ARC Program Components
 

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Program Components


Dispositions for Teaching

Teacher candidates in the ARC program are assessed on disposition and take this attribute very seriously. Teachers, and therefore pre-service teachers, are held to a high standard and expected to act as a professional with instructors, administrators, parents, candidates, and the community. Failure to meet this criteria will result in dismissal from the program.

“The teaching profession is vested by the public with a trust and responsibility requiring the highest ideals of professionalism. Therefore, the teacher accepts both the public trust and the responsibilities to practice the profession according to the highest possible degree of ethical conduct and standards. Such responsibilities include the commitment to the candidates, the teaching profession, and the community.” - Connecticut Code of Professional Responsibility for Teachers


ARC expects that candidates:

  1. Demonstrate a passion for teaching and learning that fosters commitment to lifelong learning through ongoing reflection of practice.
  2. Care for, motivate, and actively engage candidates in learning in order to create a positive classroom and learning environment.
  3. Value and respect the diverse learning needs and cultural backgrounds of candidates and their families to create a positive learning environment while holding high expectations and an appropriate level of rigor.
  4. Use deep knowledge of content and apply it to planning, instruction and assessment.
  5. Understand and demonstrate professional, ethical, and responsible behavior at all times with candidates, families, colleagues, school administration, the community and the ARC program, in accordance with the Connecticut Code of Responsibility for Teachers.

Section 10-145d-11 of the Regulations of Connecticut State Agencies, Standards and Procedures for the Approval of Connecticut Educator Preparation Programs, requires that institutions and schools of education ensure that prospective teacher candidates meet the following competencies when admitting, preparing and recommending for certification:

  • Demonstrate knowledge of the Code of Professional Responsibility for Teachers;
  • Demonstrate current Connecticut licensure competencies as defined in Sections 10-145d-400 through 10-I45d-619, inclusive, of the Regulations of Connecticut State Agencies, the Common Core of Teaching, and the Connecticut Content Specific Standards for Teachers; and
  • Have the qualities of character and personal fitness for teaching.

Program Components

The hybrid program consists of orientation, Foundations of Teaching course, Methods course (in the content area the student is enrolled in), and Practicum during the program year.

Orientation

Enrolled candidates complete a mandatory orientation. Candidates will have access to the ARC Teacher Candidate Handbook describing policies, candidate expectations, CSDE certification regulations, and program requirements.

Courses

Teacher candidates are enrolled in a hybrid Foundations of Teaching course. This course is taught by certified teaching professionals who have extensive experience in the foundations of teaching and are able to provide teacher candidates with the “why” in teaching. The curriculum reflects the Connecticut Common Core of Teaching (CCCT) and includes the history of education, learning theory, planning, learning differences, instruction, the learning environment, assessment, and law and ethics. Teacher candidates will make connections and apply new knowledge to their own content area within the Methods course. The course will include Connecticut State Department of Education (CSDE) and the ARC program requirement assignments.


Additionally, teacher candidates are enrolled in a hybrid Methods of Teaching course organized by specific subject area/certification area and focus on rigorous content pedagogy that is aligned with state and national education and content standards. Microteaching lessons, lesson and unit planning, and reflecting are some of the required assessments and assignments teacher candidates should expect.Highly experienced subject area teachers and administrators lead candidates to the application of themes and content in the Foundations course and apply it to their own content area. Methods instructors are experienced K-12 educators who are certified in their subject areas and have a record of successful classroom teaching. Many faculty members also have experience hiring and supervising teachers and are invaluable resources for ARC Candidates entering the classroom after intensive teacher preparation training.

Practicum

The candidate practicum experience is the culminating activity in the ARC program and requires the contributions of a team of professionals who work together to provide a practical introduction to teaching. The practicum placement is arranged and assigned by the ARC Program and is determined by the ARC candidate’s certification path, geographic location and in consultation with the school district based on the availability of qualified cooperating teachers, other logistics unique to the placement request, and the student’s qualifications. All practicum placements are in different settings and modalities. The ARC administration makes final decisions about practicum placements for candidates. Practicum guidelines are as follows:

  • All practicum placements must occur in CT public schools.
  • Practicum is 40-consecutive school days, must be completed within the program year exact dates determined by ARC and are provided on the program calendar. Make-up days, if applicable, will be required to ensure the fulfillment of the practicum assignment.
  • ARC teacher candidates must complete their practicum on a full-time basis for forty consecutive school days or the equivalent.
  • The purpose of the candidate practicum is to provide candidates with an opportunity, under careful supervision, to develop the knowledge, skills, and dispositions necessary to become effective teachers.
  • Candidates are required to teach at least 4 classes by week 2 and take on the full responsibilities of the classroom teacher including (but not limited to) communication with students, staff, parents, administration, and all grading.
  • During the candidate practicum, a trained cooperating teacher from the school district and an evaluator from the ARC program will evaluate candidates.
  • All ARC candidates will be required to submit and pass the edTPA Assessment as required by the Connecticut State Department of Education.
  • ARC Candidates hired by a school district in a DSAP (Durational Shortage Area Permit) or as a Long Term Substitute Teacher (LTS) are able to complete the practicum requirement while in the DSAP/LTS position as long as the position is in the appropriate certification area and grade level for which the candidate is enrolled in the ARC Program for and is in a CT public school. Even though an ARC candidate is a DSAP/LTS, they must still complete the practicum and all ARC requirements and assessments to successfully pass the practicum.
  • Passing Praxis or ACTFL scores must be obtained before a Durational Shortage Area Permit (DSAP) will be approved.
  • All candidates must complete the district's fingerprinting and background check.

edTPA

edTPA is a teacher assessment requirement, administered by Pearson Publishing, that all future certified teachers must complete according to the Connecticut State Department of Education (CSDE). Candidates are required to register, pay for, and complete edTPA during the practicum period.