STUDENT TEACHING NOTEBOOK FORMS
K-1
TEACHER CANDIDATE’S NOTEBOOK Place your laptop/notebook in the classroom where it will be readily accessible to your Field Instructor and Clinical Educator. Sections of the notebook: Lesson plans should be placed in reverse chronological order behind the corresponding weekly checklist. 1. Preparing for Coteaching 2. Coteaching: Week 1 3. Coteaching: Week 3 4. Coteaching: Week 4 5. Coteaching: Week 5 6. Coteaching: Week 6 7. Coteaching: Week 7 8. Coteaching: Week 8 9. Self-Reporting Log 10. Clinical Educator and Field Instructor’s written observations/evaluations 11. Record Keeping- provide evidence of ongoing documentation of student progress in all content areas.
K-2
Preparing for Coteaching
Week(s) before field experience begins – The Clinical Educator and Teacher Candidate begin to prepare for the coteaching experience.
Clinical Educator ! Expect a contact email or phone call from the Teacher Candidate. They will ask to arrange a time to meet with you and ask questions. ! The Teacher Candidate will be curious about previously learned content and expected content to be taught during their field experience. If you can, please provide information that can help them prepare for the content. ! Prepare a professional workspace for the Teacher Candidate. ! Provide copies of school policy and curriculum guides. ! As you plan for Week 1, think of ways to incorporate the Teacher Candidate into the lessons either by assisting or small roles (read aloud, morning work, etc.) Please refrain from solo management roles in the initial week. The Teacher Candidate needs time to build rapport with the students. ! Prior to the Teacher Candidate’s first day, provide an overview of the first week’s lessons for the Teacher Candidate. ! You may remember your very own “student teaching experience” in which you sat for a few days or the first week and observed…coteaching is completely different. Be sure to have your Teacher Candidate actively engaged from the very first day. Clarify roles with the Teacher Candidate and tasks during the initial days of school. ! Review your behavioral and academic expectations.
Teacher Candidate ! Contact your Clinical Educator to introduce yourself. Arrange a time to meet with the Clinical Educator to discuss important information and to meet the children. ! Complete the Teacher Candidate Bio and provide a copy to the Clinical Educator. ! Review the district website and school website to learn more about the setting in which you will be teaching. ! Review the Common Core Standards for your assigned grade level. ! Examine the content to be taught during your field experience. ! Prepare your teaching notebook. ! Prepare Letter of Introduction. ! Ask your Clinical Educator to clarify your roles for the first week. Prepare materials for roles. ! The first days of school are active and you are now an important part of this classroom. Be prepared to be an active teacher in the classroom on your first day! ! Ask your Clinical Educator if it is appropriate for you to prepare a “Getting to Know You” activity.
Stephanie Kotch-‐Jester created this document solely for the use of University of Delaware’s ETE Program (2010). Modified in 2014 by UD ETE Field Instructors. Do not duplicate or copy without permission.
Coteaching: Week 1
K-3
Grounding Week – The Clinical Educator plans to actively engage the Teacher Candidate into the classroom environment and school environment. The Teacher Candidate plans to be actively engaged, supporting classroom instruction, management, and assessment. The Teacher Candidate needs to b e developing an understanding of the school culture and climate through active investigation and participation.
Coplanning Clinical Educator and Teacher Candidate coplan and identify roles for first week and begin to coplan for week 2. Teacher Candidate prepares for week 1 and week 2 roles and responsibilities.
Coteaching Clinical Educator and Teacher Candidate coteach lessons and work collaboratively to meet pupils’ learning needs. Teacher Candidate supports all instruction and has small roles within the lessons (read aloud, getting to know you activities, calendar activities, lesson segment, etc.)
Coreflection Focus One: Pupil Learning Clinical Educator leads discussion about relevant lesson components to improve pupil learning and instruction. Focus Two: Preservice Coteacher Learning Clinical Educator provides feedback to the Teacher Candidate via Reflective Journal and/or verbal feedback. Clinical Educator conferences with the Teacher Candidate at the end of the week to discuss progress and set professional goals for week 2. Teacher Candidate records important information and goals for Week 2 in Reflective Journal. Teacher Candidate records evidence of performance in Reflective Journal.
Tips for the Week… ü Clinical Educators, you may remember your own “student teaching experience” in which you sat for a few days or the first week and observed. Coteaching is completely different. It is imperative to actively engage the Teacher Candidate from the very first day. Clarify roles expectations and tasks during the initial days of school. ü The Teacher Candidate will submit lesson plans for lead lessons. Lesson plans will be submitted in a timely fashion (agreed upon by the partnership). ü Teacher Candidates…no time to be shy. Y ou are now an important part of this classroom. Clarify your roles with the Clinical Educator and b e prepared to b e an active coteacher in the classroom.
K-4
Coteaching: Week 2 Grounding Week – All lessons are cotaught, Clinical Educator and Teacher Candidate are actively engaged in classroom planning, instruction, management and reflection. Coteaching instructional strategies are selected to best meet the learning needs of the pupils. Teacher Candidate and Clinical Educator roles are defined in coplainning session. .
Coplanning Clinical Educator and candidate discuss roles in all lessons coplanned for week 2. Teacher Candidate prepares for week 2 roles and responsibilities. Clinical Educator and Teacher Candidate coplan for week 3 – Teacher Candidate will assume at least one lead role for at least one lesson a day (role is dependent upon coteaching strategy appropriate for pupil learning).
Coteaching Clinical Educator and Teacher Candidate coteach lessons and work collaboratively to meet pupils’ learning needs. Teacher Candidate supports instruction and has roles within each lesson.
Coreflection Focus One: Pupil Learning Clinical Educator leads discussion about relevant lesson components to improve pupil learning and instruction. Focus Two: Preservice Coteacher Learning Clinical Educator provides feedback to the Teacher Candidate via Reflective Journal and/or verbal feedback. Clinical Educator conferences with the Teacher Candidate at the end of the week to discuss progress and set professional goals for week 3. Teacher Candidate records important information and goals for Week 3 in Reflective Journal. Teacher Candidate records evidence of performance in Reflective Journal.
Tips for the Week… ! Clinical Educators, your coparticipation with the Teacher Candidate is critical in their development! Research shows that “unconscious” learning takes place for the Teacher Candidate. The Teacher Candidate is “picking up” on your expertise as you model instructional strategies, management techniques, etc. ! Teacher Candidates, be sure to clarify how your Clinical Educator would like to receive your lesson plans (for example: hard copy versus electronic copy). ! “Coteaching Conversations” should be completed by the end of week 2.
K-5
Coteaching: Week 3 Teacher Candidate assumes at least one instructional lead role/day. Coteaching instructional strategies are selected to best meet the learning needs of the pupils. Teacher Candidate and Clinical Educator roles are defined in coplainning session.
Coplanning Clinical Educator and candidate discuss roles in all lessons coplanned for week 3. Teacher Candidate prepares for week 3 roles and responsibilities. Clinical Educator and Teacher Candidate coplan for week 4 – Teacher Candidate will assume at least two lead roles each day.
Coteaching Clinical Educator and Teacher Candidate coteach lessons and work collaboratively to meet pupils’ learning needs. Teacher Candidate supports instruction and is beginning to assume additional lead roles in the classroom and lessons.
Coreflection Focus One: Pupil Learning Clinical Educator and Teacher Candidate collaboratively discuss relevant lesson components to improve pupil learning and instruction. Focus Two: Preservice Coteacher Learning Clinical Educator provides feedback to the Teacher Candidate via Reflective Journal and/or verbal feedback. Clinical Educator conferences with the Teacher Candidate at the end of the week to discuss progress and set professional goals for week 4. Teacher Candidate records important information and goals for Week 4 in Reflective Journal. Teacher Candidate records evidence of performance in Reflective Journal.
Tips for the Week…
! Teacher Candidates continue to complete lesson plans for lead responsibilities and submit to Clinical Educator for approval.
! Clinical Educators remember you have optional tools to provide feedback. ! Your rich discussions/cogenerative dialogue helps to make the implicit…explicit to Pre-‐service teachers.
Please continue to engage in these professional conversations! For the Clinical Educator and the Teacher Candidate these debriefing sessions can lead to a greater understanding of classroom events (Roth, 1998).
K-6
Coteaching: Week 4 Teacher Candidate (PsC) assumes at least two instructional lead roles per day. Coteaching instructional strategies are selected to best meet the learning needs of the pupils. Teacher Candidate and Clinical Educator roles are defined in coplanning session.
Coplanning Clinical Educator and candidate discuss roles in all lessons coplanned for week 4. Teacher Candidate prepares for week 4 roles and responsibilities. Clinical Educator and Teacher Candidate coplan for week 5 – Teacher Candidate assumes lead instructional roles for three lessons per day. The Clinical Educator will support these lessons through an assist role or other coteaching strategies.
Coteaching Clinical Educator and Teacher Candidate coteach lessons and work collaboratively to meet pupils’ learning needs. Teacher Candidate leads and supports instruction. Opportunities for PsC independent lead roles may begin through various coteaching strategies.
Coreflection Focus One: Pupil Learning Clinical Educator and Teacher Candidate collaboratively discuss relevant lesson components to improve pupil learning and instruction. Focus Two: Preservice Coteacher Learning Clinical Educator provides feedback to the Teacher Candidate via Reflective Journal and/or verbal feedback. Clinical Educator conferences with the Teacher Candidate at the end of the week to discuss progress and set professional goals for week 5. Teacher Candidate records important information and goals for Week 5 in Reflective Journal. Teacher Candidate records evidence of performance in Reflective Journal.
Tips for the Week…
! We are approaching the one-‐month benchmark of the field experience. Are you exploring ways to meet the pupils’ learning needs with coteaching strategies? ! If you need a reminder…coteaching strategies include one teach-‐one assist, center teaching, parallel teaching and synchronized teaching. Be creative and enhance your instruction by using the collaborative efforts of multiple teachers! ! Research by Roth & Tobin (2002) shows that students actively seek the help and support of coteachers when they are participating in a lesson (p.63). This can only mean….greater success for pupil learning!!!!
K-7
Coteaching: Week 5
Teacher Candidate assumes at least three instructional lead roles per day. Coteaching instructional strategies are selected to best meet the learning needs of the pupils. Teacher Candidate and Clinical Educator roles are defined in coplanning session. Coplanning Clinical Educator and candidate discuss roles in all lessons coplanned for week 5. Opportunities should be provided for the PsC to lead a portion of the coplanning session. Teacher Candidate prepares for week 5 roles and responsibilities. Clinical Educator and Teacher Candidate coplan for week 6. The partnership should be settling in and you are in a rhythm of planning instruction via multiple teachers. The Teacher Candidate should continue to have multiple lead roles each day as you both coteach for pupil success!
Coteaching Clinical Educator and Teacher Candidate coteach lessons and work collaboratively to meet pupils’ learning needs. Teacher Candidate leads and supports instruction. Opportunities for PsC independent lead roles begin through various coteaching strategies.
Coreflection Focus One: Pupil Learning Clinical Educator and Teacher Candidate collaboratively discuss relevant lesson components to improve pupil learning and instruction. Focus Two: Preservice Coteacher Learning Clinical Educator provides feedback to the Teacher Candidate via Reflective Journal and/or verbal feedback. Clinical Educator conferences with the Teacher Candidate at the end of the week to discuss progress and set professional goals for week 6. Teacher Candidate records important information and goals for Week 6 in Reflective Journal. Teacher Candidate records evidence of performance in Reflective Journal.
Tips for the Week…
ü This is a good week for the Clinical Educator to begin stepping back from procedures such as taking
attendance, lunch counts, morning routine, walking pupils to lunch, related arts, recess, etc. The Teacher Candidate has coparticipated in these procedures and routines for a month. They are ready to assume lead responsibilities for these duties. Please continue to be coresponsible for dismissal.
ü Carlise (2010) found that the most effective coteachers involved all stakeholders supporting each other and complimenting each other’s roles in the classroom (p.137).
K-8
Coteaching: Week 6
Teacher Candidate assumes multiple instructional lead roles per day. Coteaching instructional strategies are selected to best meet the learning needs of the pupils. Teacher Candidate and Clinical Educator roles are defined in coplanning session.
Coplanning Clinical Educator and candidate discuss roles in all lessons coplanned for week 6. Opportunities should be provided for the PsC to lead a portion of the coplanning session. Teacher Candidate prepares for week 6 roles and responsibilities. Clinical Educator and Teacher Candidate coplan for week 7. The Teacher Candidate should continue to have multiple lead roles each day as you both coteach for pupil success!
Coteaching Clinical Educator and Teacher Candidate coteach lessons and work collaboratively to meet pupils’ learning needs. Teacher Candidate leads and supports instruction. Opportunities for PsC independent lead roles continue through various coteaching strategies.
Coreflection Focus One: Pupil Learning Clinical Educator and Teacher Candidate collaboratively discuss relevant lesson components to improve pupil learning and instruction. Focus Two: Preservice Coteacher Learning Clinical Educator provides feedback to the Teacher Candidate via Reflective Journal and/or verbal feedback. Clinical Educator conferences with the Teacher Candidate at the end of the week to discuss progress and set professional goals for week 7. Teacher Candidate records important information and goals for Week 7 in Reflective Journal. Teacher Candidate records evidence of performance in Reflective Journal.
Tips for the Week… ü You may be worried that coteaching isn’t providing enough solo opportunities for the Teacher Candidate. Research shows that coteaching offers a structure for Pre-‐service teachers to access the resources that foster enhanced opportunities for them to become reflective, proficient teachers (Wassell, 2005).
K-9
Coteaching: Week 7
Teacher Candidate assumes multiple instructional lead roles per day. Coteaching instructional strategies are selected to best meet the learning needs of the pupils. Teacher Candidate and Clinical Educator roles are defined in coplanning session.
Coplanning
Coteaching
Coreflection Focus One: Pupil Learning Clinical Educator and Clinical Educator and candidate discuss roles in all Teacher Candidate Clinical Educator and Teacher Candidate collaboratively lessons coplanned for week coteach lessons and discuss relevant lesson components to improve pupil 7. Opportunities should be work collaboratively learning and instruction. provided for the PsC to lead to meet pupils’ multiple portions of the learning needs. Focus Two: Preservice Coteacher Learning coplanning session. Teacher Candidate Clinical Educator provides feedback to the Teacher Teacher Candidate prepares leads and supports Candidate via Reflective Journal and/or verbal feedback. for week 7 roles and instruction. responsibilities. Clinical Educator conferences with the Teacher Opportunities for PsC Candidate at the end of the week to discuss progress Clinical Educator and independent lead and set professional goals for week 8. Teacher Candidate coplan roles continue for week 8. Consider through various Teacher Candidate records important information and continuing your coteaching coteaching strategies. goals for Week 8 in Reflective Journal. process for the beginning of the week. For the last two Teacher Candidate records evidence of performance in days in the classroom, begin Reflective Journal. to fade the Teacher Candidate from lead instructional roles. This will allow a little bit of time for the pupils to adjust to the change in instruction.
Tips for the Week…
ü Enjoy the last full week of your partnership! This is a great week to experiment with a new instructional strategy or try a lesson that you always wanted to do if you had extra hands in the room! ü During Week 8, please help the Teacher Candidate to arrange for classroom visitations (last two days).
K-10
Coteaching: Week 8
Teacher Candidate assumes multiple instructional lead roles per day BUT will begin to fade out of the lead instructional role on the last two days of the placement. Teacher Candidate and Clinical Educator roles are defined in coplanning session.
Coplanning Clinical Educator and candidate discuss roles in all lessons coplanned for week 8. Teacher Candidate prepares for week 8 roles and responsibilities. Consider your coteaching process for M-‐W then the Teacher Candidate will begin to fade from lead instructional roles. Please plan time for the Teacher Candidate to visit other classrooms/grade levels. Clinical Educator assistance may be needed to help arrange times.
Coteaching Clinical Educator and Teacher Candidate coteach lessons and work collaboratively to meet pupils’ learning needs. Teacher Candidate leads and supports instruction. Teacher Candidate begins to fade from lead instructional roles during the last two days in the classroom.
Coreflection Focus One: Pupil Learning Clinical Educator and Teacher Candidate collaboratively discuss relevant lesson components to improve pupil learning and instruction. Focus Two: Preservice Coteacher Learning Clinical Educator provides feedback to the Teacher Candidate via Reflective Journal and/or verbal feedback. Clinical Educator conferences with the Teacher Candidate at the end of the week to discuss progress and set professional goals for week 2. Teacher Candidate records important information and goals for Week 2 in Reflective Journal. Teacher Candidate records evidence of performance in Reflective Journal.
Tips for the Week…
ü Thank you very much for a wonderful eight-‐week experience! ü At the final conference, please feel free to share any ideas/suggestions for improvement of coteaching,
K-11
SCHOOL STAFF INFORMATION To function successfully in a school, you need to know the school staff and their responsibilities. Principal: _____________________________________________________________________________________ Assistant Principal(s):____________________________________________________________________________ ______________________________________________________________________________________ Secretary: ______________________________________________________________________________________ ______________________________________________________________________________________ Other Office Personnel and their positions: ______________________________________________________________________________________ ______________________________________________________________________________________ Custodians: ______________________________________________________________________________________ ______________________________________________________________________________________ Procedures for reaching custodial staff: ______________________________________________________________________________________ ______________________________________________________________________________________ Nurse: ______________________________________________________________________________________ Procedures for sending students to nurse: ______________________________________________________________________________________ Lunchroom Manager:______________________________________________________________________________ Procedures for students in the cafeteria: ______________________________________________________________________________________ ______________________________________________________________________________________
K-12
MASTER CLASS SCHEDULE Name
Local phone_____________________
School
School phone____________________
Clinical Educator
Coop home phone___________________
Clinical Educator email address____________________________________________________ Time Students Arrive________________________ Time Students Leave__________________ PERIOD & TIME MONDAY TUESDAY WEDNESDAY THURSDAY
FRIDAY
K-13
Guided Observations of Classroom Management Observe your Clinical Educator and students during the first week of the student teaching placement. Record your observations in the appropriate columns below. Description of Management Strategy • • • • •
What did the teacher say? What did the teacher do? How did the teacher make student(s) aware of expectations? How did he/she reinforce appropriate behavior? How did he/she respond to inappropriate behavior?
Students’ Responses •
How did the student(s) react to the teacher behaviors you included in column 1?
Reflection/Notes/Comments •
What do you think about the strategy or the students’ response(s)?
K-14
OBSERVATION REPORT CREATING AN ENVIRONMENT FOR STUDENT LEARNING
1.
List examples of fairness demonstrated by the teacher.
2.
How does the teacher establish and maintain rapport with students?
3.
List ways the teacher shows by words, actions, or attitude that each student is capable of tackling challenging tasks.
4.
How does the teacher establish and maintain consistent standards of classroom behavior?
5.
How does this classroom reflect a safe environment?
6.
List ways the classroom is conducive to learning.
K-15
Date ______________ Subject ____________ Grade _____________
OBSERVATION REPORT TEACHING FOR STUDENT LEARNING 1.
How does the teacher focus the learners on the topic, establish a mind set, and/or review?
2.
How does the teacher make learning objectives clear to students?
3.
What motivational techniques does the teacher utilize?
4.
How does the teacher ensure that all students understand the procedures (academic, routine)?
5.
List the ways the teacher communicates content clearly and accurately.
6.
What methods does the teacher use to check for student understanding?
K-16
7.
How is the environment or process organized for lessons that are not teacher directed?
8.
What techniques does the teacher use to expand independent, creative, and/or critical thinking?
9.
List the ways the teacher monitors students learning.
10.
How does the teacher provide feedback to students and adjust instruction, if necessary?
11.
Describe closure techniques used by the teacher.
12.
Describe ways the teacher uses time effectively (pacing, interruptions, providing for maximum learning time).
K-17
CHECKLIST FOR TEACHER CANDIDATES AND CLINICAL EDUCATORS This checklist is to be reviewed during the first week of student teaching. Review of district and building handbooks for students and teachers
Teachers’ meetings (Teacher Candidate’s part in them)
Procedures for snow days/late openings/early dismissal
Parent-teacher meetings
Fire and crisis/lockdown drills
Home visitations, pupil gifts
Playground rules and teacher’s responsibilities during recess
Reports to parents
Reporting accidents, first aid service, health services
Reporting pupil/teacher absences
Attendance procedures (teacher and pupil)
Media center policies
Use of duplicating equipment; requisition of supplies and equipment
Procedures for dealing with students’ illness
Lunchroom regulations
Collection of money (field trips, book orders, pictures, etc.)
Testing programs
Release of students to authorized person(s) TECHNOLOGY
1. What technology is available within the classroom? (Include the number of classroom computers.)
2. What technology is available within the school?
3. What are the procedures for accessing the school’s technology?
__________________________________________________________________________ __________________________________________________________________________
K-18
DISMISSAL PROCEDURES* BUS RIDERS:
WALKERS:
PARENT PICK-UPS:
* Dismissal must be a shared responsibility with your Clinical Educator.
K-19
OBSERVING CLASSROOM ROUTINES Describe how these routines are carried out in your classroom. students entering the class use of coat closet/lockers notes from home seatwork attendance lunch count first activities of the day students needing assistance when teacher is busy restroom policies (bathroom privileges) students finishing early paper distribution paper collection sharpening pencils forgotten materials (texts, pencils, etc.) getting students' attention headings on papers drinking fountain assigning helpers getting supplies or lining up receiving assignments on time absences active involvement of students
K-20
Student Information Chart Complete the chart below to summarize the required and necessary accommodations or modifications for any students that will affect your instruction. Consult with your Clinical Educator and other specialists to complete the chart in addition to your own observations. The first row has been completed in italics as an example.
Special Categories
Student(s)
Accommodations and/or Pertinent IEP Objectives
Other categories could include: Behavior, skill level, language proficiencies, physical limitations Example: Learning Disability
Example: JB, CG,AF
Example: Close monitoring, follow up, and Resource Room
K-21
MAINTAINING GOOD STUDENT BEHAVIOR INTERVENTION STRATEGIES Counting to five(5) Eye Contact Clapping pattern/signal Redirecting student to task Circulating around the classroom Silence signal Heads down Marbles in jar Praise Candy Body Language Positive feedback Touch (primary) Wait for attention Lights Frequent visual scanning Reinforcing appropriate behavior Saying student’s name Physical proximity Remind student of the rules Ask student to repeat/state rule Ignoring minor misbehavior/short duration Ask student to stop Soft reprimand Have child explain himself/herself Team points Point card Time out Rewards/incentives Warning/name on board (assertive discipline) Class generated rules/consequences Daily progress reports Response cost (taking tickets, points, etc.) Private 1-to-1 talk Peer pressure Motivators/certificates Minutes off recess Contact parents Adding names to a lottery (tickets) Color chart- red, yellow, green cards Tape recording Video taping Behavior contracts Free time passes Grab bag/treasure chest Detention Note to parents Homework passes Sticker chart Removing child form classroom Earn letters on board to spell out reward "pizza pa_" Providing choices
K-22
SELF-REPORTING LOG *Note: If you did not turn-in the Demographics Form previously, please attach it to this Self-Reporting Log. Name:_________________________________________________________ Semester and Year:______________________________________________ Clinical Educator: _______________________________________________ School:________________________________________________________ Grade Level:____________________________________________________ Subject:________________________________________________________ # Days Absent:__________________________________________________ COPLANNING AND CONTENT KNOWLEDGE CHECK ALL THE APPLY: __ Collaborated/coplanned with Clinical Educator __ Collaborated/coplanned with other Professionals __ Researched Curriculum Guides __ Investigated Alternate Resources __ Researched Pupil Files __ Made use of Pupil Inventories __ Elicited Prior Knowledge and Adjusted Plans __ Researched Content Knowledge __ Planned for Differentiated Instruction Other: ________________________________________________________ Regarding your coplanning and content knowledge, of what are you most proud?
K-23
INSTRUCTIONAL DELIVERY CHECK ALL THE APPLY: __ Direct Instruction __ Experimentation __ Coteaching __ Lead/support __ Team Teaching __ Synchronized Teaching __ Unified Teaching __ Teach and Assist __ Center/Station Teaching __ Parallel Teaching __ Supplemental Instruction __ Teaching and Regrouping __ Differentiation __ Teach and Actively Observe Students __ Process Writing __ Modeling/Demonstrations __ Manipulatives __ Inquiry __ Whole Class Discussion __ Socratic Seminar __ Lab Experiences __ Comprehensive Frameworks __ Formative/Summative Assessments __ Tiered/Leveled Questioning Strategies __ Instructional Technology __ Activating Strategies __ Summarizing Strategies __ Every-pupil responses Regarding your instructional delivery, of what are you most proud?
K-24
ASSESSMENT AND ADJUSTMENT CHECK ALL THE APPLY: __ Portfolio __ Interviews __ Tests/Quizzes __ Observation __ KWL __ Projects __ Running Records __ Rubrics __ Writing __ Standardized Tests __ Products/Process __ Checklists __ Pupil Self-Assessment __ Peer Feedback __ Entrance and Exit Tickets Other: _____________________________________________________ Regarding your assessment practices, of what are you most proud?
ACADEMIC LANGUAGE DEVELOPMENT CHECK ALL THE APPLY: __ Researched outside resources to become familiar with academic language __ Referred to the edTPA handbook & glossary __ Developed academic language displays __ Developed language support tools Other: _____________________________________________________ Regarding academic language development, of what are you most proud? CLASSROOM ENVIRONMENT AND SOCIAL EMOTIONAL DEVELOPMENT CHECK ALL THE APPLY: __ Developed a Pupil Communication System __ Created Bulletin Boards/Displays __ Developed Learning Games __ Created Management System __ Used Positive Behavior Support __ Used Responsive Classroom
K-25
__ Used Logical Consequences __ Developed Point Cards __ Conducted Classroom Meetings __ Conducted a Getting to Know You Activity __ Used Interest Inventories Other: _____________________________________________________ Regarding students’ social and emotional development and the classroom environment, of what are you most proud?
SCHOOL AND COMMUNITY CONNECTIONS CHECK ALL THE APPLY: Communicated with parents via: __ Point Cards __ Behavior Raters __ E-mail __ Pupil Awards __ Newsletters __ Home Visits __ Worked with volunteers __ Notes Home __ Progress reports __ Homework books __ Parent Conferences __ Report Card Writing __ Phone Calls Supported School Community via: __ Arranged/Chaperoned Field Trips __ Faculty Meetings __ PLC/Team Meetings __ School-wide Family Events __ Supervised Bus, Lunch, Recess Duty __ Attendance at IEP Meetings Other: _____________________________________________________
K-26
Describe any contributions or efforts you made in building school and family connections.
PROFESSIONAL DISPOSITIONS CHECK ALL THAT APPLY: In what ways do you reflect on or consider theory and research in your decision-making? ___ Self-Evaluation Summary Statement: ___ Areas of Strength ___ Areas for Continued Improvement ___ Other Comments:
PROJECTS: edTPA: Describe any unique elements of your project: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
K-27
DEMOGRAPHICS FORM Please complete the following information about the class/classes where you are placed. Total number of classes: __________ Total number of students in the following categories (all classes combined): Number of students: Students with active IEPs: Male students: ELL students: Female students: Students who qualify for free/reduced lunch: Total number of students in each category: American Indian/Alaskan Aleut: Black/African American: Native Hawaiian/Pacific Islanders: White/Caucasian: Check type of placement: _____ resource room/learning support
Asian: Hispanic: Multi-Racial: Other: _____ TAM (Team Approach to Mastery)
_____ self-contained
_____ SAM (Single Approach to Mastery)
_____ inclusion
_____ intensive learning center/special school
_____ departmentalized
_____ semi-departmentalized
_____ other: Identify the number of students in each appropriate category: #
_____ Deaf and Blindness
# _____ Developmental Delay
#
_____ Learning Disability
# _____ Hearing Impairment including Deafness
#
_____ Physical Impairment
# _____ Severe Intellectual Disability
#
_____ Emotional Disturbance
# _____ Traumatic Brain Injury
#
_____ Speech and/or Language Impairment
# _____ Moderate Intellectual Disability
#
_____ Visual Impairment including Blindness
# _____Mild Intellectual Disability
# ______ Multiple Disabilities
# _____ Intellectual Disability
# _____ADHD-Attention Deficit/ Hyperactivity Disorder/ADD-Attention Deficit Disorder # _____Autism
#_____ Other
