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Education Professional Review (EPR) Form

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As needed, Education students will be reviewed by faculty with respect to their conduct in the program and the profession. For candidates of concern, this document will become part of the candidate鈥檚 record maintained by the School of Education and Counseling Psychology Student Services and Assessment.

_______________________________ 听 听 听 听 听 听 听听听听听听听听听听听听听听听听听_________________

Candidate鈥檚 Name 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听听听听听听听听听听听听听听听听听Date

All relevant problematic behaviors should be indicated with a check mark. For each indicated item on this list, it is imperative to note evidence for each of the problematic behaviors indicated. Note: the list is not exhaustive and behaviors that violate professional standards (e.g., , , and 听and/or SCU鈥檚 Student Conduct Code听not listed below should be documented in the relevant 鈥渙ther鈥� line.

(1) Behaviors that disrupt or interfere with learning in the classroom

_____Consistently distracted or not paying attention in class

_____Displays disruptive behavior in class

_____Does not engage actively with the material or activities during class
_____Consistently engages in inappropriate use of electronic devices in class

_____Has come to class under the influence of alcohol or other substance

_____Does not cooperate on group assignments with other students

_____Does not follow participation guidelines outlined in the course syllabus

_____Other: Please specify__________________________________

(2) Academic Responsibility Concerns

_____Is not showing adequate progress in learning course content or is not receptive to information relevant to their field of practice

_____Is consistently unprepared for class

_____Engages in academic dishonesty

_____Does not attend to or appear to benefit from or integrate feedback from faculty or peers

_____Consistently has not completed required assignments/lesson plans, and/or unit plans

_____Repeatedly does not submit assignments on time, without prior communication with the instructor

_____Does not follow ethical guidelines related to plagiarism and AI as outlined in the course syllabus

_____Other: Please specify__________________________________

(3) Behaviors that disrupt or interfere with learning in the field

_____Behavior does not demonstrate respect, courteousness, dependability, timeliness, and/or cooperation in the field experience site(s).

_____Student does not adhere to site school/agency policies and procedures.

_____Student does not complete field placement responsibilities and tasks as expected.

_____Does not keep classroom confidentiality

_____Other: Please specify__________________________

_____For MATTC candidates receiving a FEPP, the FEPP must be completed identifying behaviors disrupting learning in the field in conjunction with completing the EPR. The FEPP must be attached to EPR submission.

(4) Behaviors that are not aligned to SCU Education Department Vision and Values听and are not aligned with professional expectations.

_____Is unwilling to engage in self-reflection or self-criticism, and is unresponsive to feedback on performance

_____Displays insensitivity to culture, gender, language, ethnicity, sexual orientation, ability, or other important aspects of identity

_____Does not demonstrate appropriate respect for:

_____Faculty

_____Fellow students

_____Students and placement site(s)

_____Cooperating Teachers

_____Administrative Staff

_____Guest speakers

_____Field Supervisors

_____Other: Please specify__________________________________

_____Does not appropriately observe or recognize their impact on others

_____Other: Please specify__________________________________

(5) Behaviors that violate expectations of professionalism

_____Personal behavior is not professional and/or ethical. For educators, behavior is not consistent with professional/ethical guidelines outlined in the e.g., confidentiality, respectful communication, equitable treatment of students and families, and mandated reporting/safe responsibilities) as well as standards outlined in California Commission on Teacher Credentialing (e.g., California TPEs, California Administrator Performance Expectations).

_____Consistently comes late to class and/or field placement despite feedback from instructor and/or cooperating teacher

_____Frequently is absent in class and/or in the field placement

_____Does not demonstrate appropriate professional dress in placement sites

_____Does not demonstrate the emotional self-regulation required of educators and other professionals

_____Does not communicate disagreement in a respectful way

_____Does not demonstrate the ability to engage in respectful conversation

_____Discloses personal information in inappropriate ways

_____Does not respond to communication from faculty and/or staff

_____Other: Please specify__________________________________

Please describe evidence in detail regarding the behavior(s) noted above: __________________________________________________________________

__________________________________________________________________

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(Please use additional paper if needed.)

Describe timeline of expectations:听听听听听听听听

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(Please use additional paper if needed.)

Please sign to indicate receipt of this document:

听____________________ __________

Candidate 听 听 听 听 听 听 听 听 听 听 听 听 听 听听听听听听听听听Date

听____________________ __________

Faculty Member 听 听 听 听 听 听 听 听 听听听听听听听听Date

Coordinator of Field Experience 听 听 听 听 听Initial______ 听Date______

Program Director 听 听 听 听 听 听 听 听听听听听听听听听 听 听 听 听 听 Initial______ 听Date______

Department of Education Chair 听 听 听 听 听 Initial______ 听Date______

Advisor 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听听听听听听听听听Initial______ 听Date______

Dean鈥檚 Office Representative 听听听听听听听听听 听 听 Initial______ 听Date______