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Teacher Education Professional Learning Community (TEPLC)

Educator Disposition Assessment (EDA)

Clinical Experiences

Teacher Performance Assessment (TPA)

  • TPA Rubric & Description
  • Mini TPA Rubric & Description

Other Assessments

CPAC – Concord Principle Advisory Council – Comprised of P-12 principles and administrators that participate in candidate program assessment data analysis with EPP faculty. The CPAC also assists and advises the EPP in relevant matters associated with educator preparation to ensure candidates are prepared for the profession.
CTEC – Concord Teacher Education Council – Comprised of P-12 teachers that participate in candidate program assessment data analysis with EPP faculty. The CTEC also assists and advises the EPP in relevant matters associated with educator preparation to ensure candidates are prepared for the profession.
EPPAC – Educator Preparation Provider Advisory Council – Comprised of public school and higher education teachers and administrators who advise the chief teacher education officer of the EPP on educator preparation matters. Concord’s EPPAC also includes faculty representation for all licensure programs offered within the educator preparation program.

Standard 1 – Content and Pedagogical Knowledge

Key Assessment Data 

Additional Information

Standard 2 – Clinical Partnerships and Practice

Standard 3 – Candidates Quality, Recruitment and Selectivity 

Standard 4 – Program Impact

Standard 5 – Provider Quality Assurance and Continuous Improvement

Department of Education & CAEP Workday Meetings

Educator Preparation Provider Advisory Committee (EPPAC) Meetings

Professional Development Schools (PDS) Meetings

WVDE-MOE-signing.jpg

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)

Current PDS Partner Schools:

  • Athens Elementary
  • Melrose Elementary
  • Mercer Elementary
  • Oakvale Elementary
  • Pikeview High
  • Pikeview Middle
  • Princeton Primary
  • Princeton Senior High

Student Teaching Information

University Supervisor Information

University Supervisor Meeting Minutes

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

Clinical Experiences

WVERT / Policy 5310

T-Pack User Guide

STOT

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

Register for the training​
*If you receive an Authentication Error after entering your login and password, then contact Donna Landin at dlandin@k12.wv.us

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.