Teacher Education Resources

• CAS Teacher Education Handbook
• Teacher Education Program LEVELS of Progression
• Levels of Progression Video Podcast

• Level I Lesson Plan Template
• Level I Lesson Plan Grading Rubric
• Level II Lesson Plan Grading Rubric
• Level II Lesson Plan Template

The Bachelor of Education degrees lead to initial professional licensure. Students enrolled in these programs must both declare the major and be formally accepted into the professional studies coursework (UED courses). Upon declaring the major, the University identifies students as non-licensure track. Upon completing the requirements below, students will apply for formal admission to the professional studies portion of the major. A Teacher Education committee will consider a student’s completed application, faculty recommendation, and past academic performance to accept a student to the major’s professional studies. The committee may request an interview with the applicant. Upon acceptance, students may begin taking UED courses.

Eligibility criteria for formal admission to the (UED) professional studies coursework:

• Complete most general education courses (grade C or higher)
• Complete a minimum of 45-55 credit hours
• Attain 2.7 GPA or higher
• Pass the VCLA (beginning Fall 2022 catalog year)
• Order background check through CastleBranch.com – Package Code RQ14. com Student Instruction Form
• Apply for the licensure track by completing the Teacher Education Major Entrance Application and Faculty Recommendation Request form.

Fall Application Due Date: March 1st
Spring Application Due Date: September 1st

• Faculty Recommendation Form

PROFESSIONAL TEACHER ASSESSMENT

• Professional Teacher’s Assessment Requirements for Virginia Licensure & the School Leaders Licensure Assessment for Principals
• Prepare for a Praxis™ Test: Strategy and Tips
• Develop a Study Plan
• Free Test Preparation Webinars
• Praxis II
• Praxis remediation process

Early/Primary and Elementary Education Content Knowledge. Those preparing to teach grades PreK-3 or PreK-6 must pass the Virginia Communication and Literacy Assessment, the Reading for Virginia Educators assessments, and the Praxis Elementary Education Multiple Subjects Assessment.

• VCLA (Virginia Communication and Literacy Assessment)
• Praxis® Teaching Reading: Elementary [5205] score 159.
  • Note: The VDOE will accept the RVE (5306) only if you took and passed the test before 8/31/2022.
• Praxis Test: Elementary Education: Multiple Subjects Assessment [combined test code 5001]
  
  The assessment is taken as one test in four parts. To pass the Elementary Education: Multiple Subjects Assessment, you must receive a passing score on each sub-test.
  • Reading and Language Arts Subtest [5002] score 157
  • Mathematics Subtest [5003] score 157
  • Social Studies Subtest [5004] score 155
  • Science Subtest [5005] score 159

Secondary Education: Content Knowledge. Those preparing to teach grades 6-12 must pass the Praxis test related to their primary field of study and the Virginia Communication and Literacy Assessment.

• Praxis Test: English Language Arts: Content Knowledge [5038], score 167, or
• Praxis Test: Mathematics: Content Knowledge [5165], score 159**, or
• Praxis Test: Social Studies: Content Knowledge [5081], score 161, and the
• VCLA (Virginia Communication and Literacy Assessment)

** On March 17, 2022, the Virginia Board of Education adopted the (5165) Test as the prescribed assessment for the Mathematics endorsement, and approved the passing score of 159. Through August 31, 2022, individuals may take either the Praxis® Mathematics: Content Knowledge (5161) Test or the new Praxis® Mathematics (5165) Test. Effective September 1, 2022, only the new Praxis® Mathematics (5165) Test will be accepted as the prescribed assessment for the Mathematics endorsement in Virginia. Beginning September 1, 2022, the Praxis® Mathematics: Content Knowledge (5161) Test will only be accepted for individuals who took and passed the test during the period it was prescribed by the Board of Education (VDOE Superintendent’s Memo #091-22, para. 2.)

Teaching clinical practice is at the heart of Regent’s teacher preparation programs. Through carefully structured practicum placements, students apply theoretical constructs and research-based practices in authentic settings. The student will be placed in an accredited private or public school in a given a practicum placement. Students are required to successfully complete a minimum of ninety (90) practicum field experience hours. The practicum guide addresses the practicum experiences for students enrolled in UED 480A Practicum I, UED 480B Practicum II, and UEC 480 ECE Practicum.

Practicum Guide

Students will complete practicum experience hours for the required professional studies courses (UED courses) and must provide proof of the following requirements prior to practicum placement in a PreK-12 classroom.

PROOF REQUIRED

• Negative tuberculosis screening results
  • Tuberculosis Screening Report
• First Aid, CPR, AED certification
  • First Aid CPR AED Certification Classes
• Professional liability insurance
  • Professional Liability Insurance Coverage

Early Childhood Education students enrolled in UEC 480 Practicum will identify an accredited private preschool or a pre-kindergarten setting in a public school. Once the student has identified a preferred placement, the Coordinator of Field Placements will set up the placement.

National Accreditation Organizations for Early Childhood Programs

• Student Teaching Handbook
• Student Teaching Application
  Fall application due date: March 1^st
  Spring application due date: September 1^st
• Level II Lesson Plan Template
• Student Teacher Personal Data Form
  This form is designed to gather the student teacher’s contact details and information on educational background and internship experience.
• Student Teaching Diversity Report
  This form helps student teachers to report basic demographic data about their internship classrooms.
• Student Teacher Feedback on Cooperating Teacher
  The student teacher will complete this form at the end of each placement to provide constructive feedback about the cooperating teacher. Student feedback is used for the Teacher Education program improvement.

FORMS TO BE COMPLETED AT THE END OF THE INTERNSHIP SEMESTER

• Student Teacher Self-Evaluation
  This form is designed to allow the student teacher to reflect on his or her professional qualities and dispositions during the internship.
• Student Teacher’s Evaluation of the University Supervisor
  This form helps the student to provide constructive feedback about the Director of Student Teaching.
• Teacher Education Program Exit Conference Questionnaire
  This form is designed to allow the student to provide constructive feedback about his or her internship experience and the overall Teacher Education program.

PROGRAM LEVEL ASSESSMENT

• Christian Leadership Survey – Teacher Education 
  This assessment helps students evaluate and reflect on their level of readiness for Christian leadership. All students of our programs must participate in this survey.

We understand CONFIDENTIALITY: The purpose of the survey is to produce data that will allow the College of Arts and Sciences Teacher Education Department to assess their programs and services. Participant names will be collected to determine survey completion, but not used for result analysis. Participant responses will only be identified by a participant number or code for analysis. Any data related to your participating in this study will be held in the strictest confidentiality and only used for program improvement. Thank you for your participation!

The feedback and survey is an integral part of the process of enhancing the Teacher Education Program in preparing students to transform lives.

• Lisa Crider
• Faith Ferrulli
• Kelsey Hayes
• Cierra Luna
• Kimberly Peltonen

• Cooperating Teacher Orientation Video Series
  This series provides partnering teachers with information about university policies, processes, and expectations for student teachers and for hosting a student teacher.
• Student Teaching Handbook
  This guide provides information to help ensure a successful student teaching experience.
• Cooperating Teacher “Getting Started” Checklist.
  The form serves as a guide for ensuring that the cooperating teacher has
  completed the activities necessary to assure a smooth beginning for a student teacher.
• Overview of Student Teacher Evaluation Process
• Bi-Weekly Evaluation of Student Teacher by Cooperating Teacher
  This form is designed to help the cooperating teacher give the teacher candidate frequent specific feedback. After checking the applicable items in each area, please continue with the successive sections and provide specific information regarding strengths and areas for improvement.
• Regent University Initial Licensure Field Evaluation
  This online form allows student teacher evaluators to assess performance at the mid-term and final point of the internship placement. The completed form will be electronically transmitted to us and we will email you a PDF copy of your report within a few days of submission.
• Cooperating Teacher Feedback
  This online form, which will be electronically transmitted to us, allows the cooperating teacher to provide feedback that will help assess and improve Regent’s teacher preparation program.
• Cooperating Teachers Stipend Form

Regent University CAS Student Teacher Evaluation by School Administrator
This form is designed to allow all student teacher evaluators to assess performance in several areas of teaching. Administrators are asked to submit it online after completing a student teacher observation. Within a few days of submission, we will email you a PDF copy of your submitted report.

• Regent University Initial Licensure Field Evaluation
  This online form is designed to allow all student teacher evaluators to assess performance in several areas of teaching at the mid-term and final point of the internship placement. Within a few days of electronic submission, we will email you a PDF copy of your submitted report.
• Student Teaching Portfolio Evaluation Rubric
• Report of Observation and Conference by University Supervisor
  This online form, which will be electronically transmitted to us, is designed to allow the cooperating teacher to evaluate the teacher candidate in several areas.

2020-21 CAEP Accreditation Data
The School of Education publicly displays data pertaining to each of our Council for the Accreditation of Educator Preparation (CAEP) Annual Reporting Measures.

• Virginia Department of Education
  • English and reading instructional resources for teachers
  • English: Standards of Learning (SOL) & Testing
  • History and Social Science instructional resources for teachers
  • History and Social Science: Standards of Learning (SOL) & Testing
  • Mathematics instructional resources for teachers
  • Mathematics: Standards of Learning (SOL) & Testing
  • Science instructional resources for teachers
  • Science Standards of Learning (SOL) & Testing
• Teacher Direct Newsletter

• Teach for America – a national teacher corps of college graduates and professionals who commit to teach for two years and raise student achievement in public schools.
• Teach Grant Program – provides federal funds to students enrolled in a TEACH Grant-eligible program of study. Regent participates in the TEACH Grant Program. Interested students should contact Regent University’s financial aid office.
• Get your federal student loans forgiven or canceled for your service as a teacher