|
Elementary Post-Baccalaureate Licensure (PBL) Program
Mesa State College is developing and will continue to develop post-baccalaureate
licensure alternatives for elementary teacher canidates only. We
have available licensure alternatives that flexibly meet the needs
of area schools and students. If you want to explore current possibilities,
please contact the Director of the Post Baccalaureate Licensure
(PBL) Program Cindy Chovich at (970) 248-1462 or cchovich@mesastate.edu.
Types of prospective candidates who contact us to find out about
post-baccalaureate licensure [PBL] possibilities:
The PBL program supports the post-baccalaureate licensure preparation
of each type of prospective candidate!
| PBL Process: Initial Candidate
Inquiry through Program Completion: Intensive PBL |
| Rolling Admissions Cycle: March - March |
| Prospect inquires |
- Prospect submits transcript evaluation material to PBL
Admissions Coordinator
- Contact sheet with level of licensure interest information
- Unofficial copies of transcripts
|
| Transcript evaluations |
- Overall gpa of 2.8; major gpa 2.8
- Secondary applicants - evaluation of academic major by
designated liberal arts faculty
- Elementary applicants - evaluation of a distributed liberal
arts preparation by PBL Director or Admissions Coordinator,
using criteria comparable to CDE's elementary transcript
evaluations for alternative licensure
|
| Feedback to prospect |
- Academic coursework required, if any
- How long to complete the PBL program
- Prescriptions made for overriding low gpa, if warranted
|
| Phone/Office contact |
- Licensure completion plan developed
|
| Applicant declares intent to enroll
and completes remaining application material |
- Application for admission to
Mesa State College
- Three sets of official transcripts
- Letter of interest in entering the profession
- Two References
- Resume
- CDE fingerprinting
- Technology audit
- Registers for Praxis 1 exam, all three subtests: reading,
writing, math
|
| Field Placement Cycle: January - May |
| Districts notified |
- Information re # of prospects and level/fields of licensure
and endorsement submitted to applicants local district and/or
next closest districts by PBL Director or Field Services
Coordinator
- Districts express interest in hosting/hiring a candidate
intern for the coming year
|
| Prospective mentors interviewed by PBL faculty |
- Prospective mentors complete application, including administrative
recommendation
- Prospective mentors interviewed by PBL faculty
- Pool of mentors, for the coming year, identified within
each district
|
| Interns interviewed for placement by building
personnel |
- Interns interviewed by building administrator and prospective
mentors using procedures established by their district
- Results of interviews, including placement recommendations,
reported to PBL Director or Field Services Coordinator
|
| Tentative placements determined |
- PBL Director or Field Services Coordinator and district/building
personnel finalize tentative placements
- Placement of more than one candidate intern per building
highly valued
|
| Admission to summer studies
pending |
- Passing scores on all three PRAXIS 1 basic skills, subtests
- Successful completion of all required leveling courses
|
| Summer Cycle: June - August |
PBL 1
June - July
Summer Studies
|
- Ten hours of credit in Curriculum, Instruction &
Assessment
- Eight weeks: beginning of June through the end of July:
2 days in Grand Junction | 3 weeks online | 3 days in Grand
Junction | 3 weeks online | 4 days in Grand Junction
- Mentor training: Full day at the end of July. Involves
all interns and their mentors.
- See maps of Summer Studies content
|
| Continuance review for admission to Clinical
Practice Semester (by PBL faculty) |
Admission to the Clinical Practice Internship is contingent
on:
- Successful completion of Summer Studies performance objectives
|
| August |
- Intern continuance and placement confirmed with building
principal and mentor by PBL Director or Field Services Coordinator
- Make-up mentor training session (mentor and candidates)
|
| Clinical Practice Semester: August/September
- December (Candidate follows host school calendar) |
PBL 2
Clinical Practice
|
- Intern begins working with mentor prior to the opening
of the school year
- OATS: Observing, Assisting, Teaming and Solo teaching
( 80% teaming)
- Direct extension of summer studies tools and frameworks
into classroom practice
- Four half - day observation/conversations with PBL supervisors,
one each from the PBL Director and each of the strand instructors
or subject supervisors
- Common element of each observation is candidate's structured
discussion of their observed lesson in terms of putting
specific theories/strategies into practice
- Full application of the RUD (Rapid Unit Design) model
to a small unit
|
| Elementary strands |
Elementary interns interact online to complete the
following directed strands which draw upon their classroom
situations to immediately apply theory into instructional
practice:
- Math Education | Literacy | Diversity/Exceptionalities
|
| Secondary strands |
Secondary interns interact online to complete the following
directed strands which draw upon their classroom situations
to immediately apply theory into instructional practice:
- Secondary methods in field of endorsement | Diversity/Exceptionalities
|
| Grand Junction Strand Seminars |
Monthly seminars are held from 9 am - 4 pm in Grand Junction
during September, October and November
- Elementary seminars are scheduled for a Thursday, Friday,
Saturday
- Secondary Seminars are on the day scheduled for Diversity/Exceptionalities
|
| Program Assessment |
In the week following each monthly seminar, PBL
faculty meet to evaluate the seminars and review individual
student progress based on their observations. |
| Continuance review for admission to Directed
Teaching Semester (by PBL faculty) |
Admission to the Directed Teaching Semester is contingent
on:
- Passing score on the PRAXIS 2 elementary of subject content
examination
- Acceptable development toward state and national performance
standards
- Acceptable development in PBL performance objectives (RUD
process)
- Acceptable development in professional dispositions
- Acceptable performances in strand work and course work
|
| Directed Teaching Semester: January - May/June
(Candidate follows host school calendar) |
PBL 3
Solo Teaching
|
- Candidate engages in 15 weeks of solo teaching
- Direct extension of summer studies tools and frameworks
into classroom practice
- Full application of the RUD (Rapid Unit Design) process
|
| PBL Performance Support |
- oFour half - day observation/conversations with PBL and/or
content supervisors
- Ongoing online performance support with supervisors and
instructors
- A Grand Junction RUD/Capstone support session in February
|
Capstone Project
(late April - May)
|
- Fifteen minute poster presentation documenting having
had a positive effect on student learning in all of the
units of instruction implemented during Directed Teaching
- Capstone Rubric used by college supervisor(s), mentor,
school administrator
|
| Recommendation for Provisional Licensure |
| Recommendation for Licensure Criteria
(by PBL faculty) |
A recommendation for licensure is based on documentation
of proficient competence in the
- Performance Based Standards for Colorado Teachers, and
th
- NCATE/ACEI Standards [as adapted by PBL for K-12 teacher
preparation]
as documented by
- Successful written evaluations and recommendations
from mentors
- Successful PBL Work Sample/Portfolio and compiled
RUD-based units/instruction
- Successful summative Observation/Conversation
- Successful Capstone Project & Presentation
|
| Contact |
Dr. Mark Joyce, Dir. Intensive PBL Program- mjoyce@mesastate.edu
- 970-248-1729
|
|
