Division Head: Dr. Norman Bishop
Faculty Office Hours (pdf) coming soon
Location: June Buchanan Alumni Center, 2nd Floor
Fall 2017 Schedule of Classes (pdf)
The mission of the Alice Lloyd College Teacher Education Program is to educate teacher candidates for positions of leadership in which they demonstrate character, capability, and service.
Alice Lloyd College has a long-standing tradition in preparing teachers for service in the mountains. The College provided teacher preparation and certification programs until 1958, when teachers were no longer certified to teach with only two years of preparation. With the emergence of new requirements for certification, the College focused on liberal arts and pre-professional programs, designed to prepare students for transfer to a four-year degree granting institution. The College successfully completed transition to four-year status in 1982, offering several majors leading to certification in all grade levels. Many recent graduates have joined those of the past to provide educational opportunities for the youth of the mountains.
Mrs. Alice Lloyd felt strongly that mountain people should be educated for leadership. This philosophy became known as Leadership Education, as evidence by the College’s history in providing professional and pre-professional preparation for hundreds of past and present leaders of the Appalachian Mountains. Educators, physicians, lawyers, agriculturalists, accountants, and many other professionals in the area received their initial higher education at Alice Lloyd College. It remains a primary objective of the College to prepare teachers for the region who are professional, dedicated, and committed to the teaching profession.
Elementary Education P-5 (one emphasis)
Middle School Education Grades 5-9 (one emphasis or two emphases)
English Education Grades 8-12
Physical Education Grades P-12
Social Studies Education Grades 8-12
Biological Science Education Grades 8-12
Mathematics Education Grades 8-12
*Learning Behavior Disorders (Special Education)
*LBD can be added to any major area except Physical Education
Education Emphasis Areas to Choose From:
English / Communications
Fine Arts / Humanities
Social & Behavioral Studies
Middle School Areas:
English / Communications
Social & Behavioral Studies
Elementary Education (P-5) and Education 8-12 majors may choose to receive Middle School Certification in the following areas:
English / Communications
KEA-SP (Kentucky Education Association – Student Program) is a professional organization for education majors. It is affiliated with the Kentucky Education Association and the National Education Association. Its purpose is to foster development, commitment, and service in the profession of education. It is required that all Teacher Education Program (TEP) students be KEA-SP members. KEA-SP membership is also required in order to complete field observation hours in Education 200.
Teacher Education Program (TEP)
The Teacher Education Program (TEP) at Alice Lloyd College is a demanding program designed to prepare teachers to acquire a broad range of knowledge in their subject areas and a firm background in the theory and philosophy of education and human development and learning. The academic course of study is supported by extensive experience in classroom observation and practice. The criteria for admission to the Teacher Education Program and to Student Teaching are outlined in the following sections. Please note that some current teacher education programs will be replaced by new certification programs in accordance with Education Professional Standards Board mandates. Questions regarding actual and projected changes should be discussed with Teacher Education personnel or the Vice President for Academics/Dean of the College.
Criteria for Admission to the Teacher Education Program
1) Complete an application for the Teacher Education Program.
2) Attain a cumulative 2.75 grade point average (4.00 scale) in all college academic work or 3.0 in the last 30 credit hours.
3) Complete EDUC 200; ENG 101, ENG 102; COMM 126; MATH110 or 112 or 113 or 125; CIS 110, all with a grade of “C” or better; and a total of 75 percent of all General Education and Institutional course requirements. Present satisfactory record of pre-professional curricula experiences.
4) Demonstrate proficiency in communication, critical thinking, creativity, and collaboration.
5) Review Professional Code of Ethics for Kentucky School Certified Personnel.
6) Review character and fitness questionnaire.
7) Demonstrate understanding of professional dispositions of educators.
8) Present two satisfactory recommendations from home community (non-relatives) and two former college instructors. Must also receive a satisfactory recommendation from the Director of the Student Work Program, if applicable.
9) Exhibit moral, social, and ethical behavior commensurate with professional competency and evidence of no impairments that would preclude teaching success.
10) Submit a satisfactory criminal background check.
11) Submit a negative drug test.
12) Present satisfactory results on examinations as required by the TEP and the Education Professional Standards Board. (Please refer to the Teacher Education Handbook for further details.)
13) Be interviewed and formally recommended by the Teacher Education Committee.
14) Must satisfy the following conditions: A passing score on the Praxis I (writing 174, reading 176, math 174).
15) Must also achieve satisfactory results on other tests or evaluations as requested by the Teacher Education Committee.
16) Students must be admitted to the Teacher Education Program prior to the second semester of the junior year.
Students who are denied admission into the Teacher Education Program may submit a written request for a hearing before the Teacher Education Committee for special consideration.
The Teacher Education Committee will appraise each teacher candidate as deemed necessary by the Director of Teacher Education. The Committee may recommend dismissal from the Teacher Education Program at any time that a student’s social, academic, personal, or professional conduct is found to be unsuitable for the teaching profession.
Student teaching is a collaborative effort between the rural P-12 schools, cooperating teachers, teacher candidates, college supervisors, and the teacher preparation institution. The goal of student teaching is to provide the teacher candidate opportunities to express individuality, continue building on knowledge and skills, hone leadership abilities, and foster and encourage the development of his or her individual teaching style. Additionally, the student teaching experience requires that the student teacher demonstrate mastery in meeting the Kentucky Teachers Standards and Alice Lloyd College Student Outcomes. Student teaching is the culminating experience for the Alice Lloyd candidate before embarking on a fulfilling career of improving learning for all students.
The cooperating teacher is the key person in the daily guidance of the teacher candidate’s activities and ongoing evaluation. The cooperating teacher works with the teacher candidate in planning lessons and in the selection of a variety of differentiated instructional strategies. This planning and selection process is determined by analysis of assessments and evaluations. The teacher candidate is actively engaged with the cooperating teacher in the process of analyzing student work. The analysis will guide the teacher candidate in the decision-making process concerning the skills, strategies, and further instruction needed to improve learning of all students.
The college supervisor is involved in defining and communicating the purposes and expectations to be fulfilled by the teacher candidate and the cooperating teacher. In collaboration with the cooperating teacher, the supervisor assists in decisions regarding the gradual induction of the student teacher into assuming all classroom responsibilities. An important role for the supervisor is to support the teacher candidate and aid in keeping channels of communication open between the cooperating teacher, the teacher candidate, and the Alice Lloyd College Teacher Education Program. The college supervisor assists the teacher candidate in overcoming barriers that might hinder his/her potential to be a teacher of distinction.
Mutual understanding, respect, and open communication are key factors in having a successful Student Teacher Program. The student teacher has the ultimate responsibility for seeing that all academic requirements are being met. It is, therefore, the intent of the Alice Lloyd College Teacher Education Program to strive for all stakeholders’ involvement and collaboration in this endeavor.
Upon completion of the course, the student teacher will be able to:
- Teach the grades and subjects for which he/she seeks certification
- Demonstrate effective communication skills
- Recognize developmental characteristics and learning capabilities of pupils and differentiate
teaching and behavior management strategies accordingly
- Demonstrate competence in using teaching/learning methodologies which are proven effective for
the age/stage of the learners whom he/she is teaching
- Demonstrate the ability to meet the needs of diverse learners
- Plan for instruction, implement the plans, and evaluate the learning outcomes
- Continuously reflect on teaching effectiveness based on student outcomes
- Prepare and appropriately organize the classroom for instruction of the subjects(s) being taught
and to meet the needs of the learners
- Effectively administer and evaluate assessment of students
- Participate in parent-teacher conferences
- Implement both teacher and student use of technology to enhance learning
- Evaluate oneself and accept evaluation by othersfor ongoing growth and improvement as a
- Relate professionally with all school personnel within one’s building, including auxiliary
personnel (i.e. principal, faculty, secretary, librarians, special education personnel, counselors,
tutors, nurses, custodians, food service personnel)
- Recognize the importance of learning and observing the policies and procedures of the school,
school system, and the state department of education
- Demonstrate knowledge of the Kentucky Education Learner Goals and Academic Expectations,
Kentucky Core Academic Standards, Kentucky Teacher Standards, and Kentucky Teacher
- Present a professional portfolio and modified TPA in accordance with the Kentucky Teacher
Criteria for Admission to Student Teaching
Students will be admitted to student teaching after the following criteria have been evidenced and approved by his/her Education Advisor:
- Completed an application for admission to student teaching
- Submitted a signed curriculum check sheet (Dean, Registrar and Director)
- Completed all required professional education courses except student teaching with a 2.75 average and no grade lower than a C
- Attained a 2.75 cumulative grade point average for all college course work
- Admitted to the TEP a minimum of one full semester before applying for admission to student teaching
- Applied for admission to student teaching by the appropriate deadline during the semester prior to the student teaching assignment
- Submitted a working portfolio (TWS by the end of the semester prior to student teaching) demonstrating proficiency in professional courses and fieldwork
- Submitted a Summary Sheet documenting completion of required clinical and field experiences
- Met all other ALC requirements for graduation prior to student teaching
- Displayed moral, ethical, and social behavior commensurate with competence
- Presented a valid physical examination, (including a current tuberculin test), which indicates no apparent limitations
- Presented satisfactory scores on the Praxis II Exams
- Presented a satisfactory background check from the proper authorities as required for public school employees
- Presented an updated negative drug test
The student teacher will:
- Teach the content and subjects for which he/she seeks certification
- Consistently demonstrate all Kentucky Teacher Standards and Alice Lloyd College Student Outcomes and Dispositions
- Successfully complete the modified TPA tasks and show evidence of meeting all standards as well as student teaching requirement
- Achieve at least a C or better on the portfolio rubric
- Use assessment feedback from the cooperating teacher, college supervisor, and self-evaluations to construct a professional growth plan
- Consistently infuse technology in the teaching/learning and assessment processes both with teacher and student use
- Demonstrate the knowledge, skills, and dispositions to meet the needs of a diverse population
- Reflect, both orally and in writing, and critically analyze the impact of teaching on learning, on professional growth, and on the ability to meet all standards
Important Resources, Documents and Downloads
Please check out the below information for access to important forms, handbooks, and links pertaining to the ALC Education Department.
Due to new Kentucky state regulations, the resources found on this webpage are undergoing revisions – some changes will be minor, but many will be major. Candidates for the Teacher Education Program (TEP) should contact the Alice Lloyd College Department of Education for current information: Telephone: 606-368-6003 or e-mail: email@example.com.
Education Department Diversity Outcomes
- Produce Lesson Plans adapted to accommodate diverse populations.
- Implement lessons to include ALL students.
- Modify assessments according to student’s IEPs/abilities.
- Use technology as an instructional and learning tool for diverse learners.
Student Teacher Resources
Student Teaching Handbook December 2011 (pdf) Teacher Education Handbook (pdf) Cooperating Teacher Information Form (pdf) Permission to Videotape (pdf) Student Teacher Evaluation Form (pdf) Cooperating Teacher Evaluation Form (pdf) Candidate Disposition Progress Report (pdf) Task A-1 Lesson Plan Format (doc) Task A-2 Lesson Plan Format (doc) Student Teacher Evaluation of College Supervisor Evaluation Form (pdf) Teacher Candidate Agreement (pdf) Revised Benchmark Indicators (pdf) Working Portfolio Evaluation Form (pdf) *Pre-Student Teaching Supplemental Observation/Experience Hours Verification Form (pdf)
Teacher Candidate Resources
Modified Teaching Performance Assessment (TPA)
Modified TPA (Read Only) (pdf)
Table of Contents
What is the modified KTIP Teacher Performance Assessment? (pdf) Where can you go for help? (pdf) How will your Teacher Performance Assessment be evaluated? (pdf) Evidence Sources for the Teacher Performance Assessment (pdf)
Developing Your Teacher Performance Assessment
TPA Tasks and Templates (pdf) Suggestions for Selecting Artifacts (pdf) Videotaped Lesson (pdf) Format Requirements for Your TPA (pdf) A Schedule of Activities for the Student Teacher (pdf) Student Teacher Information Sheet (doc)
Teacher Performance Assessment Tasks and Templates
Component I Classroom Teaching
Component II Professional Responsibilities
Component III The Instructional Unit
Task G-J Instructional Overview (pdf) Task G Designing the Instructional Unit (doc) Task H The Assessment Plan (doc) Task I Designing Instructional Strategies and Activities (doc) Task J-1 Organizing and Analyzing the Results/Reflecting on the Impact of Instruction (doc) Task J-2 Communication and Follow-Up (doc)
Please click here.
Student Work Guidelines for Student Teachers
Student work is an integral part of the academic curriculum at Alice Lloyd College. Student teachers are expected to continue their activities in The Student Work Program while they are completing their student teaching. Students have the option of continuing the student work requirement off-campus in the school where they have been assigned for student teaching, if that option fits best with the particular student’s schedule.
It is mandatory that student teachers perform their student work assignments under the supervision of someone other than their cooperating teachers. This means someone other than the cooperating teacher would be responsible for student work obligations and student work duties. There must be a clear distinction between work-study and student teaching assignments. Work performed by the student teacher should be clearly different from those activities that the student is expected to perform as a student teacher. For example, if part of the cooperating teacher’s duties include supervising the school lunchroom, the student teacher should not receive student work credit for doing the same thing. If something such as selling refreshments at a school/community activity is not a regular assignment and is not considered part of the supervising teacher’s routine duties, the student teacher could receive student work credit for this work.
Some recognized activities for student work might include working with school clubs such as 4-H, FBLA, FHA, FFA and the like; assisting with athletic teams; extra assignments within the school such as hall duty before and after school or playground duty before and after school; special after school activities such as tutoring, plays, musical performances, or art shows. All work performed must meet ALC guidelines in terms of student insurance coverage and general policies. All assigned work must be for non-profit organizations and must not be connected with any political or religious organization as is required by federal student work guidelines. Alice Lloyd’s Director of the Student Work Program must approve all student work assignments.
In accordance with federal guidelines, students receive minimum wage, and checks are issued through the ALC Business Office. It is the student’s responsibility to sign checks when they are issued. Earned wages are used to pay school tuition.
Guidelines for Student Teachers Who Work Off-Campus
Student teachers choosing to work off-campus need to do the following:
- Have the student work assignment approved by the Director of the Student Work Program.
- Provide a copy of the Student Work Handbook for the off-campus supervisor. Make sure the supervisor is aware of the ALC work-study requirements and regulations.
- Keep track of all work hours and bring timecards to the Student Work Office. Timecards are due in the Student Work Office by 4:30 pm each Monday. If a student teacher is unable to take the timecard to the student work office personally, he/she can fax a copy to the Education Department secretary. The fax number for the Education Department is (606) 368-6496. The original time card should be submitted when the student returns to campus. These original timecards are needed for auditing purposes. The timecards must be signed by the student and the work supervisor.
- When not student teaching due to illness, do not report for work-study on that day.
- Make sure the required time (ten hours per week in most cases) has been completed. If time is lacking, make arrangements to make up the needed amount of work time immediately.
- When school is not in session, arrangements to fulfill the student work commitment should be made (either in the school or some other acceptable place).
- Report to the Business Office to sign your checks
Any student who falsifies a time card will be subject to prompt disciplinary action, including possible suspension or expulsion from the student teaching assignment, the Teacher Education Program, and Alice Lloyd College.
Teacher Education Program General Information
Student teachers are responsible for their own transportation.
College Courses and Jobs
Taking course work or working a full-time job during the student teaching experience is discouraged. Taking one course or working limited hours will be permitted with permission of the Director of Teacher Education or Academic Dean. Anything beyond such limited participation in study or work requires notification by the student teacher to the Director of Teacher Education.
Professional Dress and Grooming
Student teacher’s dress and grooming should reflect personal care and professionalism.
Student Teachers are not permitted to interact with students at his/her school placement using social media such as Facebook, Twitter, texting, blogs, etc.
Cooperating school personnel are notified in advance of the student teacher’s commitment to attend seminars. Schedules for seminars are announced and given to student teachers at the beginning of the semester. Attendance at all seminars is required. In the event of an absence, seminar presentations/materials are to be the responsibility of the student teacher. If a student is unable to be present for a seminar, the college supervisor must be contacted and arrangements must be made for the appropriate make-up. Dress for seminars should be the same as for the school day.
Student teachers may NOT substitute for other teachers during the fourteen-week student teaching semester. In all situations, school policies should be observed in hiring a recognized substitute teacher to assist the student teacher.
A student teacher is NOT to administer corporal punishment nor serve as a witness to corporal punishment.
A student teacher must have a minimum of fourteen (14) full weeks of student teaching (70 days).
In the event of any work stoppage in the school district, both the Director of Teacher Education and the Director of Field Experiences will determine the appropriate action. A student may not join actively with those bringing about the work stoppage and may not be assigned to teach classes for a teacher involved in such work stoppage.
Student teachers follow the calendar of the particular school district to which they have been assigned. Student Teachers will document their attendance on a monthly basis and have their cooperating teacher verify and sign an attendance calendar.
The student teacher is expected to follow the arrival and dismissal time established by the school district for its regular faculty. The student teacher is expected to be in regular attendance every day. In case of personal illness or a death in the immediate family, the student teacher is required to contact the cooperating teacher by 6:30 A.M. of the day of absence. The Education Department secretary or college supervisor must be notified by 8:00 A.M. of the day of absence by the student teacher. The student teacher may not be excused from his/her assignment without official college approval. Should absence from the classroom be deemed excessive or extend beyond five days in succession, the Director of Field Experiences, in consultation with the Director of Teacher Education, the college supervisor, cooperating teacher, school personnel, and the student teacher, may extend or terminate the student teaching experience. Absence from student teaching without proper advance notification to the cooperating teacher may result in termination of the student teaching experience.
Stipend for Cooperating Teachers
The cooperating teacher will receive a stipend for services performed. The amount of the stipend will depend upon the number of weeks the student teacher is assigned to the cooperating teacher.
Lesson Plan Format
The lesson plan format from your modified TPA must be used during the 4 formal evaluations by your college supervisor. When videotaping a class, you must have a signed “permission to videotape” form on file from all students in the class that are being videotaped. The student teacher and the cooperating teacher should work together to obtain the necessary forms. At other times, you may use the lesson plan format approved by the school you are assigned.
Questions? Please contact:
Sherry Watts, Secretary to the Education Department
Phone: (606) 368-6003
Meet Our Faculty
Dr. Norman Bishop
Norm Bishop serves as an associate professor of Education at Alice Lloyd College as well as Education Division Head, Department Chair, Disability Coordinator, and Director of Institutional Research. He received his B.A. in Secondary Social Studies and English, M.A. in Speical Education-Cross Categorical and Reading from the University of Wyoming, and holds a Doctorate of Education (Ed.D.) in Educational Leadership.
Dr. Bishop came to Alice Lloyd College from a professorship at Northern Arizona University. In addition to that teacher preparation experience, he has served in multiple adjunct positions while serving in public school administration and teaching positions. Dr. Bishop is a trained special educator who served an important role in getting the Learning Behavior Disabilities program created, approved, and implemented here at ALC.
Dr. Bishop also served more than 30 years in public school positions, 19 of those years in administrative and teaching support positions.
Dr. Jim Flarity
Dr. Sarrah Grubb
Dr. Sarrah Grubb serves as an assistant professor of Education at Alice Lloyd College, as well as Director of Field Experience. She received her B.A. in English Writing and Secondary Education from DePauw University in Greencastle, Indiana and her M.S. in Curriculum, Instruction, and Technology from the Fischler College of Education at Nova Southeastern University in Fort Lauderdale, Florida. She earned her Ph.D. in Educational Administration from the department of Educational Leadership at Miami University in Oxford, Ohio.
Dr. Grubb has varied experience in PK-16 education, including teaching at the elementary, middle school, and high school levels, and coordinating curriculum, instruction, and professional development at local and regional levels in Ohio. When she isn’t busy learning about teaching and learning, Dr. Grubb enjoys spending time with her family by watching movies, reading, and traveling.
Dr. Steve Herr
Dr. Steve Herr serves as an associate professor of Education at Alice Lloyd College. He received his B.A. from Antioch College in Secondary Education and his M.A. and Ed.D. from Columbia University in Philosophy and the Social Sciences.
Dr. Herr has worked in K-12 settings in both public and private schools. He has worked with kindergartners in rural Maine, middle school students in inner city Pittsburgh and high school students in rural New Hampshire. He has also coached softball and track. At the college level, he has nearly twenty years experience as a professor and administrator. He has won awards for both teaching and research. Beyond his book and his academic publications, Dr. Herr has been published in Phi Delta Kappan, The Chronicle of Higher Education, Education Week and the Christian Science Monitor. Dr. Herr has spoken at national and international conferences. He has also worked for the Associated Press in Washington D.C. and run a gubernatorial campaign.
Dr. Devorah Kennedy
Dr. Devorah Kennedy received her Masters of Science and Doctoral degrees in Curriculum and Instruction from the University of Wisconsin-Madison. She is co-editor of the book Child in the World/The World in the Child: Education and the Configuration of a Universal, Modern and Globalized Childhood. She has taught at the college level as a teaching assistant at the University of Wisconsin and as an Assistant Professor at the University of New Mexico. She has participated as a project assistant on the NICHD Study of Child Care and Youth Development and as a research associate on the Study of Promising After-School Programs. Prior to pursuing graduate studies she worked as an early childhood educator in Kibbutz Usha, Israel.