ESU Clinical Experience Handbook: Student Teaching Educational Studies Unit 2013 - 2014

Contacts Preshus Howard, Director of ESU Candidate/Licensure Services Sharp Academic Center, 2nd Floor 606-546-1796 [email protected]

Mary Alice Lay, Director of Clinical Placements Room 3233, Sharp Academic Center 606 546-1284 [email protected]

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Foreword

Clinical experiences are an integral component of each block of the teacher education programs at Union College and are reflective of the unit’s theme of developing “Educators as Leaders through Personal, Intellectual, and Social Transformations”. With the implementation of the cooperating teacher model, candidates gain insights and experiences throughout their program, and these insights are invaluable in their development as effective educators capable of accepting leadership roles in classrooms, schools, and communities.

This ESU Clinical Experiences Handbook: Student Teaching is designed to provide an overview of clinical experiences in the Union College teacher education programs. It includes general and specific requirements for students, cooperating teachers, and university supervisor. This handbook was prepared with the input of teacher education faculty members, practitioners in local school districts, and Union College student teachers.

It is our hope that this handbook will serve as a resource for all those who work with Union College student teachers as well as our Union College students/candidates.

Preshus Howard Director of ESU Candidate/Licensure Services Union College

Revision date: August 16, 2013

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Table of Contents Relationship to the Conceptual Framework Theme as it relates to Clinical Experiences Relation of Public Schools to Union College Administration of Clinical Experience: Student Teaching Section I: Student Teaching Clinical Experiences-Final Block Kentucky Teacher Standards Characteristics of Highly Effective Teaching & Learning General Policies: Registration and Placement Seminars/Meetings Assignment Limitations Substitute Teaching Instructional Days/Attendance Non-Teaching Days Alternate Housing Absence for Job Interviews Course Load Work Load Conduct/Dress Child Abuse Professional Liability Insurance Health Examinations Criminal Records Check Transportation of Pupils Legal Action Section II: Assessment of Student Teaching Organization of Student Teaching Performance Assessment Notebook Roles and Responsibilities The Student Teacher Section III: Clinical Experience Forms Professional Dispositions Evaluation Diversity Survey Summary Report Form I Summary Report Form II Student Teaching Time Log Information for the Assessment Notebook Kentucky Teacher Standards Self-Assessment form Student Teaching Activity Checklist-Placement 1 Student Teaching Activity Checklist-Placement 2 Student Teacher Information Sheet Task A-1 Task A-2 Task C Task D Task E 4

6 7 7 8 9 9 9 10 13 13 14 15 16 16 17 18 18 18 18 18 19 19 19 19 19 20 21 21 23 25 25 29 30 33 35 36 37 38 40 44 46 48 49 50 52 54 55

Task F Task G-I: Designing the Instructional Unit Task J-1 Task J-2 KY Teacher Intern Performance Record Appendix A-Legal Issues Related to Student Teachers Appendix B-Link to Kentucky Academic Core Standards Appendix C-Code of Ethics Appendix D- Student Teacher Supervisors /Cooperating Teacher Payment Program Appendix E- Glossary Appendix F-Education Resume Rubric Appendix G-Philosophy of Education Rubric Appendix H-Student Teaching Portfolio Grade Sheet

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Relationship to the Conceptual Framework The Educational Studies Unit teacher preparation programs at Union College are consistent with the unit’s conceptual framework through its belief that “educators are school and community leaders who become agents of social change through the pursuit of personal, intellectual, and social transformations.” The faculty of the program structures its curriculum to give depth and breadth to students’ synthesis of subject matter and pedagogy through a three-fold attention to personal, intellectual, and social development. Through the unit’s own growth in these areas, candidates are reaching the program’s goal of developing effective teachers who engage and empower their students. Each course in the teacher education programs provides professional, in-depth understandings of content and/or pedagogy, and every course is required to embed dispositional growth within its curriculum. Candidates are connected to the larger professional community through the enactment of the various content area standards and the required ninety-plus hours of supervised clinical experiences in local and state-wide school districts. As a capstone to their professional experiences at Union College, candidates spend fourteen weeks in a clinical experience at the appropriate certification level where they are able to demonstrate proficiency with Kentucky’s Teacher Standards, the appropriate learned society standards, and their mastery of content in the area /areas chosen for certification. Diversity is an important component of the unit’s conceptual framework, and the faculty in the program provides a rich environment that values the multiple understandings of diversity. Courses in the teacher education programs address diversity issues that influence students’ success such as socioeconomic status, race, gender, religion, and the variations of a student’s cognitive ability. Candidates embrace the inclusive definition of “all students” comprising “students of diverse ethnicity, race, language, religion, socioeconomic status, gender, sexual orientation, regional or geographic origin, and those with exceptional learning needs.” Through the unit’s dispositions and pedagogical strategies, candidates acquire the ability to address the varying issues of diversity that challenge teachers in today’s schools. Overall, the teacher education programs at Union College highlight many of the strengths of the unit’s conceptual framework through its goal of “transforming” candidates who see their worlds as limitless arrays of possibilities. Union College student teachers are at the forefront of acquiring “personal, intellectual, and social transformations” to assume leadership roles in the classroom, the school, the profession, and the communities in which they live and work.

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Theme as it Relates to Clinical Experiences “Educators as Leaders through Personal, Intellectual, and Social Transformations”

The faculty of the Union College Educational Studies Unit is committed to preparing teachers who demonstrate the characteristics and abilities of effective educational leaders in the school setting and the community at large through their interactions with faculty, colleagues, and P-12 students. To that end, the Union College Educational Studies faculty is committed to the collaborative model of teacher preparation requiring guidance and expertise from professionals in the institutional as well as the public school settings. The professional education faculty and practitioners in the local school districts realize and accept joint responsibility for the preparation of effective teachers. It is the collaborative task of the Union College Educational Studies faculty and the local school districts to assist each teacher student teacher to reach the level of professional competency set forth in the Kentucky Teacher Standards. The Educational Studies Faculty recognizes that the knowledge, skills, and dispositions learned in the professional education coursework must be further refined and developed through many experiences and interactions with practitioners and students in the P-12 classrooms. It is further recognized that effective teacher preparation is a collaborative and cooperative venture to be shared by all stakeholders. The teacher education programs at Union College are designed along a continuum that allows the candidates to develop expertise and research-based knowledge in both content and pedagogy. Developmentally-appropriate clinical experiences included in each block of the candidates’ programs are an integral component of each phase. Candidates progress from the Novice block followed by the Intermediate, Advanced, and Final blocks of the teacher education program. The roles and responsibilities of the teacher candidate increase with each subsequent clinical experience. Clinical experiences in each block are structured and sequenced along a continuum that allows candidates to demonstrate growth and to develop as effective, reflective practitioners through observation and practice in P-12 settings. Relationship of the Public Schools and Union College Teacher Education Programs It is recognized that the primary responsibility of public schools and teachers is to the students enrolled in those schools. It is also understood that the Union College student teacher is a guest within those schools. The Union College Educational Studies Unit recognizes and appreciates the professionalism of the practitioners who are willing to accept joint responsibility for the preparation of quality teachers. Their guidance and support allows candidates to participate in classroom interactions, experience and explore the world of teaching and learning, develop and refine their personal philosophy of teaching, and enhance effective teaching skills and strategies. The relationship between the professional community and the Union College university supervisors is a collaborative effort designed to foster the development of the teacher candidate and to enhance learning and achievement for the P-12 student. Through communication, collaboration, and mutual effort much can be achieved. The success of the teacher education programs is dependent upon the relationship established with our public school partners and the 7

collaborative efforts of all stakeholders. The Union College Educational Studies Unit is sincerely grateful for the many opportunities afforded to our candidates by our school partners. Administration of Clinical Experience: Student Teaching The Instructor of Student Teaching has the primary responsibility for all placements of Union College student teachers in instructional sites that provide developmentally appropriate opportunities for observation and interaction with students in the P-12 setting. The Instructor of Student Teaching works in close collaboration and communicates with the school systems in our service area. The Instructor of Student Teaching is a liaison with the public school systems and should be notified if concerns regarding any candidate in any clinical experience should arise. The Instructor of Student Teaching will work with the appropriate parties to resolve any issues or concerns.

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Section I: Student Teaching Clinical Experiences-Final block: Student teaching is the capstone course of the education programs at Union College. Student teaching is the transition between professional preparation and professional practice--a period when the candidate takes increasing responsibility for guiding the learning of others. At Union College, student teaching provides an opportunity for the student teacher to assume major responsibility for the full range of teaching duties in a real school situation under the guidance of a cooperating teacher, a university supervisor, and a school principal. The duration of the full professional semester of student teaching is a minimum of 70 instructional days (minimum of 14 weeks) of full time classroom experience working in an accredited public/private school within the grade levels corresponding to the student teacher’s certification program. In order to achieve the most satisfactory results in the student teaching program, the student teacher should have the opportunity to: 1. Apply skills and knowledge learned in the teacher education program in a practical setting. 2. Use materials and teaching methods that foster growth in students. 3. Analyze his/her teaching techniques for strengths and areas for growth. 4. Evaluate student growth through a variety of measurements. 5. Develop communication and interpersonal skills that enhance teaching ability. 6. Develop and refine a philosophy of teaching. 7. Analyze the structure of the schools and their role in the community. 8. Observe, interact with, and learn from school personnel including teachers and administrators. 9. Participate in the daily life of a school, including extra- and co-curricular activities. 10. Examine and implement school curricula, learn how curriculum changes occur, and learn how they relate to the students and to the larger communities in which students live. Kentucky Teacher Standards: While engaged in the above instructional opportunities, student teachers will also work toward the development and refinement of the Kentucky Teacher Standards adopted by the Kentucky Educational Professional Standards Board for the assessment of teacher education program graduates and first year student teachers in Kentucky. The Kentucky Teacher Standards describe what first year teachers should know and be able to do in authentic teaching situations and the academic content, teaching behaviors, and instructional processes that are necessary to promote effective student learning. They imply more than the mere demonstration of teaching competencies. They imply a current and sufficient academic content understanding that promotes consistent quality performance on teaching tasks. Authentic teaching tasks provide opportunities and contexts for performances by beginning teachers. In Kentucky, all teaching and learning tasks address Kentucky's academic expectations. These identify what students need to be successful in the world of the future. Thus, teachers design and implement instruction and assess learning that develops students' abilities to:

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Use basic communication and mathematics skills in finding, organizing, expressing, and responding to information and ideas. Apply core concepts and principles from science, arts and humanities, mathematics, practical living studies, social studies, and vocational studies. Become a self-sufficient individual who demonstrates high self-esteem, a healthy lifestyle, flexibility, creativity, self-control, and independent learning. Become a responsible group member who demonstrates consistent, responsive, and caring behavior; interpersonal skills; respect for the rights and responsibilities of others; world views; and an open mind to other perspectives. Think and solve problems including the ability to think critically and creatively, develop ideas and concepts, and make rational decisions. Connect and integrate experiences and new knowledge throughout the curriculum, question and interpret ideas from diverse perspectives, and apply concepts to real-life situations.

Kentucky Teacher Standards: Standard I: The teacher demonstrates applied content knowledge. Standard II: The teacher designs and plans instruction. Standard III: The teacher creates and maintains learning climate. Standard IV: The teacher implements and manages instruction. Standard V: The teacher assesses and communicates learning results. Standard VI: The teacher demonstrates the implementation of technology. Standard VII: Reflects on and evaluates teaching and learning. Standard VIII: Collaborates with colleagues/Parents/Others. Standard IX: Evaluates teaching and implements professional development. Standard X: Provides leadership within school/community/profession

Characteristics of Highly Effective Teaching and Learning Standards Section One-Learning Climate: a safe environment supported by the teacher in which high, clear expectations and positive relationships are fostered; active learning is promoted. Teacher Characteristics: A. Creates learning environments where students are active participants as individuals and as members of collaborative groups B. Motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect C. Cultivates cross cultural understandings and the value of diversity D. Encourages students to accept responsibility for their own learning and accommodates the diverse learning needs of all students E. Displays effective and efficient classroom management that includes classroom routines that promote comfort, order and appropriate student behaviors F. Provides students equitable access to technology, space, tools and time 10

G. Effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections H. Designs lessons that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of learning I. Creates an environment where student work is valued, appreciated and used as a learning tool Student Characteristics: A. Accepts responsibility for his/her own learning B. Actively participates and is authentically engaged C. Collaborates/teams with other students D. Exhibits a sense of accomplishment and confidence E. Takes educational risks in class F. Practices and engages in safe, responsible and ethical use of technology Section Two-Classroom Assessment and Reflection: the teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction. Teacher Characteristics: A. Uses multiple methods to systematically gather data about student understanding and ability B. Uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve teaching practice C. Revises instructional strategies based upon student achievement data D. Uncovers students’ prior understanding of the concepts to be addressed and addresses students’ misconceptions/incomplete conceptions E. Co-develops scoring guides/rubrics with students and provides adequate modeling to make clear the expectations for quality performance F. Guides students to apply rubrics to assess their performance and identify improvement strategies G. Provides regular and timely feedback to students and parents that moves learners forward H. Allows students to use feedback to improve their work before a grade is assigned I. Facilitates students in self- and peer-assessment J. Reflects on instruction and makes adjustments as student learning occurs Student Characteristics: A. Recognizes what proficient work looks like and determines steps necessary for improving his/her work B. Monitors progress toward reaching learning targets C. Develops and/or uses scoring guides periodically to assess his/her own work or that of peers D. Uses teacher and peer feedback to improve his/her work E. Reflects on work and makes adjustments as learning occurs Section Three- Instructional Rigor and Student Engagement: a teacher supports and encourages a student’s commitment to initiate and complete complex, inquiry-based learning requiring creative and critical thinking with attention to problem solving.

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Teacher Characteristics: A. Teacher instructs the complex processes, concepts and principles contained in state and national standards using differentiated strategies that make instruction accessible to all students. B. Teacher scaffolds instruction to help students reason and develop problem-solving strategies. C. Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills. D. Teacher provides meaningful learning opportunities for students. E. Teacher challenges students to think deeply about problems and encourages/models a variety of approaches to a solution. F. Teacher integrates a variety of learning resources with classroom instruction to increase learning options. G. Teacher structures and facilitates ongoing formal and informal discussions based on a shared understanding of rules and discourse. H. Teacher integrates the application of inquiry skills into learning experiences. I. Teacher clarifies and shares with students learning intentions/targets and criteria for success. Student Characteristics: A. Student articulates and understands learning intentions/targets and criteria for success. B. Student reads with understanding a variety of texts. C. Student applies and refines inquiry skills. Section Four- Instructional Relevance: a teacher’s ability to facilitate learning experiences that are meaningful to students and prepare them for their futures. Teacher Characteristics: A. Teacher designs learning opportunities that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of the learning. B. Teacher links concepts and key ideas to students’ prior experiences and understandings, uses multiple representations, examples and explanations. C. Teacher incorporates student experiences, interests and real-life situations in instruction. D. Teacher selects and utilizes a variety of technology that support student learning. E. Teacher effectively incorporates 21st Century Learning Skills that prepare students to meet future challenges. F. Teacher works with other teachers to make connections between and among disciplines. G. Teacher makes lesson connections to community, society, and current events. Student Characteristics: A. Student poses and responds to meaningful questions. B. Student uses appropriate tools and techniques to gather, analyze and interpret information from quantitative and qualitative evidence. C. Student develops descriptions, explanation, predictions, and models using evidence. D. Student works collaboratively to address complex, authentic problems which require innovative approaches to solve. E. Student communicates knowledge and understanding in a variety of real-world forms. F. Student communicates knowledge and understanding for a variety of purposes. 12

Section Five- Knowledge of Content: a teacher’s understanding and application of the current theories, principles, concepts and skills of a discipline. Teacher Characteristics: A. Teacher demonstrates an understanding and in-depth knowledge of content and maintains an ability to convey this content to students. B. Teacher maintains on-going knowledge and awareness of current content developments. C. Teacher designs and implements standards-based courses/lessons/units using state and national standards. D. Teacher uses and promotes the understanding of appropriate content vocabulary. E. Teacher provides essential supports for students who are struggling with the content. F. Teacher accesses a rich repertoire of instructional practices, strategies, resources and applies them appropriately. Student Characteristics: A. Student demonstrates growth in content knowledge. B. Student uses and seeks to expand appropriate content vocabulary. C. Student connects ideas across content areas. D. Student uses ideas in realistic problem solving situations.

General Policies Registration and Placement for Student Teaching: 1. Student teachers must meet all Union College Educational Studies Unit requirements before being placed in public/private schools. Varied clinical experiences in different instructional settings are required prior to student teaching. Student teachers are encouraged to request placements in both rural and town settings, with student populations which reflect diversity, as much as possible, in terms of such aspects as academic development, cognitive skills, psychomotor skills, learning styles, interests, needs, socioeconomic status, race, ethnicity, cultural background, religious preference, behavioral patterns, and gender. A minimum of 3 different school settings must be experienced and documented prior to student teaching. 2. The College will strive to grant requests concerning the locale in which the student teacher wishes to teach. However, in order to maintain a teacher education program of consistently high quality, it may not be possible to grant a student's request. The decision regarding placement of student teachers will be made by the Instructor of Student Teaching in consultation with the Dean of the Educational Studies Unit, and, if necessary, additional members of the department and/or Teacher Education Committee. In some school districts, placements are made after collaboration with and approval by administrative personnel such as the Superintendent, Assistant Superintendent, Principal and/or Instructional Supervisor. 3. Student teacher will not be placed under the supervision of family members (cooperating teacher, nor principal) nor in schools where members of the student teacher's immediate 13

family are faculty/staff members. Whenever possible, to avoid any conflicts of interests, placements will not be made in schools where the student teacher has a child enrolled. 4. Student teacher will not be assigned to student teach in schools that they attended as students. 5. A student teaching fee is automatically added to registration fees to cover remuneration to cooperating teachers for their services and to be applied toward the costs for student teaching materials. 6. Preliminary contracts for student teaching are usually sent out the previous semester so that all parties will be aware of and agree upon the impending 14-week student teaching clinical placement. The signatures of the student teacher, the cooperating teacher, and the cooperating principal are required on the contract which is filed in the Union College Educational Studies office prior to the beginning of the student teaching semester. In those school districts where the Instructor of Student Teaching must collaborate with district administrative personnel prior to placement, student teachers will not be responsible for having the contract signed until after arrangements have been made and placements have been confirmed. NOTE: Any exception to these placement policies will be considered on a case-by-case basis, and only under extenuating circumstances. Upon assignment and prior to confirmation of a student teaching placement, a written appeal must be made to the Dean of the Educational Studies Unit who may, choose to confer with the appropriate parties, including, but not limited to the student teacher, the affected university supervisor, cooperating teacher, and cooperating principal, members of the Educational Studies Unit, and members of the Teacher Education Committee. After all considerations, the student teacher will be notified of the decision.

Seminars/Meetings Student teachers are required to return to the campus to participate in seminars/meetings. At least four to six seminars/meetings are held per semester and attendance is mandatory at all that are arranged (there will be penalties for any absences - see policy below). These meetings provide opportunity for the student teacher to share teaching experiences, to analyze various classroom activities, to evaluate their methods and concepts, to develop positive attitudes toward teaching, and to heighten their professional growth. Seminar Attendance Policy: Attendance is mandatory; however, absences do sometimes occur. For an absence to be given consideration regarding its “excused/ unexcused” status, the student teacher must notify the Instructor of Student Teaching and the university supervisor of the anticipated absence prior to the seminar/meeting. Advance notification does not guarantee that the absence will be excused, but only that it will be considered. Failure to notify the appropriate persons in advance will automatically result in an unexcused absence. The penalty for an unexcused absence will be five (5) additional teaching days added to the 70-day student teaching requirement. If an absence is classified by the Instructor of Student Teaching and the university supervisor as "excused," this will necessitate an alternative make-up requirement to be determined by the Instructor of Student Teaching and the university supervisor. Alternative requirements vary, 14

and may include such things as attendance at some other meeting, lecture, or presentation, viewing and writing a review and reaction to an assigned film, additional teaching days (up to 4), etc.; alternatives are determined on a case-by-case basis, and no more than 2 excused absences will be granted to qualifying individuals. A pattern of absences from seminars, especially unexcused absences, may result in dismissal from student teaching. Assignment Limitations and Pacing of Responsibilities No more than one student teacher may be assigned to one Cooperating Teacher in a selfcontained classroom unless an emergency situation exists. In team teaching situations (nongraded classrooms), more than one student teacher may be assigned to a team, but each must be responsible to a separate team member. P – 5 (Primary Placement P-3 and Intermediate 4-5) Student teachers seeking endorsement for grades P-5 must complete 35 instructional days (minimum of 7 weeks) in each of two non-consecutive grade levels where schools are on graded levels (such as in a placement of either an "excluded" kindergarten or 4th grade), or they may complete the entire 70 day (minimum of 14 weeks) experience in a non-graded classroom setting. Student teachers in a split placement for six weeks should assume full responsibility after 15 instructional days (the end of the third week). After 20 instructional days (usually the end of the fourth week) for non-graded P-5 classrooms, student teachers are accountable for instruction for the entire day. Gradual accumulation of teaching duties through the initial portion of the student teaching experience(s) will lead to total responsibility ("soloing") for a class for at least 10 consecutive instructional days (two weeks) in each of the two grade levels in a split placement, OR total responsibility "soloing" for 20 consecutive instructional days (four weeks) at the non-graded level. 5-9 Student teachers seeking endorsement for grades 5 - 9 must complete a split-placement of 35school days (minimum of 7 weeks) of experience in each of the two teaching clinicals in a departmentalized setting, or 70 instructional days (minimum of 14 weeks) in a self-contained classroom setting. After 15 days (by the end of the third week), the student teacher should have total responsibility for instruction for the entire day in a teaching clinical. Total responsibility for a minimum of four classes will be assumed as a base for gradual increase in teaching duties to a full day experience. Student teachers in the middle grades will "solo" teach for a minimum of 10 consecutive instructional days (two weeks) in each teaching clinical where they are placed for a split-placement. (If a middle grades student teacher is in a self-contained full semester placement, see the progression of responsibilities as outlined above in the P-5 section.) Secondary 8-12, Special Education-Learning and Behavior Disorders P-12, Physical Education and/or Health P-12 15

Student teachers seeking endorsement for the grades and/or subjects listed above must complete 70 instructional days (minimum of 14 weeks) of experience. After 20 instructional days (usually the end of the fourth week), student teachers should be accountable for instruction for the entire day. Total responsibility for a full instructional day will be assumed as a base for gradual increase in teaching duties. Student teachers will "solo" for 20 consecutive instructional days (a minimum of 4 weeks) in their subject area. The number of classes taught in a full instructional day may vary according to the scheduling practices in the school district. For example, a full instructional day may include four or more 50-60 minute class periods in a traditional schedule, but only three or four 90 minute class periods in a block schedule. Where feasible, the student teacher may be placed in a teaching assignment in each of the content areas and/or age levels for which they plan to certify. "Solo" experiences mean that a student teacher, in collaboration with the cooperating teacher, plans and implements classroom instruction for the entire day. In team-teaching situations, the student teacher, cooperating teacher, and other collaborating teachers usually in that classroom may share the teaching responsibilities. Substitute Teaching The student teacher is not permitted to be hired as a substitute for the regular classroom teacher during the student teaching experience at any grade level or in any school environment. The student teacher should not be expected to assume teaching duties or replace a regular classroom teacher in the event of a cooperating teacher’s absence. The student teacher may take responsibility for the supervisor's classes as part of the full student teaching load. However, student teacher may only assume full responsibility for a class or classes while under the supervision of a certified teacher regularly employed by the school system. The cooperating teacher or a substitute must remain the person legally responsible for the class or classes. Any prolonged illness or absence of the regular classroom teacher should be reported to the university supervisor.

Instructional Days / Attendance Student teachers are expected to spend a minimum of 70 instructional days while student teaching to receive twelve (12) semester hours of credit. This constitutes a minimum of 14 weeks (70 instructional days) in the classroom. Additional hours will be spent in extra-class activities such as planning, preparing materials, and participating in extra-curricular activities and professional in-service days. Make-up days for snow, floods, flu, etc. (including Saturday school) where both students and teachers are required to be present should be observed as instructional days by the student teacher; attendance is mandatory for the day to count as part of the 70 day requirement. If a school system institutes extended days as a way of making up absences, the student teacher 16

should stay until the day is over, and the additional time will be calculated to determine credit toward the minimum 70 day student teaching requirement. Class cancellations in a school system because of weather/health conditions may cause one person’s student teaching experience to last for more weeks than another, though all student teachers are still only required to complete the minimum of 70 instructional days in the classroom. Student teachers are expected to record all time spent to assure that each gains the minimum number of instructional days/hours for the semester. Attendance is regarded as if under regular contract to a school system; for all hours of any work days teachers are expected to be present. This includes in-service and professional days, even though pupils will not attend (NOTE: A student teacher's attendance on in-service and professional days should be calculated as hours spent during the student teaching experience, but they do not count toward the minimum number of 70 instructional days. An “instructional day” is any day where both students and teachers are present in the classroom and teaching/learning occurs.) The student teacher has an obligation to report each day for student teaching and to remain at school throughout the entire school day and after school if necessary. Each student teacher has a responsibility to be on time. Tardiness will not be tolerated during teaching assignment. If the student teacher becomes ill, it is his/her responsibility to notify the cooperating teacher, the university supervisor, and the building principal before the school day begins. Absences must only be necessitated by personal illness or immediate family emergency. Student teachers will be present at all school-related functions which their cooperating teachers are expected to attend, regardless of the time of day. Examples include staff meetings, inservice, PTA/PTO meetings, and athletic events in which the cooperating teacher is involved.

Non-Teaching days (Holidays/Vacations/Cancellations) / Professional Development Days Days observed in the public/private school as non-teaching days (holidays/vacations/cancellations for students and teachers) are also observed by the student teacher and do not count toward the 70 instructional days in the student teaching requirement. Holidays identified on Union College's schedule are not to be observed by the student teacher unless these specific dates coincide with holidays/vacations in the assigned public/private school (this includes Union College's Fall and Spring Breaks).

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In-service and professional days are technically classified as non-teaching days because pupils will not be present. However, because each student teacher is expected to participate in the full teaching experience, he/she should attend any in-service and professional days in the school or district. (NOTE: A student teacher's attendance on in-service/professional days should be calculated as hours spent during the student teaching experience, but do not count toward the minimum 70 instructional days since both teachers and students are not present on those days.) Alternative Housing for Dorm Students during Union College breaks Student teachers living in campus housing must make alternative housing arrangements for this time period because the residence halls are usually closed. Absences for Job Interviews Student teachers may be granted up to three days leave (which must be made up) from student teaching responsibilities for job interviews. Any anticipated absence for an interview must be discussed with and approved by the cooperating teacher and the university supervisor prior to the date in question. Any instructional days (partial or full) missed for job interviews will be made up. Course Load during the Student Teaching Semester The course work during the student teaching semester represents a full academic work load. However, a student may add three credit hours to his or her schedule provided the class meets at 4:00 p.m. or later Monday through Friday. No more than 15 semester hours may be taken for credit during this time period. Any exceptions to these policies must be made prior to the student teaching semester in consultation with the Instructor of Student Teaching, the Dean of the Educational Studies Unit, and the university supervisor (and the cooperating teacher when the class schedule affects the 4:00 P.M. policy). Work Load The professional semester represents a total commitment to student teaching. Full-time and parttime employment must be adjusted so that student teachers may devote their full attention, energy, and time to student teaching. A student teacher shall not be permitted to be employed within the school in which he/she is assigned concurrent with student teaching. Conduct and Dress Student teachers will meet the standards of dress, personal appearance, and professional behavior expected of the school faculty to which they are assigned. They are expected to participate as fully as possible as members of the faculty to which they are assigned. If student teachers expect recognition as participating members of the school faculty, they are obliged to follow the policies which other faculty members in that system follow. Clothing should be appropriate to the job; student teachers should look like professionals in the job setting. Women are encouraged to wear attractive, yet casual, dresses, skirts, walking shorts, or pants outfits, and men are encouraged to wear nice slacks, shirts with a collar, and a tie (unless you are a physical education teacher for whom wind suits are appropriate). Ties are not required, but do present a more professional look than just a “golf shirt.” Jeans are not ever appropriate for student teachers unless it is on a designated “Jeans Day” or “Spirit Day.” Though full-time faculty may be allowed to wear jeans more often, student teachers’ dress should be more professional. 18

Student teachers may not date students of the school in which they are student teaching nor should they conduct themselves in any manner which might be construed as professionally unethical. Student teachers that have any social networking accounts, i.e. Facebook, MySpace, Twitter, etc. should be aware that they will be monitored and it is recommended they be marked private if the option is available. Remember that prospective employers do check these! Child Abuse Suspected cases of child abuse should be reported by the student teacher directly to the cooperating teacher. It is the cooperating teacher's responsibility to carry out the reporting procedures as described in the law (Public Law 93-247) and in local school policy. Professional Liability Insurance Student teachers must purchase personal liability insurance prior to participating in student teaching. This insurance is part of the nominal membership fee through the Kentucky Education Association/National Education Association Student Program (KEA/NEA-SP). The cost of membership is included in the student teaching fees. Membership in the Union College chapter of the Kentucky Education Association/National Education Association Student Program (KEA/NEA-SP) provides, as just one of its benefits, one million dollars of liability insurance coverage for the academic year of membership. The coverage applies to all student observation/participation experiences (including student teaching) or substitute teaching during the time frame of the year's membership. Health Examinations The Kentucky Department of Education requires all student teachers to report the results of a medical examination and tuberculin skin test before beginning the student teaching experience. No student teacher will be permitted to enroll for the professional semester unless these forms are on file in the Educational Studies Department. The medical exam and TB test may be obtained anytime within the twelve (12) month period prior to the beginning of student teaching. The UC Health Center, a satellite extension of the Knox County Health Department, provides both of these tests for a nominal fee. Criminal Record Check It is the student teacher's responsibility for having the FBI criminal records check done within the 12 months prior to student teaching. Cost for the record checks will be assumed by the student teacher, and results may take as long as 6 weeks to be received. Note: These record checks may be in addition to any submitted upon application for admission to the UC Teacher Education Program, depending upon the timing of the request(s). A copy of each record check should be submitted to the Educational Studies Unit to be kept on file. Transportation of Pupils Transportation of pupils from schools to school events, clinical trips, or other activities SHALL NOT be provided in the automobiles belonging to or driven by student teachers as part of their student teaching assignment. Student teachers who hold a bus driver’s license may drive a school bus or van only under a separate job assignment outside of regular student teaching responsibilities (e.g. coaches or bus drivers who have been hired by the school system and are expected to drive the school bus or van as part of that job responsibility). 19

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Legal Action Student teachers charged with violations of criminal law will be suspended immediately from the teacher education program and/or student teaching until the case is settled.

Section II 20

Assessment of Student Teaching The student teaching semester is the culmination of the teacher education programs at Union College. Assessment and reflection are integral parts of the teaching and learning processes and are to be viewed by the candidate as the means of demonstrating competency in the Kentucky teacher standards. The student teaching experience at Union College is modeled on the Kentucky Teacher Internship Program (KTIP) and assessment of the student teaching performance is a modification of the process used in the student teacher year. Assessment is the continuous process whereby student teachers become aware of their progress toward the objectives of the student teaching experience. Every attempt is made to provide for the growth of student teachers in terms of self-improvement, awareness of individual goals, and an objective appraisal of performance and effectiveness as a teacher. Assessment represents a diagnosis of the strengths and growth areas of student teachers as they develop their potential as teachers. At Union College, assessment is the task of at least three people: the university supervisor, the cooperating teacher, and the student teacher. Because of the unique and intense relationship, the cooperating teacher plays the most significant role in assessment and evaluation; however, because student teaching is a college course for which academic credit is awarded, the university supervisor is ultimately responsible for assigning a grade. As a significant part of the assessment process, the university supervisor will utilize the Intern Performance Record (IPR). Data from this performance measurement instrument will be used to reinforce appropriate behaviors of the student teacher and to assist the student teacher in recognizing behaviors that are ineffective or counter-productive for pupil learning. Data from the observations will be used as a focus for assistance for the student teacher. The Student Teaching Portfolio will be submitted for evaluation to assess competency as a Union College Teacher Education Program graduate. The university supervisor will use the appropriate sections of the IPR and the Student Teaching Portfolio Grade Sheet as tools to evaluate the adequacy of the notebook. In addition to the notebook, candidates must submit an electronic copy of the Instructional Unit Plan (Tasks G-J). 1. The Student Teaching Performance Assessment is the principle means of assessment for both the student teacher as well as the University Supervisor. Union College's Student Teaching Performance Assessment contains evidence from only the student teaching semester rather than from a student's experiences throughout his/her educational program; however, the Union College Teacher Education Program is designed to provide candidates with opportunities to gain experience and collect supportive evidence which allow them to later combine the Student Teaching Performance Assessment (modeled after the KTIP TPA) with additional samples of “best work,” including pre-service projects, papers, units, and documentation and reflection of additional teaching experiences, thus demonstrating their accomplishments in an outcome-based teacher education program. Such a broad-based collection of evidence in both electronic and hard-copy forms provides proof of competency for all Kentucky New Teacher Standards. An attractive and well-organized and labeled collection of these varied materials could be a real advantage in an interview situation for a full-time teaching position. Organization of the Student Teacher Performance Assessment Notebook is described in the next section. The notebook must be available for review each time the University Supervisor visits.

21

2. Cooperating teachers have the opportunity to assess the student teacher's progress on a daily basis. A review of the Student Teacher Final Evaluation Report at the beginning of the semester will emphasize the major competencies to be evaluated. At the end of the seventh week or 35 instructional days (third week or 15 instructional days for dual placements in non-consecutive elementary grades P-5 and middle grades 5-9) of student teaching, the cooperating teacher should discuss these competencies with the student teacher and inform him/her where his/her strengths and weaknesses lie. 3. Both individual and joint conferences will be held with the cooperating teacher, the university supervisor, and student teacher on an informal basis in order to monitor the candidate’s progress and to enhance learning. 4. Grades in student teaching are given on a Credit/No Credit basis. This shifts emphasis from a single letter grade to observations/evaluations and the performance assessment notebook, which provide much more information about a candidate’s specific strengths and areas for growth. No examinations will be given and there will be no mid-term grades. 5. During this formative period, student teachers should practice self-assessment with continual reflection, in the manner most appropriate to their teaching styles. While methodologies and criteria vary, some appropriate evaluative devices are: Journals Interviews Audio-video taping Student/peer observations Extra-curricular participation

Checklists Questionnaires Test scores Performances

It is suggested (though not required) that the student teacher record a video of a lesson at the beginning and again near the end of the student teaching experience for purposes of selfassessment. Such a video could also be used as a basis for discussion and critique with both the cooperating teacher and University Supervisors. A recorded lesson is a component of Cycle III of the Kentucky Student teacher Program; therefore, practicing this process now and reflecting on both the lesson and the experience will be excellent preparation for future evaluations. [NOTE: If you elect to record a video and/or take photographs that include students in the classroom, you should obtain a release statement from parents/guardians regarding the use of photographs or videos of their child(ren). Some school districts and/or schools already have such release forms on file.] Formatted: Centered

22

Organization of Student Teaching Performance Assessment Notebook The Student Teaching Performance Notebook is to be organized in three main components with subsections appropriately tabbed and labeled. What you will need: You will need to purchase a 3-ring binder and dividers. You will also need a plastic sleeve for the electronic copy of the Instructional Unit Plan. Each section should be tabbed and labeled appropriately.

Section I: Candidate Information deals with candidate information and required documentation of completed tasks. Forms and artifacts are to be placed in the notebook in the order listed for each section of the notebook. The following will be included:      

Candidate Resume Philosophy of Education Student Teaching Time Log Student Teacher Activity Checklist Professional Development (Task E) Leadership (Task F)

Section II: Candidate Assessment:       

Summary Reports I and II TC-1 Information Sheet Dispositions Form Diversity Survey Student Teacher Self Evaluation Form Tasks B (KTIP Observation Forms: Cooperating Teachers & University Supervisors)

23

Section III: Classroom Teaching Tasks: Section III is designed to demonstrate competencies in the Kentucky Teacher Standards and is based on the Teacher Performance Assessment (TPA) of the revised Kentucky Teacher Student teacher Program (KTIP). Dividers in Section Two of the notebook should be labeled to correspond with the cycles of formal observation and evaluation. Candidates in a single placement will have three (3) observation cycles. Candidates in a split placement will have four (4) observation cycles. Each cycle should include:   

Task A-1 Teaching and Learning Context Task A-2 Lesson plans for each observed lesson Task C Lesson Plan Analysis from each observed lesson



Observation I  Task A-1 (for each formal observation)  Task A-2 (for each formal observation)  Task C



Observation II  Task A-1 (for each formal observation)  Task A-2 (for each formal observation)  Task C



Observation III  Task A-1 (for each formal observation)  Task A-2 (for each formal observation)  Task C  Task D (Collaboration – Secondary Placement)



Observation IV  Task A-1 (for each formal observation)  Task A-2 (for each formal observation)  Task C  Task D (Collaboration)

Section IV: Instructional Unit Plan:  G-J Instructional Unit Plan (An electronic version of the unit plan must be submitted along with the hard copy placed in the notebook.) Section IV of the Student Teaching Performance Assessment Notebook is the Instructional Unit Plan. Tasks G-J should be included in this section of the notebook. An electronic version of Tasks G-J should also be provided.

24

Roles and Responsibilities of Student Teaching The Student Teacher Because student teaching is an opportunity to experience the role of a practicing professional, you will be expected to immerse yourself as fully as possible in the entire teaching experience; this will include accepting responsibilities which are both inside and outside the confines of the classroom. Student teachers are expected to: 1. Consider carefully the demands of being a professional. Being a student teacher has definite implications for behavior, language, grooming, and dress. Personal appearance should be neat and businesslike, befitting a professional within the school setting. (See section on Dress and Grooming of handbook) 2. Assume the role of teacher in the community concerning acceptable behavior and adopt a personal code of ethics from which professional judgments can be made. While neither the College nor the school desires to establish a standard code of conduct outside the classroom, it behooves student teachers to conduct themselves in a manner that will add credit to teachers in the profession in general and the community in particular. The Kentucky Education Professional Standards Board has established a code of ethics (see appendix section B) which Union College student teachers have signed promising to uphold its standards. This professional code may also be used as a guide in the development of a personal code. 3.Join the Union College Kentucky Education Association/National Education Association Student Program (KEA/NEA-SP) and/or other professional education organizations for professional growth. KEA/NEA-SP and other professional organizations make available professional papers and journals that are considered valuable to the student teacher beginning a career in education, and offer opportunities for professional development through conferences and workshops. Membership dues for KEA/NEA-SP per academic year are $30.00 (cash or check made out to Union College KEA/NEA-SP). Membership in the Union College chapter of the Kentucky Education Association/National Education Association Student Program (KEA/NEA-SP) provides, as just one of its benefits, one million dollars of liability insurance coverage for the academic year of membership. The coverage applies to all college-related student observation/participation experiences (including student teaching) during the time frame of the year's membership. Student teachers are required to purchase liability insurance. A second major benefit provided jointly by the state chapter and Union College’s local chapter of KEA-SP is payment for members’ attendance at the fall and/or spring KEA-SP state conferences. Information regarding these conferences will be distributed in student teacher seminars as it is made available by the state organization. 4. Follow the district and school policies as they apply to regularly employed staff. This includes dress code, arrival and departure times, parking, smoking policies, use of the teacher's lounge, the consumption of food and beverages outside the lounge or cafeteria, use of schoolowned equipment and supplies, use of electronic devices, and other policies. 25

Formatted: Centered

5.Assume leadership in implementing plans for learning activities and to teach a program which is approved by the school and the district to which student teachers are assigned. The Cooperating Teacher, in collaboration with the student teacher, will determine the appropriateness of programs or units to be taught. Developing daily lessons, creating materials, preparing bulletin boards, conferring with professionals, and grading should take place before and after school hours and during planning periods. Student teachers are required to maintain daily written lesson plans for every lesson they teach (see information relating to Lesson Plans in the Student Teaching Performance Assessment section of this handbook, and the appendix section for the Lesson Plan Format). Collaboration with the Cooperating Teacher during the development of lesson ideas is highly recommended. ALL daily lesson plans should be prepared one week in advance, and submitted to the Cooperating Teacher for discussion, suggestion, and approval at least three days prior to teaching. Each plan must include a minimum of 3 required components: objective(s), connections, and assessment. Any additional information that the student teacher and/or supervisors deem necessary for the lesson to be taught effectively must also be included. All lesson plans should always be available to cooperating teacher and university supervisors for review. Complete, detailed plans must be provided, using the Lesson Plan Form (A-1 and A2), for all formal observations made by the University Supervisor and Cooperating teachers. These plans and copies of the accompanying IPR should be placed in the portfolio. As the student teacher develops confidence and expertise, classroom responsibilities should be gradually increased until he/she is able to take over the full-time responsibilities for instruction and decision making. The student teacher should assume total responsibility for at least 20 consecutive instructional days (4 weeks) in a full semester classroom placement (14 weeks in the same classroom). Full-time responsibility should be for at least 10 consecutive instructional days (2 weeks) in each half of a split-placement (7 weeks each in two classrooms). Split placements are arranged whenever a student has two teaching clinicals or age levels that need to be considered. 6.Evaluate pupil growth which results from the efforts of the student teacher. This includes both informal and formal evaluations as well as formative and summative assessments (see the information relating to reflection and assessment in the Student Teaching Performance Assessment section of this handbook). Observation, performance events, and tests are but three ways assessment might occur. Evaluation may or may not include the determination of final grades for a reporting period in the school; the cooperating teacher is ultimately responsible for making such a final judgment. If the cooperating teacher monitors class attendance, uses various assessment strategies such as anecdotal records, checklists, performance events, and tests, maintains grade reports, or uses any other management or assessment record-keeping tools, the student teacher is expected to create similar assessments and maintain similar documentation. 7.Assume the professional propriety necessary for keeping confidential that information which is given in confidence by students, administrators, or the supervisor. This includes information derived from student performance, personnel records, or faculty meetings. 26

8. Participate in school functions, meetings, conferences and extra-curricular activities as deemed appropriate by the cooperating teacher and/or university supervisor. These might include faculty meetings, in-service meetings, PTA or PTO, Parent Teacher Association or Parent Teacher Organization meetings, site-based council meetings, meetings of local teachers' organizations, school “open houses,” and parent-teacher conferences. The student teacher's work load will be similar to that of the cooperating teacher and in line with public school policies. If teachers are assigned homeroom, ball games, hall duty, bus duty, cafeteria, bathroom or playground duty, etc., the College expects student teachers to participate with the cooperating teacher in these assignments and gain experience in these areas; however, student teachers should not be used excessively to fulfill these roles. The cooperating teachers should be present if possible. Student teachers are also encouraged to attend school board meetings. 9. Assume accountability for student behavior when conducting any educational activity, especially when the cooperating teacher is not present. Student teachers have the same legal status as cooperating teachers in pupil management, though the cooperating teacher is ultimately responsible. Student teachers must assume liability for their actions during teachinglearning activities. 10. Become aware of the local school board's policy in regard to the teacher's role in cases of suspected child abuse and to follow that policy. Under no circumstances should a student teacher initiate any action in a case of suspected child abuse without first having consulted about that course of action with the cooperating teacher or the school principal. 11. Maintain ethical conduct by refusing to speak in disparaging terms about a member of the staff, the student body, school patrons, the administration, or another student teacher. This is especially important in informal meetings in the teacher's lounge. 12. Complete a series of visits in the classrooms of teachers other than the Cooperating Teacher in order to build a repertoire of teaching ideas. The entire student teaching semester should be concentrated on acquiring as many different experiences as possible. In deciding whom to visit, the student teacher should give priority to teachers who are especially creative or unique in some way. Observation visits should not be made to other classrooms until quite late in the term or during planning periods when all responsibilities in the assigned classroom have been completed, and then only with the consent of the teacher to be observed, the cooperating teacher, and the university supervisor. Visits in schools other than the assigned school may also be made after approval by the cooperating teacher, the university supervisor, and the teachers(s) to be observed. 13. Familiarize themselves with the Characteristics of Highly Effective Teaching and Learning (CHETL) Standards. http://www.education.ky.gov/kde/instructional+resources/highly+effective+teaching+and+lear ning/hetl+common+characteristics.htm 14. Create a Student Teaching Performance Assessment similar to that which is maintained by first year student teachers in Kentucky. It should contain evidence that indicates that the student teacher is developing and refining the standards established for new teachers, noting actions, impact, and refinement which point to teaching strengths and areas for growth. Student teachers should review the detailed Student Teacher Performance Assessment section and the appropriate sections of the Student teacher Performance Record Instrument for 27

guidelines. The student teacher will submit both a hard copy of the Instructional Unit Plan and an electronic version of the plan to the University Supervisor for evaluation. 15. Attend all student teaching seminars/meetings conducted during the student teaching semester and to contribute to their success through active participation (minimum of 4-6 seminars/meetings usually arranged per semester). Additional information relating to the seminar attendance policy may be found in the section entitled General Policies for Student Teaching. 16. Participate in the continual evaluation of the Teacher Education Program and the student teaching program in particular. Student teachers may be asked to fill out program evaluation instruments and personal data forms at the end of the student teaching semester, and/or participate in a "Town Meeting" whereby such evaluative comments are conveyed verbally in a discussion format as well as in writing. 17. Submit all required paperwork in a timely manner to the appropriate person(s) or office(s), and to see that your cooperating teacher submits all required evaluations and forms to the university supervisor. This includes:  Advance review of daily lesson plans with the cooperating teacher  Detailed lesson plans to the cooperating teacher and university supervisors at the time of their formal observation evaluations  Daily/weekly maintenance of the notebook with all required information  Student Teaching Performance Assessment to the university supervisor at each visit for formative evaluation  Performance Assessment for summative evaluation  Summary Report for Student Teaching-Form I  Student Teaching Report-Form II to the university supervisor at the end of the semester  Student Teacher Final Evaluation Report submitted by the cooperating teacher(s) to the university supervisor at the end of the student teaching experience (one final evaluation per cooperating teacher). Application for certification is also the responsibility of the student teacher. The TC-1 form and transcript request form necessary for Kentucky certification application may be obtained from the Union College Educational Studies Unit or the Kentucky Educational Professional Standards Board website; these must be submitted to the Educational Studies Unit prior to graduation so that certification application can be processed. Certification IS NOT automatic upon graduation! If certification is desired in states other than Kentucky, consult with the appropriate Department of Education certification office in the state(s) desired. Most states have Student teacher sites with addresses, phone numbers, and/or information regarding certification requirements. And don’t forget ~ You MUST have applied to be considered for graduation! Graduation IS NOT automatic! Graduation application forms are obtained in and submitted to the Registrar’s Office. 18. Recommendations: Always ask permission of the persons requested to complete recommendations concerning future employment. This is an important, professional courtesy. 28

Section III: Clinical Experience (Student Teaching) Forms: The forms on the following pages are to be used in the Student Teaching Performance Assessment notebook.

29

Union College Educational Studies Unit Professional Dispositions Evaluation Continuous Assessment Points (Select one): MAP 1 (EDUC 210 & SPED 321) MAP 2 (EDUC 310, EDUC 410, SPED 406, & SPED 408) MAP 3 (EDUC 458, 478, & 498) Name of Candidate:_________________________

Evaluator:______________________

Student ID Number: ________________

Position held by the Evaluator:_______________________

Course: ______________________

Date: ____________________________

Dispositions

Does NOT Meet Expectations 1

Intellectual Pursuit (Scholarship) Commitment to intellectual pursuits and learning.

Communication Skills Commitment to developing the interpersonal behaviors that promote effective communication.

Candidate shows little interest in classroom activities or does not participate in all observations.

Candidate does not engage in communication with students or teacher.

Somewhat Meets Expectations 2

Candidate asks some questions about teaching and learning.

Candidate speaks somewhat clearly as they forge relationships with students and teachers.

30

Meets Expectations

Exceeds Expectations

3

4

Candidate demonstrates curiosity and asks questions about teaching and learning. Candidate participates with students and teacher.

Candidate asks questions about teaching and learning and takes Initiative in working with students.

Candidate speaks clearly in forging positive relationships with students and teacher.

Candidate expresses ideas clearly and listens for understanding in forging positive relationships with students and teachers.

Grammar

Professionalism Commitment to engaging in academic and professional responsibilities. Dress

Very poor grammar.

Candidate is sometimes late or doesn't show.

Dresses like they're lounging at home.

Responsibility Assumes little responsibility.

Diversity Commitment to reflecting on personal biases that may hinder academic growth for culturally and economically Candidate is not diverse individuals responsive to and groups. the needs of student diversity.

Assessment Commitment to enacting the belief that all students can learn.

Uses no assessment strategies.

Uses good grammar most of the time.

Always uses appropriate grammar.

Candidate is usually on time.

Candidate is on time.

Candidate is always prompt/prepared.

Well groomed.

Professionally dressed.

Takes on the responsibility for student learning in three or more situations.

Prepared to assist students and teacher during each visit.

Candidate is sometimes responsive to individual students.

Candidate is responsive to individual students as they meet challenges with learning.

Candidate is responsive and takes initiative in solving learning challenges for students from diverse backgrounds and special needs.

Uses some assessment strategies to measure students’ needs.

Uses assessment tools to inform teaching or assistance to students.

Uses a variety of assessment tools/data to inform their teaching.

Candidate supports the learning needs of students in a positive manner.

Candidate takes initiative in sincerely helping students learn.

Somewhat well groomed.

Takes responsibility for interacting with some students.

Assisting Candidate shows minimal effort in helping students.

Candidate shows some effort in helping students.

31

Always uses appropriate grammar and helps students with grammar.

Technology Commitment to adapting to technological advances that enhance student learning.

Candidate does not use technology.

Candidate uses some technology.

P-12 Student Achievement Commitment to ensuring all students success.

Candidate demonstrates limited desire to helping students.

Candidate sometimes helps students.

Candidate demonstrates competency with technology in assisting student learning.

Candidate takes initiative in adapting and using technology to advance the learning efforts of students.

Candidate demonstrates a strong desire to help students.

Candidate has confidence as they help students.

Total Score:

What improvements should be seen when dispositions are evaluated again?

Other comments or suggestions:

32

Clinical Placement Diversity Survey Student Information

School Information

Course:

Teacher/Educator:

Semester/Year:

Teacher/Educator Ethnicity:

Student Name: Student Number: Student Ethnicity: Certification Area (select one):

School/Program: Location: Grade/Age Level/Content Area:

Middle K-5 K-12 GradesSecondary

Total Number of Hours: Please enter the total number of students worked with in each of the experiences provided below. A. Total Number of Students

B. Total Number of Students Autistic

Supported activities of the teacher (bulletin boards, graded papers, filed, ran errands, supervising clinical trip) Observed

Developmentally Delayed Emotional/Behavioral Disorder

Tutored

Learning Disability

Taught lesson

Physically Impaired

Interviewed

Gifted

Consulted

Advanced Placement

Assessed a student

Visually Impaired

Assisted in supporting a family

Speech/Language Delayed Functional Mental Disability

33

C. Total Number of Students Collaboration

D. Total Number of Students Free-reduced Lunch

Resource Room

ESL/ELL

Inclusive classroom

Students on 504 Plan

Pullout program

Females

Tutorial

Males

Enrichment

Caucasian

Self-contained classroom

African American

Home-based

Native American

Lab/Clinic

Hispanic American

Alternative program

Asian American Other Ethnicity

34

Summary Report Form I:

UNION COLLEGE Barbourville, Kentucky

SUMMARY REPORT FOR STUDENT TEACHING – FORM I -please typeNAME_____________________________________________________________________________ HOME ADDRESS____________________________________________________________ __________________________________________________________________________________ Student Teaching Assignment School(s) - name and district __________________________________________________________________________________ Cooperating Teacher(s) Subject(s) Taught __________________________________________________________________________________ Grade(s)/Age level Taught ________________________________________to________________________________________ Inclusive Dates Summary of Student Teaching Hours Completed Teaching individuals and small groups

____________________

Teaching entire class(es)

____________________

Assisting teacher or supervisor

____________________

Observation

____________________

Planning and preparation

____________________

Reading student papers/grading

____________________

Preparing or duplicating materials

____________________

Extra-class activities (school hours)

____________________

Extra-class activities (after school hours)

____________________

TOTAL HOURS

____________________

Summary of Meetings & Activities Attended Number of faculty meetings attended Number of professional meetings attended Number of in-service meetings attended Number of PTA/PTO/PTA meetings attended Other meetings and activities

__________ __________ __________ __________ __________

State(s) in which certification is sought ______________________________________________________________________________ To the best of my knowledge, the information given above is correct. Signed ______________________________________ Date ___________________

Candidate signature

35

UNION COLLEGE

Summary Report II

STUDENT TEACHING REPORT – FORM II -please typeName ______________________________________________College_________________________________ College Address __________________________________________________________________________________________ Home Address __________________________________________________________________________________________ __________________________________________________________________________________________ Home Phone (_____) _____________________ Student Teaching Course Number __________________________ Credit Hours _________________________ Grade Levels of Certification being sought (circle one): P-5

5-9

5-12

8-12

P-12

Emphasis Area, Teaching Subjects, or Specialty Area: ___________________________________________________________________________________ or Major ______________________________________________________________________________ Minor, if applicable____________________________________________________________________ Date student teaching began __________________________ Date finished _____________________________ Number of hours spent (recalculate hours on the Summary Report for Student Teaching into the following categories: Teaching ___________________________ Observing __________________________ Participating in other Activities __________ TOTAL HOURS _____________________ (should be equal to total on Summary Report) Number of students taught __________________ School and District_____________________________________________________________________________________ Subject(s)/Grade(s)/Age Levels Taught __________________________________________________________________________________________ University Supervisor Comments: This student teacher’s performance and assessment documents have been evaluated at the following level regarding demonstration of mastery and documentation of the nine Kentucky New Teacher Standards (circle one): 1-unacceptable 2-poor 3-average 4-above average 5-excellent Based upon a series of observations, conferences, and the documentation found in the portfolio, this student teacher meets an acceptable standard. Circle one of the following: yes no Recommendation for Certification: University Supervisor _________________________________________Date_____________________

36

Student Teaching Time Log

(This form to be used to complete the Summary Reports for Student Teaching) Use daily to record how time was spent during student teaching. Separate hours/minutes into different categories, avoiding overlap. Time should be recorded in hours and fractional parts for ease in computing totals. (2 ¼ hrs, not 2hrs and 15 minutes) Do not “double count” your time. Each form has space to record time for 10 days. Duplicate this form as needed.

Summary of Student Teaching Hours

Date

Date

Date

Date

Date

Date

Date

Date

Date

Date

Date

Date

Teaching individuals and small groups Teaching entire class/es Assisting teacher or supervisor Observation Planning and Preparation Reading/grading student work Preparing or duplicating materials Time in extra-class activities during school hours (includes meetings/inservice) Time in extra-class activities after school hours (includes meetings, events, etc)

Total Hours for this Date

Activities Summary Activities-(Record number, not time)

Date

Date

Date

Date

Date

Date

Date

Date

Formatted: Left Formatted: Left

Faculty meetings attended

Formatted: Left

Professional/in-service meetings attended

Formatted: Left

PTA/PTO/Council Meetings attended

Formatted: Left

Other meetings/extra-class activities attended

Formatted: Left

Total Number of Meetings and Activities

Formatted: Left

37

Information sheet

INFORMATION for the Assessment Notebook Student Teacher ___________________________________________ C/M Box ___________________ School ______________________________________________ School Phone ____________________ Principal ______________________________ Asst. Principal __________________________________ Secretary _____________________________ Librarian ___________________________________ Counselor(s)______________________________ Custodian(s) _______________________________ Cooperating Teacher(s) ______________________________________ Home Phone _____________ __________________________________________________ Home Phone_____________ PROCEDURES (a.k.a. “Need to Know Info”) Time school begins ___________________Time classes end _________________ Teachers expected to arrive by _________ Stay until_______________________ Pupils' lunch (place, time, cost) ____________________________________________________________________________________ Your lunch (place, time, cost) ____________________________________________________________________________________ Provision for substitute teachers ___________________________________________________________________________________ Recording pupil attendance ____________________________________________________________________________________ Provision for unexcused absences ____________________________________________________________________________________ Procedure for excusing pupils from class ____________________________________________________________________________________ Grading and reporting procedures ____________________________________________________________________________________ Recommended disciplinary procedure ____________________________________________________________________________________

School policy re: lesson plans (format, review, approval process, etc.) ____________________________________________________________________________________ Number of students riding school bus __________________ Provision for "bus duty" ____________________________________________________________________________________ Provisions for extra-class activities ____________________________________________________________________________________

38

Duplicating tests and teaching materials ____________________________________________________________________________________

Location of teacher handbook for school ____________________________________________________________________________________ Location of statement of district policies ____________________________________________________________________________________ FACILITIES (Room Numbers/locations) Library ____________ Guidance office ___________ Health room ____________ Teachers' workroom _____________ Teachers' lounge _______________________

OTHER _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ ___________________________

39

Name _____________________________________

Kentucky Teacher Standards Self-Assessment Please assess your level of performance on each of the indicators by writing a number between one (1) and four (4) in the blanks to the left of each indicator. The scale to be used is: (1) limited, (2) some, (3) adequate, and (4) extensive. You may wish to examine the rubric for each indicator on the Student teacher Performance Record (IPR) to see the range of performance. You will repeat this self-assessment process in Cycle 3 as part of your final assessment of professional growth and identification of future areas for professional growth. STANDARD I: The Teacher demonstrates applied content knowledge The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas. Performance Criteria: The extent to which you: Cycle 1 Assessment

Cycle 3 Assessment

____

____

1.1 Communicates concepts, processes, and knowledge

____

____

1.2 Connects content to life experiences of students

____

____

1.3 Demonstrates instructional strategies that are appropriate for content and

____

____

1.4 Guides students to understand content from various perspectives

____

____

1.5 Identifies and addresses students’ misconceptions of content

contribute to student learning

STANDARD II: The Teacher designs and plans instruction The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Performance Criteria: The extent to which you: Cycle 1 Assessment

Cycle 3 Assessment

____

____

2.1

Develops significant objectives aligned with standards

____

____

2.2

Uses contextual data to design instruction relevant to students

____

____

2.3

Plans assessments to guide instruction and measure learning objectives

____

____

2.4

Plans instructional strategies and activities that address learning objectives for all

____

____

2.5

students Plans instructional strategies and activities that facilitate multiple levels of learning

40

STANDARD III: The Teacher creates and maintains learning climate The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Performance Criteria: The extent to which you: Cycle 1 Assessment

Cycle 3 Assessment

____

____

3.1

Communicate high expectations

____

____

3.2

Establish a positive learning environment

____

____

3.3

Value and support student diversity and address individual needs

____

____

3.4

Foster mutual respect between teacher and student and among students

____

____

3.5

Provide a safe environment for learning

STANDARD IV: The Teacher implements and manages instruction The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Performance Criteria: The extent to which you: Cycle 1 Assessment

Cycle 3 Assessment

____

____

4.1

Use a variety of instructional strategies that align with learning objectives and

____

____

4.2

Implement instruction based on diverse student needs and assessment data

____

____

4.3

Use time effectively

____

____

4.4

Use space and materials effectively

____

____

4.5

Implement and manage instruction in ways that facilitate higher order thinking

actively engage students

STANDARD V: The Teacher assesses and communicates learning results The teacher reflects on and evaluates specific teaching/learning situations and/or programs. Performance Criteria: The extent to which you: Cycle 1 Assessment

Cycle 3 Assessment

____

____

5.1

Use pre-assessments

____

____

5.2

Use formative assessments

____

____

5.3

Use summative assessments

____

____

5.4

Describe, analyze, and evaluate student performance data

____

____

5.5

Communicate learning results to students and parents

____

____

5.6

Allow opportunity for student self-assessment

41

STANDARD VI: The Teacher demonstrates the implementation of technology The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Performance Criteria: The extent to which you: Cycle 1 Assessment

Cycle 3 Assessment

____

____

6.1

Use available technology to design and plan instruction

____

____

6.2

Use available technology to implement instruction that facilitates student learning

____

____

6.3

Integrate student use of available technology into instruction

____

____

6.4

Use available technology to assess and communicate student learning

____

____

6.5

Demonstrate ethical and legal use of technology

STANDARD VII: Reflects on and evaluates teaching and learning The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky's learning goals, refines the skills and processes necessary, and implements a professional development plan. Performance Criteria: The extent to which you: Cycle 1 Assessment

Cycle 3 Assessment

____

____

7.1

Use data to reflect on and evaluate student learning

____

____

7.2

Use data to reflect on and evaluate instructional practice

____

____

7.3

Use data to reflect on and identify areas for professional growth

STANDARD VIII: Collaborates with colleagues/parents and others The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas. Performance Criteria: Cycle 1 Assessment

The extent to which you:

Cycle 3 Assessment

____

____

8.1

Identify student whose learning could be enhanced by collaboration

____

____

8.2

Design a plan to enhance student learning that includes all parties in the

____

____

8.3

____

____

8.4

collaborative effort Implement planned activities that enhance student learning and engage all parties Analyzes data to evaluate the outcomes of collaborative efforts

42

STANDARD IX: Evaluates teaching and implements professional development The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research. Performance Criteria: Cycle 1 Assessment

The extent to which you:

Cycle 3 Assessment

____

____

9.1

Self assess performance relative to Kentucky’s Teacher Standards

____

____

9.2

Identify priorities for professional development based on data from self-

____

____

9.3

Design a professional growth plan that addresses identified priorities

____

9.4

Show evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning

assessment, student performance and feedback from colleagues

____

STANDARD X: Provides Leadership within school/community/profession The teacher provides professional leadership within the school, community, and education profession to improve studen t learning and well-being. Performance Criteria: The extent to which you: Cycle 1 Assessment

Cycle 3 Assessment

____

____

10.1 Identify leadership opportunities that enhance student learning and/or professional environment of the school.

____

____

10.2 Develop a plan for engaging in leadership activities

____

____

10.3 Implement a plan for engaging in leadership activities

____

____

10.4 Analyze data to evaluate the results of planned and executed leadership efforts

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Activity checklist

STUDENT TEACHER ACTIVITY CHECKLIST Placement 1

This checklist should be maintained in the assessment notebook. I. INTRODUCTORY ACTIVITIES DATE ACCOMPLISHED (If an activity is on-going, list the first date on which it was completed, and write "ongoing" in the margin) _____ 1.1 _____ 1.2 _____ 1.3 _____ 1.4 _____ 1.5 _____ 1.6 _____ 1.7 _____ 1.8 _____ 1.9 ____ 1.10 ____ 1.11 ____ 1.12 ____ 1.13 ____ 1.14 ____ 1.15 ____ 1.16 ____ 1.17 ____ 1.18 ____ 1.19 ____ 1.20

Be introduced to the building principal. Be introduced to the class or classes. Understand the roles of the cooperating teacher, principal, and other school personnel, e.g. counselors, secretaries, etc. Review the policies and structure of the building. Take attendance. Observe student - teacher interactions. Note teacher strategies and methods of teaching. Identify special problems and needs of a variety of students. Investigate the practices of the school system in keeping attendance, scholastic, and personnel records. Learn how to handle special permits and excuses. Become familiar with the library, A-V facilities, duplicating center. Aid student in the use of such materials and facilities. Become familiar with existing health services. Attend faculty, PTA/PTO, site-based council, and other professional meetings. Determine school policy on pupil absences and tardiness. Learn to operate equipment used to make and reproduce tests, handouts, etc. Assist in supervision during lunch, games or free time, between class periods, etc. Become acquainted with school emergency procedures. Review curriculum guides, teacher manuals, student materials, etc. Operate media equipment

II. CONSTRUCTION, CLERICAL, AND ADMINISTRATIVE ACTIVITIES (These may require specific training by the teacher or college personnel). _____ 2.1 _____ 2.2 _____ 2.3 _____ 2.4 _____ 2.5

_____ 2.6 _____ 2.7 _____ 2.8 _____ 2.9 ____ 2.10

Make and record assessment results (comments, grades) on homework, class work, or tests. Prepare bulletin boards, classroom displays, hands-on teaching materials, etc. Prepare transparencies, cassette/video tapes, stencils, and charts, to meet individual student needs. Identify appropriate instructional materials in your subject area. Begin a collection of such materials. Keep a journal of personal reactions to the student teaching experience that may be used in the formulation of your Overview statement and reflections in the portfolio (may be maintained daily or weekly. Keep a notebook or file of teaching ideas. Become familiar with school disciplinary measures and procedures. Evaluate individual and group work, oral discussions, and daily assignments. Participate in completing the grade cards or progress reports at the end of a reporting period, and in parent-teacher conferences, if appropriate. Engage in teacher/student conferences to analyze teaching performance

44

ASSISTANCE WITH CLASSROOM INSTRUCTION _____ 3.1 _____ 3.2 _____ 3.3 _____ 3.4 _____ 3.5 _____ 3.6 _____ 3.7 _____ 3.8 _____ 3.9 ____ 3.10 ____ 3.11 ____ 3.12 ____ 3.13

Work with individual students on projects, homework, make-up work, independent study, etc. Develop and implement lessons and units in collaboration with the Cooperating teacher. Maintain written lesson plans for all lessons that you teach. Give directions for classroom assignments. Work during study periods with students desiring extra help. Monitor small groups during discussions, games, etc. Assist with programmed instruction materials. Accompany a teacher and a class on a clinical trip. Conduct classroom demonstrations. Administer assessments, including quizzes and tests, at the teacher's request. Construct simulation activities that go beyond teaching cognitive skills. Assist students in developing good study habits. Individualize instruction for one or more students per class with special educational needs.

AFTER SCHOOL ACTIVITIES (Some participation is required, though all activities listed below will not be applicable to every student teacher.) _____ 4.1 _____ 4.2 _____ 4.3 _____ 4.4 _____ 4.5

Help supervise bus loading and unloading. Help sponsor clubs. Assist with Extended School Services or before/after-school tutoring. Participate in Family Resource Center activities and events. Attend some school-sponsored academic, dramatic, musical, artistic, athletic, or social events held after school, in the evenings, and/or on weekends. _____ 4.6 Assist in directing school plays, skits, concerts, etc. _____ 4.7 Help with the intramural program(s). _____ 4.8 Help coach student sports. ________________________________________________________________

DEVELOP A PERSONAL FILE OF TEACHING IDEAS _____ 5.1 _____ 5.2 _____ 5.3 _____ 5.4 _____ 5.5 _____ 5.6

Instructional strategies Discipline strategies Games/simulations Displays and Bulletin Boards Resource Materials ________________________________________________________________

NOTE: Make every effort to participate in as many of these activities as possible so as to have a well-rounded and complete student teaching experience; it is recognized, however, that all activities may not be completed by every student teacher due to individual circumstances and assignments.

45

Activity checklist

STUDENT TEACHER ACTIVITY CHECKLIST Placement 2

This checklist should be maintained in the assessment notebook. I. INTRODUCTORY ACTIVITIES DATE ACCOMPLISHED (If an activity is on-going, list the first date on which it was completed, and write "ongoing" in the margin) _____ 1.1 _____ 1.2 _____ 1.3 _____ 1.4 _____ 1.5 _____ 1.6 _____ 1.7 _____ 1.8 _____ 1.9 ____ 1.10 ____ 1.11 ____ 1.12 ____ 1.13 ____ 1.14 ____ 1.15 ____ 1.16 ____ 1.17 ____ 1.18 ____ 1.19 ____ 1.20

Be introduced to the building principal. Be introduced to the class or classes. Understand the roles of the cooperating teacher, principal, and other school personnel, e.g. counselors, secretaries, etc. Review the policies and structure of the building. Take attendance. Observe student - teacher interactions. Note teacher strategies and methods of teaching. Identify special problems and needs of a variety of students. Investigate the practices of the school system in keeping attendance, scholastic, and personnel records. Learn how to handle special permits and excuses. Become familiar with the library, A-V facilities, duplicating center. Aid student in the use of such materials and facilities. Become familiar with existing health services. Attend faculty, PTA/PTO, site-based council, and other professional meetings. Determine school policy on pupil absences and tardiness. Learn to operate equipment used to make and reproduce tests, handouts, etc. Assist in supervision during lunch, games or free time, between class periods, etc. Become acquainted with school emergency procedures. Review curriculum guides, teacher manuals, student materials, etc. Operate media equipment

II. CONSTRUCTION, CLERICAL, AND ADMINISTRATIVE ACTIVITIES (These may require specific training by the teacher or college personnel). _____ 2.1 _____ 2.2 _____ 2.3 _____ 2.4 _____ 2.5

_____ 2.6 _____ 2.7 _____ 2.8 _____ 2.9 ____ 2.10

Make and record assessment results (comments, grades) on homework, class work, or tests. Prepare bulletin boards, classroom displays, hands-on teaching materials, etc. Prepare transparencies, cassette/video tapes, stencils, and charts, to meet individual student needs. Identify appropriate instructional materials in your subject area. Begin a collection of such materials. Keep a journal of personal reactions to the student teaching experience that may be used in the formulation of your Overview statement and reflections in the portfolio (may be maintained daily or weekly. Keep a notebook or file of teaching ideas. Become familiar with school disciplinary measures and procedures. Evaluate individual and group work, oral discussions, and daily assignments. Participate in completing the grade cards or progress reports at the end of a reporting period, and in parent-teacher conferences, if appropriate. Engage in teacher/student conferences to analyze teaching performance

46

ASSISTANCE WITH CLASSROOM INSTRUCTION _____ 3.1 _____ 3.2 _____ 3.3 _____ 3.4 _____ 3.5 _____ 3.6 _____ 3.7 _____ 3.8 _____ 3.9 ____ 3.10 ____ 3.11 ____ 3.12 ____ 3.13

Work with individual students on projects, homework, make-up work, independent study, etc. Develop and implement lessons and units in collaboration with the Cooperating teacher. Maintain written lesson plans for all lessons that you teach. Give directions for classroom assignments. Work during study periods with students desiring extra help. Monitor small groups during discussions, games, etc. Assist with programmed instruction materials. Accompany a teacher and a class on a clinical trip. Conduct classroom demonstrations. Administer assessments, including quizzes and tests, at the teacher's request. Construct simulation activities that go beyond teaching cognitive skills. Assist students in developing good study habits. Individualize instruction for one or more students per class with special educational needs.

AFTER SCHOOL ACTIVITIES (Some participation is required, though all activities listed below will not be applicable to every student teacher.) _____ 4.1 _____ 4.2 _____ 4.3 _____ 4.4 _____ 4.5

Help supervise bus loading and unloading. Help sponsor clubs. Assist with Extended School Services or before/after-school tutoring. Participate in Family Resource Center activities and events. Attend some school-sponsored academic, dramatic, musical, artistic, athletic, or social events held after school, in the evenings, and/or on weekends. _____ 4.6 Assist in directing school plays, skits, concerts, etc. _____ 4.7 Help with the intramural program(s). _____ 4.8 Help coach student sports. ________________________________________________________________

DEVELOP A PERSONAL FILE OF TEACHING IDEAS _____ 5.1 _____ 5.2 _____ 5.3 _____ 5.4 _____ 5.5 _____ 5.6

Instructional strategies Discipline strategies Games/simulations Displays and Bulletin Boards Resource Materials ________________________________________________________________

NOTE: Make every effort to participate in as many of these activities as possible so as to have a well-rounded and complete student teaching experience; it is recognized, however, that all activities may not be completed by every student teacher due to individual circumstances and assignments.

47

Student Teacher Information Sheet

Complete the template for this page and include it as the first page of your Teacher Performance Assessment.

Name:

Social Security Number: XXX-XX-

Date of Birth: Current Teaching Assignment: Grade(s)

Subject(s)

School District: School Name: School Address: School Telephone: Home Address: School E-mail Address:

I verify that this Teacher Performance Assessment contains my authentic work, the authentic work of my students, and authentic feedback from colleagues, parents, and administrators. I also verify that I have thoroughly read the TPA Handbook. Print, sign, and date.

Signature

Date

48

Component I: Classroom Teaching Task A-1: Teaching and Learning Context Complete once prior to Cycle 1 observations to describe your teaching and learning context. If the teaching environment changes significantly, e.g., new school, change in classroom placement configuration, change in grade or courses taught, you will need to complete this form again.

Intern Name: Date: Content Areas:

Grade Level(s):

Daily average number of students taught

School Instructional Goals Analyze major school instructional goals, and briefly describe your anticipated contribution. Work with your resource teacher, colleagues, principal, or other school personnel to help identify these goals.

(Multiple sources of data should include faculty meeting notes, Comprehensive School Improvement Plan, School-Based Decision Making Council minutes, continuous assessment data, content literacy plans, and other sources of data e.g., Program Review pr ocess being developed.) Resources/Assistance Develop (conduct) an inventory of available resources and assistance. (Possible examples: technology, parent involvement, sup plies, and human resources available to you.)

Describe how you will utilize resources to implement school and instructional goals.

Critical Student Characteristics or Attributes a. Using appropriate student achievement and demographic data, identify and describe the characteristics of your students that will require differentiated instruction to meet their diverse needs. (In developing your response, you may need to examine characteristics such as differences in culture, language, and learning styles as well as differences in developmental levels and achievement levels.)

b.

Based on the diversities you’ve described in a above develop a profile for three specific students in your class(es) that you teach during your school day. See KTIP Completed Tasks Examples for a sample.

One student struggling to meet lesson objectives or targets:

One student meeting lesson objectives or targets:

One student exceeding lesson objectives or targets:

49

Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching Task A-2: Lesson Plan Intern Name: # of Students:

Date:

Cycle:

Age/Grade Level:

Content Area:

Unit Title: Lesson Title: Lesson Alignment to Unit Respond to the following items: a) Identify essential questions and/or unit objective(s) addressed by this lesson.

b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. c) Describe students’ prior knowledge or focus of the previous learning.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.

e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.

f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge):

Lesson Objectives/ Learning Targets

Objective/target:

Assessment

Instructional Strategy/Activity

Assessment description:

50

Strategy/Activity:

Assessment Accommodations:

Activity Adaptations:

Media/technologies/resources: Assessment description:

Strategy/Activity:

Objective/target: Activity Adaptations: Assessment Accommodations: Media/technologies/resources:

Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.)

See Appendix C on page 55 for an example of a technology template available for technology planning.

51

Component I: Classroom Teaching Task C: Lesson Analysis and Reflection Intern Name: Date: Cycle: To ensure that your lesson analysis and reflection inform instruction, this task must be completed no later than two days after each observed lesson. 1. Explain how you determined the levels of student performance on your objective(s)/learning targets. Refer to rubrics or criteria used in this determination. (What was effective? What was not effective? What would you keep? What would you change?)

2. For each lesson objective/learning target, sort the student performance into three categories a) Below criteria

# of students

b) Meeting criteria

#

of students

c) Exceeding criteria

#

of students

3. For each category, describe the students’ strengths and learning needs. a) Below criteria

b) Meeting criteria

c) Exceeding criteria

4. Reflect on the following: a) How effective was your instruction based on analysis of student performance indentified in number 2 above?

b) What new professional learning and resources could help you increase your instructional effectiveness?

c) Describe patterns in student performance. How will these patterns be used in planning and instruction

5. For each category of students, how will you differentiate instruction? a) Below criteria

52

b) Meeting criteria

c) Exceeding criteria

6. Describe how you communicate continuous progress with students and parents/caregivers (other than school grade reporting).

53

Component II: Professional Responsibilities Task D: Collaborate to Address Special Learning Needs Intern Name:

Date: Cycle: Collaboration Work Plan This work plan must be approved by your committee before implementation.

Orientation Meeting Identify a student whose learning would be enhanced by collaborative efforts and provide a rationale for why this student was selected. (Use only the student’s first name.)

Describe your plan for contacting and developing the collaboration plan with the parents/caregivers.

Lesson Objective(s)/Learning Targets – What you plan to accomplish in terms of student learning?

Assessment Plan – How will you measure the impact of the collaborative effort on student learning?

Activities

Time Line

Persons Involved and Their Roles

Resources Needed

Cycle 1 Committee Meetings Describe the progress made in your collaborative efforts providing appropriate documentation. Cycle 2 Committee Meetings Describe the progress made in your collaborative efforts providing appropriate documentation. Cycle 3 Committee Meeting Using the assessment data collected, describe the impact of the collaboration plan on this student’s learning and describe possible next steps.

54

Task E Assesses and Manages Professional Growth Intern Name:

Date:

Cycle:

Kentucky Teacher Standards Self-Assessment To initiate the development of your Professional Growth Plan, prior to the Orientation Meeting, assess your level of performance on each of the indicators by entering a number between one (1) and four (4) in the blanks to the left of each indicator. The scale to be used is: (1) limited, (2) some, (3) adequate and (4) extensive. You may wish to examine the rubric for each indicator on the Intern Performance Record (IPR) to see the range of performance. You will repeat this self-assessment process in Cycle 3 as part of your final assessment of professional growth and identification of future areas for professional growth. STANDARD 1: The Teacher Demonstrates Applied Content Knowledge The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas. Performance Criteria: The extent to which you: Orientation Self-Assessment ____

Cycle 3 Self-Assessment ____ 1.1 Communicate concepts, processes, and knowledge.

____

____

1.2 Connect content to life experiences of students.

____

____

1.3 Demonstrate instructional strategies that are appropriate for content and contribute to student learning.

____

____

1.4

Guide students to understand content from various perspectives.

____

____

1.5

Identify and address students’ misconceptions of content.

STANDARD 2: The Teacher Designs and Plans Instruction The teacher designs and plans instruction that develops students’ abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think, and solve problems and integrate knowledge. Performance Criteria: The extent to which the planning demonstrates that you: Orientation Self-Assessment ____

Cycle 3 Self-Assessment ____ 2.1 Develop significant objectives aligned with standards.

____

____

2.2 Use contextual data to design instruction relevant to students.

____

____

2.3 Plan assessments to guide instruction and measure learning objectives.

____

____

2.4 Plan instructional strategies and activities that address learning objectives for all students.

____

____

2.5 Plan instructional strategies and activities that facilitate multiple levels of learning

55

STANDARD 3: The Teacher Creates and Maintains Learning Climate The teacher creates a learning climate that supports the development of students’ abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Performance Criteria: The extent to which you: Orientation Self-Assessment

Cycle 3 Self-Assessment

____

____

3.1

Communicate high expectations.

____

____

3.2

Establish a positive learning environment.

____

____

3.3 Value and support student diversity and addresses individual needs.

____

____

3.4

____

____

3.5 Provide a safe environment for learning.

Foster mutual respect between teacher and students and among students.

STANDARD 4: The Teacher Implements and Manages Instruction The teacher introduces implements and manages instruction that develops students’ abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Performance Criteria: The extent to which you: Orientation Self-Assessment

Cycle 3 Self-Assessment

____

____

4.1 Use a variety of instructional strategies that align with learning objectives and actively engage students.

____

____

4.2

____

____

4.3 Use time effectively.

____

____

4.4 Use space and materials effectively.

____

____

4.5

Implement instruction based on diverse student needs and assessment data.

Implement and manage instruction in ways that facilitate higher order thinking.

56

STANDARD 5: The Teacher Assesses and Communicates Learning Results The teacher assesses learning and communicates results to students and others with respect to students’ abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Performance Criteria: The extent to which you: Orientation Self-Assessment

Cycle 3 Self-Assessment

____

____

5.1 Use pre-assessments.

____

____

5.2 Use formative assessments.

____

____

5.3 Use summative assessments.

____

____

5.4 Describe, analyze and evaluate student performance data.

____

____

5.5 Communicate learning results to students and parents.

____

____

5.6 Allow opportunity for student self-assessment.

STANDARD 6: The Teacher Demonstrates the Implementation of Technology The teacher uses technology to support instruction, access and manipulate data, enhance professional growth and productivity, communicate and collaborate with colleagues, parents, and the community, and conduct research. Performance Criteria: The extent to which you: Orientation Self-Assessment

Cycle 3 Self-Assessment

____ ____

____ ____

____ ____ ____

____ ____ ____

6.1 Use available technology to design and plan instruction. 6.2 Use available technology to implement instruction that facilitates student learning. 6.3 Integrate student use of available technology into instruction. 6.4 Use available technology to assess and communicate student learning. 6.5 Demonstrate ethical and legal use of technology.

57

STANDARD 7: The Teacher Reflects On and Evaluates Teaching and Learning The teacher reflects on and evaluates specific teaching and learning situations and/or programs. Performance Criteria: The extent to which you: Orientation Self-Assessment ____ ____ ____

Cycle 3 Self-Assessment ____ ____ ____

7.1 Use data to reflect on and evaluate student learning. 7.2 Use data to reflect on and evaluate instructional practice. 7.3 Use data to reflect on and identify areas for professional growth.

STANDARD 8: The Teacher Collaborates with Colleagues/Parents/Others The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop students’ abilities to use communication skills, apply core concepts, become selfsufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Performance Criteria: The extent to which you: Orientation Self-Assessment

Cycle 3 Self-Assessment

____ ____

____ ____

____

____

____

____

8.1 Identify students whose learning could be enhanced by collaboration. 8.2 Design a plan to enhance student learning that includes all parties in the collaborative effort. 8.3 Implement planned activities that enhance student learning and engage all parties. 8.4 Analyze data to evaluate the outcomes of collaborative efforts.

STANDARD 9: The Teacher Evaluates Teaching and Implements Professional Development The teacher evaluates his or her overall performance with respect to modeling and teaching Kentucky's learning goals, refines the necessary skills and processes and implements a professional development plan. Performance Criteria: The extent to which you: Orientation Self-Assessment

Cycle 3 Self-Assessment

____ ____

____ ____

____ ____

____ ____

9.1 9.2

Self-assess performance relative to Kentucky's Teacher Standards. Identify priorities for professional development based on data from selfassessment, student performance and feedback from colleagues. 9.3 Design a professional growth plan that addresses identified priorities. 9.4 Show evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning.

58

STANDARD 10: The Teacher Provides Leadership Within School, Community and Profession The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being. Performance Criteria: The extent to which you: Orientation Self-Assessment

Cycle 3 Self-Assessment

____

____

____ ____ ____

____ ____ ____

10.1

Identify leadership opportunities that enhance student learning and/or professional environment. 10.2 Develop a plan for engaging in leadership activities. 10.3 Implement a plan for engaging in leadership activities. 10.4 Analyze data to evaluate the results of planned and executed leadership efforts.

Analysis of Self-Assessment Data 1. Review your self-assessment for each Kentucky Teacher Standard, especially noting all the indicators you rated as (1) limited or (2) some. 2. Carefully read each of the ten tasks presented in the TPA Handbook to get a clear understanding of the performance expectation for each task and the standard(s) addressed by each task. 3. Use the insights gained from reviewing your self-assessment data and carefully reading the TPA tasks to begin to:  Identify your strengths in terms of tasks and related standards.  Identity areas for growth (tasks and related standards for which you might need support or assistance to be successful) and types of professional development you will need.

59

Task E Assesses and Manages Professional Growth Intern Name:

Date:

Cycle:

Prior to Cycle 1 Committee Meeting

1. Identifying strengths and Areas for Growth Using the analysis of your self-assessment, student performance data, and feedback from your resource teacher, work with your resource teacher to identify your strengths and areas for professional growth related to the Kentucky Teacher Standards. 

Strengths



Areas for Growth

2. Identifying Priority Areas for Growth

From the identified areas for growth, identify two or three priority areas – areas for growth that if addressed would most improve your ability to facilitate student learning and meet the Kentucky Teacher Standards. 

Priority Area 1



Priority Area 2



Priority Area 3

Considering the context of your school, data about your students and the analysis of your self-assessment data, what types of professional development do you think you need?

Cycle 1 Committee Meeting Your committee will meet with you to reconcile the strengths and priority areas the members identified in Cycle 1 with those you have identified. At that time, you will determine appropriate professional growth activities for Cycle 2. Using the Professional Growth Work Plan template, develop a work plan for each identified Priority Area for Growth. Your work plans must be sent to your committee for review and approval.

60

Task E Professional Growth Plan Intern Name:

Date:

Cycle:

Professional Growth Work Plan (Each work plan must be approved by your committee before implementation.) Priority Area for Growth:

Standard(s) #

Professional Growth Objective: Activities

Timeline

Assistance/Resources Needed

How will progress in addressing this area for growth be assessed?

Professional Growth Work Plan (Each work plan must be approved by your committee before implementation.) Priority Area for Growth:

Standard(s) #:

Professional Growth Objective:

Activities

Timeline

Assistance/Resources Needed

How will progress in addressing this area for growth be assessed?

61

Professional Growth Work Plan (Each work plan must be approved by your committee before implementation.) Priority Area for Growth:

Standard(s) #

Cycle 2

Progress Update Provide evidence in your progress update that your PGP activities are having a positive impact on student learning. If it is too early for your growth activities to yield evidence or student learning/achievement, provide evidence of how the activities have had an impact on your instruction. Cycle 3

Final Self-Assessment 

Discuss the progress made in addressing each Priority Area for Growth identified in your work plans. Did you achieve your professional growth objectives?



Using the Kentucky Teacher Standard Self-Assessment, conduct a Cycle 3 assessment of your performance level on each standard. Compare this final assessment with your Orientation self-assessment and identify specific areas of growth.



Discuss how the professional development activities completed during the year have improved your instructional effectiveness and student learning.

62

Component II: Professional Responsibilities Task F: Demonstrate Professional Leadership Intern Name:

Date:

Cycle:

Orientation meeting Discuss leadership ideas for possible leadership project. With the guidance of your committee, select a project. Identification of Project After the orientation meeting, provide a brief description of the project and rationale for selecting this project.

Leadership Project Work Plan (This work plan must be approved by your committee before implementation.) Objective(s)/Learning Targets Identify your measureable objectives for this project. (What do you plan to accomplish with this project?) Assessment How will you determine the impact of your project on student learning and/or school environment?

Activities

Timeline

Persons Involved and Their Roles

How and with whom will the results of your project be shared?

Cycle 1 Progress Reports Briefly document the progress made on your project.

63

Resources Needed

Cycle 2 Progress Reports Briefly document the progress made on your project.

Cycle 3 Report Reflect on what your project accomplished regarding student learning and/or professional environment of the school. What did you learn from your leadership experience – what worked, what did not work, and why?

64

Component III: Instructional Unit Task G: Designing the Instructional Unit Intern Name:

Date:

Cycle: 3

# of Students:

Age/Grade Level:

Unit Title: Respond to the following items:

Unit Duration:

Content :

1) Identify unit objectives. Show the connection of the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. Utilize district curriculum maps, PLC data, content literacy plans, 21st Century Skills, etc., to help formulate the unit objectives.

2) Indicate the knowledge, reasoning, performance skills, and/or products that underpin the standard(s) addressed by the unit objectives.

3) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs.

65

Component III: Instructional Unit Task H: The Assessment Plan Intern Name: 1. Pre-Assessment Plan Unit Objectives

Date:

Cycle:

Type of Assessment

Items/performances measuring attainment of unit objective



2. Pre-instruction Assessment Analysis (attach tables, charts, or graphs to support your analysis) Describe the patterns of student performance you found relative to each learning outcome. (Attach tables, graphs or charts of student performance that allowed you to identify the patterns of student performance noted.)



Describe how you used the analysis of your pre-assessment data in your design of instruction.



How did your awareness of achievement gap groups within your students influence your planning and instruction?

3. Summative Assessment Plan Unit Objectives

Type of Assessment

4. Accommodations / Adaptations for Pre- and Summative Assessments

5. Technology Integration for Pre- and Summative Assessments

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Items/performances measuring attainment of unit objective

Component III: Instructional Unit Task I: Designing Instructional Strategies and Activities Lesson #

Unit Objective #

Formative

Lesson Objectives/ Learning Target

Assessment(s)

Instructional Strategies/Activities

Assessment description:

Strategies/Activities:

Differentiated Assessment

Differentiated Strategies/Activities:

Plan:

Media/technologies/resources: Assessment description:

Strategies/Activities:

Differentiated Strategies/Activities: Differentiated Assessment Plan:

Media/technologies/resources:

Assessment description:

Strategies/Activities:

Differentiated Strategies/Activities: Differentiated Assessment Plan:

Media/technologies/resources:

Assessment description:

Strategies/Activities:

Differentiated Strategies/Activities: Differentiated Assessment Plan:

Media/technologies/resources:

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Assessment description:

Strategies/Activities:

Differentiated Strategies/Activities: Differentiated Assessment Plan:

Media/technologies/resources: Assessment description:

Strategies/Activities:

Differentiated Strategies/Activities: Differentiated Assessment Plan:

Media/technologies/resources: Assessment description:

Strategies/Activities:

Differentiated Strategies/Activities: Differentiated Assessment Plan:

Media/technologies/resources: Assessment description:

Differentiated Assessment Plan:

Assessment description:

Strategies/Activities:

Differentiated Strategies/Activities: Differentiated Assessment Plan:

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Media/technologies/resources:

Assessment description:

Strategies/Activities:

Differentiated Strategies/Activities: Differentiated Assessment Plan:

Media/technologies/resources:

Use of Technology for Instruction Describe how you will use technology to enhance instruction and how students will use technology to enhance/facilitate their learning.

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Component III (continued): Instructional Unit Task J-1: Organizing and Analyzing the Results Directions for Completing Task J-1

After you have taught the instructional unit and administered the summative assessment, your next task is to organize and analyze the assessment results. You will complete the following tables for J-1. 1. Organizing and Analyzing the Results (Whole Class) 2. Organizing and Analyzing the Results (Diverse Learners)

1.

Organizing and Analyzing the Results (Whole Class)

Whole Class: Using the Task J-1 template, Organizing and Analyzing the Results (Whole Class), record each student’s first name (only), the pre- and summative assessment results based on unit objectives, and an analysis for individual instruction related to the unit objective(s). Provide implications for whole class instruction. 2.

Organizing and Analyzing the Results (Diverse Learners):

Diverse Learners: Using the Task J-1 template, Organizing and Analyzing the Results (Diverse Learners), identify a gap group in your classroom using first names only. Record the pre- and post-assessment results, and an analysis of each student’s progress related to the targeted objective(s). Provide implications for instruction based on the gap group’s findings.

Complete as many tables as needed to identify each student in your class(es).

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Component III (continued): Instructional Unit Task J-1: Organizing and Analyzing the Results Name:

Date: Task J-1 Organizing and Analyzing the Results (Whole Class)

Students

Pre-assessment

Unit Objectives Mark each objective met with a X for pre-assessment. 1 2 3 4 5 6 7 8

Summative

Implications for Whole Class Instruction:

71

Unit Objectives Mark each objective met with a X for summative assessment. 1 2 3 4 5 6 7 8

Analysis for Individual Instruction:

Name:

Date:

Gap Group/Diverse Learners:

Task J-1 Organizing and Analyzing the Results (Diverse Learners)

Students

Pre-assessment

Unit Objectives

Summative

Mark each objective met with a X for pre-assessment 1 2 3 4 5 6 7 8

Unit Objectives Mark each objective met with a X for post- assessment 1 2 3 4 5 6 7 8

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Implications for Instruction of Diverse Learners:

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Analysis for Individual Instruction:

Directions for J-1: Reflecting on the Impact of Instruction Reflecting on the Impact of Instruction

Based on your organization and analysis of the assessment data complete the following template, Task J-1, Reflecting on the Impact of Instruction. Typically, a majority of students (more than 50 percent) will meet the objectives that are established. However, it is unlikely that all students will meet all of the objectives all of the time. When students do not meet the objectives, you must reflect on the objectives themselves, the planned assessment(s), and the instruction that took place.

Component III: Instructional Unit Task J-1: Reflecting on the Impact of Instruction Intern Name:

Date:

1.

Select the unit objective on which your students were most successful, based on your analysis of student learning. Based on samples of student work, provide two or more possible reasons for this success.

2.

Select the unit objective on which your students were least successful, based on your analysis of student learning. Based on samples of student work, provide two or more possible reasons for this lack of success.

3.

Describe the performance of the identified diverse or gap group(s) in your class compared to the performance of the class as a whole. What factors contributed to their success/failure?

4.

Since the conclusion of the instructional unit, what have you done to ensure that all your students are making continuous progress? What are your plans to address issues identified in the unit?

5.

Based on your reflection about your students’ performances, describe at least two areas for professional growth that you believe have the potential to increase your instructional effectiveness and thereby improve your students’ learning.

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Directions for Completing Task J-2 Using the Task J-2 template, document the information provided and the methods used to communicate with students, parents/caregivers,

and

colleagues

regarding

classroom

expectations,

student

progress,

and

how

students,

parents/caregivers, and colleagues can become more involved in learning.

Component III (continued): Instructional Unit Task J-2: Communication and Follow-Up Intern Name:

Date:

1. Describe how you used formative assessment data to monitor student progress and guide instruction

throughout the unit. Give specific examples.

2.

What opportunities for self-reflection did you offer the students?

3. As indicated in the table below, describe the information provided to the students, parents/caregivers,

and colleagues.

Include how you communicated that information.

Information Provided and Methods Used Group

Prior to Instruction

During Instruction

After Instruction

Students Parnts/Caregivers Colleagues

4. Reflect on the information you communicated with students, parents/caregivers, and colleagues and the methods you used. To what extent did the methods used involve one-way communication that required no response or two-way communication that required or elicited responses and/or involvement?

5. How could you modify the information and communication methods you provided above to increase each group’s involvement in the students’ learning process?

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Technology Log (Optional Documentation) Project

Date

Reflection

75

KENTUCKY TEACHER INTERN PERFORMANCE RECORD Student Teacher ____________________________________________________________________________________ SSN ____________________________________ School _____________________________________ # ______ District ___________________________ # _________ Observer Name ___________________________________________________________________________________

Cycle 1 Meeting - (held between 1 and 18 instructional days following the orientation meeting; preceded by classroom observations by all committee members) Date of Observation ______________________________ Subject Area Observed ___________________________ Ages/Grades of Students __________

Number of Students in Class __________

Type of Classroom _______________________________

Number of Students having IEP ________

Number of Students having GSSP ______

Number of Students having LEP _______

The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with the student teacher. Observer's Signature ___________________________________________________________________________ Student Teacher's Signature ______________________________________________________________________________ Cycle 2 Meeting - (held between 19 and 35 instructional days following the orientation meeting; preceded by classroom observations by all committee members) Date of Observation ______________________________ Subject Area Observed ___________________________ Ages/Grades of Students __________

Number of Students in Class __________

Type of Classroom _______________________________

Number of Students having IEP ________

Number of Students having GSSP ______

Number of Students having LEP _______

The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with the student teacher. Observer's Signature____________________________________________________________________________ Student Teacher's Signature ______________________________________________________________________________ Cycle 3 Meeting - (held between 36 and 53 instructional days following the orientation meeting; preceded by classroom or video observation by all committee members) Date of Observation ______________________________ Subject Area Observed ___________________________ Ages/Grades of Students __________

Number of Students in Class __________

Type of Classroom _______________________________

Number of Students having IEP ________

Number of Students having GSSP ______

Number of Students having LEP _______

The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with the student teacher. Observer's Signature ___________________________________________________________________________ Student Teacher's Signature____________________________________________________________________________

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Cycle 4 Meeting - (held between 54 and 70 instructional days following the orientation meeting; preceded by classroom or video observation by all committee members) Date of Observation ______________________________ Subject Area Observed ___________________________ Ages/Grades of Students __________

Number of Students in Class __________

Type of Classroom _______________________________

Number of Students having IEP ________

Number of Students having GSSP ______

Number of Students having LEP _______

The signatures below verify that the analytic scores and feedback and holistic score for each Standard have been discussed with the student teacher. Observer's Signature ___________________________________________________________________________ Student Teacher's Signature______________________________________________________________________________

77

STANDARD I: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

Cycle 1 Source(s) of Evidence

Task A: Lesson Plan Task B: Classroom Observation

Cycle 2 Source(s) of Evidence

Task A: Lesson Plan Task B: Classroom Observation

Cycle 3 Source(s) of Evidence

Task A: Lesson Plan Task B: Observed Lesson(s) From Unit Task I: Designing Instructional Strategies and Activities Task G: Designing the Instructional Unit Task H: The Assessment Plan

Cycle 4 Source(s) of Evidence

Task A: Lesson Plan Task B: Observed Lesson(s) From Unit Task I: Designing Instructional Strategies and Activities Task G: Designing the Instructional Unit Task H: The Assessment Plan

HOLISTIC SCORING OF STANDARD I Satisfactory Performance on Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

3+ 3+ 3+ 3+

3 3 3 3

3333-

Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

2+ 2+ 2+ 2+

2 2 2 2

2222-

Not Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

1+ 1+ 1+ 1+

1 1 1 1

ANALYTIC SCORING OF STANDARD I INDICATORS Rating → Indicator ↓

Indicator Demonstrated D

Indicator Partially Demonstrated PD

Indicator Not Demonstrated ND

Indicator Rating Cycle 1 D PD ND NA

1.1 Communicates concepts, processes and knowledge

Accurately and effectively communicates concepts, processes and/or knowledge and uses vocabulary that is clear, correct and appropriate for students

Accurately communicates concepts, processes and knowledge but omits some important ideas, uses vocabulary inappropriate for students

Inaccurately and ineffectively communicates concepts, processes and knowledge

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

1.2 Connects content to life experiences of students

Effectively connects content, procedures, and activities with relevant life experiences of students

Connects some content, procedures, and activities with relevant life experiences of students

Fails to connect content, procedures, and activities with relevant life experiences of students

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning

Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and make a clear contribution to student learning

Uses instructional strategies that are somewhat appropriate for the content and processes of the lesson and make some contribution to student learning

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Fails to use instructional strategies that are appropriate for the content and processes of the lesson or make no contribution to student learning

Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

Formatted: Font: Bold

1.4 Guides students to understand content from various perspectives

Provides opportunities and guidance for students to consider lesson content from different perspectives to extend their understanding

Sometimes provides opportunities and guidance for students to consider lesson content from different perspectives to extend their understanding

Fails to provide opportunities and guidance for students to consider lesson content from different perspective to extend their understanding

1.5 Identifies and addresses students’ misconceptions of content

Identifies misconceptions related to content and addresses them during both planning and instruction

Identifies misconceptions related to content and addresses them during either planning or instruction

Fails to identify and address misconceptions related to content during planning and instruction

79

Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARD I Cycle 1

Cycle 2

Cycle 3

Cycle 4



If more space is needed for feedback, attach additional pages. Be sure that the student teacher's name and the date are on any additional pages.

80

STANDARD II: THE TEACHER DESIGNS & PLANS INSTRUCTION

The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Cycle 1 Source(s) of Evidence Task A: Lesson Plan Pre-observation conference Contextual information

Cycle 2 Source(s) of Evidence Task A: Lesson Plan Pre-observation conference Contextual information

Cycle 3 Source(s) of Evidence

Cycle 4 Source(s) of Evidence

Task A: Lesson Plan(s) for Observed lesson(s) Task G: Designing the Instructional Unit Task H: The Assessment Plan Task I: Designing Instructional Strategies and Activities

Task A: Lesson Plan(s) for Observed lesson(s) Task G: Designing the Instructional Unit Task H: The Assessment Plan Task I: Designing Instructional Strategies and Activities

HOLISTIC SCORING OF STANDARD II Satisfactory Performance on Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

3+ 3+ 3+ 3+

3 3 3 3

3333-

Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

2+ 2+ 2+ 2+

2 2 2 2

2222-

Not Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

1+ 1+ 1+ 1+

1 1 1 1

ANALYTIC SCORING OF STANDARD II INDICATORS Rating → Indicator ↓

2.1 Develops significant objectives aligned with standards

Indicator Demonstrated D

States learning objectives that reflect key concepts of the discipline and are aligned with local or state standards

Indicator Partially Demonstrated PD

States learning objectives that reflect key concepts of the discipline but are not aligned with local or state standards or states learning objectives that do not reflect key concepts of the discipline

Indicator Not Demonstrated ND

Indicator Rating Cycle 1 D PD ND NA

Uses objectives that are not clearly stated or are trivial and are not aligned with local or state standards

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

2.2 Uses contextual data to design instruction relevant to students

Plans and designs instruction based on contextual (i.e., student, community, and/or cultural) and pre-assessment data

Plans and designs some instruction based on contextual (i.e., student, community, and/or cultural) and pre-assessment data

Fails to plan and design instruction based on contextual (i.e., student, community, and/or cultural) and pre-assessment data

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

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Cycle 1 D PD ND NA 2.3 Plans assessments to guide Instruction and measure learning objectives

Prepares assessments that measure student performance on each objective and help guide teaching

Prepares some assessments that measure student performance on each objective and help guide teaching

Prepares few assessments that measure student performance on each objective and help guide teaching.

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

2.4 Plans instructional strategies and activities that address learning objectives for all students

Aligns instructional strategies and activities with learning objectives for all students

Aligns some instructional strategies and activities with learning objectives for all students

Aligns few instructional strategies and activities with learning objectives for all students

Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

2.5 Plans instructional strategies and activities that facilitate multiple levels of learning

Plans instructional strategies that include several levels of learning that require higher order thinking

Plans instructional strategies that include at least two levels of learning with at least one requiring higher order thinking

Plans instructional strategies that do not include levels of learning or do not require higher order thinking

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

82

FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARD II Cycle 1

Cycle 2

Cycle 3

Cycle 4

If more space is needed for feedback, attach additional pages. Be sure that the student teacher's name and the date are on any additional pages. 83

STANDARD III: THE TEACHER CREATES & MAINTAINS LEARNING CLIMATE The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Cycle 1 Source(s) of Evidence

Cycle 2 Source(s) of Evidence

Cycle 3 Source(s) of Evidence

Cycle 4 Source(s) of Evidence

Task B: Classroom Observation Post-observation Conference Contextual information

Task B: Classroom Observation Post-observation Conference Contextual information

Task B: Observed Lessons (s) From Unit

Task B: Observed Lessons (s) From Unit

 Satisfactory Performance on Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

3+ 3+ 3+ 3+

3 3 3 3

Making Progress Toward Standard

3333-

Cycle 1 Cycle 2 Cycle 3 Cycle 4

 Rating → Indicator ↓

3.1 Communicates high expectations

HOLISTIC SCORING OF STANDARD III

2+ 2+ 2+ 2+

2 2 2 2

2222-

Not Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

1+ 1+ 1+ 1+

1 1 1 1

ANALYTIC SCORING OF STANDARD III INDICATORS

Indicator Demonstrated D

Sets significant and challenging objectives for students and verbally/nonverbally communicates confidence in students’ ability to achieve these objectives

Indicator Partially Demonstrated PD

Indicator Not Demonstrated ND

Indicator Rating Cycle 1 D PD ND NA

Sets significant and challenging objectives for students but does not communicate confidence in students’ ability to achieve these objectives

Fails to set significant and challenging objectives for students and does not communicate confidence in students

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

3.2 Establishes a positive learning environment

Establishes clear standard of conduct, shows awareness of student behavior, and responds in ways that are both appropriate and respectful of students

Makes efforts to establish standards of conduct, and monitor and respond to student behavior, but efforts are ineffective and/or inappropriate

Fails to establish clear expectations for student conduct, and does not effectively monitor behavior, and does not appropriately respond to behavior

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

3.3 Values and supports student diversity and addresses individual needs

Uses a variety of strategies and methods to support student diversity by addressing individual needs

Sometimes uses a variety of strategies and methods to support student diversity by addressing individual needs

Fails to use a variety of strategies and methods to support student diversity by addressing individual needs

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

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Formatted: Font: Bold

3.4 Fosters mutual respect between teacher and students and among students

Treats all students with respect and concern and monitors student interactions to encourage students to treat each other with respect and concern

Sometimes treats students with respect and concern and sometimes monitors student interactions to encourage students to treat each other with respect and concern

Fails to treat students with respect and concern and monitor student interactions to encourage students to treat each other with respect and concern

3.5 Provides a safe environment for learning

Creates a classroom environment that is both emotionally and physically safe for all students

Creates a classroom environment that is sometimes emotionally and physically safe for all students

Fails to create an emotionally and physically safe environment for students

85

Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARD III Cycle 1

Cycle 2

Cycle 3

Cycle 4



If more space is needed for feedback, attach additional pages. Be sure that the student teacher's name and the date are on any additional pages. 86

STANDARD IV: THE TEACHER IMPLEMENTS & MANAGES INSTRUCTION The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Cycle 1 Source(s) of Evidence

Task B: Classroom Observation Post-observation Conference Contextual information

Cycle 2 Source(s) of Evidence

Task B: Classroom Observation Post-observation Conference Contextual information

Cycle 3 Source(s) of Evidence

Task B: Observed Lesson(s) From Unit

Cycle 4 Source(s) of Evidence

Task B: Observed Lesson(s) From Unit

HOLISTIC SCORING OF STANDARD IV Satisfactory Performance on Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

3+ 3+ 3+ 3+

3 3 3 3

3333-

Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

2+ 2+ 2+ 2+

2 2 2 2

2222-

Not Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

1+ 1+ 1+ 1+

1 1 1 1

ANALYTIC SCORING OF STANDARD IV INDICATORS Rating → Indicator ↓

4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students

Indicator Demonstrated D

Uses a variety of instructional strategies that engage students throughout the lesson on tasks aligned with learning objectives

Indicator Partially Demonstrated PD Uses a variety of instructional strategies that engage students throughout the lesson on tasks but are not aligned with learning objectives or tasks are aligned with learning objectives but do not keep students engaged

Indicator Not Demonstrated ND

Indicator Rating

Fails to use instructional strategies that engage students and are aligned with learning objectives

Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

4.2 Implements instruction based on diverse student needs and assessment data

Implements instruction based on contextual information and assessment data

Implements instruction based on limited use of contextual information and assessment data

Fails to implement instruction based on contextual information and assessment data

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

4.3 Uses time effectively

Establishes efficient procedures for performing non-instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time

Establishes procedures for performing non-instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work that vary in their effectiveness so there is some unnecessary loss or instructional time

87

Fails to establish procedures for performing noninstructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work resulting in significant loss of instructional time

Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

4.4 Uses space and materials effectively

Uses classroom space and materials effectively to facilitate student learning

Sometimes uses classroom space and materials effectively to facilitate student learning

Fails to use classroom space and materials effectively to facilitate student learning

4.5 Implements and manages instruction in ways that facilitate higher order thinking

Instruction provides opportunity to promote higher-order thinking

Instruction provides some opportunity to promote higherorder thinking

Instruction provides little or no opportunity to promote higher-order thinking

88

Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARD IV Cycle 1

Cycle 2

Cycle 3

Cycle 4



If more space is needed for feedback, attach additional pages. Be sure that the student teacher's name and the date are on any additional pages. 89

STANDARD V: THE TEACHER ASSESSES & COMMUNICATES LEARNING RESULTS The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Cycle 1 Source(s) of Evidence

Cycle 2 Source(s) of Evidence

Cycle 3 Source(s) of Evidence

Task B: Classroom Observation Task C: Lesson Analysis and Evaluation Contextual Information

Task B: Classroom Observation Task C: Lesson Analysis and Evaluation Contextual Information

Task B: Observed Lesson(s) From Unit Task C: Lesson Analysis and Evaluation Task G: Designing the Instructional Unit Task H: The Assessment Plan Task I: Designing Instructional Strategies and Activities Task J: Organizing and Analyzing Results

Cycle 4 Source(s) of Evidence

Task B: Observed Lesson(s) From Unit Task C: Lesson Analysis and Evaluation Task G: Designing the Instructional Unit Task H: The Assessment Plan Task I: Designing Instructional Strategies and Activities Task J: Organizing and Analyzing Results

HOLISTIC SCORING OF STANDARD V Satisfactory Performance on Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

3+ 3+ 3+ 3+

3 3 3 3

3333-

Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

2+ 2+ 2+ 2+

2 2 2 2

2222-

Not Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

1+ 1+ 1+ 1+

1 1 1 1

ANALYTIC SCORING OF STANDARD V INDICATORS Rating → Indicator ↓

Indicator Demonstrated D

Indicator Partially Demonstrated PD

Indicator Not Demonstrated ND

Indicator Rating Cycle 1 D PD ND NA

5.1 Uses preassessments

Uses a variety of preassessments to establish baseline knowledge and skills for all students

Uses some pre-assessments to establish baseline knowledge and skills for all students

Fails to use preassessments to establish baseline knowledge and skills for all students

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

5.2 Uses formative assessments

Uses a variety of formative assessment to determine each student’s progress and guide instruction

Uses some formative assessments to determine each student’s progress and guide instruction

Fails to use formative assessments to determine each student’s progress and guide instruction

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

90

Cycle 1 D PD ND NA

5.3 Uses summative assessment

Uses a variety of summative assessments to measure student achievement

Uses some summative assessments to measure student achievements

Fails to use summative assessment to measure student achievement

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

5.4 Describes, analyzes, and evaluates student performance data

5.5 Communicates learning results to students and parents

Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups

Communicates learning results to students and parents that provide a clear and timely understanding of learning progress relative to objectives

Evaluates student performance data to determine progress of individuals but does not identify differences in progress among student groups

Sometimes communicates learning results to students and parents that provide a clear and timely understanding of learning progress relative to objective

Fails to describe, analyze, or evaluate student performance data to determine progress of individuals or identify differences in progress among student groups

Fails to communicate learning results to students and parents that provide a clear and timely understanding of learning progress relative to objectives

Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

5.6 Allows opportunity for student selfassessment

Promotes opportunities for students to engage in accurate self-assessment of learning

Promotes some opportunities for students to engage in accurate self-assessment of learning

Fails to promote opportunities for students to engage in accurate selfassessment of learning

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

91

FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARD V Cycle 1

Cycle 2

Cycle 3

Cycle 4



If more space is needed for feedback, attach additional pages. Be sure that the student teacher's name and the date are on any additional pages. 92

STANDARD VI: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.

Cycle 1 Source(s) of Evidence

Task A: Lesson Plan Task B: Classroom Observation Post-observation Conference Technology documentation

Cycle 2 Source(s) of Evidence

Task A: Lesson Plan Task B: Classroom Observation Post-observation Conference Technology documentation

Cycle 3 Source(s) of Evidence

Cycle 4 Source(s) of Evidence

Task A: Lesson Plan(s) for Observed Lesson(s) Task B: Observed Lesson(s) from Unit Task G: Designing the Instructional Unit Task H: The Assessment Plan Task I: Designing Instructional Strategies and Activities Task J: Organizing and Analyzing the Results

Task A: Lesson Plan(s) for Observed Lesson(s) Task B: Observed Lesson(s) from Unit Task G: Designing the Instructional Unit Task H: The Assessment Plan Task I: Designing Instructional Strategies and Activities Task J: Organizing and Analyzing the Results

HOLISTIC SCORING OF STANDARD VI Satisfactory Performance on Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

3+ 3+ 3+ 3+

3 3 3 3

3333-

Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

2+ 2+ 2+ 2+

2 2 2 2

2222-

Not Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

1+ 1+ 1+ 1+

1 1 1 1

ANALYTIC SCORING OF STANDARD VI INDICATORS Rating → Indicator↓

Indicator Demonstrated D

Indicator Partially Demonstrated PD

Indicator Not Demonstrated ND

Indicator Rating Cycle 1 D PD ND NA

6.1 Uses available technology to design and plan instruction

Uses technology to design and plan instruction

Sometimes uses technology to design and plan instruction

Rarely or never uses technology to design and plan instruction

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

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Cycle 1 D PD ND NA 6.2 Uses available technology to implement instruction that facilitates student learning

Uses technology to implement instruction that facilitates student learning

Sometimes uses technology to implement instruction that facilitates student learning

Rarely or never uses technology to implement instruction and facilitate student learning

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

6.3 Integrates student use of available technology into instruction

Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs

Sometimes integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs

Rarely or never integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

6.4 Uses available technology to assess and communicate student learning

Uses technology to assess and communicate student learning

Sometimes uses technology to assess and communicate student learning

Rarely or never uses technology to assess and communicate student learning

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

6.5 Demonstrates ethical and legal use of technology

Ensures that personal use and student use of technology are ethical and legal

Sometimes ensures that personal use and student use of technology are ethical and legal

Fails to ensure that personal use and student use of technology are ethical and legal

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

94

FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARD VI Cycle 1

Cycle 2

Cycle 3

Cycle 4

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STANDARDS VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNING The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

Cycle 1 Source(s) of Evidence

Cycle 2 Source(s) of Evidence

Task C: Lesson Analysis and Evaluation Post-observation Conference

Task C: Lesson Analysis and Evaluation Post-observation Conference

Cycle 3 Source(s) of Evidence

Cycle 4 Source(s) of Evidence

Task C: Lesson Analysis and Evaluation Task J: Organizing and Analyzing the Results

Task C: Lesson Analysis and Evaluation Task J: Organizing and Analyzing the Results

HOLISTIC SCORING OF STANDARDVII Satisfactory Performance on Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

3+ 3+ 3+ 3+

3 3 3 3

Making Progress Toward Standard

3333-

Cycle 1 Cycle 2 Cycle 3 Cycle 4

2+ 2+ 2+ 2+

2 2 2 2

2222-

Not Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

1+ 1+ 1+ 1+

1 1 1 1

ANALYTIC SCORING OF STANDARD VII INDICATORS Rating → Indicator ↓

Indicator Demonstrated D

Indicator Partially Demonstrated PD

Indicator Not Demonstrated ND

Indicator Rating Cycle 1 D PD ND NA

7.1 Uses data to reflect on and evaluate student learning

Reflects on and accurately evaluates student learning using appropriate data

Reflects on and evaluates student learning without using data

Fails to reflect on and evaluate student learning

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

7.2 Uses data to reflect on and evaluate instructional practice

Reflects on and accurately evaluates instructional practice using appropriate data

Reflects on and evaluates instructional practice without using data

Fails to reflect on and evaluate instructional practice

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

7.3 Uses data to reflect on and identify areas for professional growth

Identifies areas for professional growth using appropriate data

Identifies areas for professional growth without using data

Fails to identify areas for professional growth

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

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STANDARD VIII: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that de velop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Cycle 1 Source(s) of Evidence Task D: Collaborate to Address Special Learning Needs

Cycle 2 Source(s) of Evidence Task D: Collaborate to Address Special Learning Needs

Cycle 3 Source(s) of Evidence Task D: Collaborate to Address Special Learning Needs

Cycle 4 Source(s) of Evidence Task D: Collaborate to Address Special Learning Needs

HOLISTIC SCORING OF STANDARD VIII Satisfactory Performance on Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

3+ 3+ 3+ 3+

3 3 3 3

Making Progress Toward Standard

3333-

Cycle 1 Cycle 2 Cycle 3 Cycle 4

2+ 2+ 2+ 2+

2 2 2 2

2222-

Not Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

1+ 1+ 1+ 1+

1 1 1 1

ANALYTIC SCORING OF STANDARD VIII INDICATORS Rating → Indicator ↓

Indicator Demonstrated D

Indicator Partially Demonstrated PD

Indicator Not Demonstrated ND

Indicator Rating Cycle 1 D PD ND NA

8.1 Identifies students whose learning could be enhanced by collaboration

Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate rationale

Identifies one or more students whose learning could be enhanced by collaboration but does not provide an appropriate rationale

Fails to identify a student whose learning could be enhanced by collaboration

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort

Designs a plan to enhance student learning that includes all parties in the collaborative effort

Designs a plan to enhance student learning that includes some parties in the collaborative effort

Fails to design a plan to enhance student learning

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

8.3 Implements planned activities that enhance student learning and engage all parties

Implements planned activities that enhance student learning and engage all parties

Implements planned activities that enhance student learning and engage some parties

Fails to implement planned activities

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

8.4 Analyzes data to evaluate the outcomes of collaborative efforts

Analyzes student learning data to evaluate the outcomes of collaboration and identify next steps

Analyzes student learning data to evaluate the outcomes of collaboration BUT does not identify next steps

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Cycle 1 D PD ND NA Fails to analyze student learning data to evaluate the outcomes of collaboration and does not identify next steps

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

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STANDARD IX: EVALUATES TEACHING & IMPLEMENTS PROFESSIONAL DEVELOPMENT The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky's learning goals, refines th e skills and processes necessary, and implements a professional development plan.

Cycle 1 Source(s) of Evidence

Task E: Assess and Manage Professional Growth

Cycle 2 Source(s) of Evidence

Task E: Assess and Manage Professional Growth

Cycle 3 Source(s) of Evidence

Cycle 4 Source(s) of Evidence

Task E: Assess and Manage Professional Growth

Task E: Assess and Manage Professional Growth

HOLISTIC SCORING OF STANDARD IX Satisfactory Performance on Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

3+ 3+ 3+ 3+

3 3 3 3

3333-

Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

2+ 2+ 2+ 2+

2 2 2 2

2222-

Not Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

1+ 1+ 1+ 1+

1 1 1 1

ANALYTIC SCORING OF STANDARD IX INDICATORS Rating → Indicator ↓

Indicator Demonstrated D

Indicator Partially Demonstrated PD

Indicator Not Demonstrated ND

Indicator Rating Cycle 1 D PD ND NA

9.1 Self assesses performance relative to Kentucky’s Teacher Standards

Identifies priority growth areas and strengths by thoroughly and accurately assessing current performance on all the Kentucky Teacher Standards

Assesses current performance on all the Kentucky Teacher Standards

Fails to assess current performance on all the Kentucky Teacher Standards

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

9.2 Identifies priorities for professional development based on data from selfassessment, student performance and feedback from colleagues

Cycle 1 D PD ND NA Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues

Identifies priorities for professional development based on limited data from self-assessment, student performance and feedback from colleagues

Fails to identify priorities for professional development based on data from selfassessment, student performance and feedback from colleagues

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

9.3 Designs a professional growth plan that addresses identified priorities

Designs a clear, logical professional growth plan that addresses all priority areas

Designs a clear, logical professional growth plan that addresses some priority areas

Fails to design a clear, logical professional growth plan that addresses priority areas

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

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9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning

Shows clear evidence of professional growth and reflection relative to the identified priority areas and impact on instructional effectiveness and student learning

Shows some evidence of professional growth and reflection relative to the identified priority areas and impact on instructional effectiveness and student learning

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Fails to show evidence of professional growth and reflection relative to the identified priority areas and impact on instructional effectiveness and student learning

Cycle 1 D PD ND NA Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARD IX Cycle 1

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STANDARD X: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.

Cycle 1 Source(s) of Evidence

Task F: Leadership

Cycle 2 Source(s) of Evidence

Task F: Leadership

Cycle 3 Source(s) of Evidence

Task F: Leadership

Cycle 4 Source(s) of Evidence

Task F: Leadership

HOLISTIC SCORING OF STANDARD X Satisfactory Performance on Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

3+ 3+ 3+ 3+

3 3 3 3

Making Progress Toward Standard

3333-

Cycle 1 Cycle 2 Cycle 3 Cycle 4

2+ 2+ 2+ 2+

2 2 2 2

2222-

Not Making Progress Toward Standard Cycle 1 Cycle 2 Cycle 3 Cycle 4

1+ 1+ 1+ 1+

1 1 1 1

ANALYTIC SCORING OF STANDARD X INDICATORS Rating → Indicator ↓

Indicator Demonstrated D

Indicator Partially Demonstrated PD

Indicator Not Demonstrated ND

Indicator Rating Cycle 1 D PD ND NA

10.1 Identifies leadership opportunities that enhance student learning and/or professional environment

Identifies leadership opportunities in the school, community, or professional organizations and selects one with the potential for positive impact on learning or the professional environment and is realistic in terms of knowledge, skill, and time required

Identifies leadership opportunities in the school, community, or professional organizations and selects one with limited potential for positive impact on learning and/or the professional environment

Fails to identify leadership opportunities in the school, community, or professional organizations with potential for positive impact on learning and/or the professional environment

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

10.2 Develops a plan for engaging in leadership activities

Develops a work plan that describes the purpose, scope, and participants involved and how the impact on student learning and/or the professional environment will be assessed

Develops a leadership work plan that provides a limited description of the purpose, scope, and participants involved and how the impact on student learning and/or the professional environment will be assessed

Fails to develop a leadership work plan that describes the purpose, scope, and participants involved and how the impact on student learning and/or the professional environment will be assessed

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

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Cycle 1 D PD ND NA 10.3 Implements a plan for engaging in leadership activities

Implements the approved leadership work plan that has a clear timeline of events/actions and a clear description of how impact will be assessed

Partially implements the approved leadership work plan that has a clear timeline of events/actions and a clear description of how impact will be assessed

Fails to implements the approved leadership work plan that has a clear timeline of events/actions and a clear description of how impact will be assessed

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA Cycle 1 D PD ND NA

10.4 Analyzed data to evaluate the results of planned and executed leadership efforts

Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed leadership efforts

Provides limited analysis of student learning and/or other data to evaluate the results of planned and executed leadership efforts

Fails to analyze student learning and/or other data appropriately to evaluate the results of planned and executed leadership efforts

Cycle 2 D PD ND NA Cycle 3 D PD ND NA Cycle 4 D PD ND NA

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FEEDBACK AND QUESTIONS ON STUDENT TEACHER PERFORMANCE ON STANDARD X Cycle 1

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APPENDIX A Legal Issues Related to Student Teaching Because the cooperating teacher is the person legally responsible for the class(es) to which he/she is assigned, his/her student teachers may not assume full responsibility for a class or classes without supervision from a certified teacher who is employed by the school system. Although the student teacher will be in charge of the classroom for an extended period of time as part of his/her course requirements, it is important to remember that the cooperating teacher or a substitute employed by the district is the person legally responsible for anything that transpires in the classroom. The student teacher MAY NOT serve as a substitute teacher unless granted special permission by the Program Faculty. This policy is based on various opinions including State Senate Bill 341 and an attorney general’s opinion – explanations follow.

Senate Bill 341

The 1972 session of the Kentucky General Assembly enacted Senate Bill 341 authorizing the State Board of Education to adopt regulations for utilization of student teachers, para-professionals, and teacher aides. 161.042 Status of Student Teachers 1. The state board of education shall provide through regulation for the utilization of the common schools for the preparation of teacher education students from the colleges and universities. 2. Within the provisions established by the state board of education, the local boards of education are authorized to enter into cooperative agreements, including financial arrangements, with colleges and universities for the purpose of providing professional laboratory experiences and students preparing for the education profession. 3. A student teacher who is jointly assigned under agreement by a teacher education institution and a local board of education shall have the same legal status and protection as a certified teacher employed within the school district but shall be subject to the direction and supervision of the professional administrative and teaching staff of the school district. 4. Teacher education students, other than student teachers, may be permitted through cooperative agreements between the local school district and the teacher education institution, to engage in supplementary instructional activities with pupils under the direction and supervision of the professional administrative and teaching staff of the school district. (1972 S 342. 2.3ff.6-16-72). An Attorney General’s Opinion The Attorney General (Ed W. Hancock) has issued opinions on the following questions: 1. Whether KRS 161.042(3) when it states that student teachers "shall have the same legal status and protection as a certified teacher employed within the school district..." means that said teacher would be subject to tort liability.

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A student teacher may be held liable for his negligent acts or omissions the same as a regular teacher except that a student's actions would have to be judged in the light of the fact he is acting under direction and supervision of a teacher. In OAG 74-883 ... it is pointed out the standard by which a teacher's actions are to be evaluated in regard to negligence is the same as for any other person, to wit: what a reasonable person would do under the circumstances.

2. Whether a student teacher can perform the services of a student teacher in the absence of a regular classroom teacher. The answer is negative. KRS 161.042 reads as follows: A student teacher who is jointly assigned under agreement by a teacher education institution and a local board of education shall have the same legal status and protection as a certified teacher employed within the school district but shall be subject to the direction and supervision of the professional administrative and teaching staff of the school district. Since the foregoing statute provides that a student teacher shall be subject to the direction and supervision of the teaching staff of the school district, we believe the legislative intent is that a regular teacher must be present in the classroom when a student teacher is teaching. We believe that a student teacher is not qualified or authorized to serve as a substitute teacher. A student teacher does not have a regular or an emergency certificate from the State Department of Education is therefore not authorized to teach except under the supervision of a certified teacher. In a clarification of Attorney General's opinion, Ray Corns, Director, Division of Legal Services has responded to OAG 63-269 which states: "While the student teacher is working with the class, the regularly employed certified teacher must remain in a supervisory capacity..." The inquiry asked if the quoted statement should be interpreted to mean that the certified teacher must be physically present in the classroom while a student teacher is instructing the children. "This is to advise that it is not necessary for the regularly employed teacher to be physically present in the classroom. However, she/he should be close by so that she/he can supervise the work of the student teacher. This supervision could take place with the regular teacher outside the classroom by the use of various techniques. In some schools, where facilities are available, the regular teacher could supervise the student teacher by looking through a one-way glass partition. The regular teacher could monitor the class via the public communication system. These are only two examples of numerous ways in which the student teacher could acquire the much needed opportunity to be alone with the class and yet remain under the supervision of the regular teacher."

APPENDIX B Link to Kentucky Academic Core Standards: http://www.education.ky.gov/users/otl/POS/POS%20with%20CCS%20for%20public%20review.pdf

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APPENDIX C THE EDUCATION PROFESSIONAL STANDARDS BOARD CODE OF ETHICS 704 KAR 20:680 (Adopted by the Education Professional Standards Board, May 1991) In 1990, the General Assembly of the Commonwealth of Kentucky enacted landmark legislation for education reform throughout the state. As the Kentucky Education Reform Act is implemented across the state, the Education Professional Standards Board calls Kentucky's educators to reaffirm their commitment to the highest ethical standards. In recognizing the magnitude of our responsibility to learners and to society, we offer this Code of Ethics which reflects and promotes the aspirations of our profession.

Section 1. Certified Personnel in the Commonwealth: (1) (2) (3)

shall strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship and safeguard the freedom to learn and to teach; shall believe in the worth and dignity of each human being and in educational opportunities for all; shall strive to uphold the responsibilities of the education profession, including the following obligations to students, to parents, and to the education profession: To Students

- Shall provide students with professional education services in a non-discriminatory manner and in consonance with accepted best practice known to the educator. - Shall respect the constitutional rights of all students. - Shall take reasonable measures to protect the health, safety, and emotional well-being of students. - Shall not use professional relationships or authority with students for personal advantage. - Shall keep in confidence information about students which has been obtained in the course of disclosure serves professional purposes or is required by law.

professional service, unless

- Shall not knowingly make false or malicious statements about students or colleagues. - Shall refrain from subjecting students to embarrassment or disparagement. - Shall not engage in any sexually related behavior with a student with or without consent, but shall maintain a professional approach with students. Sexually related behavior shall include such behaviors as sexual jokes; sexual remarks; sexual kidding or teasing; sexual innuendo; pressure for dates or sexual favors; inappropriate physical touching, kissing, or grabbing; rape; threats or physical harm; and sexual assault. To Parents - Shall make reasonable effort to communicate to parents information which should be revealed in the interest of the student. - Shall endeavor to understand community cultures and diverse home environments of students. - Shall not knowingly distort or misrepresent facts concerning educational issues. - Shall distinguish between personal views and the views of the employing educational agency. - Shall not interfere in the exercise of political and citizenship rights and responsibilities of others. - Shall not use institutional privileges for private gain, for the promotion of political candidates, or for partisan political activities.

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- Shall not accept gratuities, gifts, or favors that might impair or appear to impair professional judgment, and shall not offer any of these to obtain special advantage.

To Education Profession - Shall exemplify behaviors which maintain the dignity and integrity of the profession. - Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and responsibilities. - Shall keep in confidence information acquired about colleagues in the course of employment, unless disclosure serves professional purposes or is required by law. - Shall not use coercive means or give special treatment in order to influence professional decisions. - Shall apply for, accept, offer, or assign a position or responsibility only on the basis of professional preparation and legal qualifications. - Shall not knowingly falsify or misrepresent records of facts relating to the educator’s own qualifications or those of other professionals.

APPENDIX D Student Teacher Supervisors/Cooperating Teacher Payment Program Any Kentucky school teacher who is supervising a student teacher for an in-state accredited college or university, who has a valid Kentucky teaching certificate or license for each grade and subject taught, and at least 3 years teaching experience is eligible for compensation from the Commonwealth of Kentucky Teachers who supervised student teachers for the 2010-2011 school year have been paid. Money was sent to the districts at the end of May and should have been distributed to the teachers on a June paycheck. Checks were mailed to the homes of the non-public school teachers. If you believe you have not been paid by your district or did not receive a check at your home, please let the EPSB know. In 2010-11, Kentucky school teachers were paid $12.78 per week of supervisory work or $102.24 for eight (8) weeks of supervision. Colleges and universities have until October 15, 2011 (February 15, 2012) to enter the fall (spring) semester data for the Cooperating Teacher Payment Program. After that date, please go towww.epsb.ky.gov. Click on “Log in to EPSB” and enter your user name and password. (If you do not have a username and password, you may create them by clicking on “Create New Account.”) Click on “Cooperating Teacher Assignment” and complete your voucher. All Fall (Spring) 2011-2012 Cooperating Teacher Payment Vouchers must have the three required signatures by December 15, 2011 (May 1, 2012). Payments for the 2011-2012 school year will be mailed June 2012 to each public school district for distribution to individual teachers, and compensation for teachers in private or parochial schools will be sent directly to their homes. If your voucher is incomplete or inaccurate, please contact Janice Linville or Sandra Stanley at (888) 598-7667 or via email at: [email protected] or [email protected]. If you do not have a username and password, you may create them by clicking on “Need a login.”

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APPENDIX E Glossary of Terms 1. Assessment: various methods to obtain information about student learning that can be used to guide a variety of instructional decisions and actions. A variety of assessments would be those assessment tools that a teacher uses to provide an opportunity for all students, regardless of diversity or learning style, to demonstrate progress toward and/or proficiency in the learning outcomes of the lesson or unit. Variety might include oral questioning, tests, open response items, performance, projects, etc. 2. Authentic assessment: a broad evaluation procedure that includes a student’s performance or demonstration of complex cognitive behaviors. Assessment occurs in the context of normal classroom involvement and reflects the actual learning experience. The products or performances that are assessed are like products and performances that occur in the “real world.” 3. Benchmark: a term used interchangeably with “exemplar.” A benchmark is an example of student work that illustrates the qualities of a specific score on a rubric or scoring guide. 4. Collaborative/cooperative: a cooperative agreement ensuring that students access and utilize each others’ abilities in organized groups to solve problems or complete other activities. 5. Constructivist/inquiry-based: students are given permission and responsibility to research and solve problems in pursuit of building their own hypotheses, theories, answers, conclusions, solutions, etc. 6. Contextual Information: information acquired through sources other than what is specifically noted in the TWS. It might include information gained through such sources as conferences, meetings, teacher web sites, etc. 7. Data: information included to support assertions and claims. Appropriate data would be that data that support claims made, not irrelevant data. 8. Developmentally appropriate: the use of content, instruction, and assessment that meets the student’s ability to reason, interpret, focus, communicate, and interact, both socially and academically. 9. Differentiation: a philosophy that involves giving students multiple options for taking in information, making sense of ideas, and expressing what they learn. It provides different avenues to acquire content, to process or make sense of ideas and to develop products. 10. Diverse Student Needs: recognizing that students represent various learning styles (visual, interpersonal, mathematical), various interest levels, and/or achievement levels (gap groups) which require teachers to provide a diverse learning environment to meet the needs of all students. 11. Exhibits: documents, artifacts, or other products that demonstrate a student teacher’s performance on a task. 12. Formative assessment: all those activities undertaken by teachers and by students assessing themselves which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessments become formative when the evidence is actually used to adapt the teaching to meet the needs. 13. Gap Groups: those groups of students in a school or classroom that are not performing at the level of proficiency. They might include those students who are English Language Learners, have IEPs, a 504 plan, or some other special education needs, students in a gender gap, or those who because of cultural and/or economic environment are falling behind. 14. GSSP: Gifted Student Services Plan. 15. Hands-on: student learning through direct concrete experience with the content of the subject. 16. Higher-order thinking: classroom strategies go beyond dissemination of factual information and move to challenge students to compare, analyze, synthesize, evaluate, apply, etc. 17. Holistic scoring: the process of assigning a single performance level rating based on an overall view of a standard or exhibit. It is an inferential process in which the observer draws some overall conclusions based on evidence gathered from the assessment components using criteria specified by the indicators. The observer assesses the standard as a whole and should resist averaging indicator scores. 18. IEP: Individual Education Profile.

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19. Individual tutoring: one-on-one assistance that achieves an instructional objective in a planned context. 20. Instructional materials: any print, non-print, or electronic medium of instruction designed to assist students in achieving the academic expectations.

21. Interdisciplinary: intentionally developed activities which teach connections across content areas and diminish artificial divisions between subject areas; examples could be long-term projects and thematic units.

22. Learning Outcomes: those outcomes that are student-centered and in clear language show what students will know and be able to do. They are based on Kentucky Core Content and Program of Studies.

23. LEP: Limited English Proficiency. 24. Mentor: a person who helps the beginning teacher to develop specific skills and reflective abilities to analyze student learning. The mentor models, explains and provides feedback on the skills and expertise required of a first-year teacher. 25. Misconceptions: when a student appears to understand class material – as revealed by his/her tests and in-class discussion – later reveals significant misunderstanding of what he/she learned when asked to answer follow-up questions or to apply what he/she learned. 26. Professional Development: the means teachers use to achieve their professional growth. It may include specific training in growth areas, observation, planning, etc. (i.e. It’s an answer to the question: How can I turn those teaching growth areas into teaching strengths?) 27. Professional Growth: the plan which teachers use to become more proficient in meeting the Standards and Indicators. It usually involves self-assessment and a plan for developing those growth areas. 28. Prompts: statements that provide directions for the teaching tasks. Prompts utilize guiding questions, suggestions for specific actions, and graphic organizers that the student teacher can use to complete teaching tasks. 29. Rubric/Scoring Guide: at the classroom level, a set of scoring guidelines to be used in assigning and evaluating student work. Rubrics are similarly used for evaluating levels of teacher performance in this TWS. They define criteria to meet the expected teaching standard of performance. For each of Kentucky’s ten standards, five to eight indicators have been developed from the Standards. Each component (Planning, Teaching and Evaluating the Results of a Lesson, Professional Responsibilities, and Instructional Unit) of the TWS has rubrics that will be used to evaluate the student teacher’s performance on classroom interactions or TWS exhibits. 30. Self-assessment: a student’s evaluation of his/her own work. 31. Series of Lessons: lessons in a sequence that teach to a learning outcome(s). 32. Standards: brief statements about what the teacher must be able to do. Kentucky’s ten teaching standards represent those ten key statements for student teachers and experienced teachers. The current KTIP model focuses on the nine Kentucky New Teacher Standards. The KTIP Pilot Project is experimenting with the inclusion of the leadership standard in the evaluation of student teachers. 33. Student-centered: strategies built on the natural interests and motivation of the students. Activities place the responsibility on students. 34. Summative assessment: assessment typically used to evaluate the effectiveness of instructional programs and services at the end of an academic unit or at a pre-determined time. The goal of summative assessments is to make a judgment of student competency after an instructional phase is complete. 35. Teaching tasks: opportunities for the student teacher to demonstrate performance using standards (e.g., teach a lesson and be observed, design a two- to four-week unit of instruction, analyze learning results for the unit). Teaching tasks are designed to provide opportunities to demonstrate teaching performance. 36. Team teaching: more than one teacher or a teacher and an instructional aide collaborate on the same instructional activity. 37. Technology: materials, devices, computers and software that allow a teacher to demonstrate proficiency in Standard IX. Examples of appropriate technology might include but are not limited to MS Office products, STI, white boards or power point presentations, web quests, LCD projectors, computer labs, Alpha Smarts, Read Write Gold or software packages which assist student learning, and email. 38. Variety of Instructional Strategies: two or more instructional strategies that meet different learning needs of all students 39. Work plan: a structured plan format for collaboration, professional development, and leadership tasks that includes (a) outcomes, (b) activities designed to achieve outcomes, (c) timeline for completing activities and (d) special resources needed to complete activities.

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APPENDIX F Education Resume Rubric 4 Objective is well-stated and applies to students selected clinical. Resume contains name, address, objective, education, experiences, and references. Complete information is provided in all sections of the resume.

3 Objective somewhat applies to students selected clinical.

2 Objective does not apply to students selected clinical.

1 Objective is not stated.

Resume contains name, address, objective, education, experiences, and references. Complete information is provided in most sections of the resume.

Resume contains name, address, objective, education, experiences, and references. Some sections of the resume have incomplete information.

Resume contains name, address, objective, education, experiences, and references. Very little information is provided in each of the sections of the resume.

Resume is well-spaced with a well-organized layout of information.

Resume is generally wellspaced, but layout is too cramped or words are too small to read.

Resume is poorly spaced, but an effort has been made to lay out the information in an organized manner

Resume is poorly spaced with little effort to lay out the information in an organized manner.

Resume is free from errors in grammar, punctuation, and spelling.

Resume contains more than 3 errors in grammar, punctuation, and spelling.

Resume contains more than 6 errors in grammar, punctuation, and spelling.

Resume contains frequent or serious errors in grammar, punctuation, and spelling.

Resume contains realistic names and dates. Resume is believable. Resume demonstrates professionalism and is positive.

Resume is believable with realistic and dates. Resume generally demonstrates professionalism and is positive.

Resume has unrealistic names and dates. Resume lacks professionalism but is somewhat positive.

Resume has obviously unrealistic and/or conflicting information. Resume lacks professionalism and is not positive.

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Appendix G Philosophy of Education Rubric 4

3

2

1

Clearly written and organized in a logical manner. The thoughts and beliefs about education and teaching are clearly explained. Shows clear understanding of the work of specific theorists and researchers.

Clearly written and organized in a logical manner. The thoughts and beliefs about education and teaching are clearly explained. Cites the work of specific theorists and researchers.

The thoughts and beliefs about education are not explained or described enough to determine the philosophy of education. Vague references to specific theorists and researchers.

The written message is not well organized and does not include belief and value statements about education and/or teaching.

Describe your own culture, religion, family values and beliefs, education, political preferences and/or personal experiences that have influenced your view of education.

Describes your own culture, religion, family values and beliefs, education, political preferences, but does not discuss how they have influenced your view of education.

Included some of the required information, but did not include enough to understand the candidate.

Did not include enough information regarding the candidates basic background information.

The philosophy includes an explanation as to why the person wants to be an educator. References made to theorists/researchers.

The philosophy includes an explanation as to why the person wants to be an educator.

The philosophy does not adequately explain why the person wants to be an educator.

The philosophy did not state why the person wants to be an educator.

The philosophy includes statements that describe what the person plans to do to improve the clinical of education. Statements made on analysis of current clinical.

The philosophy includes statements that describe what the person plans to do to improve the clinical of education.

The philosophy touches on a plan to improve the clinical of education but does not adequately describe the plan.

The philosophy does not state a plan of how the person plans to improve the clinical of education.

Appreciates and consciously attempts to build on students’ unique knowledge, interests, and developmental needs. Respectful of diverse pathways to learning.

Appreciates and consciously attempts to build on students’ unique knowledge, interests, and developmental needs. Displays high expectations for all students.

Aware of students’ unique knowledge, interests, and developmental needs. Shows sensitivity to individual academic, differences; however, expectations are limited.

Overlooks the importance of students’ knowledge, interests, and/or developmental needs. Displays a deficit or uninformed perspective about differences among the students

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Appendix H Section I: Candidate Information

Student Teaching Portfolio Grade Sheet

Present

Missing

Candidate Resume Philosophy of Education Student Teaching Time Log Student Teacher Activity Checklist Professional Development (Task E) Leadership (Task F)

Section II: Candidate Assessment Summary Reports I Summary Reports II TC-1 Information Sheet Dispositions Form Diversity Survey Student Teacher Self Evaluation Form Task B (KTIP Observation Forms: Cooperating Teachers

Task B (KTIP Observation Forms: Cooperating Teachers

Section III: Classroom Teaching Tasks Observation I Task A-1 (for each formal observation) Task A-2 (for each formal observation) Task C

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Observation II Task A-1 (for each formal observation) Task A-2 (for each formal observation) Task C

Observation III Task A-1 (for each formal observation) Task A-2 (for each formal observation) Task C Task D (CollaborationSecondary Placement)

Observation IV Task A-1 (for each formal observation) Task A-2 (for each formal observation) Task C Task D (Collaboration)

Section IV: Instructional Unit Plan G-J Instructional Unit Plan Electronic version of Unit Plan

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