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Center for Teaching and Learning

NCTQ Open Records Request Site

Welcome to our dedicated NCTQ Open Records Request Site.
Below you will find the most current documents for each of the requested areas,
laid out in accordance with the initial list received in the email.

Table of Contents

  1. Syllabi in Appendix A
  2. Math Courses not in Appendix A
  3. Syllabi in Appendix B
  4. Early Reading Instruction not in Appendix B
  5. Degree Plans
  6. Student Teaching Handbooks
  7. CEPS Student Teaching Handbooks
  8. Cooperating Teacher Handbooks
  9. Student Teaching Supervisors Handbooks
  10. CEPS Handbook of Policies and Practice
  11. Contracts with S.D.'s for Student Teaching
  12. Letter to Principal with Minimum Criteria
  1. Forms from Principals for Cooperating Teachers
  2. Forms from Cooperating Teachers
  3. Out-of-State/International Placements for Student Teaching
  4. Summarative Student Teaching Evaluation Forms
  5. Lesson/Unit Planning Templates with Rubrics
  6. Description of Culminating Assignments with Rubrics
  7. Survey Instruments to Poll Alumni
  8. Survey Instruments to Poll Employers of Alumni
  9. List of K-12 Schools Used For Field Placement
  10. Policy Guidelines for Selection of K-12 Schools
  11. Policy Guidelines for Teacher Exposure to High-Poverty Students


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1. For the below list of courses (Appendix A), a syllabus for one section of each course offered during the 2010-2011 school year, not including summer sessions. (All documents are in PDF format, unless otherwise noted)

  • ART 330 - Art in the Elementary School
  • BSED 316 – Educational Technology (Not offered 2010/2011)
  • EDCS 300 – Pre-Autumn Field Experience
  • EDCS 311 – Teaching: Classroom Management and Assessment
  • EDCS 316 – Educational Technology
  • EDCS 424 – Reading in the Content Fields
  • EDCS 431 – Multicultural Education
  • EDCS 442 – Student Teaching
  • EDCS 444 – Educational Issues and Laws
  • EDEL 323 – Teaching Elementary School Mathematics
  • EDEL 420 – Methods and Materials in the Social Sciences
  • EDF 301 – Teaching: An Orientation
  • EDF 301A – Introduction to Teacher Education
  • EDLT 308 – Literacy I
  • EDLT 309 – Reading II
  • EDLT 421 – Teaching Childrens Literature
  • EDLT 420/422 – Teaching the Language Arts in Elementary School
  • EDSE 302 – Introduction to Students with Exceptionalities
  • EDSE 310 – Introduction to Special Education
  • EDSE 311 – Foundations of Special Education
  • EDSE 410 – Behavior Management for Students with Disabilities
  • EDSE 411 – Assessment of Students with Disabilities
  • EDSE 422 – Teaching Strategies, Curriculum, and Materials for Students with Disabilities
  • EDSE 431 – Program Management for Students with Disabilities
  • EDSE 432 – Career Education for Students with Disabilities
  • EDSE 433 – Pre-School for Students with Developmental Delays
  • EDSE 460 – Collaboration with Parents, Paraprofessionals, and Community Agencies
  • EDSE 495 – Practicum
  • ENG 422 – Teaching Young Adult Literature
  • HED 446 – Health Education Curriculum for Elementary Teachers
  • MUS 326 – Music in the Classroom
  • PE 334 – Physical Education Activities for the Elementary School
  • PSY 314 – Human Development and the Learner
  • PSY 315 – Educational Psychology
  • SCED 322 – Science Education in the Elementary School.
  • HIST 421 – Methods and Materials for Secondary Social Studies.


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two For any math courses that students in the following programs are required to take, a syllabus for one section of each course offered during the 2010-2011 school year, not including summer sessions. By "required," we mean specifically included in the minimum course of study for those programs. If a course is in a list of options that students may choose from to fulfill a credit category requirement, we do not consider that course required.

Elementary Education
  • MATH 164 – Foundations of Arithmetic
  • MATH 250 – Intuitive Geometry for Elementary Teachers

Special Education
  • MATH 164 – Foundations of Arithmetic
  • MATH 250 – Intuitive Geometry for Elementary Teachers

Subject Area Teaching
Chemistry
Earth Science
Middle Level Math/Science
  • MATH 130 - Finite Mathematics
  • MATH 164 – Foundations of Arithmetic
  • MATH 170 – Intuitive Calculus
  • MATH 232 – Discrete Modeling for Middle Level Teachers
  • MATH 250 – Intuitive Geometry for Elementary Teachers

Technology Education
Subject Area Teaching Continued...
Mathematics


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three For the included list of early reading courses (Appendix B), a syllabus for every section of each course offered during the 2010-2011 school year, not including summer sessions.

  • EDLT 422 – Teaching the Language Arts in Elementary School (Formerly EDLT 420)
  • EDSE 423 – Instructional Practices and Strategies in Literacy and Math for Students with High-Incidence Disabilities


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four For any courses focused on early reading instruction that students in the following programs are required to take, a syllabus for every section of each course offered during the 2010-2011 school year, not including summer sessions. By "required," we mean specifically included in the minimum course of study for those programs. If a course is in a list of options that students may choose from to fulfill a credit category requirement, we do not consider that course required. We are not requesting courses in children's literature that focus exclusively on introducing candidates to the genres and history of children's literature.

  • Elementary Education
  • Special Education


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five Degree plans (also known as advising plans or 4-year plans) for students in the following programs.

  • Because most of our candidates are transfer students from Community Colleges, we do not normally make four-year plans.
    Some specialized programs such as Middle Level Science, Chemistry, and Theatre do use four-year plans.


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six Student teaching handbooks for the following programs. If any of these programs share student teaching handbooks, only one copy of the handbook is needed.



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seven College of Education & Professional Studies handbooks distributed to students in the following programs, if they are different from the student teaching handbooks requested in #6.



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eight Handbooks distributed to cooperating teachers, if they are different from the student teaching handbooks requested in #6.


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nine Handbooks distributed to university student teaching supervisors, if they are different from the student teaching handbooks requested in #6.



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ten College of Education & Professional Studies handbook of policies and practices.



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eleven Contracts or memoranda of understanding between you and school districts in your state that outline the requirements, processes, responsibilities, and/or expected outcomes of student teaching.


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twelve A blank copy of any letter, or other document, which is sent to principals or districts specifying minimum criteria for cooperating teachers and/or explaining the process by which cooperating teachers are provided.

  • Does Not Exist


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thirteen A blank copy of any forms or applications which principals or districts return to you to provide information about cooperating teachers.

  • Does Not Exist


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fourteen A blank copy of any forms or applications completed by prospective cooperating teachers and returned to you.

  • Does Not Exist


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fifteen Information that shows whether any out-of-state or international student teaching placements are available to students.

  • CWU does not offer out-of-state or international teaching placements


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sixteen Formative and summative student teaching evaluation forms used by cooperating teachers and/or university supervisors to evaluate and provide feedback on student teaching, and the rubrics used for their evaluation.



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seventeen Lesson and/or unit planning templates that teacher candidates are required to use during student teaching, and the rubrics that are used to grade them.



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eighteen Descriptions of any culminating assignments for teacher candidates, such as exit portfolios or teacher work samples, and the rubrics that are used to grade them.

  • Same as #16 and #17


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nineteen A blank copy of any survey instruments used to poll alumni regarding preparation and job status.



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twenty A blank copy of any survey instruments used to poll employers of alumni, such as principals or districts, on the classroom performance, evaluation, and/or retention of alumni.



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twentyone A list of K-12 schools that are used for field placements and/or student teaching.



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twentytwo Policy guidelines describing the selection of K-12 schools that are used for field placements and/or student teaching.



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twentythree Policy guidelines describing how teacher candidates are exposed to the teaching of high-poverty students in effective and high-performing K-12 schools.