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Mathematics Secondary Education Program Handbook

The UNG mathematics secondary education program with initial teacher certification (MAED program) is aligned to national standards established by the National Council of Teachers of Mathematics (NCTM) and the Council for the Accreditation of Educator Preparation (CAEP) along with state guidelines provided by the Georgia Professional Standards Commission (GaPSC). As recommended by these bodies, candidate teachers in the MAED program complete mathematics content coursework that is equivalent to a mathematics major along with an educational component sufficient to grant initial teacher certification upon graduation. The training and evaluation of candidate teachers in the MAED program follows the guidelines and recommendations of the NCTM Principles and Standards (2000).

The UNG MAED program is served by a faculty body with rigorous training in mathematics education. Most faculty hold a Ph.D. in mathematics education or its equivalent, have experience teaching high school mathematics, and conduct mathematics-education research and publish peer-reviewed articles in journals related to mathematics education. By recruiting and retaining a highly qualified faculty and adhering to state and national standards, the MAED program helps provide an excellent educational experience for future secondary mathematics teachers.

Section I. First Steps

Mathematics secondary teacher candidates apply to the College of Education in August after their sophomore year. During this year, they should also complete the basic education sequence: EDUC 2110, 2120 and 2130.

The courses specific to mathematics secondary education (MAED) begin in the Spring junior year, or three semesters prior to graduation. MAED teacher candidates take three groups of courses (or blocks): the Foundations Block, the Practicum and the Student Teaching Internship. These blocks consist of multiple courses that must be taken concurrently, including a placement in one of the middle schools or high schools in the area. 

  • Foundations Block:  5 credit hours – Spring semester of junior year
    • MAED 3002, Assessment (2 hours)
    • MAED 3003, Classroom Management (2 hours)
    • MAED 3003L, a 30-hour observation-only placement (1 hour)
  • Practicum:  9 hours – Fall semester of senior year
    • MAED 4000, Curriculum, includes a 120 hour placement (3 hours)
    • MAED 4101, Methods and Materials, leverages MAED 4000 placement (3 hours)
    • MAED 4201, Capstone (3 hours)
  • Internship:  12 hours – Spring of senior year, may be delayed until Fall as needed
    • SCED 3540, Classroom Data Analysis (3 hours)
    • SCED 4403, Planning (3 hours)
    • SCED 4404, Performance (3 hours)
    • SCED 4405, Professionalism (3 hours)

See our Plan of Study page for detailed information. Students may declare a mathematics secondary education (MAED) major immediately upon admission to the University of North Georgia. When an MAED major is declared, the student is assigned an advisor in the Department of Mathematics.

Section II. Admission to Teacher Education Program

Students wishing to complete the MAED program must complete three educational foundations courses prior to admission to the College of Education’s Teacher Education program: EDUC 2110, 2120 and 2130. In August following the Spring semester of the student’s sophomore year, he or she should apply for admission to Teacher Education. Generally, the student will have just completed EDUC 2130 and will be academically prepared to proceed with the MAED Foundations Block the following year. Admission to the Teacher Education program is a prerequisite for all MAED courses.

The requirements for application to the Teacher Education program can be found at the UNG Teacher Education web site. Students who wish to begin work in the MAED program should apply to Teacher Education between August 15 and August 31 before starting their junior year at UNG.

Requirements to apply include the following (see Teacher Education web site for details and updates):

  • Copy of purchased Professional Liability insurance.
  • Completion of accredited college coursework equivalent to 80 semester credit hours applicable to MAED plan of study.
  • A 2.75 UNG adjusted or cumulative GPA.
  • Proof of successful completion or exemption of GACE Program Admissions Test. You may exempt GACE Program Admissions Tests if you can provide proof of any of the following:
    • SAT Minimum required score 1000 (Critical Reading & Math Score combined)
    • ACT Minimum required score 43 (English & Math score combined)
  • Register with the Georgia Professional Standards Commission to obtain a MyPSC account and PSC Identification Number.
  • Exhibit responsible, professional behavior in all classes, the field experiences, and interactions with peers and faculty; exhibited potential for success in the program. 
Section III. Georgia MyPSC and Preservice Certification

The Department of Education of the state of Georgia provide a tiered certification approach for all Teacher Education students in Georgia. As part of the application to the UNG Teacher Education program, teacher candidates register for a MyPSC account with the Georgia Professional Standards Commission (PSC). The MyPSC portal allows a teacher candidate to track all components and requirements of the tiered certification process including test scores, ethics training, background check and current certification tier.

Prospective teacher candidates must earn a Pre-Service Certification (the initial tier) to be admitted into the UNG Teacher Education program. Upon successful completion of the MAED program, graduates will apply for the Induction certification tier. With three years of classroom teaching experience, teachers may apply for the Professional certification tier. The MyPSC portal tracks one’s progress through each tier and provides important information and updates.

Section IV. MAED Program Overview

The courses specific to mathematics secondary education (MAED) begin in the junior year. MAED teacher candidates take three groups of courses (or blocks) during their final three semesters at UNG: the Foundations Block, the Practicum and the Student Teaching Internship. These blocks consist of multiple courses that must be taken concurrently, including a placement in one of the middle schools or high schools in the area.

  • Foundations Block:  5 credit hours – Spring semester of junior year
    • MAED 3002, Assessment (2 hours)
    • MAED 3003, Classroom Management (2 hours)
    • MAED 3003L, a 30-hour observation-only placement (1 hour)
  • Practicum:  9 hours – Fall semester of senior year
    • MAED 4000, Curriculum, includes a 120 hour placement (3 hours)
    • MAED 4101, Methods and Materials, leverages MAED 4000 placement (3 hours)
    • MAED 4201, Capstone (3 hours)
  • Internship:  12 hours – Spring of senior year, may be delayed until Fall as needed
    • SCED 3540, Classroom Data Analysis (3 hours)
    • SCED 4403, Planning (3 hours)
    • SCED 4404, Performance (3 hours)
    • SCED 4405, Professionalism (3 hours)

Teacher candidates must also complete an 80-hour service learning project, during which they will engage in mathematics tutoring or work as a teacher’s aide. Mathematics tutoring may be conducted at any level from Kindergarten up through college level courses (1000-level courses only). Teacher candidates will arrange their own service learning activities and may leverage community groups where they are already involved (e.g.  Scouts, church youth groups, private schools, after school programs, tutoring family members). Candidates choosing to work as a teacher’s aide in a school should seek approval from the building principal and/or assistant principal prior to start. To document this field experience, teacher candidates will keep a logbook and write a reflection essay of 1 – 2 pages describing the different activities undertaken. The 80-hour service learning project may begin during the junior year and must be completed before the beginning of the Student Teaching Internship.

During the Practicum block, teacher candidates may choose to join their MAED 4000 placement early to help fulfill their service learning requirement. Attending the assigned placement site during for two weeks during pre-planning and the first week of classes provides teacher candidates with a unique perspective on their future career and can help fulfill the service learning requirement.

Because the teaching profession requires responsibility and professionalism, courses with an MAED prefix have a professionalism component. The focus on professional behavior helps prepare teacher candidates for student teaching experiences in the local K12 school systems. Demonstration of professionalism during MAED coursework is a requirement for undertaking the student teaching components of the MAED program.

Several checkpoints exist to ensure MAED students are making adequate progress. Before taking the Foundations block, students need to be admitted to the College of Education which, among other things, requires taking the GACE, obtaining liability insurance and passing a background check. For full details, please see:

                 http://ung.edu/teacher-education/admissions.php

Foundations Block Prerequisites. To attempt the Foundations Block (MAED 3002, 3003, 3003L), students must have completed the three basic EDUC courses (2110, 2120, 2130) and been admitted to the College of Education. For the 30-hour placement in 3003L, students must also meet the following requirements:

Additionally, teacher candidates will not be placed in a school

  • they attended in the past 7 years
  • where a relative of the teacher candidate is currently enrolled or employed

Practicum Prerequisites. To attempt the Practicum (MAED 4000, 4101, 4201), students must complete the following requirements:

  • MAED 3002 and 3003(L) completed with grades of C or better
  • MAED professionalism standards met or exceeded the during Foundations block
  • Current (within one year) and clear background check through www.certifiedbackground.com
  • Active liability insurance policy through PAGE, GAE, or AFT

Additionally, teacher candidates will not be placed in a school

  • they attended in the past 7 years
  • where a relative of the teacher candidate is currently enrolled or employed

Internship Prerequisites. For the 120-hour Practicum placement (MAED 4000/4101), students must also meet the following requirements:

  • Entire plan of study complete with exception of the Student Teaching Internship (SCED 3540, 4103, 4104, & 4105)
  • MAED professionalism standards met or exceeded the during Practicum block
  • Completion of the 80-hour service learning project and documentation (log sheet and essay)
  • Current (within one year) and clear background check through www.certifiedbackground.com
  • Active liability insurance policy through PAGE, GAE, or AFT

Additionally, teacher candidates will not be placed in a school

  • they attended in the past 7 years
  • where a relative of the teacher candidate is currently enrolled or employed

The student teaching internship is most often undertaken in the spring semester immediately following the Practicum. However, some students will find it necessary to complete required courses in the spring and summer terms after the Practicum. In these cases, student teaching may occur in the fall semester.

Section VI. Foundations Block

This placement is observation only. Students will complete an observation journal assigned by their MAED 3003 instructor and will turn in an observation log signed by their cooperating teacher. Other related assignments will be detailed in the course syllabus. Assessment of these artifacts will be at the sole discretion of the MAED 3003 instructor with details given in the course syllabus.

Description. The field placement description below is the exact text that is forwarded to the K12 school systems and forms an agreement between UNG and the placement school about the activities the teacher candidate will be responsible for while in the school.

This 30-hour placement is observation only. Students will conduct their observations beginning on or about February 1 and completing them by April 15. They will dress professionally and schedule days and times mutually convenient for the UNG student and the cooperating teacher. They will work with mentor teachers who have at least 3 years of teaching experience. These UNG students will serve as teacher aids and will grade papers, help with planning tasks and walk around the room during seatwork time assisting students as directed by the mentor teacher. At the cooperating teacher’s sole discretion and only after the student has proven capable, the student may be asked to present briefly to the class (going over homework problems or similar activity). A UNG supervisor is not assigned for formal field observations.

Section VII. Practicum

The practicum field placement is approximately 50% of the MAED 4000 course, and performance during the practicum will be measured by (i) university supervisor evaluations of observed student teaching and (ii) by the Practicum Placement Portfolio. Assessment of these artifacts will be at the sole discretion of the MAED 4000 instructor with details given in the course syllabus. The practicum field placement is also a component of MAED 4101. Course assignments and activities will be detailed in the course syllabi for these two courses.  

Description. The field placement description below is the exact text that is forwarded to the K12 school systems and forms an agreement between UNG and the placement school about the activities the teacher candidate will be responsible for while in the school.

The practicum experience lasts for approximately 8 weeks beginning on October 1 and continuing through the end of November (or Thanksgiving Break). Mathematics secondary practicum students will work with cooperating teachers who have at least 3 years of teaching experience. The practicum students report to schools at the beginning of the teacher work day and remain until 11 AM each day Monday through Friday. Practicum students must teach a minimum of 8 lessons. Four lessons are observed and evaluated by university faculty supervisors and four lessons are observed and evaluated by the cooperating teacher. When not teaching, the practicum students are available in the classroom to assist with grading, planning, help during any seat work, math tutoring before school or during a free period and any other educational tasks that would assist the cooperating teacher. By late November, they will have completed 120 hours of observation and teaching. A faculty supervisor from the University of North Georgia will visit the classroom at least three times during the practicum experience to observe and evaluate the progress of the practicum student.

Section VIII Service Learning Project

Teacher candidates must complete an 80-hour service learning project, during which they will engage in mathematics tutoring or work as a teacher’s aide. Mathematics tutoring may be conducted at any level from Kindergarten up through college level courses (1000-level courses only). Teacher candidates will arrange their own service learning activities and may leverage community groups where they are already involved (e.g.  Scouts, church youth groups, private schools, after school programs, tutoring family members). Candidates choosing to work as a teacher’s aide in a school should seek approval from the building principal and/or assistant principal prior to start. To document this field experience, teacher candidates will keep a logbook and write a reflection essay of 1 – 2 pages describing the different activities undertaken and what was learned about teaching during these experiences. The 80-hour service learning project may begin during the junior year and must be completed before the beginning of the Student Teaching Internship.

Teacher candidates may choose to join their MAED 4000 practicum placement early to help earn hours toward fulfilling the service learning requirement. Attending the assigned placement site during for two weeks during pre-planning and the first days of classes provides teacher candidates with a unique perspective on their future career.

Teacher candidates will arrange their own service learning project activities. Evaluation of the service learning project will be based upon the service learning log sheet and the reflection essay.

Section IX. Student Teaching Internship

Prerequisites for Internship

For the 120-hour Practicum placement (MAED 4000/4101), students must meet the following prerequisite requirements:

  • Entire plan of study complete with exception of the Student Teaching Internship (SCED 3540, 4103, 4104, & 4105)
  • MAED professionalism standards met or exceeded the during Practicum block
  • Completion of the 80-hour service learning project and documentation (log sheet and essay)
  • Current (within one year) and clear background check through www.certifiedbackground.com
  • Active liability insurance policy through PAGE, GAE, or AFT

Additionally, teacher candidates will not be placed in a school

  • they attended in the past 7 years
  • where a relative of the teacher candidate is currently enrolled or employed

The student teaching internship is most often undertaken in the Spring semester immediately following the Practicum. However, some students will find it necessary to complete required courses in the Spring and Summer terms after the Practicum. In these cases, student teaching may occur in the Fall semester.

If the entire plan of study with exception of the 12 internship course hours has not been completed prior to the semester the candidate teacher wishes to intern, he or she may petition the MAED field placement coordinator for an exemption to the internship prerequisites. However, exemptions are rare because student teaching internship demands are extensive.

Petitions for exemptions to the internship prerequisites must be submitted in writing to the MAED field placement coordinator at least three months in advance of the first day of planned student teaching. The petition must include (i) a rationale for the exemption including an explanation of why the coursework has not yet been completed, (ii) a brief summary of grades in MATH and MAED courses, (iii) a description of when the remaining courses will be completed, and (iv) expected graduation date.

Description. The field placement description below is the exact text that is forwarded to the K12 school systems and forms an agreement between UNG and the placement school about the activities the intern will be responsible for while in the school.

The mathematics secondary student teaching internship is a full-time, 15-week, student teaching placement in a middle or high school mathematics classroom. Interns will be placed with skilled teachers who have at least 5 years of experience teaching high school mathematics. Interns observe for 2 weeks and then begin picking up courses one by one. By week 6 of the internship (or earlier, as determined by the cooperating teacher), interns will be teaching a full load, that is, teaching all of their cooperating teacher’s classes. During weeks 6 – 10, the student teacher will complete all teaching tasks including lesson plans, assessments, recording grades and communicating about course progress and assignments with students and parents. These duties will be completed under the direction and with the assistance of the cooperating teacher. All lesson plans and assessments will be turned in to the cooperating teacher for approval at least 3 days prior to use, and suggestions from the cooperating teacher included in an updated version. After teaching a full course load for 5 weeks, the student interns will drop courses from their load one by one so that, by week 14 of the internship, the cooperating teacher has taken back all courses. Student interns are required to dress professionally and keep the same schedule of work hours as is required of their cooperating teacher. During classroom sessions where the student teaching intern is observing, the intern will be available during any seatwork time to assist students with their assignments and tutor individuals or groups. A UNG field supervisor will visit the classroom at least four times during the internship experience to observe and evaluate the progress of the student teacher. Additional progress monitoring by the field supervisor will occur via distance learning technology.

The MAED internship is a 15-week student teaching experience. The following template outlines the activities for the internship:

  • Observe (2 weeks)
  • Pick up classes one at a time, building to full load (3 weeks)
  • Teach full load (5 weeks)
  • Release classes one at a time (3 weeks)
  • Observe (2 weeks)

Two critical performance measures are key assessment points during the internship:

  1. The edTPA submitted in LiveText to Pearson Education for evaluation
    1. Passing scores as determined by the state are required for initial certification.
    2. What happens if student teacher fails edTPA? Policy not yet determined.
  2. CAEP Indicators
    1. Students must ensure their teaching during observations and artifacts in the field notebook adequately address each line on the CAEP indicators sheet; otherwise, a passing grade cannot be assigned for the MAED internship performance course (SCED 4404).
    2. University supervisor will meet with and observe the student teacher at least four times during the semester, with a fifth observation an option depending upon progress.
    3.  Student interns cannot relinquish teaching of their courses until all CAEP indicators are met or the university supervisor has given approval to do so.

The intern is responsible for keeping detailed records of assignments, lesson plans, assessments and reflections throughout the internship semester. A hard copy of all artifacts related to student teaching will be maintained and kept up to date in the Field Notebook. Certain assignments and assessments will need to be uploaded into LiveText. The following is an overview of the assignments and deadlines. Actual deadlines will be set by the university supervisor and may be tailored to meet the needs of the intern and the cooperating teacher.

Academic Requirements for Internship

Orientation Meeting. The university supervisor will arrange a meeting with the mentor teacher and student intern. The meeting will establish a working relationship between the university supervisor, the mentor teacher and the student intern. The student intern will sign a statement acknowledging they have read the MAED program handbook and agree to be bound by the policies and procedures outlined herein. Due date: will take place during first or second week of the student teaching internship.

Long Range Plan (LRP). The purpose of the LRP is to outline the semester including when classes are picked up and released. Classes are to be picked up and released in the same order unless otherwise approved by the university supervisor. Additionally the student intern will identify the class and unit where the edTPA artifacts will be collected. Signed release forms will be required before videotaping of lesson segments for the edTPA, and the deadline for sending out and collecting those release forms must be included in the LRP. The mentor teacher is required to approve the LRP by signing the plan. Due date: second week of the student teaching internship. Uploaded into LiveText.  Any adjustments suggested by the university supervisor are to be made during the third week of the student teaching internship.

Classroom Management Plan (CMP). The purpose of the CMP is to serve as an action plan for classroom management while teaching. The plan can be adapted from MAED 3003 to the student intern’s current environment. The classroom management plan includes a classroom management philosophy, identifiable classroom rules with consequences, procedures and routines, and a parent contact plan. The mentor teacher is required to approve the CMP. Due date: second week of the student teaching internship. Uploaded into LiveText.  Any adjustments suggested by the university supervisor are to be made during the third week of the student teaching internship.

The edTPA Portfolio. The edTPA requires lesson plans, assessments and video clips relating to 3-5 hours of instructional time along with written commentaries that explain one’s purpose, actions, intent and the resulting outcomes. Teacher candidates respond to specific prompts within a page limit. Requirements are detailed in the edTPA handbook. University supervisors and mentor teachers are not allowed provide input or advice on the portfolio. The edTPA portfolio project requires a significant investment of time and advanced planning. All materials will be uploaded first into LiveText and from there transmitted to Pearson Education. Due date: the deadline for submission is set by Pearson each semester, but usually requires the edTPA unit to be completed by the seventh week of the semester.

Time sheet. The intern is to track the daily hours at placement by signing in and out each day. This is to be approved by the cooperating teacher.

Observation Notes.  During the beginning and toward the end of the internship the student teacher will be observing either their mentor teacher or other master teachers. Informal notes are to be made and placed in the Field Notebook.

Daily Lesson Plans. All lesson plans will be uploaded into LiveText once per week. The lesson plans may be batched, and in some cases may be partially handwritten. This allows the university supervisor to review the progress of the intern from off site. Due date: Friday afternoon of all weeks where at least one class was taught.

Observation Lesson Plans.  When being observed by the university supervisor the student intern will send the lesson plan as specified in MAED 4000, all instructional materials and student materials to the university supervisor a minimum of three days prior to the observation.

Lesson Reflections. The student teaching intern will, in writing, briefly reflect upon each lesson to foster a habit of self-critique leading to professional growth. Reflections will occur after each lesson. The format is wide open and can take the form of quick, jotted notes and reminders about what occurred (reflections should take 30 – 90 seconds each, depending on time available). These notes should be attached to the lesson plan or, if desired, written directly on the lesson plan.

Daily Reflections. At the end of each day, student teaching interns will reflect on a specific lesson plan they taught. For lesson plans that are taught multiple times in the same day, the interns should include changes made between periods and how these changes affected the learning outcomes. Daily reflections will be kept in the Field Notebook.

Weekly Reflections. A weekly reflection essay will be longer and will focus on the Common Core Standards for Mathematical Practice. The weekly reflections will be uploaded to LiveText. Due date: Friday afternoon of all weeks where at least one class was taught.

Conference with Cooperating Teacher. Each week the mentor teacher will consult with the student intern about the intern’s displayed strengths and areas of focused improvement. Areas of focused improvement should be cumulative to a make overall forward progress in developing the student interns approach to teaching in general. Students will attach the form and notes from the weekly conference with the cooperating teacher. Due date: Friday afternoon of all weeks where at least one class was taught.

Cooperating Teacher Observations. The cooperating teacher is required to conduct two formal observations of the student intern. These observations should be unannounced to capture the true spirit of the intern’s work. The cooperation teacher should describe the preparation of the lesson and the events of the actual lesson by describing the interns and students actions in the lesson and well as any advice and comments that the mentor teacher after debriefing with the intern. The intern is responsible of submitting these in the university supervisor each observation occurs.

Field Notebook. A comprehensive archival of all materials created by the student teaching intern will be assembled in a field notebook. The field notebook will including lesson plans, reflections, assessments, projects, and the intern’s CMP and LRP. The field notebook must be within two days of perfectly up-to-date throughout the semester and will be checked when the university supervisor visits the site.

Intern Dispositions. After releasing his or her final class, the student teaching intern will evaluate his or her dispositions for teaching based on experiences through the internship. The form is for electronic submission in LiveText. Due date: week 15 of the internship experience.

Intern Keys. After releasing his or her final class, the student teaching intern will evaluate his or her effectiveness based on the Intern Keys Effectiveness System an intern-appropriate adaption of the Teacher Keys Effectiveness System (TKES). The Department of Education of the state of Georgia has determined all in-service teachers will evaluated using the TKES, and interns should become familiar with its implementation. Form and details are available in LiveText. Due date: week 15 of the internship experience.

InTASC Standards Portfolio. The 10 InTASC Standards form the basis of a portfolio the student teaching intern must complete before the end of the internship. Each of the 10 standards requires some artifacts used as evidence along with a reflection piece. Most of the artifacts will be items from the Field Notebook and the edTPA unit. However, some interns may use artifacts from prior MAED courses, as well. Due date: week 15 of the internship experience.

Please see the appendix for documents relating to assignments in MAED courses and for the student teaching internship.

Grades Assigned for Internship

Four grades will be assigned during the internship: Applied Classroom Data Analysis (SCED 3540), Planning (SCED 4403), Performance (SCED 4404) and Professionalism (SCED 4405). The intern will work with the mentor teacher and university supervisor to complete the assignments, projects and portfolios required. The university supervisor, informed by feedback from the mentor teacher, will assign grades for each of the courses only after each assignment above has been completed.

 Failure to complete any of the assignments above in a timely fashion could cause the grade of Incomplete to be assigned in one or more of the internship courses thereby delaying graduation.

Section X. Field Experiences Policies: College of Education

UNG College of Education Policies Specific to Field Experiences

Students are encouraged to review the UNG Student Handbook. All policies in the Student Handbook apply to all UNG students on all campuses and during field placements. 

The following policies are specific to the College of Education relating to all field experiences and have been copied verbatim from or closely aligned with requirements in the College of Education ECE/SPED Field Experience Handbook (February, 2015).

Liability. Tort liability and litigation are a valid concern for anyone working in a public school classroom. For this reason, students preparing to become teachers are required to have professional liability insurance. Professional organizations whose memberships carry liability insurance coverage are Georgia Association of Educators (GAE) Professional Association of Georgia Educators (PAGE), and American Federation of Teachers (AFT). Teacher candidates must provide proof of insurance including the expiration date prior to beginning any level of field experience including pre-service, pre-clinical, and clinical student teaching. It is the responsibility of the student to know and understand the coverage of their policy including the coverage during paid employment such as substitute teaching.

Criminal Background Check. The students must complete their background checks online through www.certifiedbackground.com. In the 'Place Order' field type NB13 as the Package Code and click ‘Go’ to begin background check process. The background checks are good for one year. The students are required to complete a new background check at the following three times during their education process:

  1. During their Area F 2110 course (This covers them through their 2120 and 2130 placements.)
  2. As a part of their admission process for the COE (This covers them through their junior year practicum placements.)
  3. Prior to beginning their senior year in the COE (This covers them through their senior year practicum placement and internship.)

Privacy Release Form. All students must have a privacy release form on file in the Field Placement Office. This form allows information including your name, address, phone number, GPA, resume, criminal background check confirmation, and confirmation of liability insurance to be shared with school systems in securing a placement for field experience. This form must be updated annually.

Housing and Transportation. Practicum placements as well as Internship/Student Teaching may require a pre-planning experience outside the normal UNG academic semester. It is the responsibility of the students to plan and provide for housing and transportation for this early experience. It is important to consider the housing schedule for those who will reside on campus and how it will impact attendance for pre-planning. Students who will participate in Internship/Student teaching in spring semester must plan to attend the first day K12 faculty returns from winter break.

Placement. The Field Placement office is responsible for all field placements. The University of North Georgia has contractual agreements with designated school systems for placement of teacher candidates. Each site has its own deadlines, procedures, and requirements. Students must not attempt to arrange their own placements or supervision. Students will not be placed in any school they have attended in the last seven years or in which they have children or family members enrolled or employed. Assignments for field experiences are made within commuting distance from the student’s residence when possible. The goal is to place students within 40 miles of their residence, provided the placement is not restricted by site availability or availability of a university supervisor. Students are expected to fulfill their field experience where assigned.

Dress Code. Student dress for field experience will be in compliance with the dress code for the faculty of the school to which the student is assigned. Students representing UNG may not have visible body ornamentation such as noticeable body piercings (other than ears) or uncovered tattoos. Personal hygiene must be acceptable.

Attendance and Tardiness. Pre-service and pre-clinical experiences are scheduled collaboratively between the teacher candidate and the mentor teacher once the placement has been secured. Once the schedule has been arranged, the teacher candidate shall keep all scheduled appointments. The teacher candidate shall notify the mentor teacher and college supervisor prior to missing scheduled appointments or arriving late. Failure to keep scheduled appointments may result in the field experience being canceled. Clinical Interns/Student Teachers have a high expectation for attendance and should consult the course syllabus for possible consequences for poor attendance or tardiness.

Monitoring Progress in the Field. Most students grow and prosper during field experiences. However, in some cases, difficulties of varying degrees of severity are encountered as part of field experience. Immediate, open and honest communication about any problem is essential. Mentor teachers at the assigned school are the first line of defense in solving problems. If more assistance is needed, the student or mentor teacher shall contact the student’s assigned supervisor. If more severe problems are evident, the Field Placement Director and the Dean of the College of Education may become involved and a written Professional Improvement Plan, containing behaviors, time lines and conditions may be developed.

Confidentiality. Interns must respect the confidentiality of personally identifiable information regarding students, or their family members or members of the faculty unless disclosure is required by law or is necessary for the personal safety of the students or others. Taking pictures of students or faculty members, filming students or any type of social networking with students or faculty members is prohibited without the expressed written consent of the school administration.

Grading. Evaluation of the progress of the teacher candidate is the continuous and cooperative effort on the part of the university supervisor and the mentor teacher. Requirements for successful completion of any phase of the field experience will be listed in the course syllabus. Any grade below “C” during internship will constitute an unsuccessful field experience and will be referred to the attention of the Field Placement Director.

FERPA. Undergraduate and graduate students over the age of 18 are considered to be adults. The university is prohibited from divulging personal and academic information about its students to others without their written permission as set forth in the Family Educational Right to Privacy Act. Information about our policies can be found on the Registrar’s Office web page. Please work directly with your advisor if you need assistance in resolving problems or completing paper work. The definition of “others” includes parents and spouses.

Complaints. Academic and grade appeal procedures, along with other academic regulations are described in the academic handbook and university catalog. Please note there is a thirty-day limitation on grade appeals.

Professional Conduct. The teacher education program is a professional program. Students enrolled in the program are expected to adhere to standards of professional conduct, which represent the conduct generally accepted by the education profession.

Recommendation for Certification. Upon a student’s completion of the Teacher Education Program, the College of Education is responsible for recommending that student to the Georgia Professional Standard’s Commission for certification as a professional educator. The recommendation is based not only successful completion of coursework but also on the student’s demonstration of professional conduct throughout the Teacher Education program in university classrooms, in coursework, in field experience, and in the internship. For that reason, it is essential for students to adhere to standards of professional conduct as set forth in this handbook for all levels of field experience.

Substituting. Interns and practicum students are not permitted to serve as substitute teachers during their student teaching experiences. This applies to absences of the cooperating teacher or any other teacher in the placement school. A qualified substitute should be employed to replace the cooperating teacher. A prolonged illness or absence of the cooperating teacher should be reported the Secondary Mathematics Field Placement Coordinator. In extreme cases, a new placement may need to be secured so the student teacher can successfully complete the requirements of the practicum or student teaching internship.

Outside Employment. Because the internship is a time when the UNG teacher candidates’ total efforts must be directed toward assisting those students in their charge, it is strongly recommended that interns have no outside paid employment during the internship semester. In the event of extenuating circumstances, a request for a waiver of this requirement must be submitted in the writing to the MAED field placement coordinator. The letter of request must include the type of employment, the number of work hours per week, and the days on which the intern will work. Waivers of this requirement will be granted at the sole discretion of the Mathematics Department field coordinator after consultation with the Mathematics Department Head.

Section XI. Field Experiences Policies: MAED Program

The policies listed below are in addition to the College of Education policies listed in section 2.3 of this handbook. They are intended to clarify, not override, the policies in section 2.3 and present policy information relevant to specific aspects of the MEAD program.

Inclement Weather. School systems close periodically for inclement weather. Teacher candidates must make up inclement weather days missed during student teaching assignments. For the Foundations Block and Practicum, the required number of hours must still be logged. For the Internship, the teaching days and weeks specified Long Range Plan (or the equivalent thereof) must be completed.

Mathematics Secondary Delays of Placement

When failure to meet the MEAD professionalism standards causes delays in field experience placements, the teacher candidate will meet with the Secondary Mathematics Filed Placement Coordinator and a mathematics faculty member of his or her choice (typically the academic advisor). A development plan will address the specific deficiencies in professionalism that resulted in the student failing to meet program requirements.

The development plan will include a timeline and a set of measurable objectives. The measurable objectives will assign concrete activities and experiences and will state specifically how each will be evaluated. The development plan timeline will specify exactly when the student may be reinstated to field experiences provided all measurable objectives in the development plan have been completed. The development plan will have three signature lines, one for the MEAD field placement coordinator, one for the teacher candidate, and one for the teacher candidate’s academic advisor. The signed development plan shall serve as a formal agreement governing the process by which the teacher candidate may return to good standing in the MEAD program. Refusal by the teacher candidate to sign the development plan shall be considered grounds for permanent removal from placement in field experiences for the MEAD program.

Completion of the professionalism development plan will have no impact on grades in any MEAD course, even if the delay and subsequent development plan was related to lack of professionalism in a specific course. If a teacher candidate’s lack of professionalism earns a grade of D or F in one of the MEAD courses, further placements and student teaching experiences will be delayed until the student has retaken the course and earned a grade of C or better. In these cases, an appropriate development plan can be an informal agreement to satisfactorily complete the required coursework.

Appeals of Placement Delays. The decision to delay a placement will be finalized by the MEAD field placement coordinator. A student wishing to appeal such a decision must do so in writing to the head of the Mathematics Department and, in the case of a denied appeal, may make a final appeal to the Dean of the College of Education. If the placement delay was related to grades lower than a “C” in mathematics and mathematics education courses required in the teacher candidate’s plan of study, appeals of the grades must be made through the appropriate channels as specified in the University of North Georgia Student Handbook.

Reinstatement after Placement Delay. When the student has completed the development plan, he or she must petition the MEAD field placement coordinator in writing for reinstatement. Arranging field placements requires three or more months advance notice, so an immediate return to field placement work may not occur. However, the student will be returned to good standing in the MEAD program as soon as the field placement coordinator grants the petition for reinstatement. A written response either granting the petition or denying it will occur within the first ten days that UNG classes are in session after the petition is received except when the petition is received during winter break or the summer. In these cases the field placement coordinator will respond to the petition as promptly as is reasonably possible with the understanding that discussions with other faculty may be required before a decision can be rendered.

 Termination of the Internship Placement

Any student who, of his or her own volition, wishes to withdraw at any point during the internship semester must contact the MEAD field placement coordinator and discuss the reasons for the withdrawal. Professional conduct during the withdrawal process will have a significant bearing on when and whether the teacher candidate will be able continue progress toward teacher certification in the mathematics secondary program at UNG. He or she will receive a grade consistent with the UNG grading procedures (see the “Academic Regulations” section of the UNG catalog).

The MEAD field placement coordinator may initiate termination of the internship (or practicum) in these circumstances:

  1. The student teacher has not made satisfactory professional and/or academic progress during the internship (or practicum), or
  2. The student teacher’s continued presence in the cooperating teacher’s classroom is detrimental either to the student teacher or to the educational progress of the students in that classroom.

The decision to terminate an internship (or practicum) placement will be made by the MEAD field placement coordinator in conjunction with appropriate College of Education administrators and the College of Education field placement coordinator.

A student teacher whose practicum (MEAD 4000/4101) is terminated for unsatisfactory progress or by request from the placement school will be assigned a grade of D or F in both MEAD 4000 and MEAD 4101 unless exceptional circumstances suggest a different course of action. The student teacher will be able to reattempt MEAD 4000 and 4101 a subsequent fall semester. A professional development plan will typically be required to reinstate the student teacher to good standing before another placement is attempted (see section 2.4.1). Appeals of the grades assigned are subject to the appellate procedures listed in the Student Handbook. Appeals of the requirements of the professional development plan should be made to the head of the UNG Mathematics Department and subsequently to the Dean of the UNG College of Education.

A teacher candidate’s internship may be terminated due to unsatisfactory progress as evaluated by the university supervisor, the MEAD field placement coordinator or by written request from the placement school. Depending upon the circumstances for which for the internship was terminated, one or more of the following actions will be recommended:

  • The intern may withdraw from (or be withdrawn from) all courses associated with the internship.
    • The intern may be given grades of “incomplete” and begin a new placement the next semester.
    • The intern may earn a failing grade of “D” or “F” in each internship course.
  • The intern may be given the opportunity to complete the internship in another placement. (This only applies to changes early in the semester.)
  • The intern will likely be required to complete additional experiences prior to re-attempting the internship, e.g. a development plan (see section 2.4.1 [P1] for details).

The Secondary Mathematics field placement coordinator, the College of Education field placement coordinator and the student’s academic advisor will meet with teacher candidate to discuss the options, other career alternatives, and available supporting campus resources. The intern will be notified of the final decision both in writing and in conference with the Mathematics Field Placement Coordinator. At this meeting, the teacher candidate will be notified of the appropriate appellate procedures.

Reinstatement of eligibility for field placement experiences in the MEAD program requires the completion of the development plan and written petition for reinstatement (see section 2.4.1.2 [P2] for details). 

Termination of Teacher Candidate in Degree Program

Any student who is removed from placement a second time will not be allowed to continue in Mathematics Secondary Education degree program.

Section XII. Professionalism Standards for MAED Courses

Each course with an MAED prefix has professionalism component worth at least 10% of the student’s semester grade. Students in an MAED course are responsible to ascertain the exact professionalism requirements of that course and meet or exceed those expectations during class activities. For the purposes of evaluating professionalism, CSCI 2100 counts as an MAED course.

Absences. Attendance requirements in MAED courses are similar to that of field placements. Students who must miss class should notify the professor in advance or, in an emergency, as soon thereafter as possible. A doctor’s note documenting the illness or other documentation of the excused absence will be required. Failure to submit relevant documentation in a timely fashion will result in the absence being recorded as unexcused. Multiple unexcused absences in courses with an MAED prefix will be considered grounds for assigning a grade of D or F.

Timeliness. Students will be on time – not even one minute late – for each class meeting. Multiple unexcused tardies in courses with an MAED prefix may be considered grounds to lower the teacher candidate’s course grade by 10% or more.

Attendance. Individual courses and instructors may have attendance policies that are stricter than those listed above. No course with an MAED prefix will have an attendance policy that is more lenient. See the syllabi for each individual course for specific details.

Personal Electronics. No texting or other inappropriate use of personal electronics will occur during class.

Assignments. Assignments will be turned in on time. Rarely will extensions will be given except in cases where a student had a documented, excused absence on or near the deadline.

Participation. Teacher candidates will be attentive and participate appropriately in all class activities and discussions. During structured class time, they will not work on assignments for other classes or engage in unrelated activities.

Lack of professionalism during an MAED class can result in field placement experiences being terminated or delayed.
Section XIII. Professionalism Standards for MAED Field Placements

Attendance. The teacher candidate will report for work each day the school is open (including teacher in-service days) at the beginning of the teacher work day and will keep the same schedule the cooperating teacher is expected to maintain. Teacher candidates must immediately notify their cooperating teacher when they are going to be absent and ensure that he/she has access to any lesson plans or materials needed to teach that day. Additionally, teacher candidates must notify the university supervisor of the absence before the end of the day. Absences due to illness or other emergency must be documented with the university supervisor within 48 hours of returning to the classroom.

Professional Attire. The teacher candidate will dress appropriately each day following the guidelines for teachers in the building where they are placed.

Professional Communication. The teacher candidate will respond promptly (within a maximum of 48 hours) and constructively to all emails, phone calls and meeting requests from the university supervisor, cooperating teacher, building administrators and any instructional planning team members he or she is assigned to work with.

Personal Electronics. The teacher candidate will use personal electronics appropriately for productivity purposes such as scheduling observations and communicating with the university field supervisor. Personal communications should never occur during observations or class time.

Planning Timeliness. The teacher candidate will turn in lesson plans to the cooperating teacher at least three days in advance of every lesson taught, and will turn in lesson plans via email to his or her university supervisor at least three days in advance of any scheduled observation. This will allow any needed adjustments to be made prior to teaching the lesson.

Improvement in Planning. The teacher candidate will produce lesson plans of reasonable quality and, over the duration of the placement experience, will show improvement. Efforts should be made to adjust future lessons plans and teaching based upon the critiques of the cooperating teacher and university supervisor.

Grading. The teacher candidate will grade and record scores for assignments under the direction of and within the deadline set by the cooperating teacher and communicate student progress to students and parents.

Professional Collaboration. The teacher candidate will work in collaboration with the teachers, students and administration at the placement site, effectively carrying out duties, completing tasks in a timely fashion, and reporting interim progress to his or her cooperating teacher regarding tasks and duties assigned.

Failure to meet the professionalism standards may result in immediate termination of the field placement and assignment of failing grades for placement-related coursework.

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