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CARE Candidate Manual

Table of Contents





A.1 Welcome

Welcome to C.A.R.E. “Back in the day,” teacher education candidates spent most of their time in college classrooms having little exposure to children and the real work of teachers until they student taught at the very end of their college career. In the late 1980s and early 1990s professors in Ohio University’s Colleges of Education and Arts and Sciences worked with Athens County educators to develop a new program, one that got pre-service teachers into classrooms early and often and which stressed a progressive approach to teaching designed to prepare students for life in a democratic society. In time, this program came to be called, “Creating Active and Reflective Educators,” or CARE. Over 30 years later, we are still at it. CARE is the Patton College of Education’s oldest partnership. It still believes that it is essential to get teacher education candidates into classrooms working with teachers and doing things that impact the education and lives of students in pre-K through twelfth-grade classrooms. Furthermore, we still believe that our democracy didn’t just happen and that it won’t just continue unless elementary and secondary school students have many, many opportunities to learn and use the skills needed by citizens of a democratic society. The CARE and Federal Hocking School District faculties are excited that you’ve chosen to join us. And the students of Federal Hocking also look forward to working with you and getting to know you. You will impact their lives just as they will change yours. Welcome to CARE!


A.2 CARE’s Impact On Federal Hocking Local School District

C.A.R.E.’s Impact upon Federal Hocking Local School District

Patton College's former Dean, Renée Middleton stresses that a most important part of the Patton College’s mission is to serve Southeastern Ohio’s public school students and teachers. CARE does that. What we do in Federal Hocking Schools is real (as opposed to contrived assignments to be handed in, graded, and forgotten) and has a significant impact on students. We hear this from teachers, administrators and from students themselves.

C.A.R.E. is designed to provide students and teachers in Federal Hocking Schools with a number of unique services and opportunities. Among them are:

  1. Federal Hocking teachers and students benefit from a deliberate overstaffing of their classrooms. One or more C.A.R.E. candidates work with a cooperating teacher, often over two or more years. Our goal is to give teachers pre-service colleagues whom they can trust because a) they have developed a long-term relationship with them and because b) they have therefore had the time and opportunity to significantly impact the classroom practice of these pre-service colleagues. This was one of Federal Hocking’s main interests when the C.A.R.E. partnership was designed.
  2. Teachers in Federal Hocking are able to impact the development and practice of a significant number of future teachers. The C.A.R.E. partnership recognizes that Federal Hocking teachers have a tremendous wealth of knowledge and skills, and we are anxious for our teacher education candidates to learn from them as we work with their Pre-K to 12th-grade students.
  3. C.A.R.E. candidates also learn while providing service to teachers, students, and the Federal Hocking community. In recent years, our candidates have:
    • planned field trips to local businesses, Conkle’s Hollow and Kilvert Community Center. Our candidates were involved in all aspects of these trips. They did the majority of the planning, made all contacts and arrangements and provided educational activities before and after the trips;
    • supported a high school journalism class’s oral history project;
    • helped to plan and chaperone Adventure Club canoeing, backpacking trips and white water rafting trips;
    • served as assistant coaches in football, volleyball, softball, basketball and baseball;
    • assisted in the production of plays;
    • worked in the Band Boosters’ Concession stand during football and track events.
A.3 CARE’s Advantages For Teacher Education Candidates

C.A.R.E. is a partnership that Middle Childhood, AYA, and Spanish Education majors may join. It offers many advantages:

  1. You will have early and frequent classroom experiences. Your placements in Federal Hocking classrooms begin during your first semester in C.A.R.E., which for most candidates, is in the fall of their sophomore year. By the time you do your professional internship, you will have spent at least 300-350 hours in Federal Hocking classrooms.
  2. C.A.R.E. is the only partnership that allows—even encourages—you to develop long-term mentor/mentee relationships with teachers. It is common for CARE candidates to work with a teacher at the high school or middle school for 2 or 3 semesters. Mentor teachers get to know you well. They feel a commitment to you and trust you to do more because they’ve helped you grow as a professional.
  3. You will move through the program’s seven courses with a cohort of 15-20 other CARE candidates. You will get to know one another well, so you will be able to give one another a great deal of help and support in and out of class and with your placements.
  4. C.A.R.E. classes are taught by Federal Hocking teachers. Our instructors have a wealth of practical, experience-based knowledge: they know what works. Our candidates can walk into their instructors’ classrooms and see them doing the things that they talk about.
  5. C.A.R.E. is the only O.U. partnership with philosophy at its core. We believe that public schools are essential to the maintenance of our democratic society. We further believe that public schools need to provide children with real-life experiences using the skills necessary for life in a democracy. This doesn’t reduce the importance of the subject matter, but it does affect how it is presented and used. Math, science, language, social studies, and other courses should help students to understand the world in which they live; to make informed decisions; and participate in a respectful, fact-based discussion of public policy.
  6. C.A.R.E. is a small partnership, so you get to know the faculty well. We work hard to ensure that everything works well for you.
  7. On-campus classes build on candidate experiences in field placements and involve discussions, planning for various teaching experiences, and lots of candidate involvement. 8. CARE offers possibilities to work with students in extracurricular activities such as drama and sports.

Some CARE candidates are coaches or assistant coaches at Federal Hocking Secondary School. Questions? Contact: Bill Elasky at

A.4 CARE's History 101

The C.A.R.E. partnership is rooted in a group of local educators that met regularly during the late 1980s and early 1990s to discuss common concerns and to study a progressive, democracy-centered teaching style. A number of Federal Hocking teachers were involved in this group, which was led by future Federal Hocking principals and superintendent George Wood.

Later, a group of local educators and O.U. professors decided to incorporate many of the ideas discussed by the teachers’ group (and many other ideas as well) into a new program designed to change teacher education in many significant ways. George Wood and Cindy Hartman (then principal at Amesville Elementary School) were important members of this group. While the program has changed over the years, its principles and associated practices have remained the same.

C.A.R.E. began as “Teacher Education for Civic Responsibility (TECR)” in 1989. At this time, candidates were able to schedule classes in such a way as to allow them to attend placements in large groups. Some O.U. TECR classes were held at Coolville Elementary School. In addition to taking many education classes together, cohorts took TECR classes in the Political Science and Cultural Studies Departments as well. The political science classes dealt with concepts centered around democracy and democratic government. Unfortunately, CARE candidates are no longer able to take political science or cultural studies classes as a cohort.

Initially, candidates from all teaching majors could participate in TECR/CARE. Early Childhood and Special Education majors later left the program as licensure requirements changed and as the College of Education reorganized to provide other partnerships for these programs. Some Spanish Education majors continued to join C.A.R.E., but that is becoming more difficult due to a requirement that they complete a semester in a Spanish-speaking country.

In the early 2000s CARE became a part of the Center for Partnerships as the Patton College began developing relationships with local school districts. At this time, the program lost the college support of a Group One (tenure track) faculty member, and the coordinator’s position was split between Bill Elasky, an adjunct faculty member, and Cindy Hartman, a Group Two faculty member. CARE continues to receive strong support and encouragement from the PCOE dean and the Department of Teacher Education.

In about 2010 CARE candidates and staff began presenting at national conferences. As of 2020, we have given presentations at conferences sponsored by the National Network for Educational Reform (in Las Vegas, Albuquerque, Charlotte, and, with seventh graders, in Cincinnati), the National Board for Professional Teaching standards (in Washington D.C. with a group of seventh graders) and the National Association for Professional Development Schools (in Washington D.C., again with a number of high schools and middle school students).

CARE has received National Recognition from the National Network for Educational Reform and from the National Association for Professional Development Schools. Federal Hocking Local Schools, our partnership school district, has received recognition from the National Network for Educational Reform. CARE faculty nominated them for this award.

A.5 Checklist of Candidate Responsibilities
Checklist of Candidate Responsibilities


BCI/FBI check information:

  1. You can order a BCI/FBI check at the Bobcat Depot on the first (lowest) floor of Baker Center or at many police department and sheriff’s offices. The code number you should use is: 3319.291D. As of 2021, the checks cost a combined total of $50.
  2. It generally takes two weeks or more for BCI/FBI checks to be processed. It can take up to six weeks.
  3. Have BCI/FBI checks sent to: Att: Marcy O’Brien, Student Services, Patton Hall, Ohio University, Athens, Ohio 45701
  4. You will be notified when it comes in. GET A COPY and keep it in a safe place. ALWAYS keep a copy for yourself.
B.1 C.A.R.E. Courses and Faculty

EDCR 1010, Introduction to Democracy and Education
This course explores the philosophical framework underpinning the CARE program. Candidates also learn about the history, geography, and people of the Federal Hocking School District as well as the history and requirements of CARE. Students design and execute a service-learning project as part of this class. They also have two placements in elementary classrooms, each about 7 weeks long. Ideally, one is in an early childhood classroom and the other is in an upper elementary classroom. We also try to give candidates an experience at both Coolville and Amesville schools. Placement hours for this semester: 75 classroom hours; 10 service-learning hours; and 3-5 extra-curricular or community hours.

Zach Ballew teaches this class during fall semesters. Most candidates are sophomores

EDCR 2010, Childhood In America, Birth Through Elementary School 
This class focuses on child development. While none of our candidates will be certified to teach Pre-K through 3rd grade, we feel that it is important that they understand the totality of the child development process. For that reason, placements during this semester are with elementary teachers. This class is taught through a social justice lens and focuses on child development in a holistic manner that takes into account not only children’s social development but also how students develop within the cultural context. In practice, this means: that the curriculum is anti-biased, with an emphasis on culturally sensitive teaching and learning. Children’s family and cultural identities are integrated into the daily life of the classroom, while teachers and schools acknowledge the ways in which their own cultural identities shape their teaching. The final piece of culturally responsive early childhood development in education is an emphasis on the process of advocating for children, schools, and communities. Work in this course coordinates with placements in EDCR 1010.

Jadey Gilmore teaches this class during the fall semesters. Most candidates are sophomores.

EDCR 2015, Childhood In America, Middle School Through Adult
This is a continuation of EDCR 2010, focusing on older children. It involves a service-learning project in which candidates will work with middle and/or high school students to accomplish something of value to their school or community.

Amy Buchman teaches this course during the spring semesters. Most candidates are sophomores.

EDCR 2100, Democratic Teaching Methods
This is a general methods class (not specific to any one subject) that explores teaching in a progressive, democracy-centered fashion. Smokey Daniel’s book, Subjects Matter, is an important resource for this course.

Ann Cell teaches this course during spring semesters. Most candidates are sophomores.

EDSP 2710, Introduction to Exceptionalities
This course is designed to be a broad introductory level course dealing with the education of students with all kinds of exceptionalities. The course will present a brief general overview of learners with exceptional needs along with educational and social issues that surround them.

Molly Mason-Hurst teaches this course during spring semesters. Most candidates are sophomores.

EDCR 3100, Advanced Democratic Methods
Building upon skills and knowledge developed in EDCR 2100, this course helps students to understand and implement additional knowledge and skills necessary for creating and maintaining a democracy-centered classroom. Specific topics include differentiating instruction, management skills, and developing experience-based activities for students. John Dewey’s Experience And Education is an important resource for this class. In addition to a standard placement, candidates co-teach a high school or middle school inquiry class. Groups of CARE students rotate into the class for an extended period and, with a great deal of support from the CARE instructor and classroom teacher, do most of the planning and teaching.

Ann Cell teaches this class during the fall semesters. Most candidates are juniors

What to Take/ Don’t Take (classes by semester and which classes you shouldn’t take because CARE classes replace them!)

PCOE Transitions Points: Patton College Selective Admission and Retention Points (IMPORTANT INFO !!)

C.  Early Field Placements
D.1 Fundamental Principles and Dispositions

The Gladys W. and David H. Patton College of Education are committed to a set of fundamental principles and dispositions that guide the practice and development of our students, faculty, and staff.

Commitment to Social Justice (i.e., the ideal of fairness & the belief that all students can learn)

  • Professional practice incorporates multicultural and international perspectives.
  • Professional practice respects the dignity of all stakeholders in the education environment.
  • Professional practice attends to issues of social, economic, and political equity for individuals and groups that differ by gender, race, social class, disability, and sexual orientation.
  • Professional practice entails the creation of a challenging, student-centered learning environment that makes use of multiple approaches.

Commitment to Ethics 

  • Professional practice attends to codes of ethical conduct relevant to the candidates' respective education specialties.
  • Professional practice demonstrates responsible, principled behavior.
  • Professional practice respects the human dignity of all members of the school community.

Commitment to the Well-being of Students, Families, and Communities 

  • Professional practice promotes the development and welfare of all students.
  • Professional practice attends to students' health and safety.
  • Professional practice models caring and empathy.
  • Professional practice initiates productive relationships with peer candidates, students, families, communities, and colleagues.

Commitment to Professional Competence and Ongoing Professional Development

  • Professional practice involves decision-making and problem-solving based on reflection, critical thinking, and self-awareness relating to intra/interpersonal functioning.
  • Professional practice demonstrates proficiency in the ethical use of technology.
  • Professional practice demonstrates engagement with continuing education relating to both content and pedagogy.


To see how we assess dispositions, click here for the Rubric. The Unit for the Preparation of Education Professionals (UPEP) and The Patton College treat this assessment seriously. If a candidate meets or exceeds these dispositions, s/he will continue in the chosen field of study without interruption. However, if a faculty member or school-based partner indicates a concern, the following procedures take place.

  1. This disposition assessment is printed.
  2. The assessor meets with the candidate to discuss the dispositional issue. Both the assessor and the candidate sign this form and submit a copy to the Office of Clinical Experiences (OCE), McCracken Hall 119D.
  3. A corrective action plan is designed by the assessor to address the identified issue(s). The plan should identify the issue(s), contain suggestions to remedy the situation, and describe any action taken, including dates, parties involved, and agreements reached.
  4. The OCE forwards all dispositions to The Patton College Credential Review and Candidate Progress Board (CRCPB) for review. Depending on the severity of the disposition, the CRCPB may meet with the candidate and develop a corrective action and/or may decide that removal from the educator preparation program is necessary.
  5. The CRCPB will provide a list of names and general area(s) of concern to the OCE for follow-up. On the 5th week of the subsequent term, the OCE will identify the education courses in which the candidate is enrolled and send an email to those faculty to follow up on the candidate's progress. Based on the response, the CRCPB will determine the next course of action.

**Note that some inappropriate behaviors may be so severe and extreme that a direct referral to University Community Standards Board or may be necessary.

Professional Dispositions are the "Professional attributes, values, and beliefs demonstrated through both verbal and nonverbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development" (NCATE, 2008, p. 89- 90)

Disposition Form (You will be evaluated at least twice while in the PCOE using this form)