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Teacher Education Professional Learning Community (TEPLC)

CAEP Title II Field Experience Handbook
Assessment Instruments
Educator Disposition Assessment (EDA) Clinical Experiences Teacher Performance Assessment (TPA)
  • TPA Rubric & Description
  • Mini TPA Rubric & Description
Concord Principal Advisory Council (CPAC)
Concord Teacher Educator Council (CTEC)
CAEP Data Summarization & Information
Note: Data collection & summary development in progress.

Standard 1 - Content and Pedagogical Knowledge

  • Field Experience Description: Initial Licensure Programs / Advanced Programs
  • Key Assessment 1 - Praxis Core Acadmic Skills for Educators
  • Key Assessment 2 - Educator Disposition Assessment (EDA) & CU Disposition Survey
  • Key Assessment 3 - Field Experience Evaluation for Professional Education Core Courses
  • Key Assessment 4 - Teacher Candidate Portfolio
  • Key Assessment 5 - Student Teaching Observation Tool (STOT)
  • Key Assessment 6 & 7 - Praxis Princpals of Learning & Teaching (PLT) & Content Knowledge
  • Key Assessment 8 - WV Teacher Performance Assessment (WV TPA)
  • Key Assessment 9 - WV VERT
  • Teacher Education Program Data Summary: Accepted Candidates / Denied Candidates
  • Student Teacher Data Summary: Accepted Candidates / Denied Candidates
  • Course Technology Use Summary
  • SPAs
  • College and Career Readiness, Diversity and Technology

Standard 2 - Clinical Partnerships and Practice

  • Field Experience Descriptions (see Standard 1)
  • School Demographics for Field Experiences and/or Student Teaching Placements
  • Graduate Exit Survey
  • Employer Satisfaction Survey
  • NeXT Surveys: Exit, Transition to Teaching, Supervisor
  • PDS Yearly Reports: 2016-17, 2017-18, 2018-19
  • Minutes from Stakeholders (see Meeting Minutes)
  • Student Teaching Calendars: Fall 2017, Spring 2018, Fall 2018, Spring 2019
  • Handbooks: Field Experience / Student Teaching
  • Teacher In Residency (TIR) Information: : TIR summary data, TIR County Memos of Understanding (MOUs), WVPTAs for TIRs
  • Memos of Understanding (MOUs) (see Memos of Understanding)
  • Evaluations of Mentor Teachers / University Supervisors
  • Teacher Education Program Seminars
  • Criteria for Mentor Teachers / University Supervisors
  • Demographics of Service Area
  • Co-Teaching Research

Standard 3 - Candidates Quality, Recruitment and Selectivity 

Standard 4 - Program Impact

  • Case Study Data Summary and Plan
  • WVERT & Principal Observations of Completers (see Standard 1-Key Assessment 9)
  • WV TPA Data (see Standard 1-Key Assessment 8)
  • Colorado Education Initiative Surveys

Standard 5 - Provider Quality Assurance and Continuous Improvement

  • Quality Assurance Handbook
  • Faculty Handbook
  • Program Reviews
  • Student Course Evaluation Data
  • Reliability and Validity Process
  • Conceptual Framework
  • Application for Admission into the Teacher Education Program
  • Advising Checklist
  • Evaluation of Academic Advising
  • Faculty Workshops
  • EDUC220 Special Topics - Praxis Core Seminar Data
  • Minutes from EPP and Stakeholders (see Meeting Minutes)
  • Key Assessment Data (see Standard 1)
Meeting Minutes
Memos of Understanding
Page Under Construction
Professional Development Schools (PDS) Partnership
Concord University's PDS partnership is a grant funded program that is supported by the West Virginia Department of Education, and allows our Department of Education to partner with public schools in our WV service area. Teacher Candidates are place in our service area schools, beginning with our PDS Partner schools if requested, to help ensure placement in diverse and supportive environments. 
Yearly Summaries PDS Information & Resources
  • PDS Grant Application (under development)
If you would like to request additional information, or inquire as to how to become a Concord University PDS Partner Schools, please contact Dr. Kathy Hawks (Professor of Education, Coordinator of Clinical Experiences, PDS Coordinator)
University Supervisor Information
Page Under Construction
Watermark (LiveText)
LiveText is an internet-based subscription service that allows students, mentors and instructors to “create, share, and collaborate on educational curriculum.” LiveText is used for assignment submission, artifact collection, standards integration, and student assessment in Concord University’s Teacher Education Program. Candidates in Concord University’s Teacher Education Program are required to maintain an electronic portfolio in LiveText for submission of standards-based assignments and to showcase their work. Concord University uses LiveText extensively in all field placements. 

LiveText Instructions
WV Mentor Training
Effective January 1, 2019  West Virginia Department of Education Policy 5100 now requires mentor teachers (cooperating educators) of methods block students, and student teachers to meet the following requirements:
  • hold a valid West Virginia five year teaching credential in the content area of the candidate placed in his/her classroom with a minimum of five years of teaching experience;
  • hold “Accomplished” or higher as a summative performance rating on the West Virginia Educator Evaluation during the last two years of employment; AND
  • have successfully completed a WVBE-approved mentor/induction coaching course, at no cost to the teacher, OR hold or be eligible for the Master Mentor Advanced Credential OR hold certification through the National Board for Professional Teaching Standards (NBPTS).
The Policy 5100 Training Module will take no more than one hour to go through the online training (a series of 47 PowerPoint slides and short video clips), and to complete the quiz at the end of the training. The questions on the quiz are straightforward and in many cases can be answered by having had previous experience as a mentor teacher.

At the conclusion of the 6 modules there will be a quiz that you are to complete. Please note that the quiz cannot be submitted from an iPad, tablet or mobile device.  You must score a 100% to pass the quiz. You may take each quiz multiple times until you receive a grade of 100%. If you miss a question, that question will be identified along with you choice.  Several of the questions are true/false, which means that you simply choose the other answer.  The 18 questions repeat each time.  If necessary, review the modules to help you select the right answer.  You may also open other browsers while taking the quiz if necessary.  Please note: If you retake the Quiz, Questions 1-18 will remain in the order but the answer selections for Questions 1-18 will shuffle. If you cannot complete the training and quiz at one setting you can go back at another time and finish your work.

  Policy 5100 Training Module
  • Welcome to the Policy 5100 training: This Training Module includes 6 Modules:
  • Module 1 - Roles and Responsibilities
  • Module 2 - Working With Adult Learners
  • Module 3 - Ethical Behavior
  • Module 4 - Framework for Teaching
  • Module 5 - Teacher Performance Assessment (TPA)
  • Module 6 - Co-Teaching
To register for the training, please follow these directions:
  1. Go to WVLearns at
  2. Your WVLearns login is the username associated with your email account—or—your Office 365 account—or—your WebTop account (these should all be the same login)
  3. Your WVLearns password is the password associated with your email account—or—your Office 365 account—or—your WebTop account (these should all be the same password)
  4. After your login and password have been accepted*, then go to and select “self-Registration” in the upper left corner of the screen.
  5. Locate and select the following, Policy 5100 Training Module.
  6. Complete the registration screens. It is not required that you enter your WVEIS number.
  7. You may begin the Policy 5100 Training Module.
*If you receive an Authentication Error after entering your login and password, then contact Donna Landin at

Again, Concord in no way wants to add to the responsibilities of classroom teachers, but we feel strongly that the presence of a student teacher should only enhance the classroom learning environment.  We are requesting that mentor teachers consider how the benefits of having a well-prepared student teacher in the classroom outweigh the addition of the online training requirement.  We hope that the teachers who have mentored and guided our beginning educators for years will know how vital the student teaching experience is in order to provide for the many teaching vacancies throughout our area, and will continue to serve in that role. This service is greatly appreciated by Concord University.