and co-teach
● Co-plan and lead small group activities
● Lead in three subject areas or class periods
● Any co-teaching strategy that is appropriate
Weeks 15 and beyond
● Co-plan and co-teach
● Plan and lead all subject areas or class periods
● Co-plan and co-teach
● Co-plan and lead small group activities
● Lead in two to three subject areas or class periods
● Co-plan and co-teach
● Co-plan and lead small group activities
● Lead in one or two subject areas or class periods then transition back to MT having full responsibility
● Any co-teaching strategy that is appropriate
● Any co-teaching strategy that is appropriate
● Any co-teaching strategy that is appropriate
Residency Travel to an Off-Campus Residency at a K-12 School
Residents are expected to provide their own transportation to and from Residency The university requires its Residents to maintain appropriate insurance and to be responsible for their conduct at all times, on or off campus, recognizing that effective educators model good character for their students. The SOE requires its candidates to comply with all laws and to assume all responsibility and liability for their actions and conduct while attending, being involved in, or traveling to and from any off-campus Residency
Out of Area Residency Placement Policy
In rare instances, candidates may need a residency placement outside the normal placement area used by the UAFS School of Education. Normal placement area refers to a 60-mile radius of UAFS. All driving times must be no more than one-hour from the university. In these instances, candidates must submit a formal letter to the CTL detailing the location of the desired placement and reasons why such placement is needed. The CTL will forward the request to the Teacher Credential and Standards Committee for approval or denial.
The CTL will make an out of area placement only when it is possible following the Arkansas DESE requirements and under the following conditions:
● An appropriate SC must be located by the CTL.
● A K-12 placement must be located by the CTL that is appropriate to the subject area and level of licensure sought by the candidate.
● A SC must be located by the CTL who meets the requirements outlined in the SOE Residency Handbook and DESE policies.
● The candidate must pay a minimum of $450.00 (subject to change) as an Out of Area Placement Fee at the time of placement.
● The candidate must pay a minimum of $150.00 residency course fee for Residency I and $300.00 residency course fee for Residency II (required of all Residents).
● The candidate must pay any additional fees and expenses accrued if the placement is at a distance that requires hiring an Out of Area Site Coordinator from a university other than UAFS. This is in addition to the Out of Area Placement Fee.
● The SC fee varies generally between $500.00 and $750.00, determined by the SC and paid directly to the SC. The Resident must pay this fee, prior to starting the residency.
● Varied amounts mileage of the SC for travel must be paid directly to the SC.
● Failure to pay fees and mileage will result in being withdrawn from placement.
● Both the candidate and the CTL must sign an Out of Area Contract detailing the location of the placement as well as indicating acceptance of all conditions found in this list, including all related fees.
Confidentiality
Confidentiality is a key word for the Resident. Residents should treat discussions in all meetings as confidential. These meetings may include but are not limited to those with District Administrators, School Building Administrators, counselors, the MT, students, and other teachers. Residents should avoid criticizing one student to another The class, other Residents, the MT, SC, School Building Administrator, District Administrator, school, or CTL should not be criticized by the Resident to others. School situations should not be discussed in public places.
Family Educational Rights and Privacy Act
Residents are advised to become familiar with the university policy concerning student records, as contained in the handbook of the UAFS. That policy is in accordance with the Family Educational Rights and Privacy Act (FERPA) of 1974 as amended. The university and the College maintain student records and each student has specific rights in regard to inspection, review, amendment, disclosure, and complaint procedures.
Classroom Discussions
The clinical experiences are an important part of the learning experiences and will be discussed in courses. Just as teachers are expected to respect the privacy and dignity of the children and families with whom they work by following the FERPA, Residents must use discretion. In casual conversations or social situations, Residents should not relate stories from classroom or schools that may be embarrassing to teachers or students, or that include sensitive information about the child or family. When discussing classroom situations in class, Residents will be discreet and should use a pseudonym for the student involved if it is necessary to include individual or family information in an explanation or if the situation is particularly difficult. All names will be masked on any written or visual work shared in class or used in an assignment.
Photographs/Videotapes/Audiotapes
Permission of the classroom teacher to make students’ photographs/videotapes/audiotapes or to use them in displays/portfolios must be obtained. Occasionally there are circumstances that require that a student’s whereabouts to be kept private and photographs are not allowed. Residents should have signed written permissions from the parents/guardians for photographs, videotapes, audiotapes, or case studies. They should never post anything about students on social media.
Portfolios
If student work or interview material is used in a portfolio, pseudonyms are required to be used. Names and personal identifying information must be masked.
Social Media
Information related to the school where Residents are placed, children in the classroom, or disagreements Residents have with school personnel should never be put on social media.
Unacceptable Residency Performance
Challenges are not uncommon during the year-long Residency experience. Both teaching Residents and MTs bring different expectations, experiences and goals to the relationship. The MT or the SC should notify the CTL immediately when a Resident is having difficulty in one or more areas in the Residency placement. Each case will be handled individually based on the specific situation. In general, the following are some options that may be considered:
● The SC may be able to talk with the Resident and alleviate the issue of concern and will notify the CTL of the areas of concern.
● The CTL will assess the seriousness of the situation. This may include an on-site visit. The CTL will discuss the situation with the MT, the SC, and the Executive Director of the SOE.
● The Resident will be notified regarding areas of concern and of the established meeting time.
● A meeting will be held with the Resident, SC, CTL, and Executive Director for discussion of concerns and attempts to alleviate these areas of concern.
● A Contract for Improved Performance will be implemented that will include:
○ Specific area(s) of concern
○ Strategies for implementation
○ Specific outcomes desired
○ Specified person(s) responsible for assessing outcomes
○ A timeline
○ Consequences for not completing the plan
Withdrawal
If a withdrawal is necessary, either the school district or the university may request the removal of a Resident from the field setting, following a discussion with all involved parties. The withdrawal process will follow the same procedures as for other university courses. Decisions regarding any subsequent field placements will be made by the Teacher Credential and Standards Committee in collaboration with the CTL.
of Arkansas - Fort Smith, School of Education -
Resident Roles and Responsibilities
Be involved in classroom activities from day one. Get to know the students. Help the MT, take initiative, and be positive.
● Be on time, (if absent, contact the MT, school, and SC no later than 7:00 a.m. on the day of an unplanned absence). Be professional and courteous to all personnel (in dress, speech, attitude), and conform to all school policies (school handbook).
● Observe and learn classroom rules and procedures; continuously work on classroom management.
● Recognize and assume professional responsibility for handling confidential information. Never speak about the MT, students, or school “outside of school”.
● Meet with the MT daily to prepare for any duties the MT needs you to perform. Always listen to and respect the MT. Be ready to adjust to, rather than try to change, the situation in the assigned classroom.
● Be prepared to teach at any time. It can be part of a lesson such as short morning lessons, read aloud(s), or bellringers, especially during the first few weeks of Residency. Teach as much as possible, co-teach whenever possible. Always cooperate and collaborate with the MT.
● Reflect, reflect, reflect! Ask questions and self-reflect through weekly reports and a personal system of self-evaluation. This is a learning experience; make the most of it for personal and professional growth!
● Plan lessons with the MT. Present lesson plans to the MT before teaching the lesson(s).
● Be responsible for everything in the classroom for the minimum requirements for each of the Residency semesters as covered in the Residency Phase In/Out Plan. The MT can be in the classroom for the full time or can leave the Resident to teach completely on own for part of the day Due to discipline issues, a Resident should be able to quickly locate their MT
● Teach, co-teach, and work with students (groups or individuals) as much as possible. Work with small groups and individuals from the beginning of the first semester of Residency until the end of the second semester of Residency
● Attend and participate as assigned in all school meetings (such as grade level teams, after school, PTO, and parent-teacher conferences).
● Check UAFS email daily for communication from the SC and/or other instructors. Stay in weekly contact with the SC—report absences, changes in schedules, turn in assignments when due.
● Schedule visits to other classes in the school building only during the allotted time frame as indicated by the CTL. Advance arrangements must be made with the MT and School Building Administrator The SC should be notified about the Resident’s planned visits in advance.
● Residents have a total of two personal days for the Residency II semester only. It is encouraged that the Resident uses the two personal days to interview for a position
during the second semester of Residency. The Resident must not exceed the five days total permitted for absences during the Residency II semester. The five days allotted for absences during this semester includes the two personal days. The MT and SC should be notified prior to any scheduled absences from the placement.
● During the year-long Residency, if the Resident exceeds three days allowed for absences during the first semester and/or five days allowed during the second semester. As is previously explained in this document, the Resident may be required to make up days or may be removed from the program. The CTL, MT, SC, and/or Executive Director of the SOE may meet with the Resident when absences exceed the allowed number of days for each semester. “Absences to attend political protests, social or public policy advocacy, or attempts to influence legislation or other governmental policy-making, will not be excused absences." See Ark. Code Ann. 6-60-1504(b) (Section 46 of ACCESS).
● Residents who are pursuing licensure in elementary K-6 must write and teach a literacy lesson plan as one of the formal observations with a POP Cycle during Residency I and again during Residency II.
● Utilize the Developmental Curriculum Continuum to monitor goals in Residency while reflecting on progress throughout the SOE program.
○ Developmental Curriculum Continuum Link
How to be a Successful Resident
● Exhibit a positive attitude and a determination to do your very best.
● Show enthusiasm and prove you have contributions to make to the teaching profession.
● Value promptness, dependability, genuine interest in school and community affairs, good speech habits, and maturity. These characteristics will help you to be that successful teacher.
● Be congenial at all times to all people.
● Look, talk, dress, and act like a professional.
● Establish positive working relationships with all stakeholders.
● Attend all required meetings and optional meetings if permitted.
● Learn the names of your students.
● Follow the rules of the school.
● Become familiar with instructional materials, curriculum frameworks, and standards.
● Show initiative.
● Think and plan ahead.
● Keep accurate and up-to-date records.
● Learn as much as you can from your MT
● Engage in professional reading.
● Employ a variety of approaches to teaching.
● Have a positive attitude, professional conduct, and disposition for teaching.
Practice and maintain confidentiality.
Residency Training
Residency Training is scheduled prior to the start of Residency I. This event is mandatory for continuing into Residency During this training Residents will be provided an orientation and be informed of the expectations and procedures that are required throughout the year-long Residency and Seminar course that occurs during Residency II. They will also receive training for other topics such as using HQIM, AI, co-teaching models, Developmental Curriculum Continuum, and POP Cycles.
Lesson Planning
Residents are expected to prepare lesson plans for all lessons they are teaching. Throughout the program, the UAFS SOE provides instruction for intensive lesson planning, requires thorough lesson plans to be written by Teacher Candidates, and provides feedback to the candidates. Plans allow opportunities for the candidates to demonstrate their knowledge obtained and abilities developed during the program. Additionally, Teacher Candidates receive guidance for reviewing, assessing, and utilizing High-Quality Instructional Materials (HQIM).
For all POP Cycle Formal Observations in both Residency I and Residency II, lesson plans must be written on the SOE lesson plan template and submitted to LiveText. The plans should be submitted to the MT and SC before the lesson is taught. The MT and SC will review the lesson plan, evaluate the plan using Domain I of the Aspiring Teacher Rubric, and provide feedback to the Resident during the pre-conference meeting prior to teaching of the lesson. For all other lessons taught by the Resident, the Resident may use lesson planning format or a template provided by the MT that has been approved by the district.
Residents are expected to write lesson plans for all instruction, including but not limited to, guided reading, reading groups, centers, and small group work. The plans should be made available to the MT prior to being taught. This gives the MT an opportunity to review the plans and provide feedback, as well as a chance for the Resident to make any revisions.
Residents should not teach a lesson if they have not provided the MT with a lesson plan. If the Resident does not provide lesson plans or does not provide them within the time frame designated by the MT, the MT should contact the university SC as soon as possible.
Residency II and Seminar Portfolio
The Residency Portfolio is a requirement for the successful completion of the year-long Residency and Seminar. The portfolio must be created in LiveText and will be one of several factors considered in the determination of the Residency II and Seminar course grades.
Residents will present their electronic portfolios at the Portfolio Exit Interview and Oral Defense toward the end of the Residency II semester. Residents must receive a scoring of “Proficient” or better for the exit interview and defense to successfully complete and receive a passing grade for Residency II and Seminar. Throughout the SOE program in practicum courses, information about the portfolio will be shared.
The Resident will collaborate with the MT and SC to identify the learning segment for the portfolio InTASC Standards (Arkansas Teaching Standards). During both semesters of Residency, Residents will complete the portfolio tasks. They will be required to submit portfolio documents and assignments in LiveText.
● Guidelines for Preparing the Portfolio
○ Expectations and requirements will be presented during the Resident Training prior to Residency I.
● Role of the SC
○ The SC will guide the Resident in the development and completion of the portfolio, providing clarification and feedback. A rubric will be used to evaluate the portfolio, and the SC will use the rubric to assign a grade for the portfolio in Residency II.
● Role of the CTL
○ The CTL will evaluate the oral presentation and defense of the portfolio and assign a grade for the Portfolio Exit Interview and Oral Defense in Seminar
Evaluation of the Resident
Evaluation of the Resident is a continuous process. Areas of strengths and weaknesses are discussed along with specific suggestions and recommendations. Formative evaluation will be on-going.
Performance Assessment Tool
During Residency I, Residents will be evaluated three times [one initial observation and two POP Cycle Formal Observations] using the Aspiring Teacher Rubric Performance Assessment Tool criteria. During Residency II, Residents will be evaluated three times [three POP Cycle Formal Observations] using the Aspiring Teacher Rubric Performance Assessment Tool criteria. Residents will be required to review their recorded observations in order to reflect on their performance with consideration of the Performance Assessment Tool. Residents will be required to submit one complete self-evaluation and scoring in the Residency II semester
Disposition Evaluation
Residents will be evaluated by the MT and SC during both semesters of the year-long Residency using the Disposition Evaluation Rubric in LiveText.
[In addition, the MT and the SC will be asked to evaluate each other The purpose of the evaluation process is to improve the clinical experience for the UAFS SOE.]
Summative Assessment
During the Summative Assessment, the Resident, MT, and SC will meet to determine the final outcome and scoring of the final Aspiring Teacher Rubric Performance Assessment evaluation. The Summative Assessment may include evidence based the outcomes of the year-long Residency experience, consideration for the outcomes of the Aspiring Teacher Rubric Performance Assessment during the third or final POP Cycle Formal Observation of Residency II, ratings from the Final Aspiring Teacher Scoring Form, and the final Disposition Ratings.
Requirements for Exit from the Teacher Education Program
1. Satisfactory completion of all coursework for the bachelor’s degree
2. A minimum 2.70 cumulative grade point average for admission into Residency and a grade of C or higher in Residency I, Residency II, and Seminar in Education.
3. Successful completion of all required licensure exams, as applicable
4. Satisfactory evaluations by SCs and MTs during and at the conclusion of the Residency Program
5. Score of “Proficient” or above on the Portfolio assignment as evaluated by the SC in LiveText; a grade for the assignment will contribute to determining a final grade by the SC in the Residency II course
6. Score of “Proficient” or above on the completion of the Resident’s Portfolio Exit Interview and Oral Defense as evaluated by the CTL, SC, and other SOE faculty; a grade for the interview and defense will contribute to determining a final grade by the CTL in the Seminar course
7. Successful completion of all SOE Assessment forms
8. Score of “Proficient” or above on all SOE dispositions on the Final Disposition Evaluation
Teacher Licensure Requirements and Application Process
A completed Application for Teaching Licensure must be submitted to the Arkansas Department of Education DESE Office of Educator Licensure.
● A complete background check is required, including the Consent Form and payment of fees, fingerprinting, and Child Maltreatment Central Registry check form.
● The background check must have been marked as approved by the Arkansas Department of Education in Arkansas Educator Licensure System (AELS) within at least one calendar year of the time the application is processed and is to be considered for approval by the UAFS SOE and CTL.
Prospective candidates for teaching licensure should be aware that UAFS, through the SOE Office of Teacher Licensure and Field Experience and the CTL, is required to submit the following for licensure:
1. Original copies of Praxis II scores (Subject Assessments Specialty Area) and Foundations of Reading Test score (Elementary K-6 majors only)
○ Teacher Candidates must code UAFS and the Arkansas Department of Education as recipients of the score reports when signing up for and/or taking the tests.
○ UAFS must receive the official passing scores from the testing service company by the required deadlines. Score reports sent to the university by the Teacher Candidate will not be accepted. It is the responsibility of each Teacher Candidate to request that the scores be sent to both UAFS and the Arkansas Department of Education.
○ Although the Arkansas Department of Education must receive the official score reports from the testing company as designated by the Teacher Candidate when registering for or taking the exam, the CTL must also provide copies of the official score report to the Arkansas Department of Education when approving the request for licensure.
2. Original copies of transcripts from each college attended
3. Documentation of completing training Code of Ethics for Arkansas Educators, Dyslexia Awareness, Child Maltreatment, Parental Involvement/Family Engagement; Teen Suicide Prevention; Bullying Prevention; Human Trafficking; and other trainings required for licensure
○ Many of these trainings are addressed through coursework at UAFS or can be accessed on the Arkansas IDEAS website.
○ PDFs of the certificates as completed through the Arkansas Ideas platform are required to be submitted in the Seminar course. A completed transcript with the training highlighted by the Resident is required to be
submitted to the CTL in the Seminar course at the conclusion of the training.
○ The CTL will be required to submit the documentation of all required training during the Teacher Licensure Approval Process.
○ The training requirements are subject to change and candidates will be provided with updated requirements during Seminar.
Candidates are advised to contact the Arkansas DESE website Division of Elementary and Secondary Education - Home page to keep abreast of licensure requirements. Teacher education candidates who expect to seek licensure in other states should correspond with appropriate state departments of education early in their program to learn of any unique requirements.
6 CAR § 192-104. The Code of Ethics for Arkansas Educators
Residents are required to follow the same standards as licensed educators when participating in the residency program.
(a) All Arkansas educators, preservice teachers, and those employed under a waiver of licensure must adhere to the Code of Ethics represented below
(1) Standard 1: An educator maintains a professional relationship with each student, both in and outside the classroom;
(2) Standard 2: An educator maintains competence regarding his or her professional practice, inclusive of professional and ethical behavior, skills, knowledge, dispositions, and responsibilities relating to his or her organizational position;
(3) Standard 3: An educator honestly fulfills reporting obligations associated with professional practices;
(4) Standard 4: An educator entrusted with public funds and property, including school sponsored activity funds, honors that trust with honest, responsible stewardship;
(5) Standard 5: An educator maintains integrity regarding the acceptance of any gratuity, gift, compensation or favor that might impair or appear to influence professional decisions or actions and shall refrain from using the educator’s position for personal gain;
(6) Standard 6: An educator keeps in confidence secure standardized test materials and results and maintains integrity regarding test administration procedures;
(7) Standard 7: An educator maintains the confidentiality of information about students and colleagues obtained in the course of the educator's professional services that is protected under state law or rule, federal law or regulations, or
the written policies of the educator's school district, unless disclosure serves a professional purpose as allowed or required by
(A)Law;
(B)Rule; or
(C)Regulations;
(8) Standard 8: An educator, while on school premises or at school-sponsored activities involving students, refrains from:
(A)Using, possessing and/or being under the influence of:
(i) Alcohol; or
(ii) Unauthorized drugs/substances;
(B)Possessing items prohibited by law;
(C)Possessing or using:
(i) Tobacco;
(ii) Tobacco-related products;
(iii) E-cigarettes;
(iv) E-liquid;
(v) Vapor products; or
(D)Abusing/misusing prescription medications or other authorized substances, as evidenced by impairment
See Websites: 6 CAR § 192-104. The Code of Ethics for Arkansas educators - Code of Arkansas Rules and Division of Elementary and Secondary Education - OfficesEducator Effectiveness and Licensure - PLSB/Professional Ethics/Discipline - Code of Ethics for Arkansas Educators
MT Roles and Responsibilities
MT Selection Criteria and Qualifications
UAFS and the district partner will work collaboratively to select all MTs. The following criteria will be used to determine the selection of potential MTs:
● Fully licensed with a standard teaching licensure in area(s) of supervision;
● A minimum of three (3) years of licensed teaching experience in the area(s) of supervisory assignment;
● Current effective or highly effective teacher summative evaluation;
● Trained or enrolled in an Arkansas DESE approved mentor coaching;
● Master or Lead teacher designation;
● Cognitive Coaching training;
● Meet the Arkansas DESE Policies Governing Programs for Educator Licensure;
● Trained in the Teacher Excellence and Support System (TESS) or equivalent;
● Willingness to observe and collect data regarding the Resident’s classroom instruction;
of Arkansas - Fort Smith,
● Willingness to provide frequent and consistent feedback to the Resident’s classroom instruction;
● Willingness to provide frequent and consistent feedback to the Resident and the SC;
● Willingness to complete all forms in LiveText;
● Desire to mentor a Resident and assist in his or her development of effective teaching skills and traits;
● A demonstrated commitment to the school’s professional learning community and school/district goals, and;
● A positive attitude toward the Resident, his/her present teaching position, and the teaching profession.
● Practicing administrators and supervisors are excluded from the experienced mentor pool.
MT Roles
The MT is a vital part of the UAFS SOE EPP MTs serve as support systems to the Residents by using their expertise and experience to guide the Resident in pedagogical development, appropriate knowledge, skills, and dispositions. They should be nurturing, yet direct, and provide regular guidance and feedback to maintain minimum standard requirements that are consistent with the mission of the SOE.
● Accept and introduce the Resident as teacher-in-training/co-teacher.
● Get to know the Resident and plan for a personal space for your Resident in the classroom. Collect and give the Resident any curriculum materials needed.
● Help the Resident learn about the students and total school environment (people and places).
● Give the Resident all information about the school (handbook, main office personnel, phone numbers, e-mails, daily schedule including duties, dress code, etc.)
● Involve the Resident in all major responsibilities and procedures of your classroom (lesson planning, deadlines, grade book, cumulative folders, attendance keeping and grading procedures, grade level/team meetings, semester plans for curriculum).
● Emphasize confidentiality.
● Plan lessons cooperatively, model a variety of strategies, assist the Resident with expectations of content knowledge (i.e., state frameworks, standards, common core)
● Make decisions with the Resident and SC about how and when the Resident begins teaching responsibilities after reviewing the Residency Phase In/Out Plan, assumes partial and full responsibilities and what those entail, and how and when the Resident gives classroom responsibilities back to the MT
○ Elementary residents could begin by teaching partial or short lessons or one subject within the first few weeks.
○ Middle level and Secondary Residents might begin by teaching partial or short lessons or one period within the first few weeks.
○ All MTs should designate for Residents to work with small groups, individuals, co-teach with the MT, and/or independently teach entire lessons and entire instructional days in both Residency I and Residency II. This should be determined by the MT in collaboration with the SC asd Resident and should be in accordance with the Residency Phase In/Out Plan and consideration of Resident’s progress.
○ MTs should always encourage, give constructive feedback, and acknowledge success.
● Remain in the room and/or review videos of the recorded formal observations and provide feedback to the Resident.
● Allow the Resident to teach independently for the time allotted in the Residency I & Residency II Phase In/Out Schedule.
● The MT should be in the classroom for the full time. The MT may leave the Resident momentarily for the Resident to have some experience teaching completely on their own for part of the day; however, because of discipline issues and other needs for support, the Resident should be able to quickly locate the MT The MT should be able to immediately return to the classroom to support the Resident as needed.
● The MT and the Resident are encouraged to co-teach throughout the Residency Program.
● Provide the Resident with professional growth when available through workshops and professional development.
● Give as many opportunities as possible for the Resident to interact with parents.
● Observe and give the Resident constructive feedback on lessons, classroom management, and any other additional responsibilities. Hold regular and impromptu conferences with the Resident.
● Assist the Resident with planning for visits to other classrooms during the time frame communicated by the CTL. These visits must be approved by the School Building Administrator and are only permitted within the placement school.
● Complete any assessments from the university SC related to the Resident’s progress.
● Meet with the SC whenever possible and complete a recommendation for the Resident if you choose.
● Contact the UAFS CTL immediately if a serious problem arises or if there is any indication that the Resident may be unable to successfully complete Residency.
MT Responsibilities
● Agree to work with the SC in planning the supervision and evaluation activities associated with Residency
● Agree to evaluate and support the candidate throughout the Residency Program.
● Agree to use and complete the appropriate forms and share evaluations with the Resident and SC.
Introductory Conference Guidelines for MTs
Hold an introductory conference with your Resident. Below is a list of topics and activities that you might want to talk about and do:
● Tell the Resident a bit about yourself
● Ask the Resident to tell you a bit about them
● Discuss basic responsibilities of the Resident
● Discuss your responsibilities as teacher
● Orient the Resident to the classroom
● Give the Resident a tour of the school
● Introduce the Resident to other personnel (secretary, administrators, custodian, other teachers, cafeteria workers, librarian, etc.)
● Show the Resident the copier and how to use it
● Set up calendar and review any special calendar dates
● Discuss daily routines, schedules, duties, etc.
● Review the school handbook with the Resident
● Review lesson plan formats
● Discuss possible feedback strategies
● Review self-evaluation and reflection options
● Discuss appropriate dress code for the Resident
● Share discipline code for classroom and the school
● Share and discuss safety guidelines and protocols for the school
Co-Teaching Models and Expectations for Residency
Co-Teaching Expectations
Residents and MTs are encouraged to co-teach throughout the year-long Residency. Recommended models are identified on the Residency I & Residency II Phase In/Out Schedule. Training for co-teaching models will be provided to MTs and Residents before the Residency I semester begins.
Six Models of Co-Teaching
Co-teaching involves two or more teachers working together with a group of students in the small physical space where they share in planning, organizing, delivering and assessing instruction. REMEMBER: You are a team as the MT and Resident.
Co-Teaching Model Description of the Model
One Teach, One Observe
One Teach, One Assist
Parallel Teaching
Station Teaching
One teacher has primary instructional responsibility while the other gathers specific observational information on students or the teacher performing the instruction. In this approach it is important to focus the observation, such that the observer is observing specific behaviors. At the conclusion of the observation, both teachers should analyze the information together
One teacher keeps primary responsibility for instruction while the other circulates through the room monitoring behaviors and providing unobtrusive assistance to students as needed.
The group (class) of students are divided into two groups. Both teachers teach the same instructional material using similar teaching strategies simultaneously.
The teachers divide content and students into parts. Each teacher instructs one of the groups. Groups then rotate or spend a specified amount of time at each station. Oftentimes there is an independent station that gives students an opportunity to work independently
Alternative Teaching Alternative teaching strategies provide two different approaches to teaching the same information. One teacher works with the larger group at their expected level, while the other teacher works with those students who need the information and/or materials extended or remediated.
Team Teaching
Both teachers are actively involved in the lesson. There is no clearly defined leader. Both teachers share the instruction, can interject information, and assist with addressing student questions.
Reference
Cook, L., & Friend, M. (2004, April). Co-Teaching: Principles, Practices, and Pragmatics, Paper presented at the quarterly meeting of the New Mexico Public Education Department Special Education Meeting, Albuquerque, NM.
SC Roles and Responsibilities
SC Qualifications
The Executive Director and the CTL will work together to select a qualified SC for the Residents. The below criteria will be considered when making the selection:
● Possess a minimum of a master’s degree and be a content and pedagogy expert;
● Evidence of teaching or administration license;
● Has completed a minimum of three years of teaching experience in a content licensure area;
● Be fully trained in the TESS-Teacher Excellence and Support System and the Aspiring Teacher Rubric;
● Be fully trained or enrolled in an Arkansas DESE approved mentor coaching;
● Has a positive attitude and dispositions toward the teaching profession and has continuous professional growth;
● Collaborates with the SOE team and district partner, and;
● Agrees to provide consistent feedback regularly to UAFS Resident, the MT, the CTL, and the Executive Director of the SOE.
SC Roles
University SCs proactively support and collaborate with the Resident and MT throughout Residency experience. SCs are responsible for observing, coaching, and providing feedback to the Resident during Residency The SC will visit the school campus and classrooms, collaborating with the MT and Resident. They will conduct planned formal observations and planned or unplanned walkthroughs throughout Residency The SC will support the Resident to identify strengths and areas for improvement related to instructional practices, classroom management, lesson planning, dispositions, etc., and they will provide feedback to support the continuous improvement of the Resident throughout the experience. The SC will serve as the first point of contact for the UAFS SOE and for the MT regarding the Resident.
● Visit schools (a minimum of five times per semester)
● Complete a minimum of five formal evaluations across the year-long Residency and minimum of five walkthrough visits; all occur at placement site
○ First semester
■ One initial visit [during first two weeks] of the semester
■ One informal observation to determine a baseline
■ Two formal observation visits [one must be for a literacy lesson for Elementary (K-6) Residents]
● A POP Cycle will occur for each of the formal observation visits (pre-conference meeting, observation, post-conference meeting)
■ Three walkthrough visits
■ End of semester evaluation meeting (visit conducted with the MT and Resident)
○ Second semester
■ One initial visit [during first two weeks] of the semester
■ Three formal observation visits [one must be for a literacy lesson for Elementary K-6 Residents]
● A POP Cycle will occur for each of the formal observation visits (pre-conference meeting, observation, post-conference meeting)
■ Two walkthrough visits
■ Final meeting after third POP Cycle as part of the the Summative Evaluation (visit conducted with the MT and Resident)
● Provide detailed feedback to assist in the continued improvement of knowledge, skills, and dispositions of the Resident.
● If there are weaknesses and a Contract for Improved Performance or other plan of improvement, an additional observation will be made. The CTL, Executive Director of the SOE, or other program coordinator can also be called in to observe in these situations.
● Hold an initial orientation with the Resident to discuss procedures, visits, and evaluations.
● Work with the Resident and MT to solve problems.
● Review the Resident’s daily/weekly schedule and provide substantive feedback to assist in their development; and review Disposition Evaluations at weeks 4, 8, and 12 in LiveText. If problems arise, address them immediately
● Continue to review the Resident’s reports, lesson plans, and portfolio progress—give and feedback and coach as needed. Encourage Residents to self-reflect continuously
● Hold on-site meetings with the MT whenever possible, share email/phone communications with the MT Answer any questions the MT has or refer them to CTL. Get acquainted with the administration and office staff whenever possible when on their campus. Throughout Residency, continue to be available to the MT and Resident.
● Consult with the CTL as soon as possible if problems arise.
● Support the Resident by listening, guiding, helping with resources, and recommending ways to improve.
● Have a pre-conference before observing the lesson during every POP Cycle to provide feedback regarding the lesson plan prior to the lesson being taught.
● Have a post-conference after observing the lesson during every POP Cycle to provide feedback regarding the lesson taught and go over the Aspiring Teacher Rubric Performance Assessment Tool. Remind the Resident to review their recorded lesson and to reflect on their strengths, areas for improvement, and their plan to improve skills as they will discuss these during the post-conference meetings. Provide constructive feedback every time and connect feedback to goals and progress across the Residency experience.
● Meet with MTs during each visit. If it is not possible to meet, get there a little early and ask the MT if there are any questions or concerns that need to be addressed.
● Communicate and share information with the Resident, MT, and school district partners through phone calls, emails, Governance Meetings, and/or other in-person or virtual meetings.
● Meet with the MT and the Resident after the third POP Cycle Formal Observation to establish a time for the Summative Evaluation.
● Evaluate the portfolio in LiveText.
● Attend the Resident’s Portfolio Exit Interview and Oral Defense as scheduled by the CTL. Submit the required form for this in LiveText.
● Assist with Portfolio Exit Interviews and Oral Defenses for other Residents as needed.
● Complete a Summative Evaluation, all Disposition forms, and any other required forms for each Resident in LiveText.
● Grade the Portfolio in LiveText.
SC Responsibilities
1. Supports the link between the university and public-school systems, preparation and practice, and clinical practice SCs.
2. Serves as a bridge for the Resident to novice teacher
3. Serves as an advocate for the Resident as appropriate.
4. Facilitates the clear communication of expectations for MTs and Residents.
5. Provides direction concerning the program’s focus, standards, and procedures with instructors, Residents, clinical practice instructors, and School Building Administrators.
6. Provides assistance to the Resident and MT with problem solving and feedback.
7. Serves as a resource for the MT and the Resident.
8. Provides an objective “neutral” point of view in the interactions among the Resident and the MT.
9. Models effective teaching knowledge, skills, and dispositions.
10.Has training in the Danielson FFT Criteria (Aspiring Teacher Rubric) (TESS) as required by the Arkansas DESE Policies Governing Programs for Educator Licensure requirement.
SOE Assessments and Other Information
Field Experience Observations for Year-long Residency
● CIED 49006 Residency I: 2 POP Cycle Observations and 3 Walkthroughs and any additional visits to support the Resident’s success
● CIED 49010 Residency II: 3 POP Cycle Observations and 2 Walkthroughs and any additional visits to support the Resident’s success.
*UAFS has implemented the common course numbering system (Section 57 of ACCESS).
POP Cycle Observations
All POP Cycle Formal Observations (two for Residency I and three for Residency II) will adhere to the POP Cycle process. The POP Cycles are explained as follows:
● POP Cycle (1st and 2nd formal observations for Residency I; 1st, 2nd, and 3rd formal observations for Residency II)
○ Lesson Plan Submission
■ A lesson plan on SOE template should be sent electronically to the SC and/or submitted to the LiveText assignment at least 48 hours prior to the lesson being taught. The method for submission will be determined by the Resident and SC upon scheduling of the formal observation.
○ Pre-conference
■ Once the SC has an opportunity to review and evaluate the lesson plan using Domain I of the Aspiring Teacher Rubric / TESS Coaching Tool, he or she will meet with the Resident to provide feedback and coaching as needed. This meeting should occur at least 24 hours prior to the teaching of the lesson. The pre-conference may occur virtually or in-person.
○ Observation
■ The SC and MT will observe the lesson being taught. The Resident will record the lesson for their own reflection purposes as well as provide the recording link to both the MT and SC in the event either prefers to review a particular part of the lesson while evaluating Domains II, III, and IV of the Aspiring Teacher Rubric and Coaching Tool. The Resident will review the recording and score themselves with the performance tool. They will reflect on their instruction and be prepared to discuss their outcomes during a post-conference meeting with the SC.
○ Post-conference
■ Approximately 48 hours after the lesson has been taught, the Resident and SC will meet to discuss the Resident’s reflection and SC’s feedback. The Resident and SC will meet for approximately 30 minutes. This meeting may occur virtually or in-person as needed. Resident, SC, and MT share assessments from lesson observed.
○ The Resident will submit the lesson plan, final reflection, and video link in LiveText to the appropriate assignment.
○ The SC will score the observation in LiveText using the Aspiring Teacher Rubric and upload a PDF of the Coaching Tool during the submission.
Summative Evaluation
● The Resident, MT, and SC will determine a mutually agreeable date and time to meet after the last formal observation. This meeting will be approximately 45 minutes to one hour in length. They will meet with each participant having viewed and scored the third observation for the Resident. The goal of this meeting is to reach a consensus of
scoring for all categories on the Aspiring Teacher Rubric. Other evidence during Residency may be considered, such as Disposition ratings and overall progress throughout the program. This should be discussed to determine scores for the Summative Evaluation as this evaluation is a culmination of the Residency experience.
● The SC will submit the summative evaluation consensus scores in LiveText for the group. This will be submitted in the Course Assessments section of LiveText.
● The Resident, MT, and SC will submit individual scoring of the summative assessment that was determined prior to the consensus scoring. This will be submitted in the Field Experience Module in LiveText in the form titled as the Final Aspiring Teacher Scoring Form.
Classroom Walkthroughs
Residents will have a minimum of five required POP Cycle Formal Observations across the span of their year-long Residency In addition to these observations, Residents will also be observed by the SC for a minimum of five required Classroom Walkthrough visits. These visits may be planned or unplanned, and this is at the discretion of the SC and/or MT A minimum of three Classroom Walkthroughs are required during Residency I, whereas a minimum of two walkthroughs are required during Residency II. Feedback will be provided to the Resident at the time of or after the walkthrough. The walkthroughs will focus primarily on observing and evaluating instances of co-teaching, teaching dispositions, categories on the Aspiring Teacher Rubric that the Resident, MT, or SC have determined to be areas of reinforcement or improvement. Each walkthrough will be documented by the SC, and a form will be submitted for the purpose of data collection and Resident support.
Dispositions for Residents
The Arkansas Department of Education’s DESE Policies Governing Programs for Educator Licensure offered by institutions of higher education require candidates who apply for a teaching license to have an appropriate disposition for teaching. This information can be found on the Arkansas Department of Education’s DESE website (See Standard 2 in the Code of Ethics Division of Elementary and Secondary Education - Offices - Educator Effectiveness and Licensure - PLSB/Professional Ethics/Discipline - Code of Ethics for Arkansas Educators).
UAFS SOE Dispositions for Residents are listed below The dispositions are aligned with ICOs, ATS Standards, InTASC Standards, and Framework for Teaching Domains (TESS/Aspiring Teacher Rubric). The dispositions are assessed using the SOE’s Dispositions Rubric
1.
COLLABORATION
ICOs 9, 10; InTASC/ATS 9, 10; Danielson FFT/Aspiring Teacher Rubric 4
The act of working with another person or group in order to achieve or do something.
2.
REFLECTION
ICO 9; InTASC/ATS 9; Danielson FFT/Aspiring Teacher Rubric 4
Serious thought or consideration.
3. INTEGRITY
ICO 9; InTASC/ATS 9, 10; Danielson FFT/Aspiring Teacher Rubric 4
The ability to demonstrate truthfulness to oneself and to others; demonstrate moral excellence, trustworthiness, professional and ethical behavior in all activities and dealings with university faculty, peers, students, teachers, and school personnel.
4. LEARNING INITIATIVE
ICOs 5-10; InTASC/ATS 5-10; Danielson FFT/Aspiring Teacher Rubric 3,4
The power or ability to begin or to follow through energetically with a plan or task for learning.
5. RESPONSIBILITY
ICOs 9, 10; InTASC/ATS 9, 10; Danielson FFT/Aspiring Teacher Rubric 4
The act of being accountable for a duty or task that one is required or expected to do.
6. RESPECT
ICOs 1-10; InTASC/ATS 1-10; Danielson FFT/Aspiring Teacher Rubric 1-4
Due regard for the feelings, wishes, rights, or traditions of others.
Artificial Intelligence (AI)
Please see the UAFS College of Health, Education, and Human Sciences AI policy and the UAFS SOE AI policy below:
● UAFS College of Health, Education, and Human Sciences AI Statement: Students must adhere to the Artificial Intelligence (AI) policy of the respective academic units in the College of Health, Education, and Human Services.
● UAFS School of Education is informing Teacher Candidates and Residents that it is important to obtain permission to use artificial intelligence from their instructor(s) prior to using it, otherwise it could result in an academic dishonesty violation. (See university handbook for additional information.)
Teacher Candidates and Residents must use AI responsibly, ensuring ethical integrity, student privacy, and educational effectiveness. AI should support, not replace, instructional planning while maintaining academic honesty. Teacher Candidates and Residents must comply with privacy laws (e.g., FERPA) and avoid inputting sensitive student data. Professionalism is essential, with AI serving as a tool for responsible innovation in education. By adhering to these principles, Teacher Candidates can integrate AI ethically and effectively into their teaching practices as it pertains to the above CHEHS or SOE policies. SOE faculty will ensure and model ethical and appropriate use of AI in SOE coursework.
High-Quality Instructional Materials (HQIM)
Teacher candidates will receive comprehensive training on high-quality instructional materials (HQIM) as part of their preparation program through various courses. This training will focus on identifying, evaluating, and effectively using HQIM to support varying student learning needs in the classroom. Teacher candidates will have opportunities for hands-on experiences, collaborative planning and guided practice with their MTs in collaboration with district partners. Teacher candidates will learn lesson internalization protocols and will learn how to integrate HQIM into their teaching strategies, ensuring alignment with curriculum standards and HQIM assessments, while promoting equal access to learning. Additionally, they will be trained to assess the effectiveness of instructional materials and adjust their approaches based on assessments. This approach ensures that teacher candidates are well-equipped to deliver engaging, rigorous, and standards-aligned HQIM instruction from day one in the classroom.
● HQIM Competency Matrix for Elementary
● HQIM Competency Matrix for Middle Level
SOE Lesson Planning Template
Lesson Title:
Grade and Subject Area:
High-Quality Instructional Materials (HQIM):
Sequence of Lesson: Introductory Reinforcement/Review Wrap Up
Content Standards
Provide the standards and performance indicators to be covered by this lesson, cite the numbers and the text.
Learning Objectives/Learning Targets
Provide the measurable or observable objectives for this lesson. They should be subject-specific and aligned with the content standards.
Assessments
Explain and clearly label all forms of formative/summative assessments and describe what is being assessed including justification for this lesson.
Pre-assessment (justification for the lesson)
Formative assessment
Summative assessment
Materials
List the instructional materials, including the HQIM utilized in the lesson, resources, equipment, and technology needed for this lesson.
Part A: Introduction (also known as anticipatory set - connection)
Describe how you will build on students’ prior knowledge and encourage student involvement.
Part B: Instruction (I do/we do)
Explain in detail the differentiated instructional strategies delivered in the lesson. Explain what you and the students will be doing that supports varying student needs. Include higher order thinking questions and anticipated student responses.
Part C: Independent/Group Practice (You do)
Provide additional opportunities for all students to apply new learning, evaluate learning, improve learning, or engage in enrichment activities.
Part D: Accommodations/Differentiation
Describe how you have developed your plans to meet the needs of all students (Gifted, SPED, Other students who need support). Use your class profile.
Content Process Product
Closure
Check for understanding, and explain how this lesson will connect to the next lesson. Ask higher order thinking questions. Explain what students will do to rethink or revise their understandings/skills.
Lesson Reflection Professional Learning Community (PLC) Example:
1. What did I want my students to know and be able to do with this lesson?
2. How did I know if every student learned the goal of the lesson?
3. How will I respond to the students that did not learn it?
4. How will I extend the lesson for those students who demonstrated proficiency?
5. What were my strengths in planning and teaching this lesson?
6. What are my areas of need in planning and/or teaching this lesson?
Roles and Responsibilities of Residency Stakeholders
Role and Responsibilities of the CTL
The CTL is responsible for planning and overseeing the year-long Residency at all sites. This individual is responsible for maintaining a high-quality program and collecting information necessary to determine its effectiveness. The CTL should:
1. Provide leadership to personnel who work with the Residents in establishing criteria for selecting school sites and MTs, and in admitting Teacher Candidates to Residency.
2. Screen all pre-service records to assure eligibility for admission to Residency.
3. Locate and secure qualified MTs and placement sites for Residency.
4. Acquaint administrative personnel in the field-based sites with the overall policies regarding the Residency experience.
5. Help establish policies and agreements with school administrations and Board of Education in the cooperating systems regarding the placement of Residents and the operation of the Residency Program.
6. Place Residents in field-based sites with the help of District Administrators, School Building Administrators, and MTs.
7. Notify the District Administrators, School Building Administrators, and the MTs of the date on which Residents are expected to report to the school to begin work and of the date on which Residents are expected to return to the university campus.
8. Assure that Residents are visited, assisted, and evaluated on a regular basis.
9. Provide leadership in promoting the training program for MTs.
10.Assist in preparing and providing suggested guidelines for MTs to assist them in their work.
11.Assist in systematic evaluation of the year-long Residency experience.
12.Supervise preparation of licensure documents.
MT Training
The CTL will facilitate a MT training prior to the beginning of Residency I. During this training, the MT will receive information regarding their roles and responsibilities in supporting the Resident throughout the year-long experience. The training will cover topics such as HQIM, AI, co-teaching models, evaluation criteria and performance tools, and coaching and feedback recommendations. An Aspiring Teacher Rubric calibration will take place between the SCs and MTs. The CTL will lead calibration discussions to ensure the lesson evaluation is mutually agreed upon.
Resident Training
The CTL will facilitate a Resident training, that includes an orientation to the program, prior to the beginning of Residency I. During this training, the Resident will receive information
regarding their roles, responsibilities, policies, and requirements for the year-long experience. The training will cover topics such as HQIM, AI, co-teaching models, evaluation criteria and performance tools, professional seminar, Developmental Curriculum Continuum, and POP Cycles.
○ Pop Cycle Link
Roles and Responsibilities of Other Professionals Involved in the Residency Experience
The School District Administration should:
1. Show interest in having Residents placed in the school system.
2. Provide adequate facilities and instructional material for effective teaching.
3. Assist the School Building Administrator and MTs in creating constructive attitudes in the school and community towards Residents.
4. Assure that the schools exemplify high standards of education.
5. Assist MTs in adjusting their work to absences that are necessitated by participation in the educator preparation program.
Role and Responsibilities of the School Building Administrator
The role of the School Building Administrator is to provide leadership so that the educational environment is such that the Resident can be successful. In order to create such an environment, suggestions for the School Building Administrators are as follows:
1. Assist in assigning Residents to qualified MTs in the desired areas and levels of licensure. MTs should be good role models. They should be committed to assisting and supporting the Resident in assuming the duties of a professional teacher.
2. Orient Residents to the school. Topics might include:
○ school background (description of community, history, enrollment, philosophy, goals)
○ school policies (rules and regulations)
○ discipline, safety, emergency procedures),
○ faculty expectations (meetings, duties, in-service, etc.)
○ extra-curricular activities (PTA/PTO open house, after-school activities, athletics).
3. Provide or make available written policies and handbooks to the Resident. Discuss important procedures with the Resident at the beginning of Residency.
4. Provide leadership in explaining the Residency process to the staff, students, and community
5. Communicate with the SC about the progress of the Resident and participate in conferences as needed.
6. Communicate with the CTL concerning any problems or questions which arise during the Resident’s teaching experience.
7. Adhere to and support the SOE policies, procedures, and requirements for Residency.
8. If possible, observe the Resident when teaching a lesson and give feedback to the Resident.
9. Communicate roles and responsibilities to other teachers in the school who may interact with the Resident, such as:
○ Help to create a professional climate in the building so that the Resident may work with professional people. Build and maintain this climate in the teachers' lounge, cafeteria, and work areas.
○ Extend professional ethics to include the Resident by refraining from:
i. Adverse criticisms on the teaching profession.
ii. Criticisms of other teachers and the school.
iii. Betrayal of confidence concerning students, teachers, and parents.
○ Accept the Resident as a member of the team.
○ Provide guidance and assistance to the Resident as would be accorded any new teacher Formative feedback concerning the Resident’s deficiencies should be directed to the MT
○ Plan with the School Building Administrator, MT, and Resident for observations of one's classroom when requested.
○ Share with the Resident their knowledge and insight gained through the teaching experience.
LiveText Field Experience Module
UAFS uses a web-based software program to collect information from MTs. When we enter the MT’s information into this software, LiveText, an email will be sent to the MT with a username and password. MTs should keep this username and password as they will use it each time they are assigned a Practicum Teacher Candidate or Resident from UAFS.
Dear [NAME],
Thank you for agreeing to be a field experience MT. You have been added to a list of available MTs and will be notified when a placement is made. During this placement, assessments and other activities will be managed through an online application called LiveText.
To log in, go to http://www.livetext.com, and enter the following username and password:
User name: [UNIQUE USERNAME]
Password: [SECURE PASSWORD]
Thank you for the contributions you will make to your mentee’s professional development.
If MTs would like to change the password to something that is easier to remember, they can do that by:
1. Clicking My Account in the upper right corner.
2. Clicking Change Password.
3. Entering the old password, then entering and confirming a new password.
Log in to LiveText, www.livetext.com to complete evaluation forms.
View Placement
At the top right corner of each placement listed on this page, there will also be a button that says View Placement Details. Clicking on this button will direct the individual to the full placement details page. This page is the aforementioned “shared workspace” that is accessible to all three members of the assessment team for this placement (Resident, MT, and SC).
1. To the left, the placement details are displayed (the Residency title, the associated course information, site location, grade, subject).
2. The View Demographics button will display the demographic information for both the site and the classroom. The MT is the only member of the team who is able to edit the demographics in this area.
3. The names of the Resident and the SC appear as links. Clicking one of these links will open an email window.
4. All assessments for Residency are listed in the center of the page. Assessments will be linked if they are assigned to the MT, or if the MT has published them for viewing.
5. In the Attachments area, work samples that have been posted by the Resident are linked and may be viewed. Attachments can be either LiveText documents or files.
6. The Time Log for this placement will display to the right. The Resident enters hours but the MT is able to approve entries. To approve an entry, the MT checks the box to the right of the entry and clicks Approve Hours.
a. For Residency I, Residents must have a minimum of 270 hours logged and approved.
b. For Residency II, Residents must have a minimum of 360 hours logged and approved.
To approve all entries or multiple entries at the same time, check the box at the bottom of the Time Log to highlight all unapproved entries and click Approve Hours.
Profile
A MT account also contains a profile tab. In this area, the MT is able to update his or her own personal information. Recall that when a MT is added to the Field Experience Module (FEM), the FEM Administrator can enter their:
● Phone number
● Email address(es)
● Gender
● Ethnicity
● Site, and
● Subject
Submission of Documents and Forms
The Resident, MT, and SC should complete all items in LiveText by the due dates. In the Residency semesters, certain forms will be required. These will be listed with the due dates in the Field Experience page on the LiveText platform.
Appendix A
Note: The appendix will include miscellaneous forms and information as well as documents developed during the year by faculty and administration that implement policies and procedures of the UAFS SOE. Items may be added throughout the year.
UAFS Paid Residency Vacancy Model
Spring to Fall Transitional Cohort
(Projected to complete Residency II in Fall 2027)
Licensure Exam Pathway Processes:
PATHWAY 1: Elementary K-6 and Middle Level 4-8
This pathway is not available for this transitional cohort as the paid residency option is only available for a Fall to Spring timeline.
PATHWAY 2: Elementary K-6 and Middle Level 4-8
Provides appropriate placement time with districts (yearlong placements)
Junior Year Spring 2026 Semester
● Teacher candidates (TC) will attend Child Maltreatment/Ethics Training
○ On this day, TCs will sign Licensure Exam Agreement form
● By Mid Term they will submit licensure exam (PRAXIS II) date on a Microsoft form in ELML 3103 (EDHP 31053) Practicum I.
Junior Year Fall 2026 Semester
● TCs will take licensure exam
● Official passing scores (Praxis II Content) must be received by October 1st
● Appeal windows will close on October 7th (must include registration for Praxis II exam)
● K-6 Students are finishing content courses for the FORT Exam
○ By Mid Term they will submit licensure exam (FORT) date on a Microsoft form ELML 3403 (EDHP 32053) Practicum II
○ Official passing scores (FORT) must be received by January 1st or they do not enter Residency I
PATHWAY 1: Music K-12 (Vocal & Instrumental) and Secondary 7-12 (English, History, Math, & Biology)
This pathway is not available for this transitional cohort as the paid residency option is only available for a Fall to Spring timeline.
PATHWAY
2:
Music
K-12 (Vocal & Instrumental) and Secondary 7-12 (English, History, Math, & Biology)
Provides appropriate placement time with districts (yearlong placements)
Junior Year Spring 2026 Semester
● TCs will attend mandatory Orientation where they will receive information regarding required licensure exam and will sign Licensure Exam Agreement form
● By Mid Term they will submit licensure exam (PRAXIS II) date on a Microsoft form to CTL.
Junior Year Fall 2026 Semester
● TCs will take licensure exam
● Official passing scores (Praxis II Content) must be received by October 1st
● Appeal windows will close on October 7th (must include registration for Praxis II exam)
● If the appeal is approved, the official passing scores must be received by January 1st or they do not enter Residency I
● TCs will not be allowed to enter Residency I without official passing scores