Assignment 1A for this week required us to explore the ITL program requirements, expectations, and test requirements by completing the scavenger hunt template of various program documents. We were to complete the scavenger hunt template to uncover a road map for understanding our program and journey. The main source of information was the National University Catalog.
List the title of your program and the course sequence of the ITL program in the NU Catalog.
- *ITL 602 has been removed from the sequence and is not a requirement for new teacher candidates.
- ITL 600 Becoming a Teacher
- ITL 604 Learners and Learning I
- ITL 606 Learners and Learning II
- ITL 608 Design and Process of Teaching
- ITL 520 Academic Language & Literacy
- ITL 522 Content Area Literacy
- ITL 526 SS Integrated Design I
- ITL 528 SS Integrated Design II
- ITL 530 Optimized Learning Community
- ITL 650A CP Internship A: Year 1
- ITL 651A CP Intern Seminar A
- ITL 650B CP Internship B: Year 1
- 651B CP Intern Seminar B
- ITL 650C CP Internship C: Year 2
- ITL 650D: CP Internship D: Year 2
Pages 455-457
Identify the number of courses in your program.
- Program Requirements (Single Subject 16 courses; 67.5 quarter units)
Page 507
Find the Class Calendar at a Glance
- Term Start Date: 11/21/2022
- Last Week of Classes:12/11 thru 12/17 2022
- NU Breaks – No Classes:
- 12/19/2021 thru 1/1/2022
- 4/1/2022 thru 4/2/2022
- 6/26/2022 thru 7/2/2022
- 12/18/2022 thru 12/31/2022 and beyond
- National Holiday Observed – No Classes:
- 11/11/2021: Veteran’s Day
- 11/25/2021: Thanksgiving
- 11/26/2021: Day After Thanksgiving
- 12/24/2021: Christmas Eve
- 12/25/2021: Christmas Day
- 1/1/2022: New Year’s Day
- 1/3/2022: ?
- 1/17/2022: Martin Luther King Day
- 2/19/2022: President’s Day
- 2/21/2022: President’s Day
- 5/30/2022: Memorial Day
- 6/20/2022: Juneteenth
- 7/4/2022: Independence Day
- 9/5/2022: Labor Day
- 11/11/2022: Veteran’s Day
- 11/24/2022: Thanksgiving
- 11/25/2022: The day after Thanksgiving
- 11/26/2022: ?
- 12/24/2022: Christmas Eve
- 12/25/2022: Christmas Day
Pages 6-7
Financial Aid Calendar
Page 100
Financial Aid awards and scholarships.
Review the awards and scholarships ~ are there any that you qualify for? Which one(s) and why?
- Federal Pell Grant
- Federal Supplemental Educational Opportunity Grant
- Cal Grant A
- Cal Grant B
- Teach Grant Program*
- Collegiate Honor Award
- NU Presidential Scholarship
- Military Tuition Scholarship*
- I qualify for the Teach Grant Program because it is my intention to teach in underserved and low-income communities.
- I qualify for the Military Tuition Scholarship because I am an Army veteran.
Pages 115-121
Financial Satisfactory Academic Progress (SAP) Policy
Name 4 facts in the Policy:
- Standards of Satisfactory Academic Progress were established to encourage students to successfully complete courses for which federal financial aid is received and to progress satisfactorily toward degree completion.
- Successful completion of a course for undergraduates is defined as receiving one of the following grades: A, A-, B+, B, B-, C+, C, C-, D+, D, or S. 3. Successful completion of a course for graduate students is defined as receiving one of the following grades: A, A-, B+, B, B- or C, S.
- The standards apply to state and federal financial aid programs, including Federal Pell Grant, Federal Supplemental Educational Opportunity Grant, Federal Work Study, Federal Direct Stafford Loan, Federal Direct Parent Loan for Undergraduate Students (PLUS), Graduate PLUS Loans, and Federal TEACH Grant.
- These financial aid standards of academic progress are separate from and, in addition to, academic standards required by the University for continued enrollment. The criteria used to determine academic progress are cumulative Grade Point Average, cumulative completion rate (or pace), and maximum time frame to complete the degree.
Pages 95-96
Policies and Procedures
What are 3 facts you need to know about the Refund Policy?
- If a student does not complete a course, tuition refunds are made according to the schedule below. The refund policy is the same for on-site and online classes. Students who drop or withdraw from a course:
- Prior to midnight (PST) of the ninth (9th) day of the session, receive a 100 percent refund;
- Prior to midnight (PST) of the tenth (10th) day of the session, receive a 50 percent refund; and
- After midnight (PST) of the tenth (10th) day, receive no refund.
- To receive a refund, students must submit a written request to stuact@nu.edu. Students must have a credit balance on their account to receive a refund.
- Financial Aid funds are reviewed for refunds within three days of disbursement to the student account, and excess funds are automatically refunded to the student.
Pages 122-126
Policies and Procedures
Scan the Policies and Procedures and identify 3 categories that are important for you to know and state why.
- Attendance Procedures are important to know if you need to arrange to take a test after it has been run due to an emergency or sickness.
- The Financial Aid Refund Policy is important if you must drop out of school and you were awarded financial aid. Some of the funds received must be repaid.
- The Grade Reporting policy is important because one needs to know when to expect their final grade in a course.
Pages 122-214
Policies and Procedures
Scan the Policies and Procedures and identify 3 categories that are important for you to know and state why.
- Attendance Procedures are important to know if you need to arrange to take a test after it has been run due to an emergency or sickness.
- The Financial Aid Refund Policy is important if you must drop out of school and you were awarded financial aid. Some of the funds received must be repaid.
- The Grade Reporting policy is important because one needs to know when to expect their final grade in a course.
Pages 138-139
Student Code of Conduct
What are the Core Values and Behavioral Expectations?
- Access National University courses only for lawful purposes.
- Respect the privacy of other members of the class and other students.
- Respect the integrity of the University’s computer systems.
- Respect the diversity of opinions among the instructor and members of the class and respond to them in a courteous manner. Electronic communication consisting of all caps, large font, or bold print may be considered unprofessional and a form of verbal abuse.
- Maintain an environment free of harassment, stalking, threats, abuse, insults, or humiliation to the instructor and members of the class. This includes but is not limited to, demeaning written or oral comments of an ethnic, religious, sexist (or sexual orientation), or racist nature and unwanted sexual advances or intimidations by email or on discussion boards and postings in course shells.
- Abide by all rules and regulations published by the University and agree to be subject to disciplinary actions as described in this Code of Conduct and all policies as described in the General Catalog.
Pages 178-186
Student Code of Conduct
What is the difference between Level 1 Violations and Level 2?
Minimum Disruptions
Minor disruptions of University operations which occur on/off campus or online will be addressed by the Professor, Academic Program Lead, Director, or Manager of the University department where the behavior occurred and documented for the department file.
Examples include, but are not limited to:
- Repeated and disruptive tardiness to class or appointments
- ·
- Eating and/or drinking (if not permitted) Electronic devices going off Email or phone harassment (1-3 separate instances within a short time frame)
- Performing a distracting repetitive act such as tapping feet or fingers, popping gum, or loud talking
- Disrespectful engagement online or in-person
Significant Disruptions
- Substantial disruption of University operations, including obstruction of teaching, research, administration, other University activities, and/or other authorized non-University activities which occur on/off campus or online, must be reported immediately and will be addressed by the OSC.
- Persistent Minimum-level behaviors can become Significant level concerns.
Pages 180-181
Academic Information for Graduate Degrees and Credentials
What is the difference between an Incomplete and an In Progress Grade?
I Incomplete
- A grade of “I” may only be issued when a student has attended at least two-thirds of the class sessions and is unable to complete the requirements due to uncontrollable and unforeseen circumstances.
IP In Progress
- A designation representing a project course that allows up to 12 months from the course start date for completion. No grade points are assigned for the “IP” grade.
Pages 233-234
Academic Information for Graduate Degrees and Credentials
Describe what Catalog Rights are:
- Catalog rights mean you remain subject to the requirements of the academic program that were listed in the catalog at the time of your admission.
Academic Information for Graduate Degrees and Credentials
Describe the Unit and GPA Requirements
- Graduate degrees require the completion of a minimum of 45 quarter units. Students must earn a minimum of 40.5 quarter units at National University and must complete half of the core requirements and three-fourths of the area of specialization in residence.
- Students must meet the following GPA requirements for their degree.
- Minimum overall cumulative Grade Point Average of 3.0
- Minimum cumulative Grade Point Average of 3.0 within their core requirements
- Minimum cumulative Grade Point Average of 3.0 within their area of specialization (if one is required or selected)
Page 250
Sanford College of Education (SCOE) Credential Information
What two program advisement advisors do you have?
- A Faculty Advisor and a Credential Program Specialist
Page 253
Sanford College of Education (SCOE) Credential Information
What are the student teaching requirements?
- Clinical Practice requires impartial assessments and evaluations, and as a result, students cannot participate in a school where family members work or attend.
- National University will release all pertinent information to any school district for the purpose of securing field experience and/or employment.
- Student teaching spans 16-18 weeks full-time.
- Eligible candidates may request that specific experience be considered equivalent for up to one-half of Student Teaching.
- Clinical Practice must be completed in the appropriate credential area. It is understood that “credential area” is defined by two criteria:
- The Education Specialist Authorization area for which the candidate has completed the coursework for Mild/Moderate or Moderate/Severe.
- Completion of student teaching in an educational environment supported by the core academic subject area in which the candidate has met subject matter competency.
- In addition to meeting the admissions and specialization requirements, to be cleared to begin student teaching, candidates must also complete and return the following 90 days prior to the start date:
- Verification of all specialization coursework with a minimum 3.0 GPA (D, F, and U grades are not accepted).
- Student Teaching Placement Request Form.
- Attend Student Teaching Orientation.
- Verification of Zero account balance.
Recommendation Requirements
In addition to meeting the admissions, specialization, and student teaching requirements, candidates must also complete and return the following prior to credential recommendation:
- Verification of U.S. Constitution requirement met by (a) exam, (b) transcript verifying completed U.S. Constitution coursework, or (c) CSU Bachelor’s degree.
- Verification of Reading Instruction Competence Assessment (RICA).
- Verification of CPR (incl. Infant, Child, and Adult).
- Verification of all credential program coursework with a minimum 3.0 GPA (D, F, and U grades are not accepted).
- Verification of zero account balance.
All test results must remain valid throughout the credential program in order to apply for credentials, except for negative TB test results.
Pages 259-260
Sanford College of Education (SCOE) Credential Information
What are the University Internship prerequisite requirements?
- Conferred bachelor’s degree (regionally accredited).
- Fingerprint Clearance through the CTC.
- Negative TB test results or Tuberculosis Risk Assessment with Certificates of Completion (valid within the last four years).
- Proof of meeting the Basic Skills Requirement.
- Proof of Subject Matter Competency in a Core Academic Subject Area.
- U.S. Constitution requirement met by exam, transcript verifying completed or coursework of CSU Bachelor’s degree.
- 120 hours of pre-service met by coursework (SPD 600S, ITL 604 and ITL 530).
- Minimum 3.0 GPA (D, F, and U grades are not accepted).
- Agreement on file between the employing District, School, or Agency and National University.
- Zero account balance.
Page 260
Sanford College of Education (SCOE) Credential Information
When do you fill out the credential packet?
- All students must complete ITL 600 and credential packet prior to beginning ITL 604.
Page 451
CBEST
Have you taken the CBEST?
Yes
Have you passed the CBEST?
Yes
What test date will you register to take the CBEST?
Already completed
How much does it cost?
It was free
Register for the CBEST if you have not passed it.
Schedule your test before ITL 606; need to have a passing before methods courses
Have you taken the CSET?
No
Have you passed the CSET?
Awarded coursework equivalency
If not…
How many subtests are in the CSET?
3
What scores do you need to pass the CSET?
To pass a CSET exam, you need to score 220 or above on each subtest that makes up your exam. Each subtest is scored on a scale of 100 to 300 once your raw score has been converted. The passing score is the same for all of the CSET subject exams available.
What test date will you register for to take the CSET?
Awarded coursework equivalency
How much does it cost?
The first 2 math tests are free, and the third math test is $99.00
It takes approximately 6 weeks to get results back, so you should schedule your test now, as you need to pass before starting Method Courses.
Schedule to take after ITL 514
What is the passing score?
A score of 220 is required to pass the RICA test. This applies to both the written and video examinations. On either version of the test, individuals earn what’s called a raw score that’s based on the total points they receive for their answers.
What is the session length?
Both subtest 1 and subtest 2 are 1 hour and 15 minutes long. Subtest 3 is 1 hour and 30 minutes long. This organization of the RICA test results in a total testing time of 4 hours, plus 15 additional minutes for a nondisclosure agreement and tutorial.
How many questions?
Subtest 1 has 37 questions, Subtest 2 has 37 questions, and Subtest 3 has 26 questions.
How many focused educational problems and instructional tasks?
- Subtest 1: This subtest is 1 hour and 15 minutes long. It has 35 multiple-choice questions and 2 constructed responses. The written responses are both focused task questions, one 150-300 words, and the other 75-125 words. It assesses knowledge of the Word Analysis and Fluency domains.
- Subtest 2: The second subtest is also 1 hour and 15 minutes. There are 35 multiple-choice questions and 2 focused task written questions. One of these written questions is 75-125 words long, and the other 150-300 words. This subtest covers the Vocabulary, Academic Language, and Background Knowledge domains and the Comprehension domain.
- Subtest 3: The third subtest is 1 hour and 30 minutes long. It consists of 25 multiple-choice questions and 1 written constructed response question. The written response is a case study requiring between 300 to 600 words that assesses all domains. The multiple-choice questions on this subtest cover the Planning, Organizing, and Managing Reading Instruction Based on the Ongoing Assessment domain.
How many case studies?
1
How much does it cost?
The cost for the RICA written exam is $57 per subtest, an eventual total of $171, which is due at the time of registration. This is the same cost for both computer-based testing and online proctoring.
Taken during ITL 551/651 A & B
How much does it cost?
Cycle 1: $150 Cycle 2: $150
How many Cycles are there?
2
What does the CalTPA measure?
- California Teaching Performance Expectations (TPEs)
- California Standards for the Teaching Profession (CSTP)
Explore and identify what information is in SOAR and how to navigate SOAR.
Pathway to Graduation—NU Knowledge Base
Credentials Packet
Academic Advising Report
What is SOAR and how do I access it?
I see https://nu.okta.com/app/UserHome and https://login.nu.edu/portal/ and https://kbeucus.wixsite.com/national-university/challenge-page/2c09719d-55be-4a23-b215-2c5f9be3052e but No SOAR
Student Concierge Services
1-866-NU-ACCESS (1-866-682-2237) or email scs@nu.edu with any questions.
What can Student Concierge Services do for you?
- Student Concierge Services (SCS) is comprised of knowledgeable Student Service Advocates. Their highly-skilled team of advocates assists student learners through a variety of insightful services, offering guidance, and answers about National University policies & procedures, combined with innovative and sound solutions to create an exceptional student experience.
- SCS Advocates address a broad range of areas related to Single Sign On/Login support, Admissions, Financial Aid, Student Accounts, Registrar, and Graduation for the NU System and Affiliates.
- Explore the Student Support Services Index on Page 30 – Choose 4 areas that impact your journey and describe the information and why it is important to you!
Page 30 of which document?
Explore and identify elements of Professional Ethics in the Teaching Profession
Identify the commitments to the profession in the CTC Code of Ethics in teaching.
NEA – Code of Ethics for Educators (http://www.nea.org/home/30442.htm)
In fulfillment of the obligation to the profession, the educator–
- Shall not, in an application for a professional position, deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.
- Shall not misrepresent his/her professional qualifications.
- Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.
- Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.
- Shall not assist a noneducator in the unauthorized practice of teaching.
- Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.
- Shall not knowingly make false or malicious statements about a colleague.
- Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or actions.
Identify the commitments to the students in the CTC Code of Ethics in Teaching.
Found this at https://www.cta.org/wp-content/uploads/2023/05/CTAOrgHandbook2022-2023.pdf. The link provided in this document is no longer valid.
- Shall not unreasonably restrain the student from independent action in the pursuit of learning. 2.
- Shall not unreasonably deny the student access to varying points of view.
- Shall not deliberately suppress or distort subject matter relevant to the student’s progress.
- Shall make a reasonable effort to protect the student from conditions harmful to learning or to health and safety.
- Shall not intentionally expose the student to embarrassment or disparagement.
- Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly—
- Exclude any student from participation in any program;
- Deny benefits to any student;
- Grant any advantage to any student.
- Shall not use professional relationships with students for private advantage.
- Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.
Given an example: identify the ethical considerations.
- The case of the unknown student creating an explosion in the classroom brought up a good ethical dilemma. Is it fair to punish an entire class for not revealing the culprit? And for the entire term? I don’t think so. Maybe this could have been turned into a learning situation.
When an anonymous person fingered the culprit, where was the proof? How can you punish a student when you have no concrete evidence
- This resource requires a payment commitment.
Code of Ethics for Teachers: Principles & Examples
- This resource requires a payment commitment.
Assignment Grade: 20/20
