School for Professional Studies Teacher Education Programs


July 2006

Table of Contents Welcome Letter ...........................................................................3 Teacher Education Mission Statement ........................................4 Teaching Formats ........................................................................4 Pay ...............................................................................................6 Class Roster...............................................................................10 Modules and Curriculum...........................................................13 Attendance Policy......................................................................14 Grading Policies ........................................................................15 Disability Services.....................................................................20 Field Experience........................................................................22 Partner Schools..........................................................................24 WebAdvisor...............................................................................25 Reimbursements ........................................................................26 Website......................................................................................28 The Educator E-News ...............................................................29 Regis University SPS Teacher Education Faculty & Staff .......30 Affiliate Faculty for SPS Teacher Education ............................33 Affiliate Faculty Approval Guidelines ......................................43 Affiliate Faculty Load ...............................................................44 Affiliate Educational Benefits ...................................................45 Alpha Sigma Nu ........................................................................48 Professional Dispositions ..........................................................49


Welcome Letter

Dear Affiliate Faculty Member: How delighted I am to welcome you to our outstanding cadre of affiliate faculty if you are new to our ranks, or to extend my appreciation to you if you are one of our veteran affiliates. At Regis, we prefer to call our part time faculty "affiliates" rather than adjuncts or instructors, because you do work so closely with our students, faculty and staff. In fact, we couldn't offer our teacher education programs to students at all without the strong involvement of our affiliate faculty. Our affiliates, as current practitioners, offer our students that "rubber meets the road" kind of experience and pedagogy that can only be provided by those who walk the walk. As affiliates you will work with our full time faculty, our support staff, and myself to together provide our students with the most effective and authentic instruction, ideas, and resources so that they may become powerful, innovative teachers who will influence a new generation of students to become strong committed learners. To that end, we ask that you carefully read this handbook, digest its contents, and refer to it often. We want to make your tasks in the procedural part of our program clear and easy, so that you can devote the bulk of your energy to what you do best ­ teaching. We also plan to update the handbook annually, so we will welcome your input at any time. Finally I would like to extend special thanks to Lisa Ross, Karen Quinlan, and Kathi Werner for the parts they played in producing this Affiliate Faculty Handbook for your use and reference. We are so happy to have you as a part of our affiliate faculty. Please contact Kathi Werner (303-458-4301) or Lisa Ross (303-458-4307) if you have any questions or suggestions. With warm regards,

Dr. Suzie Perry Dean, Teacher Education Programs Regis University School for Professional Studies

Teacher Education Mission Statement


Our unique teacher preparation program at Regis University provides both the scholarly foundation and the practical strategies and knowledge our students need to become effective educators. We celebrate the joy and service that are integral elements of teaching and learning while also preparing our students for the challenges and demands that are inherent in the profession. We foster an appreciation for the way education touches and benefits lives and contributes to the common good.


We prepare quality professionals for active roles in education through dynamic and diverse experiences that are designed to meet their varied learning needs. Most classroom-based courses are held outside of working hours. A variety of instructional models accommodate the needs of our adult learners. We promote best practices in teaching by utilizing highly skilled active classroom educators as course consultants for these diverse approaches. Teacher education faculty provides mentoring relationships with our adult students.


We explore issues of education across the life span as well as from historical, technological, social, and psychological viewpoints. These perspectives are further examined to determine their impact on effective instruction. Our curriculum is research-based and classroom tested. Connections between theory and practice are promoted through partnerships with individual classroom teachers, schools, and communities. Within our partnership settings we offer hands-on, competency-based learning along with extensive and varied field experiences. We also recognize that educators are themselves learners and we are committed to providing opportunities for their continuous professional development.


Our students seek to analyze, understand, and improve their teaching by becoming reflective practitioners. To assist in that process, the qualities of leadership, complex thinking, collaboration, and personalized instruction are built in into our curriculum and modeled by our faculty. Our pre service teachers learn how to identify their students' learning needs and develop instruction to address these needs.


We encourage and challenge pre service teachers to look at the relationship between the learning and the values they have developed and practiced at Regis and how they will actualize these understandings in their own classrooms. We guide students in creating positive learning environments in which high expectations are maintained for all learners; while at the same time each student's individual character development is nurtured and promoted. Respect for diversity and development of global understanding are essential elements in this process.


We seek to improve the conditions of learning and teaching by preparing our students to be skillful educators in a technological society. This includes not only a working knowledge of technical theory, but particularly practical application of technology in the areas of communication, instruction, distance learning, research, and project development.

Teaching Formats

You will find a variety of instructional formats at Regis University. Undergraduate and graduate courses are offered:


1. Classroom-based 2. Online 3. Guided Independent Study Students are responsible for all GIS paperwork, including getting a stipend form to the course consultant.



Regis pays on the 15th of the month. You will need to submit W-2 and W-9 Forms. Contact Kathi Werner (Administrative Assistant) at 303 458-4301.

Stipend Information

As of August 15, 2005 stipends are not needed for affiliate faculty who teach Foundational courses in either the Graduate or the Undergraduate Teacher Education Programs. Contracts are designed for these instructors on an individual basis. Students are to register for Foundational Guided Independent Study (GIS) coursework under the instructor's name not under the advisor's name.


Teacher Education Undergraduate students are to register for Methods courses under the name of their advisor unless an affiliate faculty member is teaching. If the student is selecting an instructor for the Methods course who is not an affiliate faculty member, a resume, a copy of the Master's degree transcript, and two letters of recommendation will be needed. Payment for these instructors will be made via stipend. Therefore, the above information should be mailed to Kathi Werner, Administrative Assistant, at 7600 E. Orchard Rd. Ste 100N Englewood, CO 80111, who will process the payment of the stipends. If the student has selected a course taught by an Undergraduate or Graduate affiliate faculty member or a full time faculty member, no stipend form is needed.

Student Teaching

Stipends are used for payment of Cooperating Teachers and Supervisors involved with Student Teaching and are mailed to the Cooperating Teachers and the Supervisors directly. These stipends are mailed from the Teacher Education office along with packets of additional and pertinent information related to the Student Teaching experience. The supervisor is responsible for returning both the Supervisor and the Cooperating Teacher stipends to the Teacher Education office in the envelopes provided. These forms are processed for payment by Mary Ann Buccino at 3333 Regis Blvd. Denver, CO 80221, Mail Code K-10. Cooperating Teachers and Supervisors may write [email protected] with questions or concerns about this process. ALL students are registered for Student Teaching and for Professionalism in Education by the Teacher Education staff after Student Teaching applications have been verified and approved by the individual school districts.


Substitute Pay

When any faculty has someone substitute teach, the substitute facilitator must be paid. Additionally, the regular facilitator's pay will be adjusted down. The only exception to this is when two facilitators arrange to trade with one another. When a substitute is needed, please notify Kathi Werner as soon as possible. Kathi will do two things. 1. Kathi will run a contract to pay the substitute (currently $184.00 for one class). 2. Kathi will deduct a commensurate amount from the regular facilitator's contract. (i.e., one missed class is equal to 1/8th or 1/16th of the total pay for the course). There may be exceptions to this step but only in specific circumstances. An example of that would be when the regular facilitator arranged for a guest speaker and basically did all the work for that class except being present.

Teacher Education's Stipend Process

1. The student completes the Stipend Form (available on the web) and attaches the front page of the learning contract, the time plan (for undergraduate only), and a course description (if it is not in the catalog - e.g., a self-designed course). 2. The student gives the Stipend Form to the course consultant to complete. 3. The course consultant completes the Stipend Form and sends the original Stipend Form, the learning contract, and the time plan sheet to the administrative staff responsible for Stipends. The stipend is due by the Friday of the second week of the course term; prompt legible submission facilitates prompt payment and grading. 4. Administrative staff checks that the form has the correct course #, the correct course dollar amount, and that the form is complete. 5. Administrative staff then sends the Stipend Form to payroll (for Fulltime or affiliate faculty) or Accounts Payable (for all other Course Consultants a.k.a., independent contractors). 6. Administrative staff checks a student list generated to ensure that Stipend Forms from all enrolled students have been received. Staff will contact any students who have failed to turn in a stipend. 7. Administrative staff sends the cover letter, course evaluation, and a return envelope to the course consultant. These materials must be received by the faculty advisor from each course consultant by the first Tuesday (5:00 p.m.) following the term end date.


Regis University School for Professional Studies Affiliate Faculty Pay Scale Effective September 1, 2005

8 Weeks - (1 credit course) Base Add. for 12+ students Add. for 21+ courses taught Add. for 12+ students & 21+ courses taught 8 Weeks - (2 credit course) Base Add. for 12+ students Add. for 21+ courses taught Add. for 12+ students & 21+ courses taught 8 Weeks & Intensives - (3 credit course) Base Add. for 12+ students Add. for 21+ courses taught Add. for 12+ students & 21+ courses taught 8 Weeks & Intensives - (4 credit course) Base Add. for 12+ students Add. for 21+ courses taught Add. for 12+ students & 21+ courses taught Semester - (1 credit course) Base Add. for 12+ students Add. for 21+ courses taught Add. for 12+ students & 21+ courses taught Semester - (2 credit course) Base Add. for 12+ students Add. for 21+ courses taught Add. for 12+ students & 21+ courses taught Semester - (3 credit course) Base Add. for 12+ students Add. for 21+ courses taught Add. for 12+ students & 21+ courses taught Semester - (4 credit course) Base Add. for 12+ students Add. for 21+ courses taught Add. for 12+ students & 21+ courses taught Semester - (6 credit course) Base Add. for 12+ students $2,870 3,457 $2,764 3,190 3,084 3,511 $2,241 2,561 2,508 2,828 $1,014 1,227 1,174 1,387 $ 854 1,014 960 1,120 $2,454 2,881 2,774 3,201 $1,921 2,241 2,187 2,508 $1,280 1,494 1,441 1,654 $ 768 928 875 1,035


Add. for 21+ courses taught Add. for 12+ students & 21+ courses taught Cluster Courses per credit hour Also will include independent study and special study 1 student 2 students 3 students 4 students 5 students Distance Education (per student) 1 Credit hour 3 Credit hours 4 Credit hours 1 Credit hour Extended Study Per Student

3,297 3,884

$ 107 213 267 320 373

$ 165 220 Guided Independent Study per credit hour (taught by course consultants) $ 66

$ 103



SCHOOL FOR PROFESSIONAL STUDIES Due by the Friday of the 2nd week of the course term

AP TYPE ________________ DATE VOUCHED: ________ DATE DUE: ______________ VOUCHER # _____________

Prompt legible submission facilitates prompt payment

PLEASE PRINT OR TYPE ~ Send original forms to: Kathi Werner at Regis University P-8, Denver Tech Center Campus, 7600 E. Orchard Road, Suite 100N., Englewood, CO 80111 ~


Year_____________ Semester : Fall

_________________________________________________________________________________________________ Course Subject Code Course # Section # Title Semester Hours


Spring Summer

Academic Period: 8w1



Course Consultant

Payee:_________________________________SS#_______---_____---_________ Type: 1099 (Independent Contractor) W-4 (Contractual Employee) Stipend Amount $___________

(...inaccuracy will delay processing of this stipend)

Home Address___________________________________________________ Phone#___________________________ City_____________________ State_____ Zip___________ E-mail ___________________________________________ (Term, state and amount per GIS is typed here.) Note: Complete information including permanent mailing address and SS# is required for stipend processing.


Student: _________________________________Home Phone ________________ Regis Employee? Address ___________________________________________________ Work Phone ____________________ City ____________________________ State _______ Zip ____________ E-mail _______________________________ ID#: Faculty Advisor:


Agreement Internal Use Only



Upon submission of this form all parties agree to the terms as outlined herein and/or on the attached documents. Regis University will pay the above stipend after the grade recommendation is submitted to Regis University. The Payee agrees to a contract that is temporary in nature; thus, it carries no fringe benefits and no guarantee of a continuation of any role for the Payee after this particular course, with this particular student, is complete.

Authorization to Pay:

Budget Manager:

Budget# (A/P Office use only...) UG EMP 17240-55111 GRAD EMP 27240-55111


UG Independent Contractor GRAD Independent Contractor


17240-64360 27240-64360



Class Roster

A class roster is available from the campus associates (people at the front desk) at your request. Contact each individual campus. The campus associates will know your assigned classroom. Campus associates are also the people you contact for equipment (tech carts, overhead projectors, chart stands and chart paper) that you need for your classroom instruction. Contact them ahead of time to be sure the items you need are available.


Modules and Curriculum

The module and class requirements are predetermined. As modules are being revised, they will include suggestions to help you adjust your syllabus into manageable and meaningful assignments. Meanwhile, study the module and decide which requirements can be combined and still retain their importance. You might consider projects for class presentation by students on some of the requirements. Perhaps others could be worked on in cooperative groups and presented to the class. Please send a copy of your current syllabus to Lisa Ross at the DTC campus for undergraduate and Sue Vodehnal for graduate level. Regis University has approved the textbooks listed for the course. You must use all of these. Some of the books may be used as references instead of requiring students to read the entire text. At no time may you request a student to purchase additional books. If you wish to use a different book, it must first be approved by committee and ordered by the bookstore. This is at least a six month process. Books approved for use are part of the course module. Approved texts are available for your use. Please contact an administrative staff member for details. Departmental textbooks must be returned at the end of the course.


Attendance Policy

"The expectation is for students to attend all ground-based class sessions (online courses have attendance and participation expectations as well). The accelerated nature of the course work in the School for Professional Studies means that missing any class may have a negative impact on the student's learning and course performance. Any student who misses the first class must contact the facilitator/instructor or the Faculty and Curriculum department either prior to the first night of class or as close to the first night of class as possible. If a student fails to do so, he/she will automatically be dropped from the course. Students in online courses who do not log in by Wednesday of the first week of the course will also be dropped from the course. A student who has not attended the first night of class or logged in by Wednesday may be admitted to the course only with facilitator/instructor permission. The following guidelines are available for students and facilitators/instructors: 1. All facilitators/instructors are expected to include their policy for attendance and participation and missed coursework, along with consequences for missed classes, late arrivals, and/or early departures, in their syllabi. Individual faculty policies may include higher expectations than the guidelines identified in this publication, but all students are required to meet the minimum expectations. 2. Make-up work may be required if the student misses a class. This work is arranged, in advance if possible, between the facilitator/instructor and the student. The student is responsible for contacting the facilitator/instructor for the additional assignment(s)." (SPS Faculty Handbook, May, 2002)

Grading Policies

Course grade and evaluation forms are required for all GIS (Guided Independent Study) students. These forms are generated from the stipend form and are sent to the course consultant/instructor. Failure to get these forms to Regis in a timely manner may result in the posting of an incomplete or failing grade. UNIVERSITY-WIDE COURSE GRADING SYSTEM Letter Grade A AB+ B BC+ C CD+ D DF Numerical Grade Range 93 - 100 90 - 92 87 - 89 83 - 86 80 - 82 77 - 79 73 - 76 70 - 72 67 - 69 63 - 66 60 - 62 Below 60

The final grade will be based on total points earned for completion of course assignments and participation in the class.

Incomplete Grades

In exceptional circumstances, a student may be unable to complete the work during that term or semester. Approval of the request requires a serious and unforeseen circumstance. This includes major illness, death in the family, job loss, accidents or major life transition. Incomplete requests should not become ordinary requests; they are indicated in the University Bulletin as extraordinary requests. Students on financial aid need to check with that department as to how the taking of an incomplete will affect their aid. Refer to the Regis University Bulletin for further details. In order to request a grade of incomplete, a student must submit a letter of request which must be approved by the faculty advisor and the instructor/course consultant. An alternate grade must be assigned (i.e. I/D, I/F). In Teacher Education the alternate grade is normally the "F". The incomplete grade automatically reverts to the alternate grade at the end of the semester after it was granted unless the work is completed. Example: A student requests an incomplete in Fall semester, and then at the end of the following Spring semester, the incomplete automatically reverts to the alternate grade if the student has not completed the work. As stated in the Regis University Bulletin, no grade can be changed after one year. Various consequences occur from incomplete grades. Postings of graduation or teacher recommendation may be delayed. Financial aid may be affected. Students should not register for additional courses when they have incomplete grades outstanding.


Change of Grade

Contact the student's advisor via email so the grade can be changed. Please include the course number, semester, term, previous grade and new grade.

Grading Guidelines

Evaluation in independent studies sometimes feels more difficult than evaluating student performance in a classroom course. This problem is lessened when course objectives, requirements, and methods of evaluation are spelled out in a contract. Students in independent studies courses should be graded by the same criteria used in classroom courses. Some general guidelines are: 1. At Regis University, a letter grade is a measure of quality, not quantity. It is your evaluation of the extent to which a student has fulfilled the course requirements and met the course objectives. An "A" presumes that all objectives were fully met and all work was outstanding. Graduate students should be able to read, write, and think at the graduate level. No student whose written or oral communication skills are below the graduate level should receive an "A" in a course. We count on you to hold students to high standards. When students receive an "A" they also receive the message that their work is outstanding. Make sure that you only give that message to students whose work is outstanding. A "B" or a "C" can be a wake-up call, which lets a student know areas which need strengthening. An "A" grade tells us that a student has met or exceeded all course objectives and is an outstanding thinker and doer. A "B" represents work which has met almost all objectives and is of high, but not outstanding, quality. A "C" grade represents incomplete mastery of objectives and/or difficulty in oral or written communication skills. Any grade below "C" is failing. Plus or minus grades may be assigned with the exception of the grade A+. If you are concerned about how to evaluate a student's work, please contact the student's faculty advisor or the degree chair. For methods courses you will receive a special evaluation sheet on which are listed criteria pertinent to field study activities. You will be asked to select one statement from a list concerning such things as discipline, student self-esteem, and dynamics of the classroom, etc.




5. 6.


Criteria for Oral Presentations

A quality presentation will usually involve teaching methods besides lecturing. Handouts, overheads, or other material will support the presentation. The presentation will be concise, stay within time limits (if one is set), and demonstrate strong knowledge of the topic.

Holistic Grading Criteria for Work

The Teacher Education Programs use letter grades from A-F to represent the evaluation of student work. Grades of A and B are used for outstanding and very good work. As is common in graduate programs, a grade of C or lower is used to represent a judgment of unsatisfactory work. Plus and minus grades are


used except that there is no grade of A+. In teacher education, students are expected to achieve grades in their professional education sequence of no lower than a "B".

The following is a description of the standards for papers:

"A" Grade: An "A" paper shows appropriate choice of topic, clearly defines the topic to be covered, explains how it will be covered, and then meets the goal it sets. Fact and opinion are clearly differentiated. Reasoned arguments are supported by appropriate evidence. The paper shows evidence of extensive research and careful thinking about the topic. The paper flows smoothly and uses a minimum of professional jargon. Standard English grammar, spelling and punctuation are used throughout. APA style is used appropriately. "B" Grade: A "B" paper also shows appropriate choice of topic, clearly defines the topic to be covered, and explains how it will be covered. It differs from the "A" paper by showing less in-depth research and is less closely reasoned. The paper may flow less smoothly and there may be minor errors in grammar, punctuation, spelling, or citation style. "C" Grade: A "C" paper indicates difficulties in one or more of the following areas: structuring the topic and researching it appropriately, constructing reasoned arguments, difficulty in writing clearly, problems with using standard English, and/or serious problems with APA citation style. "D" Grade: A "D" paper shows a predominance of the problems associated with a "C" paper. "F" Grade: An "F" paper lacks quality and master level work in all areas above. Any paper not turned in will carry an "F" grade.

Late Papers or Presentations

In order to maintain fairness to both you and the student, late papers and presentations will carry a penalty. We realize that computers crash and that adult students have additional priorities. Illness occurs at the most inopportune times. Any lengthy illness can occur for either the student or close family members of the student. Agreements should be reached by the two of you as to when the work will be finished without suffering extreme penalties.

Academic Honesty

Academic honesty is at the very foundation of teaching and learning. Because trust is so important, the sanctions for presenting the work of others as the student's own are severe. The MLS handbook and the Regis University Bulletin describe the University policy in detail. In the MLS courses, presenting the work of others as the student's own can lead to "F" grades and recommendation for expulsion from the program. If you are unsure as to how to document that information, please call the student's faculty advisor immediately.


Grading Procedures

All grades should be submitted through WebAdvisor. There may be an occasion when a student must register for a course under their Faculty Advisor's name. In these special cases the instructor will be sent a grade form which should be returned to the Faculty Advisor so that they may submit the student's grade. Grade evaluations for independent studies courses require a grade recommendation and a narrative evaluation on a grade form. The narrative evaluations are particularly valuable to the student and we encourage you to write a detailed account of the extent to which the student met the course objectives. Grade recommendations must be sent directly to the degree program. Students can supply you with blank forms if you wish to make notes throughout the course. You will receive a grade sheet from the Registrar's Office, approximately two weeks prior to the end of the semester. Please attach your notes to this evaluation form and return to the address indicated on the evaluation form. If you choose not to make notes throughout the semester, please write the narrative directly on the evaluation sheet from the Registrar's Office and return the evaluation form to the address indicated on the form.

Retaking Courses for a Higher Grade

To change a grade of F (or any grade with which the student is dissatisfied), a student needs to reregister and repay for the class. The policy is described in the University Bulletin.

Appeals of Disputed Grades

Appeals of grades earned in the School for Professional Studies must be initiated within sixty (60) days after the last official day of the term in which the course was taken. Students who wish to contest a grade earned in a course should use the following procedures: 1. The student contacts the instructor of the course to request a review of the issue. The written request must be initiated within sixty (60) days after the last official day of the term in which the course was taken. 2. If the dispute is not resolved with the instructor, the student submits the request for review of the grade to one of the individuals listed below. The document must provide rationale indicating why the grade earned is not appropriate, and all relevant documentation must be included (course description, copies of exams, quizzes, papers, presentation materials, etc.). The document will include the student's name, address, email address, course number, instructor name and the term the course was completed. 3. For Graduate students, the Degree Chair reviews all documentation submitted. If needed, the Degree Chair contacts the student and the instructor to arrange a personal interview. The Degree Chair approves or disapproves the appeal. If the Degree Chair approves the appeal, a Change of Grade Form is completed and submitted to the Office of the Registrar. The Degree Chair informs the student and the instructor in writing of the decision regarding the appeal. 4. In the case of Undergraduate students and Teacher Education students, the Associate Director of Faculty (Undergraduate students) or the Curriculum Coordinator (Teacher Education students) will evaluate the appeal. If he/she deems the appeal warranted, faculty will be appointed to review the documentation. Appointed faculty will recommend the appropriate grade to be assigned, and this grade will be communicated in writing to both the instructor of the course and the student.


Appeals Process

A student who has an appeal should present the appeal to the faculty advisor first. The advisor decides whether it should go to the Level Faculty or Full Faculty, based on the following criteria: · · The Level Faculty makes decisions about appeals that only impact an individual student. The Full Faculty makes recommendations about appeals that might affect policy for the entire Teacher Education Program and the Associate Dean makes the final decision.

If it is unclear whether the appeal should go to the Level or Full Faculty or if the appeal is urgent, the faculty advisor takes the appeal to the appropriate Faculty Chair who then presents it at the Faculty Chair meeting with the Associate Dean. At that time a decision regarding the disposition of the appeal is made.

Grade Forms

Grade forms are sent to you, completed, and sent to the students' advisor(s). Grades are due by the end of the week following the end of an 8-week class or semester if you are using WebAdvisor. If in doubt, contact Campus Associates Kathi Werner 303-458-4301 for an exact date. Late grades affect many aspects of a student's life. Please get grades to the advisors in a timely manner.


Disability Services

Regis University is committed to ensuring equal opportunity for students with disabilities to succeed, by providing equal access to Regis' programs and services through Disability Services. The following are examples of services, accommodations, and assistive technology available, on an individualized basis, to SPS students with disabilities who present appropriate documentation to the Disability Services Director:


· · · · Evaluation of documentation Self-advocacy training Test taking and learning strategy assistance Mentor program.

Note: Tutoring is not provided to SPS students and is not considered a legally required accommodation. The Writing Skills Center on the Lowell campus is available to all students.


For classroom courses: · · · Sign Language interpreters Real-time captioners, note-takers, readers, scribes Extended test-taking time.

For campus accessibility: A map showing accessible routes on campus and telephones at wheelchair height is available in residence halls or through the office of the Disability Service Director.

Assistive Technology

· · · · · · · CCTVs (closed circuit television) Reading machine Four-track tape recorders Books on tape FM listening systems TDDs (telecommunications device for the deaf) Accessible computer station with voice recognition, screen reading and magnification software

For more information, go to the Disability Services

Equal Opportunity to Learn in Teacher Education

Equal access to education means equal opportunity to learn. Under Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act of 1990, students with verified disabilities, who are otherwise qualified, have a right to equal access to classes at Regis University. If you are a student with a disability and you need accommodations, you must take the following steps: · First of all, let your faculty advisor know as soon as possible, preferably at your initial meeting, of any disabilities.



You must then contact the Director of Learning Support Services at Regis and provide that office the appropriate documentation of your disability. See phone numbers below. If you need testing, the Director can refer you to the appropriate people. (Regis University does not provide the testing.) When your disability is verified, the Director of Learning Support Services will work with you to define what accommodations are needed to help you meet course and program requirements. The Teacher Education Programs has defined essential competencies in Chapter 5, page 38 of the Teacher Education Handbook. All students must meet these competencies. The purpose of accommodations is to help you meet those essential competencies. Each time you take a course, in which modifications need to be made, you must let the instructor or course consultant know of your disabilities at the beginning of the course, so that appropriate accommodations can be made. Remember that accommodations are made to help you meet essential requirements of courses and the Teacher Education Programs, not eliminate them.



Please contact the director at: Disability Services at Regis University 3333 Regis Boulevard Mail Stop G ­ 18 Denver, Colorado 80221 Phone: 303-458-4941 Fax: 303-964-3647 TDD: 303-964-3566


Field Experience

For every teacher education course at the graduate or undergraduate level, students are required to do field experience. The number of field experience hours varies according to discipline. Field experience must be included as part of the course work for the student to receive a final grade. The student should submit to facilitator a completed and signed copy of the field experience hours. See the Summary Chart for tracking field experience at


FIELD EXPERIENCE ATTENDANCE LOG Submit this log at the end of each course along with the student's evaluation form Student Name_________________________________Semester________________Year______________ School Name_______________________________________Regis Advisor_________________________ REGIS Course #______________Title of Course______________________________________________

Date Grade Level or subject area Activity Observation Individualized Instruction or Tutoring Small Group Instruction Large Group Instruction Signature of Instructor

TOTAL_______TOTAL_______TOTAL_______TOTAL_______ I attest that the above information is correct and can be documented. Student Signature ______________________________________________Date_______________________

Partner Schools

Regis University Teacher Education Partner Schools Information

Regis has designated partner schools in which students' field experience hours may be completed; however, students may choose another school to work with to complete the required hours. See the teacher education website for a complete list of partner schools.

What is a Partner School?

Gaining experiences in the classroom is an integral part of the Regis Teacher Education Programs. Each course will specify a certain number of hours that are to be spent in the field, along with specific activities to accomplish with staff or students. Regis students can arrange their own field experiences or they can contact one of the Regis Partner Schools. These partner schools have been selected for their quality programs, their efforts at reform and a commitment to place Regis students with quality professionals.

Steps to Contact a Partner School

1. Identify the school at which you wish to complete your field experience. For a listing, refer to 2. Call the Site Coordinator at the school to make an appointment. 3. Meet with the Site Coordinator and specifically share the amount of time and the activities that you need to complete for the course you are taking. If you are taking your course on a Guided Independent Study basis, specify that you need to have a Course Consultant to work with you. 4. The Site Coordinator will put you into direct contact with a teacher, who in turn will help direct your field experiences or serve as a Course Consultant. 5. If you have questions, contact your advisor.

Hints for Regis Students

· · · · · · Dress professionally Check in at the office Wear a nametag Learn and follow the culture of the school Avoid being alone in a room with a student Be on time


Here are some helpful WebAdvisor Hints: Go to With Regis University's real-time web-based services, you can: · · · view rosters and schedules send class preferences submit grades

Do you know how to get your Login and Personal Identification Number (PIN) or password for WebAdvisor? · · · Your Login is the first five (5) characters of your last name and the last three numbers of your RegisNET number. Your PIN or password is a numeric representation of your birth date (MMDDYY). For example: Mr. Johnson, RegisNET number 0123456, birth date December 5, 1966 ­ The login would be john456 and the PIN is 120566. We strongly recommend changing your password immediately after your first login. If you forget your password or login incorrectly more than three times, just call a campus associate at 1-800-390-0891 and he/she will assist you.



Expenses and Materials

Reimbursement for reasonable office supplies and materials is available. Prior approval is needed. Fax Lisa Ross at 303 964-5053 or email her at [email protected] for undergraduate level approval. Contact Mary Martin at 303 458-4930 for graduate level approval. Keep original receipts; attach them to the reimbursement form. Keep a copy for your records.


Postage will not be reimbursed. Students should bring a stamped self addressed envelope to you if they want assignments to be returned by mail. You may choose to leave assignments with the front desk for students to pick up. These assignments should be placed in a large envelope clearly marked with the student's name and date on which you left the assignment. The assignments must be picked up by the student within three months.

Mileage Reimbursement

When you agree to teach a course, you accept 40 miles of travel each way out-of-pocket expenses. After 40 miles, we can reimburse mileage. (e.g., Denver to Ft. Collins is 60 miles--120 miles round trip--we can reimburse 20 of those miles--40 miles round trip)


Photocopying limited materials for students is accomplished in one of two ways. The first is to go to your local office supply/copy center and copy required documents. Use caution to ensure that copyright laws are not violated on your photocopied materials. Please keep your original receipts. They must be attached to the reimbursement form. However, we recommend that you use Regis' Copy and Print center which charges less than most commercial printing companies. Any campus associate can take your order at any campus and your job will be delivered after one week to any campus location you desire. Moreover, it is automatically deducted from our budget and you avoid this reimbursement issue altogether. The second method is to obtain a copy account number from a Campus Associate. The account number is to be used on a Regis copy machine for a very limited number of copies i.e., information not available to be printed in advance and with few pages to be copied.

Guest Speakers

On occasion you may want a speaker to address your class on an area of needed expertise. Regis appreciates the willingness of the professionals who donate their time and expertise to students. As a small token of appreciation, Regis will provide a gift certificate (purchased by Kathi Werner and delivered to you) to a local bookstore. You are limited to one guest speaker per 8 week class or two guest speakers for a semester class. Contact Kathi Werner, Administrative Assistant, at 303 458-4301.



Please take some time to practice navigating the website. Many forms are available here. At times students need help locating forms (45 elements, course modules, and other necessary forms). The Teacher Education website is located at Prospective students can find information about all of the Teacher Education Programs at Regis (both the College and SPS) by visiting Current students can find information they need (e.g., modules, contracts, forms, newsletters) by visiting We have recently developed an area for SPS Teacher Education faculty to visit for the information they need. It is located at: If you notice changes that need to be made, please contact Daniel Archuleta at 303-4583584 or at [email protected]

SPS Service Line 303-458-7420


The Educator E-News

Developed especially for you by your Teacher Education Administrative Team at Regis University

Mary Martin, Associate Director and Daniel Archuleta, Administrative Coordinator The Educator E-News is a teacher education communication update on instructional teaching strategies, schedule changes, and other information important to you. In order to receive this newsletter, please contact any staff with your current email address.


Regis University SPS Teacher Education Faculty & Staff

Name DTC Campus

Michael Camelio Mona Gardner Russ Henderson Kim Hickey Lisa Ross Sue Vodehnal Kathi Werner Penny Yachym



Area Code (303)


[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]


TE Faculty TE Faculty TE Faculty TE Secretary TE Faculty TE Faculty Grad Chair TE Admin. Assistant TE Secretary

458-4308 964-3627 964-5389 964-5383 458-4307 458-4310 458-4301 458-5263 K-10

Area Code (303)

Lowell Campus

Daniel Archuleta Mary Ann Buccino Patrick Lowenthal Mary Martin Suzanne Perry Paula Humphrey Annjeanette Lopez Gary Upton

458-3584 964-3648 458-4314 458-4930 964-3655 964-5321 964-5446 458-4303 P-4

Area Code (719)

[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]

TE Admin. Coordinator TE Secretary TE Faculty TE Associate Director TE Program Dean TE Faculty TE Admin. Assistant TE Faculty


Sue Davies Sondra Hochhalter Don Joiner Maureen Simms Liz Tarpy

Ft. Collins

Karen Cooley

264-7032 264-7036 264-7054 264-7055 264-7034 P-12

Area Code (970)

[email protected] [email protected] [email protected] [email protected] [email protected]

TE Faculty TE Faculty TE Faculty TE Faculty TE Admin. Assistant


[email protected]

TE Faculty UG Chair




Affiliate Faculty for SPS Teacher Education

Home Phone Number Courses Able to Teach EDFD 601, 609,661E-W, 612, 613, 614 EDFD 402, 609, 612, 614 Course Consultant--LDE, Curriculum Development-LDE, Grader


Email Address

Other Projects Curriculum, Online Instructor and Math as needed

Rebecca Allen


[email protected]

Margo Allenback


[email protected]

Victoria Anderson


[email protected] or [email protected]


Patricia Atwell Steve Babbitt Nancy L. Bailey

303-741-5464 719-488-0832 307-587-9263

[email protected] [email protected] [email protected]

EDFD 620, English, Speech EDFD 405, ED_450 EDLS EDFD EDFA 662, EDRG 635, EDSC 652 EDFD 445, 442 EDFD 600, 603, EDSC 661-669 EDFD 410 EDFD 600, 603 EDSC 650, EDFD 600 EDLS, EDFD

Presenter at Seminar, Evaluator, Tutor, Fast Forward, Supervising Student Teachers


Judy Barnett Judith Barrow Colaresi Andrea J. BasanteAssila Valerie Bass Dwight Bauman Heather Beck James Becker

303-688-4083 303-690-1367 720-236-7337 (Cell) 720-851-1299 719-775-2683 719-495-4456 303-921-9262 303-798-9390

[email protected] [email protected]

Online, GIS, Classroom Supervising Student Teachers

[email protected] [email protected] [email protected] [email protected] [email protected]

Fast Forward

Fast Forward


Christine Best Michelle Bills

303-369-0105 719-488-3366

[email protected] [email protected]

EDSP 641, ESDP 640, EDEL 660, EDSC 652, EDEL 661, EDSC 668, EDSC 652 EDFD 402

Archdiocese, Supervising Student Teachers


Name Felicia BlackerWilson Brian Bowles Faith Bowman Geraldine Brezinski Charles Brown Ken Brown Linda Bruce Patricia Brunelle Roy Burley Jeanette Calkins Chris Calvin

Home Phone Number 985-764-3242 303-674-3310 or 720-629-0910 719-382-8417 970-493-4436 720-283-6285 719-337-5348 303-741-4136 970-535-4315 303-925-0229 702-361-0965 713-797-1403

Email Address [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected],u s [email protected] [email protected] [email protected] [email protected]

Courses Able to Teach EDLS, EDFD EDFD 445, EDFD 420 EDSP EDFD 405, EDLS 671 ED__450, EDFD 600, 603, 630 EDSC 650, EDFD 600 EDSC 463, 663 EDSC 661 EDLS EDFD 600 EDFD 401--All Grad Computer Courses EDLS, EDFD EDFD 600, 603, 611, 620, 630, 642, ALL SPED EDFD 441, 440, 442, 641, EDSC 652 EDLS, EDFD 650 EDFD 630, EDLS EDFD 400, ED_497, ED_697 Methods, ED_450 EDLS, EDFD EDFD 420, 430, 431, 620, 630. EDSP 651, EDSP 662 EDFD 405, EDFD 410, EDFD 403

Other Projects Online

SPED Online Online Fast Forward, Curriculum, College Network Methods English CS FF Online Online Full Faculty, Course Development, Curriculum Online

Michael Camelio Steven Carber Wendy Carlsen

303-471-9631 831-644-0197 303-377-1587

[email protected] [email protected] [email protected]

Deborah Cattin


[email protected] [email protected] et jmmc[email protected] [email protected] [email protected] [email protected] [email protected]


Linda Champney Mary Cohen Robyn Colbert Karen Cooley Robert Collins Elden Daniel

303-795-7942 303-715-0933 719-638-0133 970-203-1990 719-579-0906 719-683-6115

Full Faculty, Course Development, Curriculum


Jonathan Davenport Mary Sue Davies

970-229-9216 719-531-9146

[email protected] [email protected]

SPED Full Faculty, Course Development, Curriculum



Home Phone Number

Email Address

Courses Able to Teach

Other Projects

Tony Davis


[email protected] s

EDFD 610, EDFD 630, EDFD 405, ED_497, ED_967, EDFD 600

Archdiocese, Presenter at Seminar Online, Methods, Cooperating Teacher, Reader, Course Consultant

Kristen Defazio Jan DiSanti Jennifer Domanowski Mary Dove Lisa Drangsholt Gloria Eastman Pamela Eckhardt Natalie W.P. Eilam Linda Erickson Irish Farley Joan Fitzpatrick LeAnne Forbes

303-750-6056 303-307-9932 or 303-918-9019 719-495-8860 303-932-7081 303-617-3483 719-598-3146 719-528-5172 303-388-7950 303-791-6101 303-564-4643 660-747-5026 719-591-4277

[email protected] [email protected] [email protected] com [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]

EDFD 402 EDFD 403 EDFD 603 EDSP EDFD 440, EDFD 441, EDFD 445 EDFD 411, 611 ED_450, EDFD 431 EDFD 600, 630 EDFD 620, 641 EDSP EDLS, EDFD EDLS, EDFD EDFD 401, 402, 420, 430, 431, ED_450

Fast Forward CS SPED Curriculum, Program Development--LDE Geography


SPED Online Online

Julie Frese


[email protected]

Online Full Faculty, Course Development, Curriculum, Student Teacher Supervisor--Grad, Archdiocese, Seminar

Mona Gardner Chelley GardnerSmith Viola Gaunce

303-798-4828 719-599-8436 719-684-2572

[email protected] [email protected] [email protected]

ED__650, EDFD 603, 600, 610 EDFD 440, 441, 442 EDSC 667

Online, Curriculum Student Teaching Supervisor, Course Consultant for Music & PE

Lorraine Green JoAnn Grosswiler

303-666-7807 970-227-0636

[email protected] t [email protected] EDFD 405, 430, 431


Name Christine Grupp Alisa Hake Nezha Hamid Heidi Hammermeister Douglas Hart Elizabeth Hays Patricia Harwood Cherie Hayes

Home Phone Number 719-533-0830 303-451-8885 303-972-8504 303-480-0802 303-278-1868 303-446-2773 303-770-3387 719-590-4863

Email Address [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]

Courses Able to Teach EDFD 420 EDFD EDFD 403, EDFD 411 EN 200 EDFD 411, 611

Other Projects Online Social Studies, History, Geography

Math Supervising Teacher Students

EDFA 660, 661, 662, 663 EDFD 600, 603 EDFD 405, EDFD 420, EDFD 600 EDFD 401 EDFD 411, 611 EDLS, EDFD EDFD 440, 441, 442, Methods EDFD 610, EDLS 670, ED_497, 697, ED_450, 650 EDEL 650, 660 EDEL-EDFA 650 EDFD 402, 442 EDFD 401

Art Methods

Richard Hayes Lee Haywood Nikki Hemmesch Maureen Hencmann

719-590-4863 303-773-1115 208-841-7306 303-283-0402

[email protected] [email protected] [email protected] [email protected]

Paleontology Online

Anne Henderson


[email protected]

Russ Henderson Kim Herman Steven Herzog Caroline Hill Deborah Hill

303-792-9962 303-683-4021 303-779-6024 303-770-4978 719-266-0588

[email protected] [email protected] [email protected] [email protected] [email protected]

Full Faculty, Course Development, Curriculum, Online, Fast Forward


Sondra Hochhalter Tamara Hoffman DeLenne Hoffner Mary Hogle Roy Hohn

719-684-2378 303-757-4976 719-282-0888 303-233-9062 303-770-5974

[email protected] [email protected] [email protected] [email protected] [email protected]

ED__497, ED__697 Secondary Methods EDFD 411, 611 EDSC 661-669 EDSP 664

Full Faculty, Course Development, Curriculum Online History


Name Katherine Holderith Linda Hoople William Horton

Home Phone Number 303-973-9485 303-771-0583 303-494-2122

Email Address [email protected] [email protected] [email protected]

Courses Able to Teach EDFD 441, 442 EDSC 668 EDFD 411, 611

Other Projects

Methods Social Studies Math Online, Ph.D in Educational Leadership Online

Cynthia Howell Carole Hruskocy

605-342-6300 303-470-3467

[email protected] [email protected]


Paula Humphrey Sara Huth Catherine James Don Joiner Terry Jones Lorna Jordan Cheryl HerbigKapsak Linda Katchen Katherine Kates

303-646-6176 970-586-6586 or 970-218-9608 N/A 719-264-9470 719-596-4222 303-933-7249 303-682-8858 303-377-0152 719-548-8654

[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]

EDFD 403, 430, 431,441, ED_497, Student Teaching EDFD 440, 441 EDFD 431 ALL EDFD 431 EDSC EDFD 420, 430, 431 EDFD 440, 441, 442 EDFD 440, 441, 442 EDFD 400, EDFD 410, ED 202 EDFD 600, 630

Full Faculty, Course Development, Curriculum

Full Faculty

Methods English

Frances Kehoe Donna Kelsch

303-650-4899 719-481-6410

[email protected] [email protected]

Catherine Kielty Justina Kwapy Muriel Leff Ritchie Loflin Marilyn Richardson Lewis Craig Loper

303-422-4015 719-532-1775 or 719-331-0758 303-690-2939 719-260-9152 303-355-9280 719-573-0930

[email protected] [email protected] [email protected] [email protected] [email protected] [email protected]

EDFD 600, 603, 620, 630, EDSP 641, 651, 663, 664 EDFD 420, EDFD 620 EDEL, EDEC 697 EDFD 401 EDFD 630 EDLS

SPED Ph.D Candidate

Fast Forward


Name Suzanne Losee

Home Phone Number 303-763-5126

Email Address [email protected]

Courses Able to Teach EDFD 431 EDFD 420, 431, 430, 620, EDSP 661

Other Projects Ph.D Educational Administration

Alison Lowenthal


[email protected]

SPED Full Faculty, Course Development, Curriculum, Online

Patrick Lowenthal


[email protected]

EDFD 401, 402

Faustino Luna (Chuck)


[email protected]

EDFD 403, 405, 410, 411, ED_497, Student Teaching, EDFD 600, 603 EDFD 600, 603, 403, 405 EDFD 641

Daniel Lutz Roberta Mantione

303-388-0643 303-499-1778

[email protected] [email protected]

Curriculum Curriculum and Instruction background Geography

Melissa Matthews Nancy May Diane Mayer Dennis McCarthy

720-851-7528 719-635-9746 303-282-0489 719-825-6504

[email protected] [email protected] [email protected] [email protected]

EDFD 442 EDFD 411, 611 ED__450 EDFD 411, 611 EDFD 440, 441, 445, ED_450


Karen McKinney


[email protected]

Ami McNally


[email protected]

EDFD 401, 402, 403, 405, 410, 411, 440, 441, 442, 445 EDLS, ED__497, ED__697 EDFD 630, 600 EDFD 405, 431 Online, Professional Leadership

Mark McPherson Christopher Meagher John Metz

719-683-7310 303-972-7448 719-522-0947

[email protected] [email protected] [email protected]


Name Lynn Millar

Home Phone Number 970-490-2880

Email Address [email protected]

Courses Able to Teach EDFD 403, 405 EDFD 442, EDFD 441, EDFD 440 EDLS EDFD 442, EDFD 441, EDFD 440

Other Projects

Pamela Mingle Lisa Mireles

303-973-6421 808-826-0258

[email protected] [email protected] u

Supervising Teacher Students Online Supervising Teacher Students

Lisa Most


[email protected]

Rachel Murphy Julie Murphy Seavy Wilma Murphy Constance Naumann Kimmey Newman Pamela Newman Marie Norby-Loud Jenny Nordman

303-622-9360 303-694-4256 719-661-4480 303-423-1966 307-637-8082 303-370-9035 N/A 719-591-0018

[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] or [email protected]

EDFD 440, EDFD 442, EDFD 641, ED_650, EFD 405 EDLS EDFD 441 EDFD 611, EDSC 663 EDFD 405, 403 EDFD 600, 603 EDFD 402 EDFD 401 EDFD 440, 441, 445, 442, 402 EDFD 620, 420, EDSP 632, 651, 662, 663 EDSC 666 EDLS 685 EDFD 441


Online Online

Holley Norris


Paula J. Nowfel Lyneen Osburne Kay Owen Sharon Panik

303-738-0110 719-594-6030 303-470-5766 970-226-6298

[email protected] [email protected] [email protected]

SPED Online Online

Suzanne Perry Mary Lou Pohl Fredrick Posner Lynne Proctor

303-736-8231 303-796-0171 303-674-6038 719-540-0245

[email protected] [email protected] [email protected] [email protected]

EDFD 401, EDFD 441, ED_497, ED_697, EDFD 450, EDFD 650

Full Faculty, Course Development, Curriculum, Fast Forward Student Teaching Supervisor

EDFD 600, 603 EDFD 441


Name Karen Quinlan

Home Phone Number 303-795-0296

Email Address [email protected]

Courses Able to Teach EDEL 661

Other Projects Curriculum, Archdiocese Fast Forward, Course Consultant for Science Supervising Teacher

Carla Randall Michael Reikofski Susan Resnick

303-841-2816 970-203-1978 303-470-0062

[email protected] [email protected] [email protected]

Methods, EDSC 661-669 EDFD 403, 405 EDLS, EDFD


Cecelia Lynn Rhone (Lynn) Jean Rice Elisa Robyn

303-680-8075 719-685-0811 303-932-2667

[email protected] [email protected]

EDEL 661, EDEL 650, EDEL/C 461, EDEC/L 460, EDFD 600, 603 EDFD 600

Presenter at Seminar, Evaluator, Fast Forward

Steven Rogers Terry Romer Deanna Ross

303-741-6601 303-694-3513 719-635-7790

[email protected] [email protected] [email protected]

EDFD 610, EDFD 600 EDFD 403, 405 EDFD 431

Course Development, Curriculum, Seminar

Lisa Ross


[email protected]

EDFD 441, 403, 430, ED_450, ED_497, Student Teaching EDFD 401, 402, 403, 440, 441, 442 EDFD 402, 442, 445 EDSP EDFD 411,611, ESL, EDFD 603

Full Faculty, Course Development, Curriculum

Deborah Saxon Susan Selby Angela Shelmire Bettianne Sien

N/A 970-484-8972 303-681-0118 303-413-8706

[email protected] [email protected] [email protected] [email protected] m

Linguistics and LDE


Maureen Simms


[email protected]

EDFD 440, 441 EDFD 402, 440, 441, 442, 445,

Course Consultant, Supervising Student Teaching, Literacy

Jari Sims


[email protected]


Name Fred Singer Kathryn Wiedenfeld Smith Brett Smith Scott Smith

Home Phone Number 970-506-0611 303-785-5354 719-265-9186 719-276-5950 303-589-5464 (Cell)

Email Address [email protected] [email protected] [email protected] [email protected]

Courses Able to Teach Social Studies EDFD 620 EDFD 620 EDLS, EDFD

Other Projects


Online Supervising Teacher Students, Archdiocese Supervising Teacher Students, Archdiocese Psychology History

Lana Smith Marvin Smith (Richens) Ronald Smith William Spindler Tim Starck Tracey Strickland Copper Stoll Irene Stoller Renee Stoller

[email protected]

EDFD 431, 442

720-890-7156 719-471-3616 719-265-8250 303-758-3873 631-789-2993 303-660-4395 303-651-2039 303-355-9930

[email protected] [email protected] [email protected] [email protected] [email protected] Stoll Copper [[email protected]] [email protected] [email protected]

ED_450, Methods EDFD 431, 600, 630 EDFD 411, 611 EDFD 410, EDFD 405 EDLS EDFD 610, 630 EDFD 603, EDFD 610 EDFD 420 EDFD 600, 603, 620, EDSP 633, 664 EDSP EDFD 600, 603, 630, 642 EDFD 600, 603 EDLS, EDFD EDLS, EDFD EDFD 610 EDEC/L 660, ED_650


Paul Sueltenfuss Jennifer Sullivan

303-776-8703 303-716-0242

[email protected] [email protected]

SPED SPED, Curriculum, Grader

Sharon Sweet Linda Tharp Michael Trapani Michelle Tubbs Gary Upton

303-733-8202 303-678-7588 941-751-3145 310-621-4968 303-674-2540

[email protected] [email protected] [email protected] [email protected] [email protected]

Online Online Full Faculty, Course Development, Curriculum Course Consultant-Literacy, Methods, Supervising Teacher

Dianne Van Sciver


[email protected]



Home Phone Number

Email Address

Courses Able to Teach EDFD 441, EDFD 442 EDSC 650, 660

Other Projects

Melinda J. Vidal


[email protected]

Susan Vodehnal


[email protected]

EDFD 600, EDFD 610 EDFD 600, 610, 630, 642 EDFD 402, EDEC 460

Full Faculty, Course Development, Curriculum

Carol Vote

303-477-3703 303-425-5106 720-837-5901(cell) 303-561-3271 303-980-5146 720-840-5898 303-730-3396 303-798-7055 303-388-0533

[email protected]

Patricia Walton Sylvia Wedmore Sammye WheelerClouse Mary C Wickins Tony Winger Mark WoodWorth Carole Wright

[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]

Student Teaching EDLS, Methods EDFD 441, 641 ED__450 EDLS Methods, EDSC 652 Archdiocese, Fast Forward Presenter at Seminar

Marjorie Zaragoza


[email protected]

EDFD 445,EDFD 442, Methods


Affiliate Faculty Approval Guidelines


· · · Master's Degree or higher Adequate coursework in area/course to be taught Appropriate letters of recommendation


· · · Doctoral degree or terminal degree preferred Adequate coursework in area/course to be taught Appropriate letters of recommendation

Candidates may not teach more than two (2) courses prior to participating in and being approved through the SPS Teacher Education Programs faculty assessment. "The normal facilitation load for affiliate faculty (graduate and undergraduate) is defined as no more than one course per term for both online and classroom-based courses. This provision applies to any combination of classroom and online courses; and among all programs at the University." (SPS Faculty Handbook, May, 2002)


Affiliate Faculty Load

The normal facilitation load for affiliate faculty (graduate and undergraduate) is defined as no more than one course per term, per the Regis University School for Professional Studies Faculty Handbook (May, 2002). In Teacher Education this means that affiliate faculty may teach one classroom-based course OR one online course OR up to 20 GIS students per term. The Faculty Handbook also notes that, "it is intended that the affiliate faculty loads generally not exceed normal load as defined above so as to provide an equitable and reasonable distribution of assignments to available faculty. It is recognized that from time to time, differences in affiliate faculty availability and scheduling anomalies may require a deviation from normal load. Exceptions from normal load are negotiated and approved by the Associate Academic Dean."


Affiliate Educational Benefits

Courses for Credit

Benefits for Regis University affiliate faculty includes enrollment in Regis University courses for credit. Affiliate faculty members are central to the teaching and learning mission of Regis University. As a learning organization, the University prospers when its members continue their theoretical and practical development through lifelong learning. To support this belief, Regis University offers development opportunities for its eligible affiliate faculty to take Regis University academic courses for credit, at no charge, within the following guidelines. Faculty with .5 FTE or 1.0 FTE status are to use the University Employee Tuition Benefit Policy. · Affiliate faculty may enroll in Regis University courses at graduate and undergraduate levels in programs that do not entail revenue-sharing partnerships or guided independent study faculty models, according to the chart provided on back panel. This policy is not extended to course consultants. SHCP considers preceptors (clinical scholars) to be eligible. This opportunity is available to all affiliate faculty who have facilitated a minimum of one 3-credit hour course (classroom-based, online, or GIS) within the previous four semesters. Faculty must first apply for special student status through the appropriate admissions office of the program in which they intend to enroll. No course registration can be processed until the admissions process is completed. Degree-seeking applicants must meet applicable admissions and academic requirements. Faculty will be assigned an academic advisor if at any time they intend to become degree-seeking candidates. For admissions information, contact: Regis College courses: Joyce DeNovellis ­ 303 458-4042 School for Health Care Professions courses: Donna Eastman ­ 303 458-4174 School for Professional Studies courses: Mary Cessar ­ 303 458-4069 Or online at: spsregistration/afregister/FacultyApplication.doc · Enrollment is on a space-available basis, with student enrollments taking precedence. Affiliate faculty may request a registration at any time during the appropriate registration period, but their registrations will not be processed until one week before the courses begin.





Course enrollment under this plan is limited to one course per term not to exceed 9 semester credit hours for undergraduate and 6 semester hours for graduate. Those who wish to take more than one course per term must pay tuition for the additional credit hours. Affiliate faculty are expected to enroll for graded, credit-bearing work and to abide by all University academic policies. · Once admission is processed, faculty will register for courses by filling out a registration form. RC courses contact: Joyce DeNovellis ­ 303 458-4042 SHCP courses contact: Donna Eastman ­ 303 458-4174 SPS course registration is processed electronically at: If a course is full or cancelled, faculty must re-register for future courses, as opposed to being kept on a waiting list. Enrollment must occur within four semesters of last teaching assignment, or the opportunity will be forfeited. Summary of Steps: 1. Apply to appropriate program as special or degree-seeking student (application fees apply). 2. Complete registration form. 3. Contact instructor once registration is confirmed. 4. Pay any tuition for additional credit hours. 5. Faculty must pay for texts.




Questions? Contact: RC: Joyce DeNovellis ­ 303 458-4042 SHCP: Donna Eastman ­ 303 458-4174 SPS: Appropriate Faculty and Curriculum Department: Teacher Education - Kathi Werner: 303 458-4301 Undergraduate ­ Jennifer Williamson: 303 458-4939 Graduate - Mary Cessar: 303 458-4069 Las Vegas: 702 990-0377


Applicable Regis Courses

Program School for Professional Studies MSCIT MSM MNM MLS MBA Undergraduate

M.Ed UG Teacher Education Westnet Regis College All Regis College courses except music. School for Health Care Professionals All classroom-based SHCP courses and transitional DPT are included. Excluded are: Masters PT program, DPT program, and accelerated nursing.

Classroom Guided Online Based Independent Study yes no no yes no yes yes no yes yes no yes yes no no (EMBA) yes no yes (Except Westnet) yes no yes yes no yes no no no


Alpha Sigma Nu

Alpha Sigma Nu Guidelines for SPS Teacher Education Students Eligibility for Induction

Election to membership in Alpha Sigma Nu is based on scholarship, service, and an understanding of and loyalty to the Jesuit tradition.


Scholarship means above-average academic accomplishments and proven intellectual competence. Service means a concern for others demonstrated by activities in support of the institution or the community. Loyalty means a demonstrated commitment to the Jesuit ideals of higher education - intellectual, moral, social, and religious. Assessment is based on a number of criteria. Undergraduate students who have at least Junior or Senior standing may apply if they have 30 hours or more of Regis University transcripted semester hours completed by the end of the previous semester.


· · · · · minimum GPA of 3.5 students must have distinguished themselves in displaying qualities of scholarship, loyalty, and service as defined above an application an essay two letters of recommendation - see Recommendation Form at

Nomination Process

· · · Nomination of candidates can come from self-nomination or faculty. It is strongly suggested that the faculty and advisors be informed about the ideals of Alpha Sigma Nu. Student must be eligible (see above criteria) Students should demonstrate active leadership in the service of others.


Professional Dispositions


The teacher has demonstrated the ability to: 8.2 Model and develop on the part of the students, positive behavior and respect for the rights of others, and those moral standards necessary for personal, family and community well-being. 8.5 Evaluate his/her own performance and access the professional development options necessary to improve that performance.


Supported by the Regis tradition of personal growth, pre-service teachers acquire the ability to create positive learning environments which promote high expectations for all learners while nurturing the individual student's character development. "Disposition" Defined Natural mental and emotional outlook or mood: characteristic attitude. Disposition is the natural or prevailing aspect of one's mind as shown in behavior and in relationships with others.

Webster's New Universal Unabridged Dictionary. 1996. p.568

Purpose of the Professional Progress/Dispositions Report This professional dispositions report form is available to Regis University faculty advisors (full-time, part-time, and affiliate), student teaching supervisors, and other cooperating professional educators who desire to share relevant information with the Associate Dean of the Teacher Education Programs regarding the professional progress and/or disposition of teacher education candidates at Regis University. The form is designed with two purposes: a) to identify exemplary professional progress


and/or disposition of a candidate or b) to raise concerns pertinent to a candidate's professional progress and/or disposition. It is highly encouraged that this form be used to identify students who have exemplary achievements in the Regis Teacher Education Programs and should be recognized as role models and/or mentors. Also, when concerns about a teacher education candidate are raised through the PP/DR, intervention may be provided to the candidate through a formal and defined process. Responsibility of the Regis University Teacher Education Programs "Both the statute and State Board Rules confirm that institutions of higher education approved to offer educator preparation programs must comply with the criteria set by the State Board of Education. Since dispositions are a part of those standards, the institution has an obligation to utilize these criteria in assessing teacher education candidates."

Eugene J. Campbell, Assistant Commissioner; Office of Professional Services; Colorado Department of Education

All this information provided through this form will be handled in the Regis Teacher Education Programs Office with the highest standards of professional confidentiality and individual protection.

Please return the completed PP/DR Form and any additional comments to:

Dr. Suzanne Perry Associate Dean of the Teacher Education Programs School for Professional Studies Regis University Adult Learning Center Mail Code: K-10 Voice: 303-964-3655 Fax: 303-964-5476 Website:


Steps in Processing a Positive Professional Progress/Dispositions Report

When exemplary professional achievements and/or disposition by the teacher education candidate are recognized:

Step 1 University faculty, student teaching supervisors, and other cooperating professional educators are encouraged to provide the Associate Dean of the Teacher Education Program with this completed form and/or other written documentation in order to identify significant professional achievements and/or disposition of education candidates in the Teacher Licensure Program. Upon receipt of such notice, the Director will review the evidence and provide a letter commendation to the candidate. A copy will be kept in the permanent teacher education file of the candidate.

Step 2

When two or more of these PP/DRs indicating exemplary professional achievement and/or disposition are received, the Associate Dean will provide to the candidate a certificate that recognizes the candidate's achievements. A copy will be kept in the permanent teacher education file of the candidate. For each additional PP/DR received, the Associate Dean of Teacher Education will send the candidate a congratulatory note/email message. PP/DR information may also be used as documentation for graduation recognition.

Step 3

Steps in Processing a Concerns-based Professional Progress/Dispositions Report

When issues or concerns are raised regarding the candidate's professional progress and/or disposition in the Teacher Education Program:

Step 1

University faculty, student teaching supervisors, and other cooperating professional educators are encouraged to provide the Associate Dean with this completed report and/or other written documentation. It is required that the information contained in the report be discussed with the candidate and highly recommended that the candidate sign the form. Upon receipt of the PP/DR, the Associate Dean will review the evidence that has been compiled about the candidate and, if necessary, collect additional information. The Associate Dean may choose to meet with the candidate to discuss the concerns or to monitor the further progress of the candidate. In all cases, a letter acknowledging the receipt of this report along with a copy of the completed PP/DR will be mailed to the candidate. When a concern is raised about a candidate's actions/dispositions in a methods or student teaching placement, the Associate Dean, in consultation with the Coordinator of Student Teaching, will have the option of immediately withdrawing the pre-service candidate from the student teaching placement. When two or more of these reports or other such similar written documents are received, a meeting will be held with the pre-service candidate. In attendance will be the Associate Dean of Teacher Education, the candidate's faculty advisor, the pre-service candidate, all those who have turned in progress reports or written concerns, the Coordinator of Student Teaching (optional), and an advocate for the candidate, if so desired by the candidate (e.g. a friend, other faculty member, etc.). The goals of this meeting will be to: a) share concerns, b) gather additional information, and if appropriate, c) develop a plan to assist the candidate in remedying the concerns. A written record

Step 2


Step 3

of this meeting will be kept with the candidate's permanent professional education records and will also be sent to the candidate and to the chair of the Admissions and Retention Sub-committee. In the event that Steps One and Two do not resolve the issue or concern, it will formally be brought to the Admissions and Retention Task Force for consideration and action. The Admissions and Retention Sub-committee will meet with the candidate on this matter. Should this occur, the student may elect to be accompanied by an advocate. The Admissions and Retention Task Force will recommend to the Associate Dean of Teacher Education specific remedial activities for the candidate, including additional course work, additional time spent working in school settings, etc. The Admissions and Retention Task Force will set a probationary time period for the candidate. The Admissions and Retention Task Force at the conclusion of the probationary period will evaluate the professional progress/status of the candidate. If necessary, further remediation may be required. If sufficient progress has been made, the candidate's good professional standing will be reinstated and no further action will be taken. The Admissions and Retention Task Force may also recommend the candidate's deselection from the Teacher Education Program. If deselection from the Teacher Education Program is recommended by the Admissions and Retention Task Force and is supported by the Associate Dean of Teacher Education, the candidate may appeal this decision, in writing, to the Associate Dean of Teacher Education. The Associate Dean of the Regis Teacher Education Program will review the appeal and provide a final decision to the candidate within 30-45 days of receipt of the written appeal.


Regis University School for Professional Studies Teacher Education Programs

Notice of Commendation Date: _______________Time: ______ Location: _______________ Person completing notice: __________________________ Student's name: __________________________________ Other people involved: _____________________________ Reason for commendation:

Signed: _________________________________________

(Person Completing Form) (Position)

Cc to: Student Dr. Suzanne Perry, Program Dean Student's Advisor _____________________________

Rev. 1-06


Regis University School for Professional Studies Teacher Education Programs

Incident Report Date: ______________ Time: ________Location: _______________ Person completing notice: __________________________ Student's name: __________________________________ Other people involved: _____________________________ Description of incident:

Attempts made to address the incident by person completing the form:

Other Notes:

Signed: _________________________________________ (Position) (Person Completing Form) Cc to: Student Dr. Suzanne Perry, Program Dean Student's Advisor _____________________________

Rev. 3-06


Regis University School for Professional Studies Teacher Education Professional Dispositions Updated: 3/31/2006 Student's Name: ________________________________ Evaluator: ___________________________ Date: _______________


Attendance and Punctuality

Unsatisfactory 1

Is almost always absent or late

Basic 2

Is frequently absent or late

Proficient 3

Is occasionally absent or late

Distinguished 4

Dependably displays excellent attendance and punctuality Is resourceful, shows initiative in working independently Consistently speaks English correctly and effectively


Lacks initiative despite guidance and direction

Is passive, depends on others for direction, ideas, and guidance Has notable difficulties in oral expression

Has good ideas, works effectively with encouragement from supervisor Usually speaks English correctly and effectively

Oral Expression

Has significant difficulties in oral expression with no effort to improve Has significant problems with written language with no effort to improve Appears thoughtless and insensitive to students

Written Expression

Has notable problems with written language Has knowledge of appropriate behavior but does not apply it with students in the classroom

Has minor problems with written expression Usually establishes an environment that reflects clear expectations, respect, and productivity in the classroom

Writes English correctly and effectively Consistently develops a learning environment that reflects clear expectations, productivity, and respect

Learning Environment


Respect for Diversity

Consistently lacks respect for diverse students

Sometimes appears thoughtless and insensitive and/or makes negative remarks about diverse students Sometimes antagonistic toward others or has difficulty communicating positively Is receptive but does not implement suggestions

Recognizes all students have potential for learning and growth, but has difficulty putting theory into practice Displays sincere interest in positive interaction, but displays some difficulty communicating with others Is receptive and implements feedback from supervisors

Demonstrates respect and enthusiasm for teaching all children

Professional Interaction with Others(Toward Students/Peers/ Parents/ University Staff Response to Feedback from Supervisors

Consistently communicates in a negative manner

Demonstrate appropriate professional demeanor and positive interactions with others Actively solicits suggestions and feedback from supervisors and adjusts performance accordingly Understands and practices the ethics of teaching including honesty, confidentiality, and equity Always dressed in a professional manner

Is defensive and unreceptive to feedback

Commitment to Ethical Practices

Displays unethical, immoral, and/or illegal behavior

Requires guidance in ethical teaching behavior

Typically demonstrates ethical behavior

Appropriate Dress

Ignores guidance for appropriate dress and makes no effort to change

Needs guidance in regard to appropriate dress

Is usually dressed appropriately for the position

Appropriate Deportment (Toward Students/Peers/ Parents/University Staff)

High Personal Expectations

Exhibits inappropriate deportment including but not limited to: inebriation; illegal substance use; sexual harassment; profanity; verbal, written, or physical threats or abuse of others Makes little effort to improve own teaching performance

Needs guidance in appropriate professional deportment

Usually demonstrates professional deportment

Always presents self in a professional manner

Makes some effort to improve own teaching performance

Accepts suggestions well and implements them

Continually seeks new and better ways of teaching


Compliance with School Policies

Is unfamiliar with and/or ignores policies

Lacks knowledge of schools policies and/or applies them inconsistently

Has a basic knowledge of and follows school policies

Understands and follows school policies

Commitment to Legal Practices

Violates legal requirements of teaching

Lacks comprehensive knowledge of teaching legalities

Usually demonstrates the legalities of teaching; asks for clarification if necessary

Understands and represents the legal requirements of teaching

High Student Expectations

Does not expect to impact students' learning

Tolerates mediocre effort from students

Has positive expectations for most students

Expects all students to succeed



Student's greatest strengths as a teacher are: 1. 2. 3. Areas for continued growth are: 1. 2. 3. Are there any areas of deficiency that must be successfully addressed in order for the student to continue forward in the Regis University Teacher Education Program? No____ Yes____ Please explain:

Any other comments?

Date: Signature of Regis Faculty Member

Date: Signature of Regis Student Please return the form to the student's Faculty Advisor. Thank you for working with our Regis student. cc: Student's Advising File Associate Dean




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