43340335 student teacher handbook fall 2016 · guidelines for developing adept portfolio...

Student Teacher Handbook

P. O. Box 1892 Tigerville, SC 29688-1892

FALL 2016

TEACHER EDUCATION PROGRAM

NORTH GREENVILLE UNIVERSITY

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TABLE OF CONTENTS TABLE OF CONTENTS .................................................................................................... 2 C. A. P. E. ……………………………………………………………….………………..4 INTRODUCTION ............................................................................................................ 10 PURPOSE OF STUDENT TEACHING .......................................................................... 11 ADMISSION PROCEDURES ......................................................................................... 11 STUDENT TEACHER PLACEMENT ............................................................................ 13

Placement Procedures ................................................................................................... 13 Pre-requisites for Cooperating Teachers ....................................................................... 13 Placements .................................................................................................................... 13

STUDENT TEACHING POLICIES ................................................................................ 14 Pre-requisites for Student Teaching .............................................................................. 14 Schedule ........................................................................................................................ 14 Attendance .................................................................................................................... 14 Transportation, Food, and Housing Arrangements ....................................................... 15 Substitute Teaching/Other Assignments ....................................................................... 15 Absence of Cooperating Teacher .................................................................................. 15 Additional Activities during Student Teaching ............................................................ 15

Employment during Student Teaching ..................................................................... 15 Extracurricular Activities .......................................................................................... 16

Transporting Students ................................................................................................... 16 Inclement Weather ........................................................................................................ 16 Assessment and Evaluation ........................................................................................... 16

Mid-Semester Evaluation .......................................................................................... 16 Final Semester Evaluation ........................................................................................ 16

Reporting Concerns and Problems ................................................................................ 17 Termination of Student Teaching Assignment ............................................................. 17 Membership in North Greenville University Student Education Organizations .......... 17 Professional/Appropriate Appearance .......................................................................... 18 Full-time Student Teaching ........................................................................................... 18 The National Assessment Examinations ....................................................................... 18 Certification .................................................................................................................. 18 Completion of Degree ................................................................................................... 19

RESPONSIBILITIES OF PERSONNEL ASSOCIATED WITH THE TEACHER EDUCATION PROGRAM .............................................................................................. 20

Vice President of Academics .................................................................................... 20 Director of Teacher Education .................................................................................. 20 Student Teacher Placement Coordinator .................................................................. 20 Student Records Coordinator .................................................................................... 20 Education Faculty/Supervising Instructors ............................................................... 21 School District Superintendent or Designee ............................................................. 21 Local School Administrator or Designee .................................................................. 21

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Cooperating Teacher ................................................................................................. 22 The Student Teacher ................................................................................................. 23

APPENDIX A – Student Teacher Forms .......................................................................... 26 Student Teaching Release Form ............................................................................... 27 Student Teacher Information Update ........................................................................ 28 North Greenville University Student Information Form .......................................... 29 Student Teacher Attendance Sheet ........................................................................... 30 Student Teacher Absence Report* ............................................................................ 31 Guidelines for Developing ADEPT Notebook ......................................................... 32 Rubric for ADEPT notebook Evaluation .................................................................. 33 ADEPT Notebook Check-List .................................................................................. 34

Guidelines for Developing ADEPT Portfolio Presentation .............................................. 35 Rubric for ADEPT Portfolio Presentation ................................................................ 35 Student Teacher Evaluation of Cooperating Teacher ............................................... 36 Student Teacher Evaluation of Student Teaching Experience .................................. 37 Exit Survey for Student Teacher ............................................................................... 38

APPENDIX B - Supervising Instructor Forms ................................................................. 39 APPENDIX C - Cooperating Teacher Forms ................................................................... 63

Cooperating Teacher Personal Data Sheet ................................................................ 64 The Good Mentor ...................................................................................................... 69 Actions to Assist in ADEPT Performance Standards ............................................... 71

APPENDIX D ................................................................................................................... 86 APPENDIX E ................................................................................................................... 98

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North Greenville University: College of Education Conceptual Framework. OUTCOME 1: THE TEACHER IS AN EFFECTIVE PRACTITIONER, GROUNDED IN CONTENT KNOWLEDGE AND SKILLED IN IMPACTING STUDENT LEARNING. Proficiencies: A. Candidates demonstrate mastery of the critical content and processes in their fields of study within the context of a broad understanding of the liberal arts. [CAEP 1.1, APS 6, Praxis II Content Exams, minimum grades in core courses, minimum GPA. ] B. Candidates communicate subject matter effectively and accurately to motivate student learning, and develop deeper levels of understanding of key concepts. [CAEP 1.2, APS 4, FEE, Oral Grammar Rubric, AOD, Lesson Plan Rubric] C. Candidates utilize the key principles of educational purposes, curriculum, instruction, and assessment by designing, adapting, and selecting a variety of appropriate assessments and using the data to improve student learning and instruction. [CAEP 1.3, APS 3, Lesson Plans, ADEPT evaluation, Unit, TWS] D. Candidates plan and implement lessons utilizing the knowledge of student diversity, human development, and research in order to help all students learn. [CAEP 1.5, APS 2, Lesson Plans, Unit plan, TWS, ADEPT evaluation] E. Candidates employ multiple resources beyond the textbook such as including concrete objects, online resources and media to meet the needs of all learners. [CAEP 1.4, APS 5, Unit Plans, Lesson Plans, FEE, TWS] F. Candidates use a variety of effective instructional techniques, models, methods (eg. close reading, critical thinking, problem solving), and materials in a logical sequence for teaching and learning. [CAEP 1.6, APS 5, Lesson Plans, Unit Plan, FEE, TWS] OUTCOME 2: THE TEACHER IS A NURTURING AND CARING LEADER.

Proficiencies:

A. Candidates exhibit personal responsibility, trustworthiness, fairness, and teamwork in the school community. [CAEP 1.7, APS 10, AOD] B. Candidates respect, value, and establish high expectations for all students creating an inclusive learning environment. [CAEP 1.6, APS 4, AOD, TWS, ADEPT] C. Candidates design and maintain an effective, safe learning environment that meets the child’s physical, social, emotional, and cognitive needs. [APS 8, SC safe schools climate act, AOD, TWS, ADEPT]

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D. Candidates value cooperation, practice collaboration, and display fairness and empathy when working with colleagues and families. [CAEP 1.8, APS 10, AOD]

OUTCOME 3: THE TEACHER IS A LIFELONG LEARNER WHO BY

EXAMPLE AND INSTRUCTION INVITES LIFELONG LEARNING IN

STUDENTS.

Proficiencies:

A. Candidates engage in activities and utilize resources that contribute to the improvement of self, the profession, and community. [APS 10, AOD, ADEPT evaluation] B. Candidates model inquiry and reflection of self, students, families, and communities based on student performance. [CAEP 1.3, APS 10, Lesson Plans, TWS, ADEPT] C. Candidates reflect on their choices and biases in order to build strong relationships with learners, families, colleagues, and the community. [CAEP 1.9, APS 10] Revised 2.13.2014

Standard 1: CONTENT AND PEDAGOGICAL KNOWLEDGE The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-‐‑specific practices flexibly to advance the learning of all students toward attainment of college-‐‑ and career-‐‑readiness standards. Candidate Knowledge, Skills, and Professional Dispositions 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s)4 in the following categories: the learner and learning; content; instructional practice; and professional responsibility. Provider Responsibilities 1.2 Providers ensure that completers use research and evidence to develop an understanding of the teaching profession and use both to measure their P-‐‑12 students’ progress and their own professional practice. 1.3 Providers ensure that completers apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of Specialized Professional

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Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting bodies (e.g., National Association of Schools of Music – NASM). 1.4 Providers ensure that completers demonstrate skills and commitment that afford all P-‐‑12 students access to rigorous college-‐‑ and career-‐‑ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards). 1.5 Providers ensure that completers model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice. Standard 2: CLINICAL PARTNERSHIPS AND PRACTICE The provider ensures that effective partnerships and high-‐‑quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-‐‑12 students’ learning and development. Partnerships for Clinical Preparation 2.1 Partners co-‐‑construct mutually beneficial P-‐‑12 school and community arrangements, including technology-‐‑based collaborations, for clinical preparation and share responsibility for continuous improvement of candidate preparation. Partnerships for clinical preparation can follow a range of forms, participants, and functions. They establish mutually agreeable expectations for candidate entry, preparation, and exit; ensure that theory and practice are linked; maintain coherence across clinical and academic components of preparation; and share accountability for candidate outcomes. Clinical Educators 2.2 Partners co-‐‑select, prepare, evaluate, support, and retain high-‐‑quality clinical educators, both provider-‐‑ and school-‐‑based, who demonstrate a positive impact on candidates’ development and P-‐‑12 student learning and development. In collaboration with their partners, providers use multiple indicators and appropriate technology-‐‑based applications to establish, maintain, and refine criteria for selection, professional development, performance evaluation, continuous improvement, and retention of clinical educators in all clinical placement settings. Clinical Experiences 2.3 The provider works with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure that candidates demonstrate their developing effectiveness and positive impact on all students’ learning and development. Clinical experiences, including technology-‐‑enhanced learning opportunities, are structured to have multiple performance-‐‑based assessments at key points within the program to demonstrate candidates’ development of the knowledge, skills, and professional dispositions, as delineated in Standard 1, that are associated with a positive impact on the learning and development of all P-‐‑12 students.

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Standard 3: CANDIDATE QUALITY, RECRUITMENT, AND SELECTIVITY The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program’s meeting of Standard 4. Plan for Recruitment of Diverse Candidates who Meet Employment Needs 3.1 The provider presents plans and goals to recruit and support completion of high-‐‑quality candidates from a broad range of backgrounds and diverse populations to accomplish their mission. The admitted pool of candidates reflects the diversity of America’s P-‐‑12 students. The provider demonstrates efforts to know and address community, state, national, regional, or local needs for hard-‐‑to-‐‑staff schools and shortage fields, currently, STEM, English-‐‑language learning, and students with disabilities. Admission Standards Indicate That Candidates Have High Academic Achievement And Ability 3.2 The provider sets admissions requirements, including CAEP minimum criteria or the state’s minimum criteria, whichever are higher, and gathers data to monitor applicants and the selected pool of candidates. The provider ensures that the average grade point average of its accepted cohort of candidates meets or exceeds the CAEP minimum of 3.0, and the group average The provider demonstrates that the standard for high academic achievement and ability is met through multiple evaluations and sources of evidence. The provider reports the mean and standard deviation for the group. Additional Selectivity Factors 3.3 Educator preparation providers establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non-‐‑academic factors predict candidate performance in the program and effective teaching. Selectivity During Preparation 3.4 The provider creates criteria for program progression and monitors candidates’ advancement from admissions through completion. All candidates demonstrate the ability to teach to college-‐‑ and career-‐‑ready standards. Providers present multiple forms of evidence to indicate candidates’ developing content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of technology in all of these domains.

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Selection At Completion 3.5 Before the provider recommends any completing candidate for licensure or certification, it documents that the candidate has reached a high standard for content knowledge in the fields where certification is sought and can teach effectively with positive impacts on P-‐‑12 student learning and development. 3.6 Before the provider recommends any completing candidate for licensure or certification, it documents that the candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies. CAEP monitors the development of measures that assess candidates’ success and revises standards in light of new results. Standard 4: PROGRAM IMPACT The provider demonstrates the impact of its completers on P-‐‑12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation. Impact on P-‐‑12 Student Learning and Development 4.1 The provider documents, using multiple measures, that program completers contribute to an expected level of student-‐‑learning growth. Multiple measures shall include all available growth measures (including value-‐‑added measures, student-‐‑growth percentiles, and student learning and development objectives) required by the state for its teachers and available to educator preparation providers, other state-‐‑supported P-‐‑12 impact measures, and any other measures employed by the provider. Indicators of Teaching Effectiveness 4.2 The provider demonstrates, through structured and validated observation instruments and student surveys, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve. Satisfaction of Employers 4.3. The provider demonstrates, using measures that result in valid and reliable data and including employment milestones such as promotion and retention, that employers are satisfied with the completers’ preparation for their assigned responsibilities in working with P-‐‑12 students. Satisfaction of Completers 4.4 The provider demonstrates, using measures that result in valid and reliable data, that program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that the preparation was effective.

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Standard 5: PROVIDER QUALITY ASSURANCE AND CONTINUOUS IMPROVEMENT The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates’ and completers’ positive impact on P-‐‑12 student learning and development. The provider supports continuous improvement that is sustained and evidence-‐‑based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers’ impact on P-‐‑12 student learning and development. Quality and Strategic Evaluation 5.1 The provider’s quality assurance system is comprised of multiple measures that can monitor candidate progress, completer achievements, and provider operational effectiveness. Evidence demonstrates that the provider satisfies all CAEP standards. 5.2 The provider’s quality assurance system relies on relevant, verifiable, representative, cumulative and actionable measures, and produces empirical evidence that interpretations of data are valid and consistent. Continuous Improvement 5.3. The provider regularly and systematically assesses performance against its goals and relevant standards, tracks results over time, tests innovations and the effects of selection criteria on subsequent progress and completion, and uses results to improve program elements and processes. In TASC standards � Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. � Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. � Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. � Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. � Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. � Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

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� Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-‐‑disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. � Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. � Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. � Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning and development, to collaborate with learners, families, colleagues, other school professionals.

INTRODUCTION The Vision of the Teacher Education Program at North Greenville University, a Christ-centered institution, is to prepare students to become effective practitioners, reflective decision makers, and facilitators of learning in a diverse and changing society. North Greenville University is committed to providing an exceptional teaching experience for candidates who have completed requirements leading to the student teaching semester. Through a partnership with area school personnel, student teachers are provided pre-service responsibilities that enable them to test, refine, and affirm their knowledge, professional philosophy, and educational methods. The pre-service setting also provides the student teacher with the opportunity to examine the ethical standards of the teaching profession and their impact on educational practices. This handbook describes the policies and procedures developed for student teaching, including guidelines for all partners in the process; the teacher candidate, cooperating teacher, school administrator, and the University faculty member assigned to guide this learning opportunity. The attitudes, behaviors, and responsibilities of the student teacher are emphasized. They represent the essence of North Greenville University's commitment to permitting only qualified practitioners to enter the teaching profession.

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PURPOSE OF STUDENT TEACHING The student teaching experience provides education majors with an extended period in which to apply knowledge, unit and lesson planning, classroom management, and assessment procedures with students of a particular age or grade level. During this experience, student teachers benefit from the guidance of an experienced classroom professional as they accept increasing responsibility for determining and meeting the needs of students.

ADMISSION PROCEDURES Admission of a candidate to student teaching is dependent upon a candidate meeting the following criteria:

• Apply for admission to Directed Student Teaching, May 1st for spring semester and December 1st for fall semester. (See The Teacher Education Handbook for requirements.)

• Successfully complete all course work, chapel, and cultural events, maintaining all GPA requirements as well as grades of “C” or better in all education courses. You must also continue to demonstrate a professional demeanor in order to remain in the Teacher Education Program. Faculty may recommend a re-evaluation of the candidate’s status with regard to continued meeting of admission criteria at any time.

• A cumulative GPA of 2.75 or higher on a 4.0 scale. • Complete, with a passing score, the South Carolina State required examinations

(Praxis Core series and Principles of Teaching and Learning (PLT), in your chosen teaching field prior to being admitted to Student Teaching;) For Elementary, #10011 Elementary Education Curriculum, Instruction & Assessment and #20012 Elementary Education Content Area Exercises. Elementary Ed K-6 (30522). For Early Childhood, #10020 Early Childhood Education; Elementary Ed K-6 (30522). For Music, #10113 Content Knowledge and #30111 Concepts and Processes Music Education. Select one exam by grade level. Elementary Ed K-6 (30522). Middle School 5-9 (30523). High School 9-12 (30524). For Secondary Education – English Language Art, Literature & Composition: Content Knowledge (10041), Literature & Composition: Essays (20042). For Science with Biology - Biology and General Science (calculators prohibited) (20030) or Chemistry, Physics and General Science (calculators prohibited) (10070). For Social Studies with History Concentration – Social Studies: Content Knowledge (10081), Social Studies: Interpretation of Materials (20083).

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• Recommendation by the faculty of the College of Education or Division of Fine Arts for Music Education Majors.

• Completion of application for student teaching. • Recommendation from the College of Education Faculty for Directed Student

Teaching. • Recommendation from Teacher Education Committee.

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STUDENT TEACHER PLACEMENT

Placement Procedures Currently, student teaching placements are made collaboratively with Greenville, Spartanburg, and Pickens County school districts. The Director of Teacher Education submits requests for placements to the Placement Coordinator of the school district and/or local school administration and final placement decisions are made by that individual. NCATE Standard 4 states “These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse students in P-12 schools.” To this end, field experiences and student teacher placements are not made at a high school attended by the candidate nor in any school in which there is a family member employed. Placements are for a total of sixty days. However, should a student need additional time to meet performance goals of the program, placements will be extended beyond sixty days.

Pre-requisites for Cooperating Teachers Teachers who serve as cooperating teachers of student teachers will:

• Hold a valid professional certificate in their area of supervision. • Have successfully taught for a minimum of three years; two of which must have

been in the subject area for which the supervision is assigned. • Have appropriate training in supervising clinical experiences. • Have been recommended by the superintendent, local school principal, or

appointed designee for service as a cooperating teacher.

Placements

• Early Childhood student teachers are placed in an early childhood school class, (grades K4-3), for sixty days

• Elementary student teachers are placed in an elementary school class, (grades 2-6), for sixty days.

• Music Education student teachers are placed in a secondary school for thirty days and in an elementary/middle school for thirty days. Dual placement meets the K-12 certification requirements for Music Education.

• Secondary Education student teachers are placed in a high school class (9-12) for sixty days.

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STUDENT TEACHING POLICIES

Pre-requisites for Student Teaching During the semester prior to student teaching, prospective student teachers must submit an Application for Directed Student Teaching to the Director of Teacher Education. The deadline date for submitting these forms will occur early in the semester. Forms may be obtained by contacting the College of Education Office in Foster Building. Upon receipt of the completed form, the Director of Teacher Education will arrange a date, time and location for the prospective candidate to meet with the Director of Teacher Education and the prospective candidate’s advisor for the pre-student teaching conference. The prospective student teacher must also submit the Release Form, Student Information Update, and the Graduation Checklist for Initial Certification (Appendix A), and the results of a current TB test to the College of Education Office at the beginning of the semester prior to student teaching.

Schedule Student teachers are to adhere to the schedule of the school to which they are assigned and are expected to attend school meetings and activities on the same basis as their cooperating teachers. For all practical purposes, the teacher student teachers schedule regarding holidays and in-service dates will be the same as that of the cooperating teacher, regardless of the schedule of the University.

Attendance Every student teacher is expected to adhere to the same standards of attendance and punctuality as the cooperating teacher, arriving at school at the time designated by the principal or designee and remaining for the period of time expected of all other teachers at the school. Daily attendance is recorded on the Student Teacher Attendance Sheet (Appendix A). Absences are excused only for personal illness or serious illness or death in the immediate family. Such absences must be made up in full in accordance with requirements established by the principal, the cooperating teacher, and the North Greenville University supervisor. An absence is defined as an entire school day or a part thereof. Absence procedures to be followed include: (1) earliest possible notification of the principal and cooperating teacher; (2) earliest possible notification of the North Greenville University supervisor through the College of Education;

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(3) completion of an absence report mailed to the University supervisor (Appendix A); and (4) a doctor's note mailed directly to the North Greenville University supervisor, if an illness exceeds the three day absence limit. Excessive absences may result in the teacher student teacher’s termination from student teaching.

Transportation, Food, and Housing Arrangements Student teachers must provide their own transportation to and from the school to which they are assigned and must assume responsibility for all associated costs. Student teachers are responsible for costs of any meals purchased at schools where they teach. Bag lunches will be provided by the University dining hall for boarding students who do not wish to purchase food in the cafeteria at the assigned schools. NGU boarding students must make arrangements with the University to provide housing when the campus is closed during the student teaching period. Student Teachers are responsible for all meals during times when the campus dining hall is closed.

Substitute Teaching/Other Assignments No student teacher is permitted to serve as a substitute teacher during the sixty (60) days of student teaching, nor are they permitted to perform activities or duties assigned to their cooperating teacher for which that teacher receives additional pay. A student teacher may not be paid as a teacher during his/her student teaching placement.

Absence of Cooperating Teacher The student teacher is supervised by the substitute teacher if a cooperating teacher is absent due to illness or other extenuating circumstances.

Additional Activities during Student Teaching

Employment during Student Teaching

Employment during student teaching is strongly discouraged. Should employment be essential, it should be scheduled only for weekends. Student teaching must take priority over all other activities to help ensure the success of the student teaching experience. Student Teachers may not substitute for public schools during student teaching. Student Teachers can not be employed by school district during student teaching - (examples: sports and after school care)

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Extracurricular Activities

No extracurricular activities, including athletic practices, games, and musical performances, are to intrude on the student teaching period.

Transporting Students Student teachers may not transport pupils in their own cars or serve as drivers of buses or vans for any school-related events or activities.

Inclement Weather Student teachers should listen to local radio and television stations for information on school closings due to snow or other inclement weather. Teaching days missed due to bad weather must be made up by student teachers according to the schedule specified by school district administrators.

Assessment and Evaluation

Mid-Semester Evaluation

A joint mid-term evaluation conference is scheduled with the student teacher by the cooperating teacher and the University supervisor. The student’s progress is assessed and reported at mid-term. See Mid-Term Summary of Student Teacher Performance. (Appendix B)

Final Semester Evaluation

The student teacher’s final evaluation is based on the following components: • Cooperating teacher’s evaluation. See Final Summary of Student

Teacher’s Performance. (Appendix A) • University supervisor’s evaluation. (Appendix A) • Teacher Work Sample (Appendix E) • Student teacher’s self-evaluation. (Reflective statements in Student

Teacher ADEPT Notebook and presentation on growth during student teaching)

• Student Teacher ADEPT Notebook presentation (Appendix A).

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• Mid Term is a Pass/Fail grade. Failure on any domain or APS at midterm will not automatically constitute a “Fail” as mid term grade, but will indicate a need for improvement. Failure of any domain or any two APS at final will automatically constitute a Final grade of “F” or failure for student teaching.

The final evaluation will be graded and must be a C or higher for credit to be earned for the student teaching experience. Criteria for letter grades are defined in syllabi for ELED 4600, ECED 4650, and MUED 4655, for Directed Student Teaching.

Reporting Concerns and Problems Open communication is essential between all partners in the student teaching experience; student teacher, cooperating teacher, principal, and North Greenville University supervisor. This is particularly critical when major problems occur related to a student teacher’s performance. In such cases, a conference between all appropriate parties is held, and a plan for resolving the problems is agreed upon and stated in writing. Signed copies of the agreement are placed in the student teacher’s academic files at North Greenville University.

Termination of Student Teaching Assignment Upon the recommendation of the cooperating teacher, the school principal, and the North Greenville University supervisor, a student teacher’s assignment may be terminated for just cause. In the case of North Greenville University, this would be a violation of rules as stated in the North Greenville University Catalog. In the case of the public schools, this would be a violation of school or district-wide policy as specified in the district policy and procedures manual.

Membership in North Greenville University Student Education Organizations Student teachers are encouraged to maintain active membership in student education organizations on campus for continued professional development. Student teachers are also encouraged to join state and national organizations within specific content areas. There is a collegiate chapter of the Music Educators National Conference for Music Education Majors. Student teachers may also be selected for induction into the International Reading Association’s honorary society, Beta Delta, prior to student teaching.

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Professional/Appropriate Appearance Student teachers are expected to present an appropriate appearance in the classroom and at formal school functions. Each student teacher should check with the principal, cooperating teacher, and/or school handbook concerning dress codes and appropriate attire. Cell Phone Usage Cell phones should be off during the school day. If you turn your cell phone on, it should only be during the planning period, or lunch. Check the policies of your school and district concerning cell phone usage. Never give a student or a parent your cell phone number. If you must call a parent, do it from the school phone. This includes texting, Facebook, instant messaging, snapshot, and any other electronic communication with parents and students.

Full-time Student Teaching Within the sixty-day student teaching assignment, student teachers assume responsibility for full-time teaching for a period of ten days. Student teachers with two placements teach a period of ten days in each placement. During this time, student teachers are totally responsible for planning, implementing, and evaluating all learning activities. Music Education majors may have both placements simultaneously, because some band and choral directors teach three periods in a middle school and three periods in a high school. Choral majors may also be assigned an elementary school and a secondary school.

The National Assessment Examinations Specialty area examinations are required in order to begin student teaching. Prior to student teaching, the candidate must pass the Praxis Core as required by the South Carolina Department of Education. Each candidate taking the Praxis Core must identify North Greenville University as a recipient of an official copy of their test score results. North Greenville University must receive these official scores indicating a passing score in the required specialty area examinations before the candidate student teaches.

Certification Before student teaching a teacher candidate must have completed the Teacher Education Program, the Director of Teacher Education must verify information required by the South Carolina Department of Education for recommendation for certification. The items needed are as follows:

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• Completed application for certification signed by the student teacher, a completed fingerprint card, and a check for the required fee made payable to the South Carolina Department of Education.

• Completed transcript request forms. • One file copy of the official score report for Praxis Core specialty areas (required

by the South Carolina Department of Education.)

Once a student has been admitted to student teaching: • Conference and observation forms completed and signed by student teacher. • Written evaluation of the student teacher by the University supervisor and

cooperating teacher. • Sixty full days of student teaching must be completed.

Before recommendation for certification in South Carolina or elsewhere, the student teacher’s cumulative record must include documentation of all necessary information. In addition, all program requirements must be successfully completed including acceptable proficiency on the North Greenville University Assessment Model of The South Carolina System for Assisting, Developing, and Evaluating Professional Teaching (ADEPT). The student teacher must also obtain passing scores on the Praxis Core examination in the specialty areas required by the South Carolina Department of Education. Sixty full days of student teaching must be completed.

Completion of Degree Student teachers must apply for a graduation check with the Registrar at the beginning of the student teaching semester. Student teachers must complete all student teaching requirements including a post-student teaching conference with the cooperating teacher and university supervisor. Student teachers must also submit scores from the Praxis Core for the specialty areas examinations required by the South Carolina Department of Education. Student teachers must have completed the South Carolina State Department of Education application for certification.

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RESPONSIBILITIES OF PERSONNEL ASSOCIATED WITH THE TEACHER EDUCATION PROGRAM

Vice President of Academics

• Provides general supervision for the Teacher Education Program.

Director of Teacher Education

• Provides overall direction of the Teacher Education Program. • Submits requests for candidate placements to participating school districts. • Completes contractual arrangements for student teaching placements with

participating school districts. • Verifies student certification information to the South Carolina State

Department of Education.

Student Teacher Placement Coordinator

• Works with the clinical experience faculty and the designated school district personnel to place candidates in appropriate classrooms.

• Assists the Director of Teacher Education in the selection of cooperating teachers and school sites to be submitted to individual school districts and local schools.

• Works with the Director of Teacher Education to plan a Student Teacher Orientation each semester.

• Serves as liaison between North Greenville University, participating schools, cooperating teachers, and candidates.

• Explains student teaching policies and procedures to cooperating schools and teachers.

• Assists in the development of a positive relationship between each cooperating teacher and student teacher.

• Facilitates bi-weekly seminars for student teachers and supervising teachers. • Plans and facilitates Drop-In/Student Teacher ADEPT notebook Presentation

each semester.

Student Records Coordinator

• Responsible for maintaining all records needed for the cumulative permanent file and for certification.

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Education Faculty/Supervising Instructors

• Assists in the development of a positive relationship between each cooperating teacher and student teacher.

• Completes a minimum of five announced observations of each student teacher, including a written performance assessment for every visit and a minimum of one unannounced visit.

• Compiles a cumulative supervisory episode record of all ten Performance Standards for each student teacher. This record is used as a basis for individual post-conferences.

• Participates in pre- and post-student teaching and midterm conferences with the cooperating teacher and student teacher.

• In conjunction with the cooperating teacher, determines midterm and final grades for each student teacher.

School District Superintendent or Designee

• Acts as a liaison between the school district and North Greenville University. • Submits names of teachers agreeing to serve as cooperating teachers to the

Director of Teacher Education of North Greenville University. • Completes arrangements for student teacher assignments.

Local School Administrator or Designee

• Recommends cooperating teachers to the district employee responsible for making student teacher placements.

• Interprets the North Greenville University student teaching program to the faculty.

• Serves as liaison between North Greenville University Education faculty and cooperating teachers, particularly in the area of program planning for student teachers.

• Provides student teachers with information and materials on the philosophy, policies, procedures and organization of the local school.

• Assists student teachers in becoming fully participating members of the school and school activities.

• Assists student teachers in understanding their responsibilities related to full-time teaching.

• Observes and evaluates the student teacher’s performance. • Suggests areas of program improvement to North Greenville University

student teaching personnel.

22

Cooperating Teacher

• Participates in training for cooperating teachers provided by North Greenville University.

• Reviews all student teaching materials provided by North Greenville University, including personal information that is provided by the student teacher.

• Discusses the expectations, responsibilities, and level of required professional commitment with the student teacher.

• Provides student teachers with information and materials on curriculum, school policies, and routines.

• Meets with the North Greenville University supervisor and the student teacher to develop a student teaching plan which includes observation, individual and small-group teaching and a period of full-time teaching during which the student teacher is totally responsible for planning, implementing and evaluating all learning activities.

• Determines the student teacher’s readiness to proceed through the stages of the student teaching plan.

• Reviews the student teacher’s lesson plans according to a mutually developed schedule prior to being implemented.

• Confers daily with the student teacher on evaluation of lesson plans, effectiveness of classroom activities and teaching strategies, interactions with children, parents, administrators, other teachers, and makes suggestions as necessary. Alternative plans and/or remediation may be recommended when appropriate.

• Schedules regular planning sessions to ensure that the student teacher is meeting goals and objectives of the student teaching plan and of the school district’s grade-level curriculum.

• Provides opportunities for the student teacher to: o Identify and provide for student needs at a variety of cognitive levels. o Create a positive learning environment. o Use teaching strategies and materials appropriate to the learners’

developmental levels. o Practice time and classroom management techniques. o Use a variety of assessment strategies and become familiar with others

used by the school district. o Develop and use record-keeping skills, including reporting procedures. o Interact and confer with parents when appropriate. o Participate actively in extracurricular experiences as well as meetings of

parent-teacher organizations and professional groups. • Works with the North Greenville University supervisor in helping the student

teacher build on strengths and overcome difficulties. • Evaluates the student teacher’s performance.

o Holds daily informal conferences with the student teacher to discuss strengths, areas needing improvement, and to offer professional guidance.

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o Prepares mid-term and final written evaluations, using forms provided by North Greenville University. (Appendix C)

o Participates in pre- and post-student teaching and midterm conferences with the university supervisor and student teacher.

• Treats the student teacher fairly, honestly, and with a positive attitude while mentoring.

• Serves as a model of professionalism for the student teacher. • Suggests areas of program improvement to North Greenville University

student teaching personnel.

The Student Teacher

• Reports to the school principal or designee when beginning the student teacher’s teaching period.

• Becomes familiar with the school building, routines, schedules, and policies for the student teacher and teachers. Reads school handbook and the school district policy manual, if available. Becomes familiar with health, medication, and safety-related records of children in their assigned classroom, but does not administer medication to children.

• Fulfills commitments to perform all assigned duties, both instructional and non-instructional.

• Is present and on time every day of the assignment except in cases of personal illness or serious illness or death in the immediate family. Notifies principal, cooperating teacher, and North Greenville University supervisor of any absences or tardiness, providing medical verification if requested to do so.

• Plans and prepares all assignments thoroughly and according to established criteria. This includes, but is not limited to units, lesson plans, reports, and special projects. Lesson plans must be submitted to the cooperating teacher. Unit topics require prior approval from the cooperating teacher.

• Makes lesson plans available for review by the university supervisor at each observation. Lesson plans should reflect the following planning by the student teacher: o They should be written clearly, using good sentence structure, correct

spelling and composition form. They should follow the format provided in the student teaching seminar and/or methods class in which this procedure is taught.

o Objectives should be stated in behavioral, performance, or competency terms, as instructed by the university supervisor.

o When appropriate, a strong, effective introduction should be included. o Activities should be stated clearly and necessary resources specified. An

adequate number of activities should be included, and they should meet the cognitive levels and physical and cultural diversity of the assigned classroom. o Assessment and evaluation procedures should be identified. o Follow-up activities should be specified.

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o Reflection should be completed following the lesson. • Attends PTA / PTO meetings, faculty meetings, in-service, and any other

activities that could help the student teacher to understand the role of a teacher. • Follows school policies as they apply to regular employees. This includes, but is

not limited to arrival and departure times, parking, use of teachers’ lounge, and use of school-owned equipment and supplies. Student teachers are not to use school supplies without permission.

• Assumes accountability for student behavior when conducting any educational activity, especially in the absence of the cooperating teacher. Student teachers are legally responsible for pupil management and must assume liability for their actions during teaching-learning activities.

• Follows the school district’s policy in regard to cases of suspected child abuse, but under no circumstances should the student teacher initiate any action without first consulting the principal and the cooperating teacher.

• Keeps confidential any information given in confidence by students, faculty, administrators, or the university supervisor. This includes, but is not limited to information on student performance, personnel, parents, and school matters.

• Displays a high level of ethical conduct by refusing to criticize faculty, staff, students, parents, administrators, the university supervisor, or another student teacher. Student teachers must exercise extreme caution against becoming overly familiar with students. This is particularly important for those student teachers working with middle grade or high school students.

• Conducts himself/herself at all times in a manner that will add credit to teachers and the teaching profession.

• Uses positive techniques of child guidance. Student teachers may not administer corporal punishment, and they may not serve as a witness when it is administered by school personnel.

• Requests and accepts suggestions for improving performance and attitudes. The student teacher should engage in personal reflection regarding strengths and areas needing improvement.

• Participates in parent conferences if requested or if cooperating teacher deems it appropriate.

• Respects and provides for ethnic, physical, and developmental diversity among students.

• Maintains a high level of commitment to and involvement in the responsibilities of student teaching. The student teacher recognizes that student teaching does not end when the period of full-time teaching has been completed.

• Completes a self-assessment at the end of the student teaching period. The assessment consists of a completed Student Teacher ADEPT notebook and a visual presentation of the student teacher’s reflection on his/her personal professional development.

• Completes an evaluation of the cooperating teacher (Appendix A). • Participates in a post-student teaching conference with the cooperating teacher

and university supervisor. • Completes an evaluation of the student teaching experience (Appendix A).

25

• Completes the Exit Survey that is collected at the end of the student teaching experience and is used to evaluate the quality of the North Greenville University Teacher Education Program. The Exit Survey is to be completed and returned to the Director of Teacher of Education at the final seminar.)

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APPENDIX A – Student Teacher Forms Student Teaching Release Form

Student Teacher Information Update

North Greenville University Student Information Form

Student Teacher Attendance Sheet

Student Teacher Absence Report

Guidelines for Developing ADEPT notebook

Rubric for ADEPT notebook Evaluation and Presentation

Student Teacher ADEPT notebook Check-List

Student Teacher Evaluation of Cooperating Teacher

Student Teacher Evaluation of Student Teaching Experience

Student Teacher Exit Survey

Student Teaching Release Form

STATE OF SOUTH CAROLINA COUNTIES OF GREENVILLE, PICKENS, AND/OR SPARTANBURG

In consideration of receiving permission from North Greenville University, a

corporation, to participate in student teaching, clinical experiences or any activities related

to course work, the undersigned hereby releases North Greenville University, its agents,

officers, servants, and employees, of and from all liability, claims, demands, actions and

causes of action whatsoever arising out of or related to any loss, damage, or injury of the

undersigned in connection with the participation set forth above.

I give the University permission to release information for purposes of

certification and accreditation. This release shall be binding upon the heirs, executors,

administrators and assigns of the undersigned.

IN WITNESS WHEREOF, the undersigned has executed this Release this

___________day of__________________________, 20_________.

Signature: _________________________________________

Print Name: _________________________________________

WITNESS: _________________________________________

_________________________________________

Student Teacher Information Update

Name __________________________ Phone # _____________________________ Date________________ University P. O. Box __________________ Home Address__________________________________________________________________ Home Phone # ________________________ Cell Phone # ________________________ NGU E-Mail ________________________________________________________ Contact Person _____________________________________________ Contact Person Phone # _____________________________________________ Contact Person Address _____________________________________________ _____________________________________________

North Greenville University Student Information Form

(For Cooperating Teacher.)

________________________________________________________________________ Last Name First Name Middle ________________________________________________________________________ Home Address City State Zip ________________________________________________________________________ Home Telephone Cell Telephone ________________________________________________________________________ University Address City State Zip University Telephone University Major ________________________Degree To Be Earned _______________ High School Attended ____________________________________________________ List Activities in High School ______________________________________________ (e.g. Student Council, Yearbook, Chorus, Band, Orchestra) _______________________________________________________________________ _______________________________________________________________________ University Activities _______________________________________________________________________ (e.g. Student Council, Yearbook, Chorus, Band, Orchestra) _______________________________________________________________________ _______________________________________________________________________ Attach a short biographical sketch. Include your reasons for becoming a teacher.

Student Teacher Attendance Sheet

Student: School District:

School: Date Time

In Time Out

Initial Date Time In

Time Out

Initial

1. 31. 2. 32. 3. 33. 4. 34. 5. 35. 6. 36. 7. 37. 8. 38. 9. 39.

10. 40. 11. 41. 12. 42. 13. 43. 14. 44. 15. 45. 16. 46. 17. 47. 18. 48. 19. 49. 20. 50. 21. 51. 22. 52. 23. 53. 24. 54. 25. 55. 26. 56. 27. 57. 28. 58. 29. 59. 30. 60. Cooperating Teacher ________________________________ Date: _____________________________________________

Student Teacher Absence Report* _______________________________________________________________ Name of Student Teacher Reason for Absence: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Date(s) Absent Hours Absent ________________________________________________________________________ Cooperating Teacher’s Signature Date Supervising Instructor’s Comments: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Supervising Instructor’s Signature Date *All absences must be reported to the cooperating teacher, the principal, and the university supervisor. This form when used for absence from a Student Teacher Seminar will be given to your university supervisor and the Student Teacher Placement Coordinator. Staple one Student Teacher Absence Report per absence to the Student Teacher Attendance sheet.

Guidelines for Developing ADEPT Notebook The ADEPT notebook provides a way to present yourself as a thoughtful, competent professional and documents your growth in teaching. It should include carefully selected evidence of your performance as a student teacher and your ability to analyze your teaching. The size of the ADEPT notebook is not as important as its content. A ADEPT notebook is not just a collection of products. Although you may choose certain products as examples, it is the way you analyze and present yourself that is critical. The final ADEPT notebook should be concise, attractive, and easy to handle. The ADEPT notebook should be a clear, understandable, and an effective portrayal of you as a beginning teacher. The rating scale that will be used to evaluate your written ADEPT notebook and informal oral presentation is provided. Your ADEPT notebook and presentation will constitute 25% of your student teaching grade. Turn your ADEPT notebook in to your university supervisor at the assigned date. Begin with an introduction section that includes your philosophy of education (1 - 3 pages) and a copy of your resume. Provide a creative cover sheet for each of the APS. (1 page for each APS.) Include one artifact for each standard that best represents your growth and competency in the area. Deciding what items of evidence to use and how to present them throughout the various sections of your ADEPT notebook will be a challenge. Many possibilities exist! In fact, throughout, the semester, an important activity for you will be to refine your techniques of describing, portraying, and presenting what you are doing successfully and analytically as an aspiring professional teacher. As you work with your classroom supervisor and your university supervisor, you should seek feedback on your presentation of evidence of your success as a student teacher. Include a reflection statement to accompany each artifact (1 - 2 pages). The statement should cover an evaluation of the artifact and the experience that it documents. Consider what you learned from the experience and how you might do things differently in the future. Address how the experience contributed to your development as a professional and consider what steps you might need to take for future growth. Consider ways that the standards of teaching interconnect.

Rubric for ADEPT notebook Evaluation Student Teacher:________________________________________ Overall Rating Level: ___________

Date: ________________________ 0 1 2 3 4 Not Yet Developing Developed Level 0 ___ Standards were represented inadequately or not at all ___ Overall presentation totally unorganized, numerous errors in grammar ___ Very little or poor evidence of reflection and self-evaluation ___ Items not included for all standards Level 1 ___ All standards were not represented ___ Overall presentation of material poorly organized, frequent errors in grammar ___ Evidence of reflection and evaluation was superficial on more than 4 standards ___ Items chosen to support standards were one dimensional Level 2 ___ All standards were not adequately represented ___ Overall presentation of material not consistent in organization, coherence or grammar ___ Evidence of reflection and assessment was superficial on more than 2 standards ___ Items chosen to support standards were one dimensional Level 3 ___ All standards were adequately represented ___ Presentation showed continuity and organization but some mechanical errors were observed ___ Evidence of reflection and self-evaluation was at a meaningful level but did not indicate needs for

future growth and development ___ Items chosen to support standards reflected marginal uniqueness Level 4 ___ Each standard was thoroughly represented ___ Presentation showed continuity, organization, exactness, and clarity of thought ___ Evidence of reflection and self-evaluation showed integration or interconnection between

standards, present development as a professional and needs for future growth and adjustment ___ Items chosen to support standards exhibited uniqueness of sources and evidence of originality _____ Overall Level of Performance (1, 2, 3, or 4) Specific comments on Standards of Teaching: Signature of Evaluator________________________________________________

ADEPT Notebook Check-List ______ 2” 3 ring binder – larger for dual placement using one notebook or electronically using E-Portfolio (Some of the information required may need to be put in hard copy for evaluation when using E-Portfolio) ______ Cover sleeve information – title/author/school/grade level/semester ______ Title page – title/author/school/cooperating teacher/grade level ______ Theme (if used) should be carried throughout to provide cohesiveness ______ Introduction/Philosophy of Education (1 – 3 pages) ______ Copy of your resume ______ Summary of each ADEPT Performance Standard (1 pg @ APS preferred) ______ One artifact @ standard / Dual placements will have artifacts in both placements.

Artifacts can include short range lesson plan with activity from plan, test project, student writing, photos w/caption. Music Education: should provide two artifacts for a placement, whether it is dual placement or a single placement. There will be one LRP (APS1) for one placement, and two LRPs for dual placement.

______ Reflection statement to accompany each artifact;

• Evaluation of the artifact and the experience it documents • Show integration of APSs • Present yourself as a developing professional teacher. Tell how the APSs

will impact you as a future educator ______ Long Range Plans – YOUR plans for the two weeks as developed from your cooperating teacher’s LRPs (If you have two placements you need 2 LRPs)

Guidelines for Developing ADEPT Portfolio Presentation Participate in a presentation of yourself as a developing professional teacher. The presentation is in combination with a display presented at a drop-in honoring student teacher’s, supervising teachers, and cooperating teachers. It should be an analytical representation of your semester as a student teacher in the classroom. This will be accomplished as you informally answer questions about your experience in the classroom, your growth, perspective as a teacher, etc.

Rubric for ADEPT Portfolio Presentation Student Teacher:________________________________________ Overall Rating Level: ___________

Date: ________________________ 0 1 2 3 4 Not Yet Developing Developed Level 0 ___ Student did not make an ADEPT notebook presentation/no attempt at oral communication of

experience Level 1 ___ Inadequate attempt made to present ADEPT notebook/inadequate oral communication of

experience Level 2 ___ Minimal attempt made to present ADEPT notebook/minimal oral communication of experience Level 3 ___ ADEPT notebook provides description, evidence, and reflection for each APS, However, quality

of evidence is weal on some APS; presentation is satisfactory; Oral communication indicates a general knowledge of teaching.

Level 4 ___ ADEPT notebook provides strong description, evidence, and reflection for each APS;

presentation shows high degree of excellence in student teaching experience; oral communication indicates outstanding knowledge and positive attitude for the profession.

*** For Music Education Majors only: ______ Electronic portfolio is provided meeting levels described above. _____ Overall Level of Performance (1, 2, 3, or 4) Specific comments on Standards of Teaching: Signature of Evaluator________________________________________________

Student Teacher Evaluation of Cooperating Teacher

(Return to Supervising Instructor at final seminar.) Student Teacher ________________________________ Date __________________

Cooperating Teacher_____________________________________________________

School _________________________________________________________________ NO.

ITEM

Always

Usually

Sometimes

Never

N/A

Effective Practitioner

1

The teacher was a good model to follow.

2

The teacher maintained effective discipline.

3

The teacher used varied activities.

4

The teacher helped me with planning.

Caring Leader 5

The teacher offered constructive criticism.

6

The teacher was available for conference.

7

The teacher gave support and encouragement.

8

The teacher was interested in my improvement.

Lifelong Learner 9

The teacher gave appropriate background information.

10

The teacher was positive and professional, yet developed a personal rapport with me.

Comments: _________________________________________ ________________________ Student Teacher’s Signature Date

Student Teacher Evaluation of Student Teaching Experience (Return to the Supervising Instructor.)

No.

ITEM

YES

NO

COMMENTS

1

The placement provided adequate opportunities to develop the skills essential for teaching effectiveness.

2

The length of the placement was adequate.

3

The seminar time was helpful in providing pertinent and useful information.

4

The university supervisor was knowledgeable about student teaching and assessment strategies.

5

The university supervisor was supportive of my efforts in the classroom.

6

The university supervisor was available to offer help when needed.

7

Student teaching has prepared me for my own classroom.

Additional suggestions and comments: _______________________________________ ___________________ Student Teacher’s Signature Date

Exit Survey for Student Teacher Student Phone: Address Major Based on course work, clinical experiences, interactions with professors, and school personnel, identify the strengths and weaknesses of the Teacher Education Program of NGU in relation to your readiness to student teach. EFFECTIVE PRACTITIONER: Classroom Knowledge of: Strong 3 Average 2 Weak 1 1.Content 2.Teaching methods 3,Planning 4.Monitoring learning 5.Maintaining high expectations for learners CARING LEADER: Classroom Knowledge of: Strong 3 Average 2 Weak 1 6,Classroom management 7.Developmental levels of students 8.Multi-‐cultural awareness 9.Exceptionalities of students LIFELONG LEARNER: Personal Readiness: Strong 3 Average 2 Weak 1 10.Written communications skills 11. Oral communications skills 12.Ability to cooperate with others 13.Professional development 14.To utilize technology for teaching and development Comment on any special strengths or weaknesses you feel should be addressed in the teacher education program. Use back of form or attach additional paper if necessary. Thank you for your candor. Complete and turn in at final seminar.

Student Teacher’s Signature Date

APPENDIX B - Supervising Instructor Forms Post-Observation Conference Record Domain 1: Planning

Post-Observation Conference Record Domain 2: Instruction

Post-Observation Conference Record Domain 3: Environment

Post-Observation Conference Record Domain 4: Professionalism

ADEPT Formal Evaluation Consensus Report

Mid-Semester Summary of Student Teacher Performance

Field Experience: Assessment of Dispositions

Final Summary of Student Teacher Performance

Field Experience: Assessment of Dispositions

North Greenville University Student Teacher ADEPT Worksheet to be used for

Student Teacher Seminar and/or Remediation Worksheets Domain 1: Planning

Student Teacher _____________________ Grade(s)/Subject(s) ____________________ School ______________________________ Date _______________________________

APS 1: Long-Range Planning AN EFFECTIVE TEACHER FACILITATES STUDENT ACHIEVEMENT BY ESTABLISHING APPROPRIATE LONG-RANGE LEARNING GOALS AND BY IDENTIFYING THE INSTRUCTIONAL, ASSESSMENT, AND MANAGEMENT STRATEGIES NECESSARY TO HELP ALL STUDENTS PROGESS TOWARD MEETING THESE GOALS.

A. How does the student teacher use and analyze student information, to determine the learning needs and guide instructional planning?

B. What evidence suggests that the student teacher establishes appropriate standards-based long-range learning and developmental goals for all students?

C. How does the student teacher identify and sequence instructional units that facilitate the accomplishment of the long-range goals?

D. In what ways does the student teacher develop appropriate processes for evaluating and recording students’ progress and achievement?

E. What plans does the student teacher provide that demonstrate appropriate procedures for managing the classroom?

APS 2: Short-Range Planning of Instruction AN EFFECTIVE TEACHER FACILITATES STUDENT ACHIEVEMENT BY PLANNING APPROPRIATE LEARNING OBJECTIVES; SELECTING APPROPRIATE CONTENT, STRATEGIES, AND MATERIALS FOR EACH INSTRUCTIONAL UNIT; AND SYSTEMATICALLY USING STUDENT PERFORMANCE DATA TO GUIDE INSTRUCTIONAL DECISION-MAKING.

A. What evidence suggests that the student teacher develops objectives that facilitate student achievement of appropriate academic standards and long-range learning and developmental goals?

B. What evidence suggests that the student teacher develops instructional plans that include content, strategies, materials, and resources that are appropriate for the particular students?

C. What evidence suggests that the student teacher routinely uses student performance data to guide short-range planning of instruction?

APS 3: Planning Assessments and Using Data AN EFFECTIVE TEACHER FACILITATES STUDENT ACHIEVEMENT BY ASSESSING AND ANALYZING STUDENT PERFORAMANCE AND USING THIS INFORMATION TO MEASURE STUDENT PROGRESS AND GUIDE INSTRUCTIONAL PLANNING.

A. What evidence suggests that the student teacher develops/selects and administers a variety of appropriate assessments?

B. What evidence suggests that the student teacher gathers and accurately analyzes student performance data, at appropriate intervals, and uses this information to guide instructional planning?

C. How does the student teacher use assessment data to assign grades (or other indicators) that accurately reflect student progress and achievement?

Additional Comments: Student Teacher’s signature ___________________________________________ Cooperating Teacher’s signature _______________________________________ Supervisor Instructor’s signature _______________________________________ * The Student Teacher’s signature simply acknowledges receipt of this form and not necessarily agreement with its content.


Student Teacher Seminar and/or Remediation Worksheets Domain 2: Instruction

Student Teacher ______________________ Grade(s)/Subject(s) ____________________ School ______________________________ Date _______________________________

APS 4: Establishing and Maintaining High Expectations for Learners AN EFFECTIVE TEACHER ESTABLISHES, CLEARLY COMMUNICATES, AND MAINTAINS APPROPRIATE EXPECTATIONS FOR STUDENT LEARNING, PARTICIPATION, AND RESPONSIBILITY.

A. What did the student teacher expect the students to learn from the lesson? In what ways did the students demonstrate that they understood what the candidate expected for them to learn?

B. What did the student teacher expect the students to do during and after the lesson? In what ways did the students demonstrate that they understood what the candidate expected them to do?

C. How did the student teacher help the students relate to the learning? In what ways did the students demonstrate that they understood the relevance and/or importance of the learning?

APS 5: Using instructional strategies to facilitate learning AN EFFECTIVE TEACHER PROMOTES STUDENT LEARNING THROUGH THE EFFECTIVE USE OF APPROPRIATE INSTRUCTIONAL STRATEGIES.

A. What instructional strategies did the student teacher use during the lesson?

B. In what ways did the student teacher vary the instructional strategies during the lesson, and why?

C. What evidence suggests that the instructional strategies were - or were not - effective in terms of promoting student learning and success?

APS 6: PROVIDING CONTENT FOR LEARNERS AN EFFECTIVE TEACHER POSSESSES A THOROUGH KNOWLEDGE AND UNDERSTANDING OF THE DISCIPLINE SO THAT HE OR SHE IS ABLE TO PROVIDE THE APPROPRIATE CONTENT FOR THE LEARNERS.

A. What evidence suggests that the student teacher did - or did not - have a thorough knowledge and understanding of the content?

B. What was the content of the lesson?

C. How did the student teacher explain and/or demonstrate the content to the students, and how effective were the explanations/ demonstrations?

APS 7: MONITORING, ASSESSING, AND ENHANCING LEARNING AN EFFECTIVE TEACHER MAINTAINS A CONSTANT AWARENESS OF STUDENT PERFORMANCE THROUGHOUT THE LESSON IN ORDER TO GUIDE INSTRUCTION AND PROVIDE APPROPRIATE FEEDBACK TO STUDENTS.

A. In what ways—and how effectively—did the student teacher monitor student learning during the lesson?

B. In what ways—and how effectively—did the student teacher make adjustments to accommodate the learning needs of the students?

C. What types of instructional feedback did the student teacher provide to the students, and how effective was the feedback in terms of enhancing student learning?



Student Teacher Seminar and/or Remediation Worksheets Domain 3: Environment

Student Teacher ______________________ Grade(s)/Subject(s) ____________________ School ______________________________ Date _______________________________

APS 8: MAINTAINING AN ENVIRONMENT THAT PROMOTES LEARNING AN EFFECTIVE TEACHER CREATES AND MAINTAINS A CLASSROOM ENVIRONMENT THAT ENCOURAGES AND SUPPORTS STUDENT LEARNING.

A. What was the physical environment of the classroom like?

B. What type of affective climate did the student teacher establish for the students?

C. What type of learning climate did the student teacher establish for the students?

APS 9: MANAGING THE CLASSROOM AN EFFECTIVE TEACHER MAXIMIZES INSTRUCTIONAL TIME BY EFFICIENTLY MANAGING STUDENT BEHAVIOR, INSTRUCTIONAL ROUTINES AND MATERIALS, AND ESSENTIAL NON-INSTRUCTIONAL TASKS.

A. What were the student teacher’s expectations for student behavior? In what ways did the students demonstrate that they understood the ways in which they were expected to behave?

B. In what ways did the student teacher maximize - or fail to maximize - instructional time?

C. What types of instructional materials, resources, and technologies were used during the lesson, and how did the student teacher manage them?



Student Teacher Seminar and/or Remediation Worksheets Domain 4: Professionalism

Student Teacher ________________________ Grade(s)/Subject(s) ______________________ School _________________________________ Date _________________________________

APS 10:Fulfilling Professional Responsibilities AN EFFECTIVE TEACHER IS AN ETHICAL, RESPONSIBLE, CONTRIBUTING, AND EVER-LEARNING MEMBER OF THE PROFESSION.

A. How does the student teacher demonstrate being and advocate for the students?

B. What evidence suggests that the student teacher works to achieve organizational goals in order to make the entire school a positive and productive learning environment for the students?

C. What evidence suggests that the student teacher is an effective communicator?

D. What evidence suggests that the student teacher exhibits professional demeanor and behavior?

E. How does the student teacher demonstrate active learning?


NORTH GREENVILLE UNIVERSITY COLLEGE OF EDUCATION

Mid- Semester

ADEPT Formal Evaluation Consensus Report Student Teacher: ________________ Grade(s)/subject(s):

____________________ Academic year: ________________ School: _____________________________

DOMAIN 1: PLANNING

APS 1: Long-Range Planning Met (1point)

Not Met (0 points)

Rationale

1.A Obtaining and analyzing student information and using this information to guide instructional planning

1.B Establishing appropriate learning and developmental goals for all students

1.C Identifying and sequencing appropriate instructional units

1.D Developing appropriate processes for evaluating and recording students’ progress and achievement

1.E Planning appropriate procedures for managing the classroom

APS 2: Short-Range Planning of Instruction Met

(1point) Not Met (0 points)

Rationale

2.A Developing unit objectives

2.B Developing unit plans (content, strategies, materials, resources)

2.C Using student performance data to guide instructional planning

APS 3: Planning Assessments and Using Data Met


Rationale

3.A Developing/selecting and administering appropriate assessments

3.B Gathering, analyzing, and using assessment data

3.C Using assessment data to reflect student progress and achievement

Domain 1 (APSs 1–3) total points earned: (Total points possible = 11)

Domain 1 rating: Pass (> 10 points) Fail (< 9 points)

DOMAIN 2: INSTRUCTION

APS 4: Establishing and Maintaining High Expectations for Learners

Met (1point)

Not Met (0 points)

Rationale

4.A Establishing, communicating, and maintaining high expectations for student achievement

4.B Establishing, communicating, and maintaining high expectations for student participation

4.C Helping students assume responsibility for their own participation and learning

APS 5: Using Instructional Strategies to Facilitate Learning

Met (1point)

Not Met (0 points)

Rationale

5.A Using appropriate instructional strategies

5.B Using a variety of instructional strategies

5.C Using instructional strategies effectively

APS 6: Providing Content for Learners Met


Rationale

6.A Demonstrating a thorough command of the subject matter

6.B Providing appropriate content

6.C Structuring the content to promote meaningful learning

APS 7: Monitoring, Assessing, and Enhancing Learning

Met (1point)

Not Met (0 points)

Rationale

7.A Monitoring student learning during instruction

7.B Enhancing student learning during instruction

7.C Providing appropriate instructional feedback to all students



DOMAIN 3: ENVIRONMENT

APS 8: Maintaining an Environment That Promotes Learning

Met (1point)

Not Met (0 points)

Rationale

8.A Creating a safe physical environment that is conducive to learning

8.B Creating and maintaining a positive classroom climate

8.C Creating and maintaining a classroom culture of learning

APS 9: Managing the Classroom Met


Rationale

9.A Managing student behavior appropriately

9.B Making maximum use of instructional time

9.C Managing noninstructional routines efficiently



DOMAIN 4: PROFESSIONALISM

APS 10: Fulfilling Professional Responsibilities Met


Rationale

10.A Advocating for the students

10.B Working to achieve organizational goals

10.C Communicating effectively

10.D Exhibiting professional demeanor and behavior

10.E Becoming an active, lifelong learner

Domain 4 (APS 10) total points earned: (Total points possible = 5) Domain 4 rating: Pass (> 4 points) Fail (< 3 points)

Overall judgment: Met (all four domains passed) Not Met (one or more

domains failed)

Evaluators’ signatures: By signing below, I verify that the formal evaluation process was conducted in accordance with the approved ADEPT plan and that I participated in making—and am in agreement with—the above judgments. Cooperating Teacher:______________________________

Date: ____________________

Supervising Instructor:____________________________

Date: ____________________

(optional) Student Teacher’s signature: By signing below, I verify that I have received the results of this formal evaluation. My signature does not necessarily imply that I agree with these results. Student Teacher:_______________________

Date: ____________________

Mid-Semester Summary of Student Teacher Performance Semester_________ 20____

Student Teacher______________________________________Grade____________________ Cooperating Teacher_________________________________School_____________________ ADEPT Performance Standards (25% OF GRADE): Domain 1 Planning APS 1 Long Range Planning ______ APS 2 Short Range Planning of Instruction ______ APS 3 Planning Assessment and Using Data ______ Domain 2 Instruction APS 4 Establishing and Maintaining High Expectations for Learners ______ APS 5 Using Instructional Strategies to Facilitate Learning ______ APS 6 Providing Content for Learners ______ APS 7 Monitoring and Enhancing Learning ______ Domain 3 Environment APS 8 Maintaining an Environment that Promotes Learning ______ APS 9 Managing the Classroom ______ Domain 4 Professionalism APS 10 Fulfilling Professional Responsibilities _____ TOTALS: Domains 1-4 ________ APS 1-10 ________ NOTE: Mid Term is a Pass/Fail grade. Failure on any domain or APS at midterm will not automatically constitute a “Fail” as mid term grade, but will indicate a need for improvement. Failure of any domain or any two APS at final will automatically constitute a Final grade of “F” or failure for student teaching

Domain 1 (APSs 1–3)

(Total points possible = 11) Total points earned:

Domain 1 rating:

Pass (> 10 points)

Fail (< 9 points)

Domain 2 (APSs 4-7)


Domain 2 rating:

Pass (> 11 points)

Fail (< 10 points)

Domain 3 (APSs 8-9)


Domain 3 rating:

Pass (> 5 points)

Fail (< 4 points)

Domain 4 (APS 10)


Domain 4 rating:

Pass (> 4 points)

Fail (< 3 points)

ADEPT PERFORMANCE STANDARDS ______ (25% OF GRADE) Total Passing APSs ______________ (Student must pass 9 of the 10 APS for a passing grade at final evaluations.) ASSESSMENT OF DISPOSITIONS: ______ (25% OF GRADE) TEACHER WORK SAMPLE: ______ (20% OF GRADE) ADEPT NOTEBOOK: ______ (25% OF GRADE) PRESENTATION EVALUATION: ______ (5% OF GRADE): MID SEMESTER GRADE ______ (PASS/FAIL) TOTAL DAYS IN ATTENDANCE ______ Supervising Instructor’s Signature ________________________________________________ Cooperating Teacher’s Signature _______________________________________________ Student Teacher’s Signature ___________________________________________________ Date____________________________

North Greenville University Field Experience: Assessment of Dispositions Candidate______________________________________Semester_________Average________ Please rate 1-4: never = 1; seldom = 2; acceptable = 3; consistently = 4 by writing the appropriate number in the box. Circle indicators that are weak for student and/or make specific comments below. 1. EFFECTIVE PRACTITIONER A. Exhibits Professional Attitude Indicators: Confident, responsible, appropriate dress, punctual, meets deadlines, prepared, possesses self-efficacy, takes responsibility for own actions. ______________________________________________________________________________ B. Values Communication Indicators: Communicates content enthusiastically, uses correct grammar, has

good communication skills, able to relate and communicate with all stake holders. ______________________________________________________________________________ C. Demonstrates a Positive Attitude toward Teaching/Students

Indicators: Enthusiastic, goes the extra mile, meets the needs of all learners, values students, demonstrates patience with students, uses a variety of teaching strategies.

______________________________________________________________________________ D. Displays a Positive Attitude toward the Profession, Colleagues, and Authority

Indicators: Loyal, flexible, cooperative, values teamwork, promotes the school, ethical, Demonstrates self-control, respectful of mentor, cooperating teacher, and school officials.

______________________________________________________________________________ 2. CARING LEADER A. Promotes Nurturing and Kindness Indicators: Tone of voice, word choices, interacts well with students, sensitive to students, is respectful, patient in class, praises students for positive work, keeps students on task. ______________________________________________________________________________ B. Values Relationships

Indicators: Keeps a confidence, shows concern for others’ well-being, loyal, respectful, trustworthy, team player, able to work with others, cheerful positive and encouraging, helpful, giving.

______________________________________________________________________________ C. Creates a Nurturing Environment

Indicators: Includes all learners, creates a warm learning space, students are free from harassment, respects diverse learners, utilizes a variety of resources beyond the text.

______________________________________________________________________________ 3. LIFELONG LEARNER A. Values Professional Development Indicators: Engages positively in learning opportunities, joins professional organizations, keeps abreast of current issues, seeks learning opportunities, utilizes research to improve practice, open to correction, makes every effort to improve lessons. ______________________________________________________________________________ B. Takes Initiative

Indicators: Is organized, prepared, contributes, plans, turns in work, produces quality work, ethical. ______________________________________________________________________________ C. Practices Reflective Inquiry

Indicators: Understands effects of decisions on students, reads with a critical understanding, knows how to write reflections, understands consequences of actions, corrects misunderstandings quickly.

______________________________________________________________________________ COMMENTS: (Use the back if necessary.) Signature: ___________________________________ Date: ________________________

NORTH GREENVILLE UNIVERSITY

COLLEGE OF EDUCATION

Final (End of Semester)

ADEPT Formal Evaluation Consensus Report Student Teacher: ________________ Grade(s)/subject(s):

____________________ Academic year: ________________ School: _____________________________

DOMAIN 1: PLANNING

APS 1: Long-Range Planning Met (1point)

Not Met (0 points)

Rationale






APS 2: Short-Range Planning of Instruction Met


Rationale




APS 3: Planning Assessments and Using Data Met


Rationale







Met (1point)

Not Met (0 points)

Rationale





Met (1point)

Not Met (0 points)

Rationale




APS 6: Providing Content for Learners Met


Rationale





Met (1point)

Not Met (0 points)

Rationale








Met (1point)

Not Met (0 points)

Rationale




APS 9: Managing the Classroom Met


Rationale







APS 10: Fulfilling Professional Responsibilities Met


Rationale






Domain 4 (APS 10) total points earned: (Total points possible = 5) Domain 4 rating: Pass (> 4 points) Fail (< 3 points)

Overall judgment: Met (all four domains passed) Not Met (one or more

domains failed)

Evaluators’ signatures: By signing below, I verify that the formal evaluation process was conducted in accordance with the approved ADEPT plan and that I participated in making—and am in agreement with—the above judgments. Cooperating Teacher:______________________________

Date: ____________________

Supervising Instructor:____________________________

Date: ____________________

(optional) Student Teacher’s signature: By signing below, I verify that I have received the results of this formal evaluation. My signature does not necessarily imply that I agree with these results. Student Teacher:_______________________

Date: ____________________

Final-Semester Summary of Student Teacher Performance

Semester_________ 20____ Student Teacher_______________________________________Grade___________________ Cooperating Teacher___________________________School___________________________ ADEPT Performance Standards (25% OF GRADE): Domain 1 Planning APS 1 Long Range Planning ______ APS 2 Short Range Planning of Instruction ______ APS 3 Planning Assessment and Using Data ______ Domain 2 Instruction APS 4 Establishing and Maintaining High Expectations for Learners ______ APS 5 Using Instructional Strategies to Facilitate Learning ______ APS 6 Providing Content for Learners ______ APS 7 Monitoring and Enhancing Learning ______ Domain 3 Environment APS 8 Maintaining an Environment that Promotes Learning ______ APS 9 Managing the Classroom ______ Domain 4 Professionalism APS 10 Fulfilling Professional Responsibilities ______ TOTALS: Domains 1-4 ________ APS 1-10 ________ NOTE: Mid Term is a Pass/Fail grade. Failure on any domain or APS at midterm will not automatically constitute a “Fail” as mid term grade, but will indicate a need for improvement. Failure of any domain or any two APS at final will automatically constitute a Final grade of “F” or failure for student teaching

Domain 1 (APSs 1–3)


Domain 1 rating:

Pass (> 10 points)

Fail (< 9 points)

Domain 2 (APSs 4-7)


Domain 2 rating:

Pass (> 11 points)

Fail (< 10 points)

Domain 3 (APSs 8-9)


Domain 3 rating:

Pass (> 5 points)

Fail (< 4 points)

Domain 4 (APS 10)


Domain 4 rating:

Pass (> 4 points)

Fail (< 3 points)

ADEPT PERFORMANCE STANDARDS ______ (25% OF GRADE) Total Passing APSs ______________ (Student must pass 9 of the 10 APS for a passing grade.) ASSESSMENT OF DISPOSITIONS: ______ (25% OF GRADE) TEACHER WORK SAMPLE: ______ (20% OF GRADE) ADEPT NOTEBOOK: ______ (25% OF GRADE) PRESENTATION EVALUATION: ______ (5% OF GRADE): FINAL GRADE ______ TOTAL DAYS IN ATTENDANCE ______ Supervising Instructor’s Signature ________________________________________________ Cooperating Teacher’s Signature _______________________________________________ Student Teacher’s Signature ___________________________________________________ Date____________________________

North Greenville University Field Experience: Assessment of Dispositions Candidate______________________________________Semester_________Average________ Please rate 1-4: never = 1; seldom = 2; acceptable = 3; consistently = 4 by writing the appropriate number in the box. Circle indicators that are weak for student and/or make specific comments below. 1. EFFECTIVE PRACTITIONER A. Exhibits Professional Attitude Indicators: Confident, responsible, appropriate dress, punctual, meets deadlines, prepared, possesses self-efficacy, takes responsibility for own actions. ______________________________________________________________________________ B. Values Communication Indicators: Communicates content enthusiastically, uses correct grammar, has

good communication skills, able to relate and communicate with all stake holders. ______________________________________________________________________________ C. Demonstrates a Positive Attitude toward Teaching/Students

Indicators: Enthusiastic, goes the extra mile, meets the needs of all learners, values students, demonstrates patience with students, uses a variety of teaching strategies.

______________________________________________________________________________ D. Displays a Positive Attitude toward the Profession, Colleagues, and Authority

Indicators: Loyal, flexible, cooperative, values teamwork, promotes the school, ethical, Demonstrates self-control, respectful of mentor, cooperating teacher, and school officials.

______________________________________________________________________________ 2. CARING LEADER A. Promotes Nurturing and Kindness Indicators: Tone of voice, word choices, interacts well with students, sensitive to students, is respectful, patient in class, praises students for positive work, keeps students on task. ______________________________________________________________________________ B. Values Relationships

Indicators: Keeps a confidence, shows concern for others’ well-being, loyal, respectful, trustworthy, team player, able to work with others, cheerful positive and encouraging, helpful, giving.

______________________________________________________________________________ C. Creates a Nurturing Environment

Indicators: Includes all learners, creates a warm learning space, students are free from harassment, respects diverse learners, utilizes a variety of resources beyond the text.

______________________________________________________________________________ 3. LIFELONG LEARNER A. Values Professional Development Indicators: Engages positively in learning opportunities, joins professional organizations, keeps abreast of current issues, seeks learning opportunities, utilizes research to improve practice, open to correction, makes every effort to improve lessons. ______________________________________________________________________________ B. Takes Initiative

Indicators: Is organized, prepared, contributes, plans, turns in work, produces quality work, ethical. ______________________________________________________________________________ C. Practices Reflective Inquiry

Indicators: Understands effects of decisions on students, reads with a critical understanding, knows how to write reflections, understands consequences of actions, corrects misunderstandings quickly.

______________________________________________________________________________ COMMENTS: (Use the back if necessary.) Signature: ___________________________________ Date: ________________________

APPENDIX C - Cooperating Teacher Forms Cooperating Teacher Personal Data Sheet

Cooperating Teacher Evaluation of Student Teacher Preparation

The Good Mentor

Actions to Assist in ADEPT Performance Standards

Cooperating Teacher Personal Data Sheet Name ______________________________________ Date _____________

School Name __________________________________________________

School Address ________________________________________________

School Phone __________________________

Home Address _________________________________________________

Home Phone ______________ E-Mail ______________________________

Area(s) of Certification __________________________________________

Number of years in teaching _________

Subject(s) currently teaching ______________________________________

Subject(s) taught in past __________________________________________

Education Background: Undergraduate Degree________________ Institution __________________

Area ______________________________

Graduate Degree ____________________ Institution __________________

Area _______________________________

State ADEPT Evaluator Training completed: Yes ___ No ___ (3 day State Approved) NGU ADEPT Seminar Training: Yes _____ No _____ Other NGU student teachers that you have had _____________________

Cooperating Teacher’s Evaluation of North Greenville University’s Student Teacher Preparation

Student Teacher:

School:

Subject Area or Grade: Date:

Cooperating Teacher:

Directions: The following evaluation is to be completed at the end of the student teacher placement by the cooperating teacher. Indicate the level of proficiency if the behavior is observed. If you do not have knowledge of one of the behaviors, please leave the item blank. Attach an additional sheet for narrative comments you may wish to make regarding the student teacher’s performance.

DOMAIN 1: PLANNING

APS 1: Long-Range Planning Outstanding (3 points)

Satisfactory (2 points)

Unsatisfactory (1 point)






APS 2: Short-Range Planning of Instruction Outstanding

(3 points) Satisfactory

(2 points) Unsatisfactory

(1 point)




APS 3: Planning Assessments and Using Data Outstanding



(1 point)






Outstanding (3 points)













APS 6: Providing Content for Learners Outstanding



(1 point)



















APS 9: Managing the Classroom Outstanding



(1 point)





APS 10: Fulfilling Professional Responsibilities Outstanding (3 points)








11. Personal Development Outstanding



(1 point) Personal Characteristics Exhibits emotional control and poise Is dependable and responsible Establishes rapport with students Exhibits courtesy

Is adaptable and flexible Exhibits appropriate appearance/grooming Exhibits initiative Exhibits industriousness Exhibits sense of humor Exhibits tactfulness Exhibits enthusiasm 12 Interpersonal Development




Includes activities and utilizes instructional materials to reduce ethnocentrism (prejudice, discrimination, stereotyping, etc.)

Fosters an appreciation for differing values and cultural norms

Includes activities to develop student self-esteem and positive self-concept

Fosters ethical principles in students (fairness, reciprocity, integrity, etc.)

Perceives verbal and nonverbal messages and reacts with sensitivity

Models respect for all students Thank you for completing this form. Cooperating Teacher: ___________________________________________________ Date: ________________________________________________________________ Please return to the Supervising Instructor.

The Good Mentor By James B. Rowley

Six basic but essential qualities of the good mentor:

• Committed to the role of mentoring o A positive and professional role model and guide o Has passion for children and teaching o Committed to spending time to

§ Listen § Explain § Share – resources and knowledge

• Accepting of the beginning teacher o Receptive and supportive of the student teacher o Corrects without criticism o Creates atmosphere which allows student teacher to take risks and grow o Respects integrity and confidentiality of the student teacher o Brings out strengths in student teacher and assists in overcoming

weakness(es)

• Skilled at providing instructional support o Offers constructive advice o Experienced in content and instructional strategies o Supports student teacher in successes and turns failures into learning

experiences o Provides supportive, reflective, and constructive feedback

• Effective in different interpersonal contexts o models good listening as well as effective communication with student

teacher, students, peers, parents and administrators o able to establish clear boundaries of respect between mentor and student

teacher o responsive to concerns o able to give constructive criticism while being encouraging and supportive

• A model of a continuous learner o Serves as a role model and leads by example o Open to new ideas o Self-evaluator – reflects on own teaching practices o Exemplary teacher who stays current (takes professional classes, reads

professional journals, etc.)

• Communicates hope and optimism o Displays positive attitude o Acts as a positive motivator o Motivated by love of education o Desires student teacher to succeed o Demonstrates sense of humor

Actions to Assist in ADEPT Performance Standards

APS 1 Long-Range Planning

Long-range planning requires the teacher to combine a knowledge of content, standards, and curriculum with a knowledge of specific learning-teaching contexts and student characteristics. Although long-range planning is an essential process for all teachers, long-range plans (LRPs) will differ according to variables such as content (i.e., subject matter, concepts, principles, process, and related skills) and context (e.g., setting, learning needs of the students). In developing LRPs, the teacher should work both independently and collaboratively. LRPs are dynamic documents that should be reviewed continuously and revised, as necessary, throughout the school year.

KEY ELEMENTS

This standard requires the teacher to demonstrate the following abilities and dispositions: 1.A The teacher obtains student information, analyzes this information to determine the

learning needs of all students, and uses this information to guide instructional planning.

The teacher begins the long-range planning process by gaining a thorough understanding of students’ prior achievement levels, learning styles and needs, cultural and socioeconomic backgrounds, and individual interests. The teacher gathers this information from a variety of sources, including student records (e.g., permanent records, individualized education programs) and individuals such as other teachers, special-area professionals, administrators, service providers, parents, and the students themselves. From this information, the teacher identifies the factors that are likely to impact student learning. The teacher then uses this information to develop appropriate plans for meeting the diverse needs of his or her students.

1.B The teacher establishes appropriate standards-based long-range learning and developmental goals for all students.

The teacher’s goals are aligned with relevant federal, state, and local requirements and reflect the applicable grade-level academic standards. For preschool children and students with severe disabilities, the teacher’s goals align with appropriate developmental and/or functional expectations.

An effective teacher facilitates student achievement by establishing appropriate long-range learning goals and by identifying the instructional, assessment, and management strategies necessary to help all students progress toward meeting these goals.

1.C The teacher identifies and sequences instructional units in a manner that facilitates the accomplishment of the long-range goals.

In this context, an instructional unit is a set of integrated lessons that is designed to accomplish learning objectives related to a curricular theme, an area of knowledge, or a general skill or process. Consistent with relevant federal, state, and local curriculum and/or academic standards, the teacher’s instructional units provide for appropriate coverage of the key themes, concepts, skills, and standards related to the subject area(s) and are designed to expose students to a variety of intellectual, social, and cultural perspectives. The sequence of the teacher’s units (as presented through timelines, curriculum maps, planning and pacing guides, and so forth) follows a logical progression, with an appropriate amount of time allocated to each instructional unit.

1.D The teacher develops appropriate processes for evaluating and recording students’ progress and achievement.

The teacher’s evaluation process includes the major formal and informal assessments to be used (e.g., observations, exams, research papers, performance, projects, portfolios) and the evaluation criteria for each. The teacher’s evaluation methods are appropriate for the learning goals and the content. The evaluation criteria match state, local, and/or individually determined expectations for student progress and achievement. The teacher’s record-keeping system provides a confidential and well-organized system for storing, retrieving, and analyzing all necessary student data.

1.E The teacher plans appropriate procedures for managing the classroom. The teacher’s rules and procedures for managing student behavior, whether developed independently by the teacher or collaboratively with the students, are clearly stated, appropriate for the students, and consistent with school and district policies. The rules are stated in positive terms, when possible, and focus on behaviors rather than on students. The teacher’s procedures for managing essential noninstructional routines (e.g., transitioning between activities and/or subjects, taking roll, collecting student work, preparing learning centers or labs, retrieving instructional materials or resources) promote efficiency and minimize the loss of instructional time.

APS 2 Short-Range Planning of Instruction

In this context, the term instructional unit is defined as a set of integrated lessons that is designed to accomplish learning objectives related to a curricular theme, an area of knowledge, or a general skill or process. The length of instructional units—that is, the number of days or lessons they cover—will vary in accordance with such factors as the number of objectives to be accomplished; the complexity of the content to be covered; and the ability levels of the particular students.

KEY ELEMENTS

This standard requires the teacher to demonstrate the following abilities and dispositions: 2.A The teacher develops unit objectives that facilitate student achievement of appropriate

academic standards and long-range learning and developmental goals.

The teacher’s objectives define what the students should know (i.e., the factual, conceptual, procedural, and/or metacognitive knowledge) and be able to do (e.g., the cognitive processes—remembering, understanding, applying, analyzing, evaluating, and/or creating) upon completing the unit. The teacher’s objectives are student-oriented, explicit, and assessable statements of intended learning outcomes. There is a clear connection between the unit objectives and grade-level academic standards (or, for preschool children or students with severe disabilities, between the unit objectives and appropriate developmental and/or functional expectations). The unit objectives are consistent with the long-range goals, assessment results from previous instructional units, state and local curriculum guidelines, individualized education programs (IEPs), and the needs and interests of the students. The unit objectives are logically linked to previous and future learning objectives.

2.B The teacher develops instructional plans that include content, strategies, materials, and resources that are appropriate for the particular students.

The content of the teacher’s instructional plans is drawn from multiple sources that are accurate and current and is applicable to the students’ grade-level academic standards, instructional needs, ability and developmental levels, and interests. The sources of the content expose students to a variety of intellectual, social, and cultural perspectives as appropriate. The teacher selects a variety of instructional strategies and materials in order to present content in formats that accommodate learning differences and that translate into real-life contexts for the students. Instructional technology is included as appropriate. The instructional strategies are logically sequenced and include sufficient opportunities for initial learning, application and practice, and review. The strategies lead the students to increasingly higher levels of thinking and problem solving. They promote active student

An effective teacher facilitates student achievement by planning appropriate learning objectives; selecting appropriate content, strategies, and materials for each instructional unit; and systematically using student performance data to guide instructional decision making.

engagement during both independent and collaborative learning tasks, and they provide opportunities for the teacher and students to vary their roles in the instructional process (e.g., instructor, facilitator, coach, audience).

2.C The teacher routinely uses student performance data to guide short-range planning of instruction.

The teacher develops lesson and unit plans on the basis of accurate conclusions that he or she has drawn from analyses of the particular students’ prior performance (i.e., their behavior, progress, and achievement).

APS 3 Planning Assessments and Using Data

In this context, the term assessment refers to any formal or informal measurement tool, activity, assignment, or procedure used by a classroom teacher to evaluate student performance. Assessments may be commercially produced or developed by the teacher, but all should be valid, reliable, and maximally free from bias. KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 3.A The teacher develops/selects and administers a variety of appropriate assessments.

The assessments used by the teacher are technically sound indicators of students’ progress and achievement in terms of the unit objectives, the grade-level (or individually determined) academic standards, and the student achievement goals. The assessments align with the learning objectives and the instruction in terms of the type(s) of knowledge (i.e., factual, conceptual, procedural, and/or metacognitive) and the cognitive processes (i.e., remembering, understanding, applying, analyzing, evaluating, and/or creating). The teacher is not overly reliant on commercially produced assessments, but when he or she uses them, the teacher is careful to ensure that any necessary modifications are made. Assessment materials are free of content errors, and all assessments include verbal and/or written directions, models, and/or prompts that clearly define what the students are expected to do. The assessments are appropriate for the ability and developmental levels of the students in the class. The teacher provides appropriate accommodations for individual students who require them in order to participate in assessments.

3.B At appropriate intervals, the teacher gathers and accurately analyzes student performance data and uses this information to guide instructional planning.

The teacher routinely obtains student baseline data, analyzes the data to determine student learning needs, and uses this information to develop appropriate instructional plans. At appropriate intervals throughout instruction, the teacher analyzes student performance on informal assessments (e.g., individual and group performance tasks, quizzes, assignments) and formal assessments (e.g., tests, projects, portfolios, research papers, performances) to determine the extent to which both individual students and groups of students are progressing toward accomplishing the learning objectives. On the basis of these analyses, the teacher determines the impact of instruction on student learning and makes appropriate decisions about the need to modify his or her instructional plans.

An effective teacher facilitates student achievement by assessing and analyzing student performance and using this information to measure student progress and guide instructional planning.

3.C The teacher uses assessment data to assign grades (or other indicators) that accurately reflect student progress and achievement.

The teacher makes decisions about student performance, progress, and achievement on the basis of explicit expectations that clearly align with the learning objectives and achievement goals, the assessments, and the students’ level of ability. The teacher may present his or her evaluation criteria in the form of scoring rubrics, vignettes, grading standards, answer keys, rating scales, and the like. Assessments are appropriately weighted on the basis of the relative importance of each in determining overall progress and achievement. The teacher maintains accurate, current, well-organized, and confidential records of assessment results. The teacher uses available information technology to store and assist with the analysis of student data.

APS 4 Establishing and Maintaining High Expectations for Learners

KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 4.A The teacher establishes, communicates, and maintains high expectations for student

achievement.

The teacher’s expectations are appropriately challenging for the grade and/or ability levels of the particular students. The teacher communicates the learning objectives so that students clearly understand what they are expected to know and be able to do. The teacher reviews and/or clarifies the objectives as necessary.

4.B The teacher establishes, communicates, and maintains high expectations for student

participation.

The teacher’s expectations are appropriate for the grade and/or ability levels of the particular students and for the subject area. The teacher effectively communicates these expectations so that his or her students will readily apply them to instructional activities and events during the lessons and to assignments and tasks both in and out of the classroom.

4.C The teacher helps students assume responsibility for their own participation and learning.

The teacher clearly communicates the importance and relevance of the academic standards and learning objectives as well as the way the standards and objectives relate to the students’ previous and/or future learning. The teacher encourages the students to become the active agents of their own learning and to take the initiative to follow through with their work. The teacher provides appropriate opportunities for the students to engage in self- assessment and reflection on their learning and to develop a metacognitive awareness of their own strengths and weaknesses. The teacher assists the students in developing strategies to compensate for their weaknesses when it is necessary.

An effective teacher establishes, clearly communicates, and maintains appropriate expectations for student learning, participation, and responsibility. In this context, the term participation refers to student effort.

APS 5 Using Instructional Strategies to Facilitate Learning

The term instructional strategies refers to the methods, techniques, technologies, activities, or assignments that the teacher uses to help his or her students achieve the learning objectives.

KEY ELEMENTS

This standard requires the teacher to demonstrate the following abilities and dispositions:

5.A The teacher uses appropriate instructional strategies.

The teacher’s strategies are appropriate for the particular objectives and content and the particular students’ grade, developmental, and ability levels. The strategies build on the students’ interests and prior learning and are appropriate for the students’ stage of learning (e.g., initial, application, practice, review) with regard to the particular material. The teacher’s strategies promote higher levels of thinking and/or performance.

5.B The teacher uses a variety of instructional strategies.

The teacher draws from a substantial repertoire of instructional strategies, varying his or her strategies both within and among lessons according to the particular objectives and content and the students’ ability levels, learning styles, rates of learning, and special needs. The teacher conveys information in a variety of formats (e.g., lectures, videotapes, texts, DVDs) and approaches (e.g., demonstrations, guided practice, guided discovery, simulations). As appropriate to the learners and the learning, the teacher’s instructional strategies include sharing instructional responsibilities with other teachers, guest speakers, and/or parents; varying and/or exchanging roles (e.g., instructor, facilitator, coach, observer) with students; and creating opportunities for both independent and collaborative learning experiences.

5.C The teacher uses instructional strategies effectively. The teacher uses instructional strategies that actively engage his or her students and that ultimately result in meaningful learning for them. All students receive opportunities to experience success.

An effective teacher promotes student learning through the effective use of appropriate instructional strategies.

APS 6 Providing Content for Learners

In this context, the term content refers to the particular aspects of the discipline that are being taught, including subject matter, concepts, principles, processes, and related skills. Central to this standard is the content competence of the teacher. From this in-depth knowledge of the discipline, the teacher must select the content that is appropriate for his or her students and then organize the content in ways that best facilitate student learning.

KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 6.A The teacher demonstrates a thorough command of the discipline that he or she teaches.

The teacher provides content that is accurate and current. The teacher’s presentations, demonstrations, discussions, responses to students’ questions, and methods of engaging the students indicate a thorough knowledge and understanding of the content. The teacher identifies and explains/demonstrates conceptual relationships and/or procedural steps. The teacher identifies and corrects students’ content errors.

6.B The teacher provides appropriate content.

The content of the teacher’s lessons is aligned with the applicable curriculum requirements, grade-level academic standards, and/or student learning objectives. Whenever possible, the teacher draws lesson content from multiple sources and presents it in ways that expose students to a variety of intellectual, social, and/or cultural perspectives.

6.C The teacher structures the content to promote meaningful learning.

The teacher’s instruction goes beyond the simple presentation of factual knowledge. The teacher aligns the content with the learning objectives and ensures that students are provided with opportunities to acquire the knowledge and to use the cognitive processes that are necessary for successful problem solving. The teacher is able to identify and to explain and/or demonstrate key concepts and skills as well as their broader relationships and applications. The teacher guides student learning by presenting concepts and/or procedures in a logical sequence and in clear and sufficient detail. The teacher uses appropriate examples to help make the content relevant, meaningful, and applicable to the students. When students experience difficulties in mastering the content, the teacher is able to identify and address the sources of the problems.

An effective teacher possesses a thorough knowledge and understanding of the discipline so that he or she is able to provide the appropriate content for the learners.

An effective teacher maintains a constant awareness of student performance throughout the lesson in order to guide instruction and provide appropriate feedback to students.

APS 7 Monitoring, Assessing, and Enhancing Learning

In this context, the term monitoring refers to any methods the teacher uses during the lesson to collect information about his or her students’ understanding of the content. Assessing includes any formal or informal measurement tools, activities, assignments, or procedures a teacher uses during the lesson to evaluate the students’ performance and their progress toward meeting the learning objectives. Enhancing learning refers to actions a teacher takes during the lesson as a direct result of monitoring and assessing in order to improve or extend student learning. Both APS 3 (Planning Assessments and Using Data) and APS 7 involve teacher decision making on the basis of the results of student assessments. However, APS 3 deals with decision making that occurs prior to and after instruction. In contrast, APS 7 deals with the decision making that occurs during the actual lesson. In other words, the key elements of APS 7 occur “in flight.”

KEY ELEMENTS

This standard requires the teacher to demonstrate the following abilities and dispositions: 7.A The teacher continually monitors student learning during instruction by using a

variety of informal and formal assessment strategies.

The teacher maintains a constant awareness of student learning by engaging the students in classroom activities such as discussions, projects, performances, assignments, and quizzes. During these activities, the teacher uses effective questioning techniques to sample a representative cross section of students. The teacher’s questions are appropriate to the content, the activities, and the students. The teacher determines the students’ level of understanding of key concepts and skills by carefully observing/listening to and analyzing students’ verbal and nonverbal responses and reactions, inquiries, approaches to the task, performance, and final products.

7.B The teacher enhances student learning by using information from informal and formal assessments to guide instruction.

The teacher systematically collects, analyzes, and summarizes assessment data to monitor students’ progress. On the basis of formal and informal assessment information, the teacher makes appropriate decisions regarding instruction. When his or her students have difficulty answering questions, the teacher provides appropriate response time, rephrases the question, and/or provides prompts or other such assistance. The teacher provides additional explanations, demonstrations, or assistance, and modifies the content and/or the instructional strategies when necessary. The teacher adjusts the pace of the lessons to conform to the needs of the students. The teacher promotes student retention of the content

An effective teacher maintains a constant awareness of student performance throughout the lesson in order to guide instruction and provide appropriate feedback to students.

by actively engaging the students in reviews of the key elements, steps, or procedures as necessary. The teacher extends students’ learning and development through appropriate enrichment activities.

7.C The teacher enhances student learning by providing appropriate instructional feedback to all students.

The teacher provides feedback to the students throughout the lesson. The teacher also provides feedback on all significant student work. The teacher’s feedback—whether oral, written, or nonverbal—is equitable (i.e., provided to all students) and individualized. The feedback is accurate, constructive, substantive, specific, and timely. The feedback is effective in helping correct students’ misunderstandings or errors, reinforcing their knowledge and skills, and/or extending their learning.

APS 8 Maintaining an Environment That Promotes Learning

In this context, the term environment refers to both the physical surroundings and the affective climate of the classroom. This standard focuses on environmental factors that a teacher can reasonably be expected to control.

KEY ELEMENTS

This standard requires the teacher to demonstrate the following abilities and dispositions: 8.A The teacher creates and maintains the physical environment of his or her classroom as a

safe place that is conducive to learning.

The teacher’s classroom arrangement allows all students to see, hear, and participate during instruction. The classroom is free from clutter and distractions that impede learning. The teacher ensures that all materials are safely and properly stored and that all applicable safety regulations and precautions are followed. Classroom displays feature items of educational relevance and interest, including current samples of student work as appropriate.

8.B The teacher creates and maintains a positive affective climate in his or her classroom.

The teacher conveys confidence in his or her ability to teach the lesson content and to work with diverse groups of students. The teacher exhibits the enthusiasm necessary to generate interest in the subject matter and the patience and sensitivity necessary to assist and support all students, regardless of their social and cultural backgrounds or intellectual abilities. The teacher shows respect for the feelings, ideas, and contributions of all students and encourages the students to do likewise.

8.C The teacher creates and maintains a culture of learning in his or her classroom.

The teacher exemplifies and emphasizes initiative, industriousness, inquisitiveness, and excellence and, by doing so, encourages the students to do likewise. The teacher facilitates cooperation and teamwork among students and provides them with appropriate incentives and rewards for learning. The teacher works to ensure that every student feels a sense of belonging in the classroom. To the extent appropriate, the teacher invites student input and suggestions when designing instructional activities and events.

An effective teacher creates and maintains a classroom environment that encourages and supports student learning.

APS 9 Managing the Classroom

KEY ELEMENTS This standard requires the teacher to demonstrate the following abilities and dispositions: 9.A The teacher manages student behavior appropriately.

The teacher’s behavioral rules and consequences are appropriate for the students and are consistent with district and school policies. These rules and consequences are clearly conveyed to the students and are enforced in a fair and consistent manner. The teacher maintains a constant awareness of classroom events and activities. The teacher uses effective preventive discipline techniques (e.g., eye contact, facial expressions, proximity) and handles any disruptions in an appropriate and timely manner. Disciplinary actions focus on the inappropriate behaviors and not on the students themselves. The teacher encourages students to monitor and assume responsibility for their own behavior.

9.B The teacher makes maximal use of instructional time.

The teacher ensures that his or her students are engaged in meaningful academic learning throughout the instructional period. Instructional materials, resources, and technologies are useable, well organized, and accessible. In general, instruction is characterized by a smooth flow of activity.

9.C The teacher manages essential noninstructional routines in an efficient manner.

It is evident that the teacher has clearly communicated to his or her students the rules and procedures for safety routines (e.g., fire drills, tornado drills, emergency preparedness) and classroom operations (e.g., roll call, collecting or turning in assignments, obtaining and distributing instructional materials, keeping work stations or lab areas in order). Transitions between activities or classes are handled in an efficient and orderly manner, with supervision provided as is necessary and appropriate.

An effective teacher maximizes instructional time by efficiently managing student behavior, instructional routines and materials, and essential noninstructional tasks.

APS 10 Fulfilling Professional Responsibilities

KEY ELEMENTS

This standard requires the teacher to demonstrate the following abilities and dispositions: 10.A The teacher is an advocate for the students.

The teacher collaborates with colleagues, administrators, and other student-oriented professionals (e.g., curriculum specialists, counselors, library media specialists, speech-language therapists, nurses) to determine the needs of his or her students and to plan and provide them with the appropriate learning experiences and assessments. The teacher establishes appropriate professional relationships with agencies, businesses, and community groups that support the well-being of students.

10.B The teacher works to achieve organizational goals in order to make the entire school a positive and productive learning environment for the students.

The teacher regularly attends and contributes to departmental meetings, faculty meetings, strategic planning sessions, and the like. The teacher actively supports the efforts of school organizations such as parent-teacher groups and school improvement councils. To the extent that is possible and appropriate, the teacher supports extracurricular activities that contribute to the overall learning and development of students (e.g., academic clubs, student council, athletics, cultural/artistic events).

10.C The teacher is an effective communicator.

Both inside and outside the classroom, the teacher’s spoken and written language is clear, correct, and appropriate for each target audience (e.g., students, parents, colleagues, related professionals). The teacher communicates with parents/guardians on a regular basis about goals and expectations for student learning, behavioral rules and consequences, assignments, suggestions for supporting student learning at home, assessment results, and student progress and performance. The teacher responds appropriately to parental concerns. The teacher uses a variety of formats (e.g., telephone contacts, meetings, conferences, letters/newsletters, Web sites, report cards, notes, e-mails, interactive journals) to maintain effective and ongoing communication with others.

An effective teacher is an ethical, responsible, contributing, and ever-learning member of the profession.

10.D The teacher exhibits professional demeanor and behavior.

The teacher maintains a valid teaching certificate; complies with all professional, school, and district rules, policies, and procedures; and is cognizant of the policies set forth in the SDE publication Standards of Conduct for South Carolina Educators. The teacher’s performance is characteristic of a professional in terms of self-management (e.g., responsibility, initiative, time management, appearance), ethical standards, and quality of work (e.g., completing required tasks in an accurate, timely, and effective manner).

10.E The teacher is an active learner.

The teacher is a reflective practitioner who systematically collects, synthesizes, and evaluates student-achievement data in order to accurately identify his or her own professional strengths and weaknesses and to gain professional insight and vision regarding ways to enhance student learning. As a result of this self-assessment, the teacher collaborates with his or her supervisor(s) to develop an appropriate individualized professional growth plan. Additionally, the teacher regularly seeks out, participates in, and contributes to activities that promote collaboration and that support his or her continued professional growth (e.g., participation in professional associations, courses, conferences, workshops, seminars).

APPENDIX D Lesson Plan Template for College of Education

LESSON PLAN TEMPLATE FOR COLLEGE OF EDUCATION (Conceptual Framework Objectives Addressed) Lesson Title: Grade:

State Standard: 1.C.1 Student teacher uses curriculum that is based on state and national curriculum

standards. Learning Objectives: The student will be able to: 1.C.2 Student teacher develops short range plans that reflect an understanding of the

importance of aligning curriculum, instruction, and assessment. Activities/Procedures: What will you and the students be doing during this lesson? How will you begin/introduce the lesson? How will prior learning be activated? How will other areas of the curriculum be integrated? 1.C.2 Student teacher develops short range plans that reflect an understanding of the

importance of aligning curriculum, instruction, and assessment. 1.A.2 Student teacher integrates content across the curriculum. Accommodations: How will students’ individual differences in rates of learning, styles of learning,

interests, and needs be accommodated? Materials: What resources/materials will be needed during this lesson? 1.B.1 Student teacher provides content from multiple sources and in varied formats. Questioning: Develop questions on various levels of Bloom’s of Taxonomy. Identify the level that corresponds to each question. 2.B.2 Student teacher uses methods of instruction that emphasize critical thinking and

flexible approaches to problems. Assessment: How will you know that the students met the objectives(s) of the lesson? 1.C.2 Student teacher develops short range plans that reflect an understanding of the

importance of aligning curriculum, instruction, and assessment. 1.D.2 Student teacher develops short range plans that reflect and understanding of the

importance of aligning curriculum, instruction, and assessment.

Choose the appropriate Lesson Plan Template

PAGE Lesson Plan Template for Early Childhood and Elementary Education ……………………..115 Lesson Plan Template for Sec. Ed. ELA ……………………………………………………..116 Lesson Plan Template for Sec. Ed. Math …………………………………………………….117 Lesson Plan Template for Music Ed …………………………………………………………118 Lesson Plan Template for Social Studies …………………………………………………….119

LESSON PLAN TEMPLATE FOR Early Childhood Education STUDENTS

SUBJECT OF LESSON:_______________________

Lesson Title:

State Standard:

Indicator(s):

Learning Objectives:

Essential Questions:

Materials: What resources and materials will be needed during the lesson?

Activities/Procedures (Describe each step in a bulleted list format):

How will you establish the behavioral expectations for students? How will activate prior knowledge of the students about this topic? How will you begin/introduce the lesson? What content will you teach/explain? What will you and the students be doing during

this lesson? What will you say?

What will you and the students be doing during this lesson? Questioning: Develop and use questions based on at least three higher levels of Bloom’s Taxonomy of Educational Objectives during the lesson (as they are asked in the Activities/Procedures section. Beside each question, identify the level that corresponds to it. Assessment: How will you know that the students met the learning objectives of the lesson? How will the assessments accommodate the differences in the students? (Attach a copy of your assessment with each lesson turned in). Keep in mind that assessment has three parts: the student activity, how the activity is recorded and how you will re-teach those students who have not mastered the concept. Closure: Restate the EQ and evaluate student responses in a variety of ways. (“Let students tell you what they learned…..) List the ways you will take into consideration, or accommodate for, the individual differences among students in rates of learning, styles of learning, interests, and special needs, as in the following list: Visual learners Auditory learners Kinesthetic learners ESL Gifted Physical disabilities Cognitive disabilities Integrated Curriculum: In what ways are other subjects integrated into this lesson?

Learning Plan Rubric, Early Childhood Education

Criteria Target 5 (must meet all

criteria)

Acceptable 3

Developing 1

The Effective Practitioner Lesson Plan Addresses State Standard(s)

Plans indicate standards that are addressed are appropriate for the grade level and accommodate the needs, interests, and abilities of the students. Lesson objectives for instruction are clear and show alignment to standards.

Plans may not clearly indicate standards addressed. Some standards may not be appropriate for the grade level or may not accommodate the needs, interests and abilities of the students. Some lesson objectives for instruction and assessment display an understanding of students’ needs, interests, and abilities. Some objectives, instruction, and assessment are aligned to the standards.

Plans do not indicate standards addressed, or they address standards that are inappropriate for grade level and students’ interests and abilities. There is limited evidence of alignment of objectives for instruction and assessment to students’ needs, interests, and abilities, or to standards.

Learning Objectives

Plans relate the objectives, instruction, and assessment to students’ needs, interests and abilities. Plans show the alignment of instruction and assessment activities to objectives based on curriculum standards.

Plans may not clearly relate objectives, instruction, and assessment to students’ needs, interests, and abilities. Instruction and assessment activities are not clearly aligned to objectives based on curriculum standards.

The relationship of objectives, instruction, and assessment to students’ needs, interests, and abilities is very limited. Alignment of instruction and assessment activities to each other and/or to objectives based on curriculum standards is very limited.

Activities and Procedures

Plans for instruction indicate how information about students impacts the implementation and evaluation of instruction by describing the specific accommodations to be made. Instructional strategies used accommodate differences in rates of

Some accommodations are made in the implementation of instruction based on information about students. Some instructional strategies used accommodate differences in rates of learning and styles.

Few accommodations were made in the implementation of instruction based on information about students. Instructional strategies are limited in accommodating the differences in rates of learning and styles.


criteria)

Acceptable 3

Developing 1

The Effective Practitioner (Activities/ Procedures, cont.)

learning and styles. Plans build on students’ prior learning and development. Plans provide for integration of content across disciplines in instructional activities. Manipulatives were used to promote child understanding. Engaging hook and clear closure with a summating activity are evident.

Portions of plans build on students’ prior learning and development. There is some evidence of integration and content across disciplines in instructional activities. Manipulatives were not used. Lesson lacks hook OR closure.

Activation of students’ prior learning and development are limited or missing. Few instructional activities provide for integration of content across disciplines. No hook or closure evident in the lesson.

Materials Materials used go beyond textbook to other sources to ensure comprehensive and accurate presentation of content. Resources, materials, and technologies used are chosen with a view to presenting information from a variety of cultural perspectives and in a variety of formats to meet learners’ needs and abilities. Materials used are age-appropriate and include a minimum of 2 of the following: Audiovisual Multimedia Online services Texts representing various perspectives and genres Additional resources for learning centers Manipulatives

Materials used go beyond textbook to other sources but are not comprehensive in the presentation of content. Some resources, materials, and technologies used are chosen with a view to presenting information from a variety of cultural perspectives. Some resources, materials, and technologies present information in a variety of formats to meet learners’ needs and abilities. Materials used are age-appropriate but include only one of the following: Audiovisual Multimedia Online services Texts representing various perspectives and genres Additional resources for learning centers Manipulatives

Materials used may go beyond textbook to other sources but are not comprehensive or may present some inaccurate content information. Resources, materials, and technologies used are limited in presenting information from a variety of cultural perspectives. Few resources and materials meet learners’ needs and abilities. Materials used are accurate but do not go beyond textbook. No provision for additional center materials.


criteria)

Acceptable 3

Developing 1

The Effective Practitioner

Questioning/ Higher Order Thinking

Plans provide students an opportunity to develop critical thinking and problem-solving skills. Activities and assessments address various levels of Bloom’s taxonomy, but focus on atleast 3 of the higher levels.

Plans provide limited opportunities for students to develop critical thinking and problem solving skills. Activities and assessments only address two levels of Bloom’s taxonomy, or focus on lower levels.

Instructional activities only promote single solution problems. Activities and assessments only address the lowest level of Bloom’s taxonomy.

Assessment Assessment is clearly aligned to the standards, objectives and instruction. Assessment strategies are appropriate for students’ ability and developmental levels. Assessment is clearly related to students’ needs, interests, and abilities.

Alignment of assessment to standards, objectives, and instruction is not complete. Some assessment strategies are inappropriate for students’ ability and developmental levels. Parts of assessment are related to students’ needs, interests, and abilities.

Assessment is not clearly aligned to the standards, objectives, and instruction. Assessment strategies are inappropriate for students’ ability and developmental levels. There is limited evidence that the assessment is related to students’ needs, interests, and abilities.

Lesson Plan Template Elementary Education Lesson Title: ACEI Standard: State Standard: Learning Objective(s): The student will be able to: Essential Questions (s): Activities/Procedures: What will you and the students be doing during this lesson? How will you begin/introduce the lesson? How will prior learning be activated? How will students’ individual differences in rates of learning, styles of learning, interests, and needs be accommodated? Example: Include activities for the auditory, visual, and kinesthetic learner. Include how accommodations will be made for resource, ESL, and/or gifted students. Resource: ESL: Gifted: How will other areas of the curriculum be integrated? Closure: Materials: What resources/materials will be needed during this lesson? Questioning: Develop questions on various levels of the Bloom’s Taxonomy. Identify the level that corresponds to each question. Assessment: How will you know that the students met the objectives (s) of the lesson? How will assessments accommodate the differences in the students?

Lesson Plan Template for College of Education—Sec. Ed. ELA

Lesson Title: Grade: State Standard: Learning Objective(s): The student will be able to: Essential Questions (s): Activities/Procedures: What will you and the students be doing during this lesson? How will you begin/introduce the lesson? How will prior learning be activated? Accommodations: How will students’ individual differences in rates of learning, styles of learning, interests, and needs be accommodated? Include activities for the auditory, visual, and kinesthetic learner. Include how accommodations will be made for resource, ESL, and/or gifted students. Resource: ESL: Gifted: How will other areas of the curriculum be integrated? Closure: Materials: What resources/materials will be needed during this lesson? Questioning: Develop questions on various levels of the Taxonomy of Bloom. Identify the level that corresponds to each question. Assessment: How will you know that the students met the objectives (s) of the lesson? How will assessments accommodate the differences in the students?

MATH

Lesson Plan Template Mathematics Secondary Education Lesson Title: NCTM Standard: State Standard: Common Core Learning Objective(s): The student will be able to: Essential Questions (s)/ or problem: What prior knowledge or skills are needed? What specialized Mathematical vocabulary will you include? What historical note will you include? Key Vocabulary: What words will I introduce, define, and use in the lesson? Activities/Procedures: Write out in relevant detail so that a substitute could follow the lesson or attach notes, assessments, power points. Do now or bell ringer: What will you and the students do during this lesson? How will you begin/introduce the lesson? How will prior learning be activated? How will students’ individual differences in rates of learning, styles of learning, interests, gender, ethnic differences and needs be accommodated? How will you show equity to all students? Did you write out all the problems you will use in the lesson? Do you have extra problems to use if needed? Do you have a word wall for Key Vocabulary? Technology and other resources: Describe your technology use and rationale. Authentic contexts: List any examples that you will use to tie the lesson to real world problems. Explain how it will enhance the lesson. Historical Note: How can you tie this lesson in with a historical fact or mathematician? Accommodations: Required by law. How will you meet the learning needs of all students in the class?

Example: Include activities for the auditory, visual, and kinesthetic learner. Include how accommodations will be made for resource, ESL, and/or gifted students. Resource: ESL: Gifted: Mathematical connections How will you make connections to other subjects or real life problems? What mathematical processes will you include? Closure: How will you check for understanding? What is your formative assessment (exit slip)? How will you set the stage for the next lesson and make connections to the past lessons? Materials: What resources/materials will be needed during this lesson? Questioning: Develop questions on various levels of the Bloom’s Taxonomy or Webb’s Depth of Knowledge. Identify the level that corresponds to each question. Include at least 3 levels of questions during the lesson and make sure you ask them during the lesson. Assessment: How will you know that the students met the objectives (s) of the lesson? How will assessments accommodate the differences in the students? Return to the essential question in the wrap-up/closure. Reflection: What learning took place during the lesson? How well did students grasp the concepts? What was the level of their understanding? What will you do differently on the next lesson to help students learn on deeper levels? Be careful not to focus on your performance, but rather student participation and student learning. Describe how you impacted student learning and how you know you impacted student learning.

Revised FA14

Math Addendum: Student teacher: ______________________________ School:_________________________ Courses observed: ____________________________________________________________________________

1. Give examples of specific technologies used in lessons including calculators, construction equipment in Geometry, manipulatives, virtual manipulatives, and mathematical software.

___________________________________________________________________________________

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Rate the use of technology by the student using the rubric below:

Technology Mastery=4 Accomplished=3 Developing=2 Beginning=1 Internet technologies NCTM 3c

Uses appropriate technologies that enhance understanding. Uses technology with ease. Uses a variety of internet resources to enhance learning.

Uses appropriate technologies that enhance understanding. Uses technology with ease.

Uses appropriate technologies that enhance understanding.

Uses technology

Calculators NCTM 3c

Able to use the technology with ease. Knows how to incorporate the technology in class. Able to explain the technology to students.

Able to use the technology with ease. Knows how to incorporate the technology in class.

Able to use the technology with ease.

Able to use the technology.

Manipulatives And/or mathematical tools NCTM 4e

Adjusts lessons to include concrete learning methods, manipulatives, and/or mathematical tools such as ruler, protractor, compass, etc. Knows how to use them to enhance learning. Explains how to use them.

Adjusts lessons to include concrete learning methods, manipulatives, and/or mathematical tools such as ruler, protractor, compass, etc. Knows how to use them to enhance learning.

Adjusts lessons to include concrete learning methods, manipulatives, and/or mathematical tools such as ruler, protractor, compass, etc.

Adjusts lessons to include concrete learning methods.

2. Candidate include historical notes in lessons.

Give an example of a historical note used in a lesson.

____________________________________________________________________________________

____________________________________________________________________________________

Rate the candidate’s inclusion of historical notes below.

Historical note Mastery=4 Accomplished=3 Developing =2 Beginning=1 Candidate includes historical notes. NCTM 3d

Candidate includes historical contexts, mathematicians, different cultural contributions, or other relevant historical facts to enhance the study of mathematics.

Candidate includes historical facts or mathematicians.

Candidate makes reference to a historical fact or mathematician.

Candidate may mention a historical note, but does not tie it to the lesson.

3. Impact on Student Learning.

Give examples how the candidate impacted student learning.

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Rate the candidate’s ability to impact student learning,

Impact on student learning

Mastery=4 Accomplished=3 Developing=2 Beginning=1

Ability to make sense of assessment data NCTM 5c

Able to analyze and make sense of assessment data. Knows where students are weak. Adjusts lessons to address problems.

Able to analyze and make sense of data. Knows where students are weak.

Able to analyze and make sense of data.

Able to analyze data.

Ability to track student progress NCTM 5a

Follows student progress and communicates with student and other relevant parties. Seeks to keep students moving forward in mathematical understanding.

Follows student progress and communicates with student and other relevant parties.

Follows student progress and communicates with student.

Follows student progress.

Ability to monitor and adjust to meet student needs NCTM 5b

Develops strategies to help struggling students, adds complexity for gifted students, able to help English Language learners, Adjusts to meet student needs.

Develops strategies to help struggling students, adds complexity for gifted students, able to help English Language learners,

Develops strategies to help struggling students, adds complexity for gifted students,

Develops strategies to help struggling students

Meeting the needs of struggling or diverse learners NCTM 5b

Finds strategies to help struggling students learn. Communicates the belief that all students can learn. Offers help before or after school. Offers alternative assignments.

Finds strategies to help struggling students learn. Communicates the belief that all students can learn. Offers help before or after school.

Finds strategies to help struggling students learn. Communicates the belief that all students can learn

Communicates the belief that all students can learn

4. Teacher-Student Discourse

Please give an example of how this candidate engaged students in explaining, discussing, and questioning in mathematics.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________ _______________________________________________________________________________________

Please rate the candidate on the following communication skills with students.

Discourse Mastery=4 Accomplished=3 Developing =2 Beginning=1 Candidate uses Standard English when teaching.

Candidate makes fewer than 3 grammatical errors



Candidate may fewer than 12 grammatical errors.

Candidate teaches correct content and uses precise mathematical vocabulary. NCTM 2d

Candidate makes fewer than 3 errors in discussing content or using vocabulary.




Candidate engages students in discussion through appropriate questioning NCTM 3d

Candidate engages students in discussion by using questioning, show me strategies, student presentations or board work, and electronic strategies.

Candidate engages students in discussion by using questioning, show me strategies, student presentations or board work

Candidate engages students in discussion by using questioning, show me strategies,

Candidate engages students in discussion by using questioning,

Students are engaged in mathematics. NCTM 3d

Students are answering and asking questions. Students are demonstrating their knowledge. Students are defending their work. Students are working together and talking about mathematics.

Students are answering and asking questions. Students are demonstrating their knowledge. Students are defending their work.

Students are answering and asking questions. Students are demonstrating their knowledge.

Students are answering and asking questions.

5. Demonstrate interconnectedness of mathematical ideas and how they build upon each other. Makes connections across domains (ie subject areas) and to real world contexts.

Give an example of how the candidate made such connections while teaching:

_______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________

Criterion Mastery-4 Accomplished -3 Developing -2 Beginning-1 Connects lesson to previous learning and future learning and across domains.

Reminds students of previous lessons, Checks for prior knowledge, connects to future lessons, connects to other domains.

Reminds students of previous lessons, Checks for prior knowledge, connects to future lessons,

Reminds students of previous lessons, Checks for prior knowledge,.

Reminds students of previous lessons,

Demonstrates how mathematics builds within the domain and across domains

Builds knowledge through increasing difficulty, adding domains or practices, adding rigor, applying to real world.

Builds knowledge through increasing difficulty, adding domains or practices, adding rigor.

Builds knowledge through increasing difficulty, adding domains or practices.

Builds knowledge through increasing difficulty.

6. Candidate connects the domains (subject areas) with the mathematical practices of problem solving, reasoning, communicating, connecting, and representing.

Give an example of how the candidate used the practices in a lesson to make connections:

_______________________________________________________________________________________

_______________________________________________________________________________________ _______________________________________________________________________________________

Criterion Mastery-4 Accomplished – 3 Developing -2 Beginning -1 Models the mathematical practices and uses them in lessons

Candidate is confident in use of practices, explains the practices and connects them to lessons, talks about thinking when using the practices.

Candidate is confident in use of practices, explains the practices and connects them to lessons.

Candidate is confident in use of practices, explains the practices.

Candidate is confident in use of practices.

Demonstrates the interconnectedness of processes and domains

Candidate demonstrates how practices and domains connect. Explains the connections. Uses multiple types of practices and connects to other domains.

Candidate demonstrates how practices and domains connect. Explains the connections. Uses multiple types of practice..

Candidate demonstrates how practices and domains connect. Explains the connections.

Candidate demonstrates how practices and domains connect.

EXTRA: Can you identify any particular strengths in this candidate? Can you identify any particular areas for improvement? Add pages if needed.

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Student Teaching Requirement: Supervisors will also add two Field Experience Evaluations to the Student Teaching Evaluations.

LESSON PLAN TEMPLATE FOR NGU MUSIC EDUCATION STUDENTS

1. LESSON TITLE:

2. STATE STANDARD:

3. LEARNING OBJECTIVE(S):

4. ESSENTIAL QUESTION(S):

5. ACTIVITIES/PROCEDURES:

6. CLOSURE/SUMMARY:

7. KINDS OF LEARNERS: Visual

Auditory Kinesthetic

ESL Gifted

Physical disabilities Cognitive disabilities

8. MATERIALS AND RESOURCES

9. QUESTIONS WITH LEVEL OF Bloom’s Taxonomy

10. INTEGRATED CURRICULUM:

11. ASSESSMENT: (Must mirror objective)

12. Rubric for each assessment

Lesson Plan Template for College of Education-Sec. Social Studies Subject: (Circle one) 9th -World Geography 10th – World History 11th – US History 12th – Economics 12th – Government

Other: ______________________________ Lesson Title: State Academic Standard (& Indicator, when appropriate): NCSS Thematic Standard(s): Content Learning Objective(s): (What will the student know?) Skill Learning Objective(s): (The student will be able to “do”?) Essential Questions(s): Anticipated Duration of lesson: Activities/Procedures:

1. How will you begin/introduce the lesson? How will prior learning be activated? 2. Describe, in order, the activities you and the students will be doing during the lesson &

your estimate of the amount of time you will spend on each activity. 3. Closure activity.

Accommodations: How will students’ individual differences in rates of learning, styles of learning, interests, and needs be accommodated? Include activities for the auditory, visual, and kinesthetic learner. Include how accommodations will be made for resource, ESL, and/or gifted students. Materials: What resources/materials will be needed during this lesson? Questioning: Give examples of at least 3 different questions you might ask during the lesson. Include at least one low, one middle, and one higher order Bloom’s Taxonomy question. Identify the level to which each question corresponds. Assessment: How will you know that the students met the objectives (s) of the lesson? Explain how your assessment aligns with the lesson’s pedagogy.

APPENDIX E Teacher Work Sample aligned with ADEPT

Teacher Work Sample – Objectives Addressed

Rubric for Teacher Work Sample

Teacher Work Sample Grading Sheet

TEACHER WORK SAMPLE ALIGNED WITH ADEPT Element 1 or Item 1 – Description of the classroom and students taught APS 1 – Long-Range Planning

• determine the ability and developmental levels, backgrounds, needs, and interests of students

• Students’ abilities and developmental levels • Students’ social and cultural backgrounds • Students’ needs and interests

Suggestions for collecting data: Historical files Standardized test scores IEPs Portfolios Teachers, administrators, and counselors Student interest surveys/interviews Element 2 or Item 2 – Description of the desired learning outcomes for this unit of instruction Element 3 or Item 3 – Instructional plans (unit plan and daily lesson plans) APS 2 - - Short-Range Planning of Instruction

• Plan instructional units that build on students’ prior learning and that connect knowledge and skills to be covered in future units

• Plan objectives that are appropriate for the ability and developmental levels of students and that set appropriately high expectations for all students

• Select levels and sources of content which are appropriate for the ability and developmental levels of students, and which will expose students to a variety of intellectual, social, and cultural perspectives

• Utilize materials, resources, or technologies that present content in a variety of formats

• Plan activities that are logically sequenced and provide opportunities for learning, application, practice and review

• Plan activities that are matched to students’ needs and interests and accommodate different rates of learning and development – meet the three modalities

APS – 5 – Using Instructional Strategies to Facilitate Learning

• A variety of instructional strategies are used in a logical sequence and are appropriate for the objectives of the unit

• Instructional strategies are appropriate for the abilities, needs, interests, and developmental levels of the students

Element 4 or Item 4 – Assessment plan, including pre- and post-assessment outcomes, showing alignment with objectives and instruction APS – 3 – Short-Range Planning, Development, and Use of Assessments

• Select and/or develop a variety of assessments which are appropriate for the ability and developmental levels of the students and the objectives of the unit

• Select and/or develop assessments that are consistent with instructional strategies used during the course of the unit

APS – 4 – Establishing and Maintaining High Expectations for Learners

• Ensure that the expectations are appropriate for the ability and developmental levels of students and that they challenge all students to achieve at appropriately high levels

• Establish appropriate expectations related to participating in instructional activities • Establish appropriate expectations for completing instructional assignments and tasks

Element 5 or Item 5 – Evidence of student achievement (student gains, accomplishment of outcomes) acquired from analysis of pre- and post-assessments of all students in the class APS – 3 – Short-Range Planning, Development, and Use of Assessments

• Assessment results are analyzed to make judgments about students’ achievement, the need for instructional feedback, and the extent to which instruction met all students’ needs

• Accurate records of student achievement are provided Element 6 or Item 6 – Reflections on student achievement, results, unit content, instructional process, assessments APS – 7 - Monitoring and Enhancing Learning

• Use information from monitoring students (assessments) to adjust the types and sequences of instructional strategies

TEACHER WORK SAMPLE – OBJECTIVES ADDRESSED

Work Sample Element 1. Description of the classroom context and the students taught (including individual differences)

Objective 1.D.1 The student teacher utilizes student demographic data in planning instruction for diverse students. Criteria for this objective: • Long-range and short-range plans for instruction and assessment contain descriptions of the

students’ social and cultural backgrounds and other relevant demographic information. • Instructional plans reflect awareness of and sensitivity to students’ backgrounds.

Objective 1.D.2 The student teacher plans, facilitates and evaluates learning activities that accommodate individual differences with regard to diversity, human development and type of intelligence.

Criteria for this objective: • Long-range plans contain descriptions of the students’ developmental levels, learning styles, abilities, needs and interests. • Information about students is obtained from a variety of sources, and these are documented in the plan. • Short-range plans for instruction and assessment indicate how these factors are taken into account in planning, implementing and evaluating instruction by describing the specific accommodations to be made. • Plans set expectations for performance that are appropriately high for all students, depending on ability levels. • Assessment strategies are appropriate for students’ ability and developmental levels. • Plans build on students’ prior learning and development. • Resources, materials and technologies used are chosen with a view to presenting information from a variety of cultural perspectives and in a variety of formats to meet learners’ needs and interests. • Instructional strategies used accommodate differences in rates of learning and learning styles.

Work Sample Element 2. Description of the desired learning outcomes for this unit of instruction

and

Work Sample Element 3. Instructional plans (unit plan and daily lesson plans)

Objectives addressed: Objective1.A.1. The student teacher demonstrates an understanding of content within the field of practice. Criteria for this objective:

• The student teacher demonstrates accurate, in-depth knowledge of subject matter in

planning, implementing and assessing instructional activities.

Objective 1.C.1. The student teacher uses curriculum that is based on state and national curriculum standards. Criteria for this objective: • Plans for instruction indicate which standards are being addressed. • The student teacher selects appropriate standards for the grade level while accommodating

the needs, interests and abilities of students.

Objective 1.C.2. The student teacher develops long and short range plans that reflect an understanding of the importance of aligning curriculum, instruction, and assessment with the purposes of education. Criteria for this objective: • The teacher student teacher writes plans that relate the course objectives, instruction, and

assessments to students’ needs, interests and abilities. • Instructional plans show the alignment of instruction and assessment activities to objectives

based on curriculum standards.

Objective 1.D.1 The student teacher utilizes student demographic data in planning instruction for diverse students. Criteria for this objective: • Long-range and short-range plans for instruction and assessment contain descriptions of the

students’ social and cultural backgrounds and other relevant demographic information. • Instructional plans reflect awareness of and sensitivity to students’ backgrounds.

Work Sample Element 4. Assessment plan, including pre- and post-assessment outcomes, showing alignment with objectives and instruction Outcomes addressed:

Objective 1.C.2. The student teacher develops long and short range plans that reflect an understanding of the importance of aligning curriculum, instruction, and assessment with the purposes of education. Criteria for this objective: • The teacher student teacher writes plans that relate the course objectives, instruction, and assessments to students’ needs, interests and abilities. • Instructional plans show the alignment of instruction and assessment activities to objectives based on curriculum standards.

Objective 1.C.3 The student teacher uses assessment results to evaluate all students’ progress and achievements. Criteria for this objective:

• Students’ records show how each student is progressing toward a skill or has mastered that

skill. • The student teacher plans instructional and assessment activities based on the results of

previous assessments.

Objective 1.D.2 The student teacher plans, facilitates and evaluates learning activities that accommodate individual differences with regard to diversity, human development and type of intelligence. Criteria for this objective:

• Short-range plans for instruction and assessment indicate how these factors are taken into account in planning, implementing and evaluating instruction by describing the specific accommodations to be made. • Plans set expectations for performance that are appropriately high for all students, depending on ability levels. • Assessment strategies are appropriate for students’ ability and developmental levels. • Plans build on students’ prior learning and development. Work Sample Element 5. Evidence of student achievement (student gains, accomplishment of outcomes) acquired from analysis of pre- and post-assessments of all students in the class

Objectives addressed: Objective 1.E.2 The student teacher uses information technology for curriculum, instruction, and assessment to maximize learning.

• The student teacher uses technology tools to collect, analyze, interpret, and communicate

student performance data. Work Sample Element 6. Reflections on student achievement, results, unit content, instructional process, assessments Objectives addressed: Objective 1.D.2 The student teacher plans, facilitates and evaluates learning activities that accommodate individual differences with regard to diversity, human development and type of intelligence. Criteria for this objective: • Student teacher analyzes results of assessments in order to evaluate appropriateness of instruction in terms of accommodating for individual differences among students Objective 1.F.2. The student teacher applies, evaluates, and adjusts instructional techniques,

models, methods, materials, and resources that enhance instruction, learning, and classroom management.

Criteria for this objective:

• Adjustments in instructional techniques, models, methods, materials, and resources are made

during the lesson as needed. • Student teacher addresses a broad continuum of learning abilities, and a variety of learning

styles.

Objective 2.B.1. The student teacher engages positively all students with various learning styles, developmental levels, abilities and backgrounds.

Criteria for this objective:

• The student teacher’s demeanor conveys a belief that all students can learn. • The student teacher seeks to find ways to help students succeed. • The student teacher facilitates learning activities that promote mastery of important

information.

Objective 2.C.1 The student teacher practices proactive behavior management/guidance to meet

students’ physical, social, emotional and cognitive needs. Criteria for this objective:

• The student teacher understands the physical, social, emotional and cognitive needs of

students as these are related to learning and success in school.

Rubric for Teacher Work Sample

Element Exemplary

5 Proficient

3 Developing

1 Comments

Element 1 – Description of the classroom context and the students taught (including individual differences)

10% of TWS grade

Description of context and student characteristics contains rich, in-depth information from a variety of authoritative, documented sources, enabling the teacher to plan, implement and assess instructional activities that promote optimal learning for all students.

Description of context and student characteristics includes enough information to allow the student teachers to individualize planning for instruction and assessment to a limited extent. Sources are limited in number and may not be documented.

Description of context and student characteristics is minimal. Few or no sources of information are documented.

Element 2 – Description of the desired learning outcomes for this unit of instruction and

Element 3 –

Instructional plans (unit plan and daily lesson plans)

20% of TWS grade

Objective(s) are clearly stated, aligned with curriculum standards, and appropriate for needs, interests, and abilities of all students.

Objective(s) may be clearly stated and aligned with curriculum standards, but students’ needs, interests and abilities are reflected only to a limited extent or only for some students.

Objective(s) are somewhat clear, but reflect only either curriculum standards or students’ characteristics but not both.

Element 4 – Assessment plan, including pre-and post-assessment

outcomes, showing alignment with objectives and

instruction

20% of TWS grade

Assessment plan indicates clear alignment with objectives and instructional activities. Student characteristics, including prior learning and development, are taken into account for all students. Expectations for performance are appropriately high for all students.

Assessment plan indicates clear alignment with objectives and instructional activities, but student characteristics, including prior learning and development are taken into account only to a limited extent. Expectations for performance are appropriately high for some, but not all, students.

Assessment plan lacks clear alignment with objectives and/or instructional activities. Student characteristics are taken into account in a very limited way. Expectations for students’ performance are mostly inappropriate.

Element Exemplary 5

Proficient 3

Developing 1

Comments

Element 5 –

Evidence of student achievement (student gains, accomplishment of outcomes) acquired from analysis of pre- and post-assessments of all students in the class

20% of TWS grade

Use of appropriate technology moves analysis beyond reporting of results to in-depth analysis of individual students’ strengths and weaknesses and item analysis of assessment instruments; use of technology enables student teacher to clearly interpret and communicate student performance data to all stakeholders, especially students.

Student teacher uses appropriate technology in appropriate but limited ways; fails to use available tools that would have enhanced the processing and presentation of data.

Use of technology tools is very limited, i.e., does not take advantage of available technology, and tools are used inappropriately or incorrectly.

Element 6 – Reflections on student achievement, results, unit content, instructional process, assessments

30% of TWS grade

Student teacher’s reflection indicates awareness of the variety of factors affecting student learning and of possible ways to modify such influences in ways that will enhance student learning. Reflection shows that student teacher takes responsibility for finding ways to help all students learn, and that student teacher identifies appropriate resources and techniques for doing so.

Student teacher’s reflection indicates some awareness of the variety of factors affecting student learning, including factors at the community, school, classroom and individual levels. Reflection shows that student teacher takes responsibility for finding ways to help all students learn.

Student teacher’s reflection shows minimal consideration of varied aspects of the classroom situation. Student teacher takes little responsibility for enhancing student learning.

Teacher Work Sample Grading Sheet Student: _________________________ Semester: __________________ Element 1: ____ x 10% _____ Comments: Element 2/3: _______ x 20% _____ Comments: Element 4: _____ x 20% ______ Comments: Element 5: _____ x 20% ______ Element 6: ____ x 30% _____ Final Grade: _______ Comments: . Supervising Instructor______________________________ Date___________________________________

NORTH GREENVILLE UNIVERSITY COLLEGE OF EDUCATION COOPERATING TEACHERS INFORMATION FOR REGISTERING FOR CLASSES AT NGU(VIA VOUCHER)

1. The Cooperating Teacher must apply through the admissions office at NGU. Download the admission application from the NGU website(undergraduate), complete and send by snail mail to Mrs. Kelli Sewell in the Admissions Office, NGU, P.O. Box 1892, Tigerville, SC 29688. If you send via email, you will be charged a $25 fee. (Send your voucher to Mrs. Sewell along with your completed application.)

2. Mrs. Sewell will send your completed application to Mrs. Pam Farmer, the NGU

Registrar, who will put your class into the NGU system, and notify Mr. Mike Jordan of your voucher for a free class.

3. You will need to secure your NGU ID from the Registrar,(request this information by

email, [email protected], and then call the Business Office, 977-7002, Ms. Dale Bruce, to give them your state insurance number, thus securing a waiver from the required NGU Health Insurance Plan.

4. Course offerings are online at the NGU web site: www.ngu.edu. Vouchers are

available through the Director of Teacher Education.

5. The voucher is only to be used by the cooperating teacher, the cooperating teacher’s

spouse, or the cooperating teacher’s child.

6. Use of this voucher may result in income tax implications.

43340335 student teacher handbook fall 2016 · guidelines for developing adept portfolio...

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