08 Fall

Fall/Spring/Fall 21/22

Multiple Subject Field Placement Handbook for the Three Semester Pathway

C a l i f o r n i a S t a t e U n i v e r s i t y a t S a c r a m e n t o

California State University, Sacramento College of Education, Teaching Credentials 6000 J Street • Eureka Hall 401 • Sacramento, CA 95819-6079 (916) 278-6639 • (916) 278-5993 FAX www.csus.edu/coe

Greetings! This handbook is designed for a diverse audience: our teacher candidates, our cooperating teachers, and our partners in classrooms and at school sites and district offices. We feel honored to have such a diverse and robust community to work with; we truly value all of the expertise and efforts of our many partners and collaborators. We know that high quality teacher preparation happens when many education stakeholders work together. We hope that this Field Handbook provides a clear roadmap for how our work will proceed. For answers to specific questions about our 3 Semester Multiple Subject Pathway, please contact our Field Coordinator, Dr. Tom Owens at wtowens@csus.edu. The following statements guide the work that we do in the Department of Teaching Credentials: MISSION: The Teaching Credentials Branch prepares socially just teachers and teacher leaders to be agents of change, committed to equity and inclusion in culturally and linguistically diverse schools and communities. VISION: Our vision is to be the regional leaders in preparing and developing excellent teachers. In collaboration with our schools and communities, teachers prepared at Sacramento State create and sustain equitable inclusive educational environments which are designed to optimize access and student success. The Teacher Credentials Program has also adopted the California Teacher Association Definition of Social Justice:

We, as educators, have a responsibility for the collective good of students, members, community and society while ensuring human and civil rights for all. Social justice is a commitment to equity and fairness in treatment and access to opportunities and resources for everyone, recognizing that equality is not necessarily equitable. Social justice means that we work actively to eradicate structural and institutional forms of oppression such as racism, sexism, classism, linguicism, ableism, ageism, heterosexism, gender bias, religious bias, xenophobia, and other “isms” and biases.

Our mission/vision emerges from the belief that the uniqueness of every child is a strength rather than a weakness or deficit and comes to life through focused, rigorous coursework, and structured field experiences in contexts that serve large numbers of low-income, culturally, and linguistically diverse students with diverse abilities. Our adoption of the CTA’s definition of social justice allows us to further define our commitment to equity and social justice and the work we do at the classroom, community, and state levels to disrupt persistent structural patterns of inequity. Our program’s integrated coursework and fieldwork strengthen candidates’ commitments, knowledge base, and skills needed to achieve educational equity and address the opportunity and achievement gap in our region. We are continually energized and excited by the prospect of preparing new teachers and supporting practicing teachers in the field in working toward the collective educational good of our community. Our vision is supported by collaborative relationships with public school districts, schools, and community agencies so that every child in grades K-18 has multiple and varied opportunities to reach his/her full potential. These partnerships will actively remove barriers to learning by engaging in collective efforts to equalize opportunities to learn for all children/youth in the K-18 public education system and through the promulgation of informed, research-oriented, culturally competent practices that are effective in multiple settings (e.g., classrooms, pre-schools, clinics, etc.). Progress towards our vision is measured through input from partners and a coordinated set of performance assessments that faculty regularly and deliberately analyze.

We are continually energized and excited by the prospect of preparing new teachers and supporting practicing teachers in the field. We look forward to working with you and know that together, we will make a positive difference in the lives of children in our region. CSUS Faculty and Staff, Teaching Credentials Branch

Field Experience/Student Teaching Handbook for the Three Semester Multiple Subjects Credential Pathway

Table of Contents

Roles & Responsibilities of the Teacher Candidates page 5

When Receiving Feedback page 7

First Semester page 8

Second Semester page 9

Third Semester page 11

Expectations for University Supervisors page 13

Evaluation of Teacher Candidate page 14

Roles & Responsibilities of the Collaborating Teacher (CT) page 15

Substitute Teaching page 16

The EdTPA page 17

Ethical Issues page 18

The Teacher Performance Expectations (TPEs) page 20

Candidates who struggle page 21

Statement of Concern page 23

Co-Teaching for Cooperating Teachers and Student Teachers: An Overview page 26

Candidate Evaluation Tool page 26

TPEs page page 27

Multiple Subject Field Placement Handbook for the Three Semester Pathway The CSUS Multiple Subject Credential Program integrates coursework with field experiences and student teaching. Candidates complete the program in three semesters. During the first semester they spend one full day in a host school, observing a Cooperating Teacher (CT) and assuming limited teaching responsibilities. Several courses will also have assignments that must be completed in the field (e.g., in assigned classrooms, with specific students, etc.). In addition, all methods coursework includes a series of structured field experiences, Content-Specific Student Teaching: this involves teaching activities that are linked to key concepts, strategies, and frameworks learned in their content-specific methods courses. In the second semester, candidates will engage in structured field experiences involving an assignment to the same classroom as in the fall, where gradual assumption of some teaching duties occurs, usually in a co-teaching structure. Candidates who have met all state requirements will then engage in formal student teaching during the third semester. Student teaching is an intensive experience where the candidate assumes all duties of a classroom teacher and performs them collaboratively with his/her cooperating teacher. Taken together, all of these experiences offer candidates multiple opportunities to meet the Teaching Performance Expectations (see www.ctc.ca.gov), necessary for a recommendation for a teaching credential. This Handbook provides details about the first semester Observation/Participation experience, the second semester field experiences and the third semester student teaching experiences.

Roles & Responsibilities of the Teacher Candidates in the Field (all three semesters) v During your scheduled time in your classroom, you will engage in many activities, including some that will

occur as part of school-wide activities, which will help you become familiar with the fundamental aspects of your classroom/school and your CT’s philosophy and approach to teaching. You should be consistently seeking to become more knowledgeable about:

o The grade-level curriculum, standards, and benchmarks o The developmental needs and interests of the children in your classroom o The CT’s/school’s philosophy about, and approaches to, student engagement and classroom management o The school community, resources, and programs available at the school

v Teacher candidates should observe the routine procedures and teaching of their CTs. CTs should feel

comfortable suggesting to their teacher candidate a focus for the observations (i.e., what to look for and why), and debrief with the TCs about the observations. In addition, the TCs will receive guidance in their Principles of Teaching course about specific aspects of classroom routines and dynamics that they should be observing. The TC should share these protocols with the CT and debrief them as well.

v Teacher candidates should observe their CTs model lessons and strategies in specific content areas before they

(TCs) assume responsibility for teaching lessons in those content areas. In addition, co-teaching is highly encouraged especially as the teacher candidate is learning the curriculum. (See brief overview of co-teaching at the end of this handbook.)

v Attendance. Arrive on time. You are to arrive 30 minutes before the start time (even if your CT does not). In

order to meet with your cooperating teacher, you may have to arrive earlier. This will be negotiated between you and your CT. Please plan a weekly meeting time with your CT for focused collaboration and communication time. (These times will vary by CT/TC pair.)

v Appropriate dress. Remember to dress appropriately and act professionally from the moment you arrive on campus to the moment you leave the school grounds. Tattoos with images or language inappropriate for children should be covered. Remember that you are on an “interview” anytime you are at the school site – colleagues, administrators, parents and students will be taking notes! If you have questions regarding dress, please discuss them with your CT.

v Absences. Please establish a communication plan with your CT. S/he may have preferences in terms of mode of

communication and timeframes (text message vs. call, not before a certain hour, not after a certain hour, etc.). It is in your best interests to identify these preferences early on and then implement them. In addition, confirm with your CT whether the school should also be part of this communication plan (e.g., call the front office if you are going to be late, absent, etc.). If an emergency or illness occurs and you must be absent during a placement day, please follow the details of your communication plan. If you have specific responsibilities for that day (tutoring, small group work, teaching a lesson, etc.), you are expected to have complete plans ready that your CT can follow. In addition, please inform any CSUS professors whose classes you will miss (follow the guidelines in their syllabi). Please be advised that candidates will be required to make up any field experience or student teaching days missed due to absence. Excessive absences that cannot be made up and/or frequent schedule irregularities (tardiness or leaving early) can be cause for extending your placement or requiring an additional semester of field experience. During minimum days, students are required to commit a full day if that day is normally a full field experience day. Staff development and work days are also considered part of your assignment in the field if they fall within the required schedule. You are required to attend your CSUS classes even when your school is observing a holiday or on break (this includes spring break).

v Placement. When in your placement you are teaching, observing, or assisting the teacher and the students.

Plan, prepare, and complete coursework at home or outside of your placement days and times. Be professional, prompt, reliable, and responsible. Cell phones can be used before and after school unless there is an emergency. Cell phones should not be “checked” and calls or texts should not be made any time while you are in your classroom or on your school site. Remember that you are on an “interview” any time you are at a school site.

v Do unto others as you would have them do unto you. This includes being discreet in your talk and refraining

from judging others quickly and harshly. An open, accepting attitude towards others is critically important if we are to support each other and become a community of learners. This includes getting to know everyone rather than sitting and talking with just a few. Use appropriate language, developmental as well as professional (with instructors, fellow teacher candidates, children, school faculty, staff, and parents). Remember you are a guest at the school; do not critique routines, plans, or any other aspects of the school. It is appropriate to ask questions concerning any of these in order to better understand reasons and rationales, but be respectful when you do this.

v Tips for professional observation. Notice everything, defer judgment, make connections between coursework

and the classroom, generate questions, and decide where the resources are and who you can ask, identify the ah-has, and take notes so that you have them to refer to. As often as you can, connect what you observe to concepts, theories, and frameworks presented in your university coursework. Much of teaching involves putting theory into practice or using reflection on practice to bolster theories; when you think at this metacognitive level, you make great strides as a reflective, purposeful teacher.

v Serious concerns. If you have a concern, first go to the person most directly involved in that concern. If you do

not feel comfortable with this route, do talk to your supervisor first, and then to your CSUS Field Coordinator. v Meeting with CTs. TCs should meet with their CTs once a week for regular planning and discussion of lessons

as well as to discuss the TC’s progress. The meeting time should be consistent from week to week, to the extent that this is possible. It should take place as a “sit down” meeting, as opposed to conversations held during varied times of the day or “on the fly.” All planning of lessons should be done jointly with the CT who can offer their ideas and materials, as well as ensure that TCs address the required standards. The success of TCs is promoted when the CT provides guidance and support for TCs in their planning, and also encourages/allows TCs to “tweak” the lesson to incorporate their own ideas, emerging style of teaching, and requirements from CSUS courses.

v Before/After School Duties. Attend staff meetings and grade level meetings as your course schedule permits. If possible, attend school-wide events, e.g., PTA meetings, parent/teacher conferences, SST meetings. (These opportunities may be limited due to conflicts with course times.) Attending Back-To-School Night is a requirement in the fall unless you are taking pre- or co-requisites and attending Open House is a requirement in the spring unless you are taking pre- or co-requisites or Open House is after the CSUS semester ends.

v Lesson Plans. It is a requirement that teacher candidates write lesson plans in advance for lessons that they

implement in the classroom, whether teaching small groups or the whole class. All lesson plans need to be typed. (Please, no teacher manual copies; even if you are using lessons from the manual, they need to be processed and reframed by your own thinking and decisions. As you will discover, teacher manuals are missing critical elements!). The thoughtful writing of lesson plans is the single most effective tool you have to ensure that you are prepared for, successful with, and confident about your own teaching. Teacher candidates will be given a lesson plan template that they will use for their instruction. Teacher candidates should keep their lessons in an orderly manner so that they can be referenced easily if needed.

v Submitting lesson plans to your CT. Arrive prepared for all tasks and lessons. Remember that lesson plans are

required before teaching all lessons. Plan lessons in advance and have the CT provide feedback on these plans prior to the teacher candidate teaching the lesson. Teacher candidates will not be allowed to teach any lesson unless the lessons have been reviewed/approved. The timeframe for submitting the lessons prior to instruction will be worked out between the CT and the teacher candidate but out of respect for the CT’s time and to ensure that student learning is maximized, plans should be available to CTs at least one day before the lesson is taught. These plans are an important means of evaluating TCs’ ability to conceptualize and include appropriate content and strategies. Also, be prepared to grade/provide feedback for all assignments, tests, and projects that you assign as part of your lesson.

v A note about the lesson planning and the lesson plan template: Please include all of the elements learned in Principles of Teaching course and in your methods courses in your lesson plans. In addition to the required elements, make sure that there is adequate detail so that another teacher would be able to teach from the plan. All those responsible for providing you with feedback on your teaching (CTs, the CSUS supervisor, methods instructors, etc.) understand that lesson planning is a development process and that you will slowly gain the intellectual tools and the requisite experiences needed to complete the entire template, but that it may not be in evidence early in the program.

CANDIDATES: WHEN RECEIVING FEEDBACK

• In signing up for this program, you are acknowledging that you are here to learn, and to learn from others who have more experience and expertise. Seek and take advantage of as much feedback as you can.

• Listen all the way through without judging yourself or others. Hear the feedback as useful data to be investigated.

• When appropriate, ask for more clarity. • Beware of jumping to a defensive response. • If you are not in agreement, you can simply say, “Thank you.” • If you are not getting as much feedback as you would like, ask for it, and tell the observer specifically what

you want him/her to notice. First Semester – Fall 2021 – Observation

• Orientation. Teacher Candidates (TCs) are required to attend the program orientation, which is held the first week of CSUS classes.

• Coursework. See CSUS Academic Calendar for the specific semester and year.

• Additional Dates. If you have not completed KINS 172 or an equivalent elementary PE methods course at another university, you must take the equivalent workshop offered during the fall semester. You can enroll by visiting this link which will be made available beginning 9/1/21: https://www.csus.edu/college/education/teaching-credentials/_internal/_documents/current-student-information-center.pe-workshop-fall2021.pdf

• Observation/Participation: You will be assigned to a classroom where you will complete the O/P experience all day on Tuesdays. Your duties will be focused primarily on observing and learning about the students in your classroom, the classroom routines, the ways in which a learning community is built, the instructional strategies that your Cooperating Teacher (CT) uses, and the specifics of the curriculum for that grade level. Many of your courses will have assignments that require tasks to be completed in a classroom or school setting. As often as appropriate, this O/P classroom should be the context for completing those assignments. Please communicate assignment requirements to your CT at least one week in advance. We strongly recommend scheduling all assignments requiring classroom or student access with your CT early in the semester. Making a semester-long schedule of assignments provides everyone with the advanced notice desired and also offers your CT the opportunity to suggest ways to optimize field experiences required for your assignments. (For example, you might need to do something with a struggling reader and your CT might suggest one not in your classroom. With advanced notice, you can attend to the logistics needed to arrange to work with that student; if completing something at the last minute, working with that student will become very difficult.)

Recommended Activities:

• Formally introduce yourself to your students. We have found that teacher candidates are very successful when using a prop (poster, photo album, etc.) as part of their introduction.

• Build relationships with the children and integrate into the classroom learning community. • Observe, interact and participate in procedures (calendar, checking homework, sustained silent reading,

etc.). • Learn the rules and procedures of the classroom and school, especially those related to emergency

situations, safety, and parent/family engagement. • Observe your CT and be prepared to debrief, making connections between theories and strategies

presented in the credential courses and instruction in your placement classroom. • Provide individual assistance with children while the CT is teaching. • Work with small groups of children on specific tasks and/or skills.

Second Semester Field Experience – Spring 2022

• Orientation. 1 day orientation: date TBA • Coursework. See CSUS Academic Calendar. • Field Placement. The requirement is all day on Mondays and Tuesdays. The final evaluation meeting

with your CT and Supervisor will occur during the last week of the semester. We strongly recommend that you begin the field experience when the schools resume their normal schedule so that your students and you have a sense of continuity with the class and curriculum. Five (5) solo days must be completed after the midterm evaluation.

• Additional Dates. TBA

Recommended Activities for the Second Semester Field Experiences: In addition to all tasks identified above for the Observation/Participation experience, TCs will:

• Co-plan instruction for and teach to small groups of children • Co-plan instruction for and teach the whole class

• Assess individual children (e.g., fluency, word/number recognition, etc.) • Provide individual assistance with children while the CT is teaching • Assess individual children (e.g., fluency, word recognition, etc.) • Begin to facilitate transitions (e.g., lining the students up for recess, bringing them back from recess

and/or lunch) • Demonstrate knowledge of the curriculum for the grade level • Demonstrate knowledge of management responsibilities and routines • Demonstrate knowledge of school procedures and policies • Fulfill other responsibilities and duties as directed by the CT

Third Semester Student Teaching – Fall semester 2022

• Orientation. 1 day orientation – date to be determined • Coursework. See the CSUS Academic Calendar • Student Teaching. The requirement is for full days on Monday, Tuesday, Wednesday, and Thursday.

There are 10 solo days that must be completed after the midterm evaluation. • Additional Dates. None at this time, but this could change

Roles & Responsibilities of the Teacher Candidates for Third Semester Student Teaching: Fulfill the duties identified for earlier semesters and:

• Complete the solo experience.

The purpose of the solo experience is for the candidate to pull together all of his/her learning about planning, teaching, assessing, and reflecting and apply this to an experience where s/he is the lead teacher for a discrete period of time. The candidate is expected to be the one making key instructional decisions and choices, but s/he is not expected to do this alone or in a vacuum. The CT is an integral part of planning for and implementing the solo period. Thus, the CT will participate in the planning, as part of the instructional team during the solo, and in the debriefing, reflecting, and re-planning. Teaching does not follow a recipe and the solo period will look different for each candidate. The structure of the solo will be determined through a discussion held by the CT, school administrators, and Sac State supervisor with input from the candidate and in consultation of all of the evidence about the candidate’s development and performance to-date. Some possible scenarios for the solo period include:

o Scenario One: candidate plans and teaches 2 days of curriculum, candidate pauses for 3 days of debriefing and reflection. Candidate plans 3 days of curriculum, candidate pauses for 2 days of reflection. Candidate plans curriculum for and teaches 5 consecutive days. Reflection on the entire experience occurs following the 5 day teaching sequence.

o Scenario Two: during a 5 day period, candidate teaches M, W and F, with T, Th and the weekend reserved for structured reflection. Candidate teaches 2 days and reflects for three. This sequence is repeated.

o Scenario Three: candidate teaches 5 days, takes the next week to reflect and replan. Candidate teaches another 5 days and then reflects on the entire experience.

• Additional Classroom Experiences. Teacher candidates are encouraged to gain three to five additional classroom experiences as part of the student teaching experience. These may include teaching in another grade level, working with a resource specialist, observing other classes, observing other teacher candidates at your site or at another site, etc. The teacher candidate is responsible for working out such opportunities with his/her CT and with input from the supervisor.

EXPECTATIONS OF UNIVERSITY SUPERVISORS

The university supervisor is a university faculty member who regularly observes the teacher candidate and works with the cooperating teacher in planning and directing the field placement experiences. Selection of university supervisors is based on their skills in working with beginning teachers, competence in appropriate grade levels, and prior teaching experience. The university supervisor is a teaching expert, a voice of experience, and the university’s representative in the field. His/her primary responsibility is to ensure that the program’s policies are appropriately implemented, especially in terms of the implementation of field experience and student teaching for the candidates.

The university supervisor is required to conduct a minimum of six formal observations for each candidate per semester, whether during the field experience semester or the student teaching semester. This requirement assumes that the candidate is making satisfactory progress and continues in his/her placement through the end of the semester. The university supervisor also completes a final evaluation for the field experience semester and a midterm and a final evaluation for the student teaching semester.

Roles and Responsibilities of the University Supervisor

1. Acts as liaison between teacher candidates, cooperating teachers, school administrators, and the university.

2. Drops in during the first two weeks of the semester with the aim of connecting with the teacher candidate, cooperating teacher, and an attempt to touch base with the principal if on campus and available.

3. Sends availability for observations to the candidates at least two Fridays before the observation week. Candidates send the beginning to ending times to the supervisor. Supervisors may have other requests as well.

4. Arrives on or before the lesson start time and stays until the lesson end time.

5. Provides written feedback or mark-up within the body of the lesson with the first round of feedback sent to the candidate (ideally) within twenty-four hours of the due date and time or when it was received (whichever was later).

6. Formally observes the teacher candidate a minimum of six times per semester. It may be necessary and beneficial to perform more observations than the minimum required.

7. Holds a post-observation conference the day of the observation and provides an opportunity for the candidate to reflect in writing during this time. Provides both written and oral feedback to the teacher candidate.

8. Looks through the “Teaching Candidate Binder.”

9. Monitors and encourages the use of the co-teaching strategies.

10. Completes a final evaluation for the field experience semester and a midterm and a final evaluation for the student teaching semester, using the Taskstream platform. Schedules a triad meeting for these evaluations, to include the Candidate, CT, and supervisor.

11. Follows the early warning process by completing a Statement of Concern/Performance Contract for any candidate who is experiencing difficulties in making progress towards the competencies and schedules a triad conference as quickly as possible to develop specific plans for improvement. Consults with the Field Coordinator.

12. Maintains ongoing communication with the principal and cooperating teacher and assists in solving field-related problems.

13. Monitors and supports the teacher candidates’ progress related to pacing (progress toward taking on new duties over the course of the semester).

14. Assigns grades through an “on-line” system via MySacState.

Since supervisor assignments change from semester to semester, teacher candidates may not have the same supervisor for field experience and student teaching.

EVALUATION OF THE TEACHER CANDIDATE

Candidates are monitored carefully throughout their credential program to ensure that they are making adequate progress toward meeting the program standards and all other performance standards. Evaluation of candidate development occurs using formative assessments (those done at key transition points which are used to provide feedback to candidates and program faculty) and summative assessments (those that culminate the program and are used to determine whether a candidate can be recommended for a credential).

Overall, a comprehensive set of artifacts and evidence that teacher candidates produce are assessed and aggregated to produce a final decision about their attainment of the applicable performance standards and their suitability for a credential recommendation. There are many opportunities for candidates to demonstrate what they know and can do; correspondingly, they will be evaluated at many points as they complete the program requirements. While this may seem like many assessments, this kind of continuous assessment provides candidates with multiple opportunities to understand how their performance is meeting standards and where they can make specific improvements. Moreover, our instructors and supervisors are conscientious in providing them with clear and timely feedback, especially at key transition points, so that they have a good sense of the rate of progress they are making towards the credential program expectations.

Formative Assessments:

Candidates are assessed in a formative manner throughout the program. There are key assessments (lesson plans, reflections, field experience final evaluation, student teaching midterm, etc.) that are used to inform the faculty about a candidate’s progress and should be used by the candidate to self-assess. These are formative because the data they generate should be used to shape the candidate’s next steps, acknowledging strengths, and identifying areas for growth. Formative assessments also identify areas of strengths and weaknesses, but the results are used for formal decisions – ability to proceed to the next semester, solo teaching weeks, etc.

Summative Assessments:

Our program uses two primary summative assessments: the edTPA - Teaching Event in Elementary Mathematics and in English Language Arts and the evaluation of the final semester of student teaching. Summative assessments also identify areas of strengths and weaknesses, but the results are used for formal decisions—recommendation for a credential.

EDTPA: A BRIEF OVERVIEW

In 1998 the Senate passed SB2042, comprehensive legislation that established new program standards for teacher preparation programs throughout the state. This legislation charted a new vision for teacher development in our state – from subject matter preparation (at the undergraduate level) through pedagogical preparation (in credential programs) through the first two years of professional practice (through induction programs). Through SB2042 and subsequent legislation (e.g., SB1209), the Legislature and its attendant bodies, like the CTC, have sought to bring coherence to pre-service and in-service teacher preparation and development in our state. One strategy for bringing this vision to reality is through the assessment process. SB2042 established the Teaching Performance Expectations

(TPEs), a set of candidate outcomes that are meant to guide program content and experiences. Each teacher preparation program is mandated to implement a Teaching Performance Assessment where attainment of the TPEs is measured for each candidate. The TPEs (revised in June 2016) map directly onto the California Standards for the Teaching Profession (CSTPs), which outline 6 domains of performance for in-service teachers. The CSTPs guide the induction programs that all new in-service teachers complete, and in many districts they are also the basis for in-service teacher evaluation. Since 2007, Sacramento State used the Performance Assessment for California Teachers Teaching Event (PACT Teaching Event). Due to changes in the TPEs adopted in June 2016 by the CTC, our programs now use the edTPA.

Multiple Subject candidates complete edTPA at a cost of approximately $300. It is designed so that candidates can display knowledge of students, curriculum and content, effective instructional strategies, appropriate assessment tools, and reflection strategies. The tasks are based on the PIARA cycle – Plan, Instruct, Assess, Reflect and address students’ Academic Language Development. Candidates receive guidance for developing their edTPA Teaching Event throughout their coursework. Program-specific support is detailed in the syllabus for EDMS 232. Candidates can also review edTPA information and policies at: http://www.edtpa.com/Home.aspx.

Roles & Responsibilities of the Cooperating Teacher (CT) v Introduce the teacher candidate to the school, students, and other faculty, and take the lead in providing

inclusion opportunities for the teacher candidate. It is strongly recommended that teacher candidates be introduced as “co-teachers” so it is clear to the children that TCs have shared responsibility and authority as teachers in the classroom.

v Inform the teacher candidate of the school-wide and classroom management philosophy, school and classroom schedules, routines, including lunch, playground, and, especially, emergency procedures. Encourage questions and discussions on teaching and management decisions.

v Model effective instruction and student engagement.

v Provide the teacher candidate with “think alouds” before/during/after teaching as appropriate, explaining

pedagogical and management decisions; making transparent decision-making in all areas as it happens helping the teacher candidate know how the teacher knows/knew that students did or did not meet the learning objectives and why certain next steps were decided.

v Give and receive feedback regularly. The aim is for everyone to be in a reciprocal learning collaboration. v Provide the teacher candidate with appropriate background information on the students. v Help the teacher candidate see how the CT bases his/her pedagogical decisions and choices about content matter

on students’ backgrounds, interests, and needs, so as to enhance student interest and engagement. v Provide the teacher candidate with the scope and sequence of curriculum as well as resource materials that are

available to prepare lessons. v Provide the teacher candidate with examples of how the curriculum and resource materials can be adapted so as

to meet the specific needs of the classroom students, as well as their interests and backgrounds. v Provide instructional materials, information on where additional materials are located, and how materials are

checked out.

v Complete all university evaluations/forms in collaboration with the university supervisor. v Notify the university supervisor immediately if problems develop and normal progress is in question. v Before assuming responsibility for any area of instruction, teacher candidates should observe their CTs model

procedures and lessons for that area of instruction. Seeing how CTs manage the curriculum and the students is critically important. We recommend that when the TC is observing the CT, s/he be directed to observe specific aspects of a lesson and have the opportunity to debrief and discuss observations after the lesson.

v Lesson Plans. It is a requirement that teacher candidates write lesson plans in advance for lessons that they

implement in the classroom. All lesson plans need to be typed and use the approved CSUS lesson plan template. (Please, no teacher manual copies; even if teacher candidates are using lessons from the manual, they need to be processed and reframed by their own thinking and decisions.) These lesson plans will go in their CSUS e-binder. Please support your TC with this requirement. Please do not ask teacher candidates to take over a lesson or step in on the spur of the moment.

v As the teacher candidate demonstrates the ability to perform in one area, s/he should be encouraged to take on

additional responsibilities. Develop a schedule for the teacher candidate’s increasing assumption of responsibility for a) teaching, b) transitions, c) grading/giving feedback, and d) other professional responsibilities (e.g. yard duty).

v CTs should remain in the classroom to observe lesson implementation, ideally, without interruption and give feedback to their teacher candidates on a regular basis. As the teacher candidate becomes competent implementing lessons with the CT in the room, the CT and TC may identify brief periods of time when the CT may leave the room. CTs should make sure that their TC knows the emergency protocol and who to contact in case of an emergency.

v While TCs should have opportunities to teach lessons independently, CTs are encouraged to co-teach (teach

lessons together), as well as team-teach with their teacher candidates. Team teaching will enable the cooperating teacher to structure more opportunities to conduct differentiated instruction with their children, with the TC or CT working with the majority of the class while the CT or TC works with a small group.

v If the teacher candidate is struggling or not meeting competency, written documentation of the teacher

candidate’s performance is especially critical. It is also critical that such documentation be completed as early as possible, and be updated regularly. Please communicate with the CSUS supervisor at the first indication of a candidate who is struggling or with whom there are concerns.

v CTs and teacher candidates should meet to “map out” when various areas of instruction will be assumed by the

teacher candidate. This plan should be given to the CSUS supervisor. Over the course of the student teaching experience, the responsibility for classroom instruction gradually shifts from the CT to the teacher candidate. It is encouraged that the teacher candidates begin with math because this will be the curricular focus of their edTPA Teaching Event.

v Lesson Plans. All of the expectations previously indicated continue to apply. At the same time, it is expected

that the TC should be able to make increasingly sophisticated decisions about curriculum, pacing, transitions, differentiation, assessments, etc. The CT and TC should establish a timeline for submitting lesson plans for review. All lesson plans will go in TC’s e-Binder.”

v Solo Experience: The CT should be an active participant in this experience, from collaborating on the structure

of the experience (see possible scenarios above) to planning the curriculum to being a part of the instructional

team (working with a small group, etc.). The CT should be prepared to observe informally during the solo and to provide the TC with constructive feedback.

Substitute Teaching Once STs have a firm grasp of the “student teaching situation,” have completely phased into teaching the full day, and have a 30-day emergency permit, STs may substitute for only their CT if their CT is absent. While earning extra income is a bonus, teacher candidates are not to miss any of their student teaching or program courses in order to substitute. Please consult the Policies and Procedures Handbook for the College of Education Teacher Preparation Programs for further guidelines and limitations related to substitute teaching, or contact the Field Coordinator.

ETHICAL PROFESSIONAL STANDARDS FOR TEACHER CANDIDATES

You are representing Sacramento State specifically and the teaching profession in general – strive to uphold the highest standards for professionalism (equity-mindedness, hard work, preparation, cultural humility, persistence, open-mindedness, respect, willingness to experience discomfort when discussing difficult topics, dependability, integrity, discretion, flexibility, etc.). 1. Professional Attitude

a. Demonstrate openness to the feedback that you receive. Accept this feedback as it is given with the expectation that performance will be improved by applying this feedback.

b. Believe that all students can learn. Have high expectations for all students, and be willing and able to provide the supports needed so that all students can learn.

c. Be willing to engage in courageous conversations about people who are different in race, gender, socio-economic status, home language, culture, and other categories of difference. Be willing to examine your own preconceived notions and to learn about these categories. After voicing a differing opinion, candidates do not harbor ill feelings toward peers and are willing to continue relationships.

d. Take responsibility for student learning and do not blame outside forces for students’ immediate learning or lack thereof. Use knowledge about students and their caregivers to make decisions so all children can access learning.

e. Assume the best of other educators, such as peers, students, students’ caregivers, faculty, supervisors, CTs, administrators, etc.

2. Attendance, Absences, and Tardies a. Arrive at placement classroom one half hour before school begins and stay one half hour after school to

plan, attend staff meetings, in-services, parent conferences, and other school functions, such as “Back to School Night” and “Open House” as their schedule allows. If two absences occur without previously informing the cooperating teacher and the supervisor, a Statement of Concern/Performance Contract will be initiated. If more than two excused absences occur, regardless of whether CT and supervisor have been informed, a Statement of Concern/Performance Contract may be initiated.

b. Arrive on time. If three tardies occur, a Statement of Concern/Performance Contract will be initiated. c. Inform cooperating teacher and supervisor when an absence is unavoidable. Provide cooperating teacher

with lesson plans, if scheduled to teach that day. Use the preferred mode of communication to inform supervisor of any absence (especially so that s/he does not show up for the observation). Make up any missed day(s) and communicate plan to make up missed days to supervisor.

d. Maintain appropriate hours at placement site to plan and implement teaching and learning tasks, even if this must take place outside of the hours outlined above.

3. Lesson Plans/Preparedness a. Use the approved LP template. b. Send the LP for review at least 24 hours ahead of time to the supervisor. c. Make improvements to the LP based upon feedback. d. Keep all LPs in e-binder. 4. Professional Conduct

a. Maintain flexibility in planning and implementing instruction so as to meet the needs of all students. Orient teaching practice so as to engage all students, with a special focus on students who are historically marginalized.

b. Reflect and self-assess to improve practice, with a special focus on equity. c. Collaborate effectively with all school personnel and caregivers. d. Be discreet. Do not disclose information about students. Do not post pictures of students on social media.

Be discreet in conversation and refrain from judging others quickly and harshly. Approach situations

with empathy and an open-mind. Understand that having an open, accepting attitude towards others is critically important when supporting each other and becoming a member of a community of learners.

e. Act professionally from the moment of arrival onto campus to the moment of departure from the school grounds.

f. Maintain good rapport and appropriate professional interactions and relationships with all building staff, faculty, administration, students, and caregivers.

g. Teach, observe, or assist the teacher and the students during all times when in the field. Strive to do everything possible to contribute positively to the learning of all students. Plan, prepare, and complete CSUS coursework (not related to assignments that involve students or CT) at home or outside of time in the placement classroom.

h. Use appropriate language (developmental as well as professional) with instructors, fellow teacher candidates, children, school faculty, staff, and caregivers.

i. Remember that as a guest at the school, one may hear or see things in classrooms with which one does not agree or may learn confidential information about a student; keeping these issues confidential is essential.

j. Use cell phone only when students are not present. Keep phone on silent, as opposed to vibrate or ring tone.

k. Refrain from speaking negatively about previous or current experiences, cooperating teacher, caregivers, principal, supervisor or school/district.

l. Listen attentively during IEPs, SSTs, and parent conference meetings. Do not offer opinions unless asked to by those in charge. Never offer advice or recommend services or materials for children as this may be interpreted as binding upon the district.

m. Maintain a “growth” mindset. Be confident that purposeful and diligent effort brings results – therefore, be open-minded and intellectually curious, engage in activities that will deepen and/or broaden one’s perspective and knowledge base, seek out feedback, receive it with grace and objectivity, and implement/apply it thoughtfully. Ask questions anytime clarification is needed.

5. Appropriate Professional Appearance

a. In educational settings, a type of dress is often interpreted as being respectful or disrespectful to the profession, and to the students and their caregivers. Be mindful and purposeful about how you present yourself.

b. Dress appropriately for the classroom. Check all clothing for appropriate tightness and whether skin or undergarments are revealed. Discuss any questions regarding dress with supervisor.

c. Understand that tattoos with language or images that could be considered offensive to others or inappropriate for children must be covered.

d. Do not wear jeans to the placement, even if wearing jeans is part of the culture of the educators at that school.

6. Effective Communication

a. Develop a preferred mode of communication with cooperating teacher and supervisor. b. Communicate effectively, orally and in writing, in all settings related to the field (cooperating teacher,

supervisor, field placement coordinator, parents, principals, paraprofessionals, etc.). Consistently use a salutation and closing in all written communication, including email messages.

c. Understand that anything in writing, including emails, can be taken and shared with others. Use discretion and be professional in all contexts including social media accounts.

d. Maintain confidences as appropriate to the setting. e. Do not negatively represent, orally or in writing (including social media), issues related to students,

caregivers, teachers, classrooms, schools, or the university program. f. Use Sacramento State email for all program communications. Check this email frequently and answer

emails sent by program faculty (instructors, supervisors, CTs) or staff within 24 hours. Make sure to be responsive in communication – respond to questions, provides precise information, respond in a timely

manner, write in a professional manner, etc. 7. Initiative

a. Be aware of routines and request opportunities to facilitate classroom routines. b. Go the extra mile. Offer to assist with classroom tasks such as putting up and maintaining bulletin

boards, extra duties, etc. Become known as a problem-solver, not a problem-maker. Enjoy your time in the field. It will be a short time in the long range of your teaching career. This is a time to try to experience as many new things as you can, to challenge yourself to question ‘common sense’ notions around how schooling works, to grow and experiment, and to develop relationships with colleagues from different backgrounds.

Please know that the Teaching Credentials Department staff and faculty are working hard to ensure that it is a challenging, stimulating, and rewarding experience for you. Remember, you are on a year-long interview!

CHAIN OF COMMAND FOR FIELD-PLACEMENT RELATED ISSUES

If issues arise, please follow the chain of command.

TEACHER CANDIDATE EXPERIENCING DIFFICULTY WITH COOPERATING TEACHER: ✔ If the teacher candidate is experiencing difficulty with the cooperating teacher, address the

concern with him/her. ✔ If a ‘good faith effort’ with the cooperating teacher does not result in a satisfactory resolution,

then contact the supervisor. ✔ If a ‘good faith effort’ with the supervisor does not result in a satisfactory resolution, then

the supervisor will contact the Field Coordinator.

TEACHER CANDIDATE EXPERIENCING DIFFICULTY WITH SUPERVISOR: ✔ If the teacher candidate is experiencing difficulty with the supervisor, address the concern with

the supervisor. ✔ If a ‘good faith effort’ with the supervisor does not result in a satisfactory resolution, then contact

the Field Coordinator.

COOPERATING TEACHER EXPERIENCING DIFFICULTY WITH TEACHER CANDIDATE: ✔ If the cooperating teaching is experiencing difficulty with the teacher candidate, address the

concern with the teacher candidate. ✔ If a ‘good faith effort’ with the teacher candidate does not result in a satisfactory resolution,

then contact the supervisor. ✔ If a ‘good faith effort’ with the supervisor does not result in a satisfactory resolution, then contact

the Field Coordinator.

COOPERATING TEACHER EXPERIENCING DIFFICULTY WITH SUPERVISOR: ✔ If the cooperating teacher is experiencing difficulty with the supervisor, address the concern with

the supervisor. ✔ If a ‘good faith effort’ with the supervisor does not result in a satisfactory resolution, then contact

the Field Coordinator.

CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION

and TEACHING PERFORMANCE EXPECTATIONS

Background Teacher educators have consistently embraced the notion that teacher education is a continuum. This continuum begins with the pre-service teacher’s subject matter preparation (usually as undergraduates) and continues through a pre-service teacher preparation program and into a state-approved induction program. Guiding all parts of the continuum are a set of developmentally appropriate and aligned standards – from the K-12 Content Standards through the Teaching Performance Expectations and onto the California Standards for the Teaching Profession. For teacher preparation programs like ours at Sacramento State, the Teaching Performance Expectations, issued by the Commission on Teacher Credentialing, articulate the outcomes upon which each candidate’s performance is measured, in multiple ways. Please see Appendix for a complete listing of the Teaching Performance Expectations.

What To Do When Your Teacher Candidate Is Struggling

In order for the University to recommend a candidate for a teaching credential, the candidate must demonstrate that he or she has developed necessary competence as defined by the standards of the Commission on Teacher Credentialing for preparing candidates in the specific areas of the credential. It is the institution’s responsibility to assure that all candidates recommended for a credential meet the standards of candidate competence (competence includes: knowledge, skills, and dispositions associated with teaching effectiveness) and character appropriate to the public trust of education.

A professional education program provides opportunities for a candidate to gain theoretical understandings and develop appropriate and equitable teaching practice to demonstrate the competencies required to be recommended for a credential. The supervisor and cooperating teacher will make every reasonable attempt to help the candidate develop these teaching competencies. Should it be determined, however, that candidate competence has not developed appropriately and is not likely to develop in a sufficient manner to warrant a recommendation for a credential, it may be necessary to take corrective steps. If the corrective steps still do not lead to the necessary competence, it may be necessary to dismiss the candidate from the credential program. It’s very important that cooperating teachers and/or supervisors document concerns early. Candidates need time to remediate and implement suggestions provided in the Statement of Concern and Performance Contract. The following process will be implemented to correct any lack of competence and/or dismissal from the program should correction be unsuccessful:

1. DOCUMENT the concern in writing and communicate it to the teacher candidate with a discussion of

strategies for potential improvement. 2. DISCUSS the concern with the candidate. 3. IF THE CONCERN IS NOT CORRECTED WITHIN A REASONABLE AMOUNT OF TIME, a Statement

of Concern should be jointly developed between the cooperating teacher and the CSUS Supervisor. Conferencing with all parties involved should be a part of this process and will lead to a written Performance Contract for the Candidate.

Step 1 – Statement of Concern/Performance Contract

Process Notes

If the candidate is not developing necessary competence, the supervisor notifies the Field Placement Coordinator, cooperating teacher, and candidate in writing of this finding. If the concerns are not corrected within a reasonable amount of time a Statement of Concern and a Performance Contract (SoC/PC) are developed by the supervisor in consultation with the cooperating teacher and approved by the Field Coordinator, (and other involved parties as appropriate) and presented to the candidate in writing. The SoC/PC should include: 1. Statement/s of the area/s of inadequate performance. 2. Suggested actions to be taken to improve performance. 3. What will be accepted as evidence of

satisfactory performance and how this will be assessed.

4. Statement of acceptable time lines, which are in effect until the end of the program.

5. Statement of what will occur if performance does not improve.

The Statement of Concern and Performance Contract are given to the candidate in writing at a meeting attended by, but not limited to, the supervisor, the cooperating teacher and the candidate. The Statement of Concern is signed and dated by the candidate acknowledging receipt. The Performance Contract is signed and dated by the supervisor, the cooperating teacher, the candidate, the Field Coordinator, and the Program Coordinator. The signed Statement of Concern and Performance Contract are then submitted to the Department of Teaching Credentials for the Department Chair’s review and signature. Both are placed in the candidate’s file. A signed copy is sent to the candidate for his/her records.

Step 2 –Decision to Dismiss Process Notes

If the Statement of Concern and Performance Contract do not result in the candidate developing the necessary competence by the date designated in the Performance Contract, the outcome is dependent upon the individual circumstances. Termination of a field placement may include either removal from the placement altogether (with a grade or impending grade of No Credit being assigned) or removal from regular field placement duties, but approval to remain in the classroom to observe and participate in a limited fashion (generally also with a grade of NC being assigned). A decision to dismiss the candidate from the program is also an option. These decisions will be made jointly by the Field Coordinator in consultation with the supervisor and cooperating teacher.

The candidate is notified of dismissal from the program verbally (in person if possible). Sacramento State candidates are guests at the school site. Therefore, if a site level administrator (usually the principal) or cooperating teacher asks that a candidate be removed from the school site, they will be removed. When a student teaching experience is terminated prior to the end of the semester, this may also affect the candidate’s ability to complete coursework, especially if specific course assignments require a field placement site for completion.

The Department of Teaching Credentials tracks the outcomes of Statements of Concern/Performance Contracts. In most cases, the candidate makes adequate corrections and proceeds to the next semester of the program. In some cases, however, there are additional difficulties. These sometimes stem from continued disruptive and/or unprofessional behavior. In these instances, more severe corrective action may be required, including immediate removal from the placement and/or discontinuation from the program.

In addition to the information below, candidates are encouraged to consult the Policies and Procedures Handbook for Teacher Preparation Programs (on the CoE website).

Possible reasons why a candidate’s placement might be terminated prior to the end of the semester include the following:

• Violation of any article of the university student conduct code (https://www.csus.edu/umanual/student/ums16150.htm).

• Violation of the conduct code for guest teachers in effect for the candidate’s student teaching school site and host district. (It is the candidate’s responsibility to obtain information about this conduct code and abide by it.)

• Any action by the candidate that is deemed by the cooperating teacher and/or supervisor to be a threat to

the safety and well-being of children/ adolescents at the school site. Action could include inattentiveness (on cell phone rather than observing students, completing coursework rather than working with students, etc.), frequent absences or lateness (which can impact student learning), reporting to duty while under the influence of drugs or alcohol, etc. In some cases, candidate actions that take place not on the school site (e.g., in an on-line or virtual environment, at a community event sponsored by the school, etc.) may be deemed inappropriate or a threat to the safety and well-being of children/adolescents associated with that candidate’s placement.

• Disruptive or unprofessional behavior including such actions as:

o Repeated rejection of the authority of the cooperating teacher, school administrators, or university supervisor; violations of student or teacher confidentiality; inappropriate use of social media and other online communication protocols/venues (see below); continued unprofessional dress, speech; continued unexcused absences (e.g. unrelated to excused absences cause by medical issues), tardiness, lack of preparation, lack of effort, etc.;

o Breakdown in communication and mentoring relationship between the cooperating teacher and candidate and/or university supervisor and candidate due to candidate rejection of constructive criticism, inability to implement suggestions in a timely and consistent manner and/or unprofessional behavior.

• Slow progress towards competencies such that the classroom learning environment is compromised;

coupled with breakdown in mentoring relationship, or disruptive/ unprofessional behavior.

• The Teaching Performance Expectations (TPEs) are the criteria by which we measure candidate progress, and while we understand that each candidate is developing competence in the TPEs, basic operationalization of the TPEs, even if at a novice level, is expected from the beginning. Failure to make reasonable efforts (as constituted by regular class attendance, compliance with guidelines for field experience and student teaching, implementation of feedback and suggestions, etc.) to implement the TPEs could be reason for dismissal from the program. This is especially true for TPE 12, which states, “Candidates understand and honor legal and professional obligations to protect the privacy, health, and safety of students, families, and other school professionals. They are aware of and act in accordance with ethical considerations and they model ethical behaviors for students. Candidates understand and honor all laws relating to professional misconduct and moral fitness, including appropriate and inappropriate uses of digital content and social media. Candidates are aware of the legal and ethical obligations relating to both implementing student assessments, including K-12 standardized assessments, and completing required candidate assessments within the preparation program (e.g., the Teaching Performance Assessment).”

• As representatives of the CSUS Teaching Credentials Program, candidates should remember that they are held to a high standard of behavior. This includes any activities conducted on any social networking websites (e.g., Facebook, YouTube, Snapchat, Twitter, Flickr) or any other online site (e.g., webshots.com). Please keep in mind the following guidelines as you participate on social networking websites:

1. Before participating in any online community, understand that anything posted online is available to anyone in the world.

2. Do not post your home address, local address, phone number(s), birth date or other personal information (e.g., class schedule, social plans).

3. Do not post any information that would violate CSUS’ or your district’s codes of conduct and/or state or federal laws.

4. Do not post any information, photos or other items online that could embarrass you, your family, your cohort, the credential program, CSUS or your school site/district. This includes, but is not limited to information, photos, quotes and other items that may be tagged to you from another user.

5. Do not post or link to information or content that could cause harm to or disrupt the learning of any of your students.

6. If you discover any inappropriate information posted by any credential candidate you will immediately contact the Department Chair.

• Social networking websites may be regularly monitored by a number of sources within CSUS (e.g., Department of Teaching Credentials, Student Affairs, University Police) as well as sources outside of CSUS (e.g., potential employers). In addition to potential employers, an increasing number of graduate programs and scholarship committees also search these sites to screen candidates.

• CSUS teacher candidates should be very careful when using online social networking sites and keep in mind that sanctions may be imposed if these sites are used improperly or depict inappropriate, unethical, embarrassing or dangerous behaviors. Those sanctions can include, but are not limited to reprimand and/or dismissal from the program.

NOTE: In some cases, progress toward meeting student teaching competencies in a specific semester is such that, in the professional opinion of the cooperating teacher and university supervisor, the candidate will not be able to successfully complete the requirements related to independent teaching (e.g., implementing the edTPA, completing Multiple Subject “solo” teaching, etc.) and in fact, attempting the solo will lead to classroom disruption and interrupted learning by the K-12 students. In these cases, the recommendation may be to suspend taking on new teaching duties, defer attempting the independent teaching, but continue observation and participation in the classroom so that the candidate can continue to make progress. A grade of No Credit will be assigned; the university supervisor will determine whether the evidence warrants an opportunity to repeat the experience (see below for additional information). Reassignment of Candidates. Candidates will not be reassigned to another school after six (6) weeks of the semester have elapsed, except under unusual and compelling circumstances. Prior to six weeks, reassignment to another classroom may be arranged with strong justification. A No Credit Grade in Field Experience. A “No Credit” in any field experience course (e.g., field experience, student teaching) means a student may not continue with any portion of the Teacher Preparation Program unless recommended for continuation by the university supervisor. When a candidate is assigned a grade of “No Credit” the university supervisor reviews the evidence to determine whether the candidate has an option to repeat or not. If the option to repeat is granted, the candidate may enroll in the subsequent semester in order to repeat this experience. If the option to repeat is not granted, the candidate is effectively dismissed from the program. S/he must submit an appeal to the Credential Appeals Committee, which will make the decision about continuation in the program. Details related to the discontinuation process and the Credential Appeals Committee are available from the credential staff.

STATEMENT OF CONCERN: FIELD EXPERIENCE The Statement of Concern is designed to clearly identify issues that may prevent a Candidate from successfully completing a credential program. This statement is accompanied by a Performance Contract that provides guidelines for the Candidate to address the identified issue(s). Candidate: Date SOC issued: Credential Program: Student Teaching Information (school, CT, grade/subject area):

Teacher Performance Expectation

DESCRIPTION of CANDIDATE PERFORMANCE

TPE #:

TPE #:

TPE #:

(If needed, add additional rows.) Required Signature: I acknowledge receipt of this Statement of Concern Teacher Candidate: Date:

PERFORMANCECONTRACT

forCONTINUATIONINFIELDEXPERIENCE

Candidate: Date Performance Contract Issued: Credential Program: Student Teaching Information (school, CT, grade/subject area): The following plan is a performance contract stipulating specific actions that must be completed by the Candidate. The signatures verify that the Candidate and others monitoring the contract agree to the performance standards specified and the timeline provided. The following timeline supersedes any prior calendar or timeline.

TIMELINE By…..

PERFORMANCE BENCHMARK The Candidate will…..

Teaching Performance Expectation Addressed:

TPE

TPE

TPE

Should the stipulations in this contract not be met, the following consequences will result: If the timeline and performance benchmarks described above are not met, the Candidate will be subject to disqualification from the program. Required Signatures: I acknowledge receipt of this Performance Contract. I agree to meet the timeline and performance benchmarks described above: Teacher Candidate: Date: I am in agreement with the Performance Contract. Teacher Candidate Supervisor: Date: I am in agreement with the Performance Contract. CSUS Field Coordinator: Date: I am in agreement with the Performance Contract. CSUS Program Coordinator: Date:

I am in agreement with the Performance Contract. CSUS Department Chair: Date:

Co-Teaching for Cooperating Teachers and Student Teachers: An Overview

The co-teaching model originated to facilitate collaborative teaching between general education and special education teachers. This model has been adapted to support student learning in a general education classroom, when a cooperating teacher and teacher candidates are teaching together. Co-teaching is defined as: “two teachers (cooperating teacher and teacher candidate) working together with groups of students – sharing the planning, organization, delivery and assessment of instruction, as well as the physical space. Both teachers are actively involved and engaged in all aspects of instruction” (Bacharach, N. and Heck, T., 2011). Successful co-teaching BUILDS on:

(a) An attitude: of sharing the classroom and the students. Co-teachers must always be thinking: we are both teaching!

(b) A commitment: to developing a successful collaboration between the cooperating teacher and the teacher candidate. This involves self-awareness, flexibility, communication skills, and an open mind.

(c) Use of co-teaching strategies including one teach/one observe; one teach/one assist; station teaching; parallel teaching; supplemental teaching; alternative teaching; and team teaching.

Successful co-teaching RESULTS in:

(a) Improved student outcomes due to a reduced student/teacher ratio and an enhanced ability to meet diverse student needs.

(b) Opportunities for greater student participation and engagement, more diversified teaching strategies, and increased instructional options for all students.

(c) Enhanced skills for CT and ST, especially planning, assessment, and collaboration.

Source: Bacharach, N. and Heck, T. (2011) “Mentoring teacher candidates through co-teaching. Train the trainer Workshop.” Minneapolis, MN: St. Cloud University

Candidate Evaluation Tool The Candidate Evaluation Tool is found at the CSUS, Credentials, website; and on Taskstream.

TEACHING PERFORMANCE EXPECTATIONS (TPEs) FOR BEGINNING TEACHERS:

Adopted by the CTC in June 2016

TPE

1. Engaging and Supporting All Students in Learning 1. Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs,

as well as their funds of knowledge and cultural language, and socioeconomic backgrounds, to engage them in learning.

2. Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress.

3. Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.

4. Uses a variety of developmentally and ability appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design for Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom environment.

5. Promote students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.

6. Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.

7. Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.

8. Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

2. Creating and Maintaining Effective Environments for Student Learning

1. Promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

2. Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

3. Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.

4. Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.

5. Maintain high expectations for learning with appropriate support for the full range of students in the classroom.

6. Establish and maintain clear expectations for positive classroom behavior and for student-to-student; student- to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.

3. Understanding and Organizing Subject Matter for Student Learning 1. Demonstrate knowledge of subject matter, including the adopted California State Standards and

curriculum frameworks. 2. Use knowledge about students and learning goals to organize the curriculum to facilitate student

understanding of subject matter and make accommodations and/or modifications as needed to promote student access to the curriculum.

3. Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.

4. Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.

5. Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.

6. Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum.

7. Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet Security.

8. Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards.

4. Planning Instruction and Designing Learning Experiences for All Students

1. Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.

2. Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.

3. Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.

4. Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include: o appropriate use of instructional technology, including assistive technology; o applying principles of UDL and MTSS; o use of developmentally, linguistically, and culturally appropriate learning activities, instructional

materials, and resources for all students, including the full range of English learners; o appropriate modifications for students with disabilities in the general education classroom; o opportunities for students to support each other in learning; and o use of community resources and services as applicable.

5. Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans).

6. Access resources for planning and instruction, including the expertise of community and school colleagues through in- person or virtual collaboration, co-teaching, coaching, and/or networking.

7. Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.

8. Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.

5. Assessing Student Learning

1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments

(e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.

2. Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time.

3. Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.

4. Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.

5. Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.

6. Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.

7. Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.

8. Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.

6. Developing as a Professional Educator

1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.

2. Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families, as well as toward their colleagues.

3. Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues.

4. Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.

5. Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others.

6. Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools.

7. Critically analyze how the context, structure, and history of public education in California affects and influences state, district, and school governance as well as state and local education finance.

CSUS COLLEGE OF EDUCATION MIDTERM & FINAL EVALUATION FORM

A. Engaging and Supporting All Students in Learning – TPE 1 NOTE: If a candidate is not meeting Beginning expectations for any of the items in this section, check the box to the left, circle the item number(s) and write specific and immediate steps that should be taken in the “Remarks” section below.

A1. Applies knowledge of students’ prior experiences, interests, socio-emotional learning needs1, funds of knowledge2, and cultural, language, and socioeconomic backgrounds to engage them in learning (TPE 1.1) □ Beginning: Lessons draw on available resources, curriculum outlines, and content standards.

□ Developing: Uses strategies to create opportunities for students to engage in learning based on their prior experiences.

□ Maturing: Implements deliberate strategies for students to engage in learning through their interests, and cultural, language and socio- economic backgrounds.

□ Integrating: Consistently uses purposeful questions and strategies to engage students and enhance their ability to learn through their SEL needs, and funds of knowledge.

A2. Connects subject matter to real-life contexts and provides active learning experiences to engage student interest, support student motivation, and allow students to extend their learning (TPE 1.3) □ Beginning: Provides learning experiences to engage students.

□ Developing: Makes limited connections between subject matter and real-life contexts.

□ Maturing: Makes connections between subject matter and real-life contexts; plans learning experiences to target student interest, motivation, and extended learning.

□ Integrating: Consistently connects subject matter to real- life contexts; designs active learning experiences to spark student interest, motivation, and extended learning.

A3. To teach targeted skills, uses a variety of developmentally and ability-appropriate3 instructional strategies4

resources (curriculum supplements & resources for struggling students, low-level readers, math manipulatives), and assistive technology5 to support access to curriculum for a wide range of learners within the classroom (TPE 1.4). □ Beginning: Uses a few instructional strategies to support student access to curriculum.

□ Developing: Uses instructional strategies and resources that are appropriate for student access to curriculum.

□ Maturing: Uses developmentally and ability- appropriate resources to support access to curriculum for a wide range of students.

□ Integrating: Consistently uses assistive technology to support access to curriculum for wide range of students.

A4. Promotes students’ critical and creative thinking and analysis through activities that provide opportunities for inquiry6, problem solving, responding to and framing meaningful questions, and reflection (TPE 1.5) □ Beginning: Poses few

questions and these focus only on facts related to learning in subject matter. Questions/Tasks/Texts are: Primarily lower level Blooms and DOK Level 1.

□ Developing: Provides some opportunities for students to engage in analysis and problem solving. Questions/Tasks/Texts: are somewhat cognitively demanding (mid-level Blooms and DOK Level 2).

□ Maturing: Uses deliberate strategies (e.g., questioning) to promote analysis in inquiry, problem solving, responding to and framing questions, and reflection. Questions/Tasks/Texts: are cognitively demanding (Upper Level Blooms and DOK Level 3).

□ Integrating: Consistently facilitates regular opportunities for students to think critically and creatively in inquiry, problem solving, responding to and framing meaningful questions, and reflection. Questions/Tasks/Texts are cognitively demanding (Upper Level Blooms and DOK Levels 3 and 4).

Beginning Teacher might: ask a question about whether an answer is right or wrong, whether a term is used correctly, whether students have questions, students to state a fact or facts.

Students can be observed: copying answers, following procedures step-by-step, labeling/providing terms.

Developing Teacher might: ask students to explain using a model, to summarize referencing specific steps.

Students can be observed: explaining relationships, providing examples and non-examples, interpreting models.

Maturing Teachers might: ask students to explain and/or justify their responses citing evidence, use questions to probe, provide non-examples to determine students’ misconceptions, categorize and classify, compare and contrast, provide sufficient think time.

Students can be observed: applying and understanding in a novel way, relating concepts to other content areas, explaining thinking when more than one response is possible.

Integrating: Teachers might: ask students to explain and/or justify their responses citing evidence or other students’ thinking, use questions to probe, provide non-examples to determine students’ misconceptions.

Students can be observed: citing other students’ thinking, applying understanding in a novel way, relating concepts to other content areas, Students can also be observed: in productive confusion/struggle, making connections, posing questions about other possibilities/ applications.

A5. Provides a supportive learning environment for students’ first and/or second language acquisition (TPE 1.6) □ Beginning: Closely follows curriculum guidelines for reading, writing and oral language use.

□ Developing: Extends/ enhances opportunities for language rich experiences.

□ Maturing: Incorporates two or instructional approaches.

□ Integrating: Incorporates three or more instructional approaches.

A6. Provide students with opportunities to access the curriculum by incorporating the visual and performing arts (VAPA), as appropriate to the content and context of learning (TPE 1.7) □ Beginning: Uses curricular materials to teach subject content.

□ Developing: Presents content using multiple modes (e.g. words, pictures, music).

□ Maturing: Incorporates drawing, music, dance, skits, and other visual and performing arts to teach content.

□ Integrating: Consistently uses artistic activities and examples to teach subject content.

A7. Monitors student learning and adjusts instruction while teaching so students remain engaged in learning (TPE 1.8) □ Beginning: Checks for

student understanding during lesson.

□ Developing: Regularly checks for student understanding using questioning techniques; revisits content when many students do not understand.

□ Maturing: Integrates checks for understanding throughout lesson using questioning techniques and adjusts lessons based on student learning to re-engage students.

□ Integrating: Consistently uses a variety of questioning techniques and checks student work to gauge student learning; modifies lessons based on results to ensure optimum level of challenge and engagement. In addition, adjust instruction, support and tasks to meet student needs.

A8. Instruction is structured so that students are actively engaged and contributing ideas.

□ Beginning: Instruction does not provide opportunities for students to be actively engaged and to contribute ideas.

□ Developing: Instruction is structured so that few students are actively engaged and contributing ideas mostly with the teacher.

□ Maturing: Instruction is structured so that most students are actively engaged and contributing ideas, with both the teacher and with other students.

□ Integrating: Instruction is structured so that all students are actively engaged and contributing ideas, with the majority of interaction being student-to-student.

Students are listening to the teacher as the teacher teaches. Questions are not asked during the teaching. Once instruction by the teacher is finished, students work independently and do not pose questions to the teacher or classmates.

Students construct responses and share them with peers, but rarely engage each other’s ideas: students may use evidence (e.g., explanations, diagrams, graphs, tables, examples, texts, etc.) to support an idea.

Teacher asks questions of students whose hands are raised. Students only pose questions or responses to the teacher. When not contributing, other students are disengaged.

Students work independently to solve the problem and respond to the teacher's questions when called upon.

Students construct responses and share them with peers, but rarely engage each other’s ideas: students may use evidence (e.g., explanations, diagrams, graphs, tables, examples, texts, etc.) to support an idea.

Teacher intersperses the lesson with opportunities for students to engage in discourse, with each other and with the teacher. Even when not engaged in discussion, students appear engaged and are ready to respond when “cold” called upon.

Students share ideas in small groups before sharing with large groups. The students might agree or disagree with each other, ask each other questions, or ask each other to explain their thinking.

The teacher provides frequent opportunities for students to use extended discourse in partnerships or small groups, for example, restating their partner’s reasoning.

Without being reminded, students can be observed engaged with each other and building upon each others’ utterances to support existing ideas and create new ideas.

Students critique each other’s thinking and negotiate and understand using evidence (e.g. explanations, diagrams, graphs tables, examples, texts, etc.) to support an idea. They create new ideas or revise their thinking.

B. Creating and Maintaining Effective Environments for Student Learning – TPE 2 NOTE: If a candidate is not meeting Beginning expectations for any of the items in this section, check the box to the left, circle the item number(s) and write specific and immediate steps that should be taken in the “Remarks” section below.

B1. Promotes students’ social-emotional growth, development, and individual responsibility to foster a caring community (TPE 2.1) □ Beginning: Establishes rapport with individual students, but not with the whole class; addresses fairness and respect when issues arise.

□ Developing: Uses some interventions and supports to foster positive environments; models fairness and respect.

□ Maturing: Uses positive interventions and supports to foster a caring community of fairness and respect; addresses students’ social-emotional needs and encourages individual responsibility.

□ Integrating: Consistently maintains a caring, fair, and respectful climate and supports students in developing socio- emotional skills and individual responsibility using restorative justice and conflict resolution practices.

B2. Creates learning environment that promotes productive student learning, encourages positive interactions among students, reflects diversity and multiple perspectives, and is culturally responsive (TPE 2.2)

□ Beginning: Frequently completes planned lessons; prompts students to participate in class discussions.

□ Developing: Sets expectations for student interactions.

□ Maturing: Implements transitions between activities; minimizes student down time; facilitates productive student interactions.

□ Integrating: Consistently implements culturally responsive practices and perspective-taking.

B3. Establishes, maintains, and monitors inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn. (TPE 2.3). □ Beginning: Learning environment is teacher-centered; address some student needs.

□ Developing: Learning environment designed for students’ physical safety and accessibility of materials.

□ Maturing: Learning environment designed and monitored to be generally healthy and safe, and to include ALL students in learning activities.

□ Integrating: Inclusive learning environment is consistently designed and monitored to be physically, mentally, intellectually, and emotionally healthy and safe, and include ALL students in learning.

B4. Maintains high expectations for learning with appropriate support for the full range of students in the classroom (TPE 2.5) □ Beginning: States expectations for learning with students.

□ Developing: Discusses expectations for learning with students.

□ Maturing: Sets high expectations for student learning; implements elements of differentiation.

□ Integrating: Consistently sets high expectations for student learning, differentiates instruction for the full range of students in classroom.

B5. Establishes and maintains clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions (TPE 2.6) □ Beginning: Is aware of

disruptive behavior during a lesson and makes reasonable attempts to implement classroom management plan.

□ Developing: Promotes and supports positive behaviors and implements classroom management plan; encourages student participation in dialogue.

□ Maturing: Supports and monitors positive classroom behavior; builds rapport with all students to support behavior; establishes expectations for student interactions with students and teacher.

□ Integrating: Consistently supports students in monitoring their own and each other’s behavior equitably; teaches students to productively participate in discussions with students and the teacher.

Remarks:

C. Understanding and Organizing Subject Matter for Student Learning – TPE 3 NOTE: If a candidate is not meeting Beginning expectations for any of the items in this section, check the box to the left, circle the item number(s) and write specific and immediate steps that should be taken in the “Remarks” section below.

C1. Demonstrates subject matter knowledge, including CA Standards and curriculum frameworks as well as program’s mission8, vision9, and core values (TPE 2.2 & 3.1) □ Beginning: Uses subject

matter knowledge and CA standards to identify key concepts.

□ Developing: Evidence of MC/SJ themes and issues in lessons.

□ Maturing: Uses units/themes to facilitate students’ understanding of content standards and frameworks, especially in relation to MC/SJ themes.

□ Integrating: Consistently links content and learning to deeper understanding of MC/SJ themes and issues.

C2. Uses knowledge about students and learning goals10 to facilitate student understanding of subject matter (TPE 3.2)

□ Beginning: Connects new content to previously taught content.

□ Developing: Connects content to students’ prior knowledge and/or interests.

□ Maturing: Uses knowledge about students (e.g. cultural context, learning style) and learning goals to facilitate student access to the curriculum.

□ Integrating: Consistently makes

accommodations and/or modifications based on knowledge about students and learning goals to promote student access to curriculum.

C3. Plans, designs, implements, and monitors instruction using subject-specific practices and implement cross-disciplinary learning sequence, including integrating the visual and performing arts (VAPA) (TPE 3.3) □ Beginning: Uses instructional subject-specific strategies to support subject matter and/or concepts.

□ Developing: Uses subject- specific instructional strategies; Connections between subject matter and other disciplines are superficial.

□ Maturing: Plans lessons that include standards from at least two disciplines and implement cross-disciplinary lessons.

□ Integrating: Consistently plans and implements learning sequences that draw from multiple subject areas, including VAPA, and integrates authentic/real world problems.

The teacher superficially explains how skills are used at the beginning of the lesson/unit. Cross-discipline connections are not made to the students.

The teacher only explains how skills are used at the beginning of the lesson/unit. Mentions connection between subject matter and other disciplines.

Teacher explains at the beginning and close of each lesson how the strategies and skills will help students understand the target concepts/ideas. When reviewing the week, the teacher explains how the skills and strategies learned in the current lesson will be used in subsequent lessons. Teacher explicitly draws connections between disciplines for the students.

Teacher explains at the beginning, middle and end of the lesson how the strategies and skills will help students understand the target concepts/ideas. The teacher reminds students that they can apply previously learned strategies and skills to the new concepts being learned.

Teacher explicitly draws connections between disciplines for the students, and integrates VAPA Standards into his/her instruction and assessment. Students are asked to solve authentic/real world problems through application of new knowledge and skills.

C4. Plans and uses multiple means of representing, expressing, and engaging students (Universal Design for Learning– UDL) to demonstrate knowledge (TPE 3.4) □ Beginning: Plans for students to demonstrate knowledge.

□ Developing: Occasionally plans and uses multiple means for students to demonstrate knowledge.

□ Maturing: Plans and uses strategies that enable students to demonstrate knowledge in multiple ways.

□ Integrating: Consistently provides multiple means for students to demonstrate their knowledge for academic activities and assessments.

C5. Adapts subject matter curriculum, organization, and planning to support the acquisition and use of academic language to promote subject matter knowledge (TPE 3.5)

□ Beginning: Introduces academic vocabulary during lessons.

□ Developing: Identifies language demands in lessons and plans supports for students to meet demands.

□ Maturing: Plans opportunities and supports for students to engage in language practices to enhance subject matter learning.

□ Integrating: Consistently plans learning activities to support all students’ acquisition and use of academic language11 to improve subject matter learning.

C6. Uses and adapts resources, standards-aligned instructional materials, and a range of technology12 to facilitate students’ equitable access to the curriculum by collaborating with special service personnel (e.g. special education teacher, speech and language pathologist, occupational therapist, etc.) to create Participation Plans for individual students that strategically supports their appropriate participation in each lesson (TPE 3.6)

□ Beginning: Uses resources and instructional materials to plan lessons.

□ Developing: Uses technology to teach lessons.

□ Maturing: Incorporates student use of technology to provide students’ access to the curriculum; adapts some resources and materials to provide students access to the curriculum.

□ Integrating: Consistently uses and adapts resources, instructional materials, and technology, including use of assistive technology, to provide students equitable access to curriculum.

C7. Models and develops digital literacy by using technology to engage students, support learning, and promote digital citizenship (TPE 3.7) □ Beginning: Discusses technology use with students.

□ Developing: Uses technology to engage students in learning.

□ Maturing: Supports student learning by using technology; models and develops digital literacy.

□ Integrating: Consistently promotes digital citizenship (e.g. respecting copyright laws, understanding fair use guidelines).

Remarks:

D. Planning Instruction and Designing Learning Experiences for All Students– TPE 4 NOTE: If a candidate is not meeting Beginning expectations for any of the items in this section, check the box to the left, circle the item number(s) and write specific and immediate steps that should be taken in the “Remarks” section below.

D1. Apply information about students’ current academic status, learning needs and goals, assessment data, language proficiency status and cultural background for both short-term and long-term instructional planning purposes (TPE 4.1) □ Beginning: Uses resources and instructional materials to plan lessons; incorporates students’ interests into lessons.

□ Developing: Uses information about students’ backgrounds, and experiences to develop lesson plans.

□ Maturing: Plans are based on systematic information gathering and/or reliable assessment data and identification of students needing specialized instruction. Information is gathered on more than just academic dimensions.

□ Integrating: Plans consistently build upon systematic data collection about students’ prior knowledge, interests, instructional and linguistic needs.

D2. Apply knowledge of range and characteristics of typical/atypical child development to help inform instructional planning and learning experiences for all students (TPE 4.2) □ Beginning: Designs lesson based on grade level instructional materials.

□ Developing: Anticipates areas of confusion or misunderstanding.

□ Maturing: Enacts age- appropriate lessons using language appropriate for students’ academic and developmental proficiency levels.

□ Integrating: Adapts lessons for students who demonstrate atypical development to meet students’ unique learning needs.

D3. Implement instruction and assessment that reflect the interconnectedness of academic content areas (TPE 4.3) □ Beginning: During lessons, mentions connection between subject matter and other content areas.

□ Developing: Plans lessons and assessments that draw on concepts from other content areas.

□ Maturing: Designs lessons that highlight connections to other content area to enhance students’ content learning.

□ Integrating: Consistently integrates subject matter with content and skills from other disciplines to enhance students’ content learning and engagement.

D4. Plan, design, implement and monitor instruction by removing barriers and providing access through evidence-based instructional strategies (TPE 4.4) □ Beginning: Uses program lesson plan template and materials that have been reviewed by CT and/or supervisor and deemed appropriate.

□ Developing: Provides opportunities for students to collaborate for learning.

□ Maturing: Uses principles of UDL and MTSS to develop lesson plans; uses technology for student learning purposes.

□ Integrating: Consistently modifies instruction for students with disabilities; uses appropriate materials and resources for the full range of learners.

D5. Access resources for planning and instruction (TPE 4.6)

□ Beginning: Uses curriculum materials provided by schoo sites to plan lessons.

□ Developing: Uses online and other curricular materials to plan instruction and assessments.

□ Maturing: Collaborates with school colleagues to plan instruction and assessments.

□ Integrating: Consistently uses expertise in the networks across the school and education communities to plan and implement lessons.

D6. Plan instruction that promotes a range of communication strategies and activity modes between teacher and students and among students that encourage student use of academic language and participation in learning (TPE 4.7)

□ Beginning: Explicitly teaches and uses scaffolds (e.g., teacher modeling, Interactive Modeling, sentence frames, discussion protocols) to build language and relationship skills for academic conversations (active listening, questioning, clarifying, negotiating, etc.).

□ Developing: Initiates the conversation; coaches students on how to use academic language and appropriate relationship skills to participate in academic conversations (active listening, question, clarifying, negotiating, etc.).

□ Maturing: Initiates most conversations; students

engage in pairs, small groups. Makes explicit her/his expectation that students will participate in conversations using protocols for academic language and relationship skills (active listening, question, clarifying negotiating, etc.).

□ Integrating: Uses

students’ thinking to propel discussions. Students fluidly participate in conversations using internalized protocols for academic language and relationship skills (active listening, questioning, clarifying, negotiating, etc.) Students initiate and drive the conversation.

Teacher has posted and introduced sentence stems such as “What do you think about that?” or “Do you agree?” or “What is your evidence?” but students seem artificial when using them. Teacher is the primary driver of the conversation; most exchanges are teacher to student or student to teacher. Students robotically use sentence stems but neglect or listen to each other, discourse seems flat and artificial. Few students are actively engaged and contributing ideas.

Teacher has posted and refers to sentence stems, such as “What do you think about that?” or “Do you agree?” or “What is your evidence?” signal words, and discussion protocols. Teacher prompts students to use the sentence stems during discussion. Teacher initiates the conversation. Students begin to engage in pairs.

Teacher has posted and refers to sentence stems, signal words and discussion protocols. Teacher prompts students to use the sentence stems or “signal words” during discussion. Students use sentence frames, phrases, and signal words as a routine to listen to and build discourse around a topic. Most students are engaged and actively contributing ideas. Students keep track of their own air time.

Teacher has posted, refers to and expects students to use sentence stems, signal words and discussion protocols. Students do so naturally and without teacher prompting. All students are actively engaged and contributing ideas.

D7. Use digital tools/learning technologies to create new content and provide personalized/integrated technology-rich lessons to engage students in learning and offer students multiple means to demonstrate their learning (TPE 4.8)

□ Beginning: Uses technology for teaching (e.g. PPT).

□ Developing: Uses technology for student engagement and learning.

□ Maturing: Uses technology

to meets individual student learning needs.

□ Integrating: Consistently uses technology to provide students with multiple means to express their learning.

Remarks:

E. Assessing Student Learning – TPE 5 NOTE: If a candidate is not meeting Beginning expectations for any of the items in this section, check the box to the left, circle the item number(s) and write specific and immediate steps that should be taken in the “Remarks” section below.

E1. Applies knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics (TPE 5.1) □ Beginning: Uses one or two types of assessments to evaluate student content learning.

□ Developing: Uses assessments to monitor student content learning.

□ Maturing: Uses appropriate assessment strategies and assessment types to monitor student progress in content learning. Uses rudimentary rubrics.

□ Integrating: Consistently uses a wide range of assessment types to evaluate student content learning; uses detailed scoring rubrics aligned with content objectives.

E2. Collects and analyzes assessment data (including information from students’ IEP, ISFP, ITP, and 504 plans) from multiple measures and sources to plan and modify instruction and document students’ learning over time (TPE 5.2 & 5.8) □ Beginning: Administers required assessments but only superficially analyzes data or uses it to guide instructional decisions.

□ Developing: Uses information from range of assessments, including those listed in the element heading above, to plan or guide activities and adjust teaching during a lesson based on on-going assessment of whole class learning.

□ Maturing: Uses information from a range of assessments to target individual student needs and needs of groups of students; consults, when possible, with specialists and other instructional support personnel, to gain additional information and input.

□ Integrating: Consistently uses information from assessments to identify student understandings and adjust teaching so that all learners’ needs are met; maintains updated data on student learning; consults and collaborates regularly with specialists so assessment data can be used for targeted instructional intervention.

E3. Involves all students in self-assessment and reflection on learning goals and progress and provides students with opportunities to revise or reframe their work based on assessment feedback (TPE 5.3) □ Beginning: Engages students in reflection activities during lessons.

□ Developing: By providing actionable feedback, encourages student self-reflection and provides opportunities for students to revise own work.

□ Maturing: Guides student reflection and self-assessment in learning activities by using deliberate strategies designed to promote student revision of work and to apply feedback to future learning.

□ Integrating: Consistently integrates student self-assessment and reflection into lessons and provides feedback on assessments; facilitates regular opportunities for students to revise or reframe their work based on assessment feedback.

E4. Uses technology as appropriate means to support assessment administration, conduct data analysis, and communicated learning outcomes to students and families (TPE 5.4) □ Beginning: Uses technology to create assessments and record assessment results.

□ Developing: Uses technology to analyze assessment results.

□ Maturing: Uses technology to administer some assessments (e.g. clickers); uses technology to communicate outcomes to students.

□ Integrating: Consistently uses technology to administer a variety of assessments and to communicate outcomes to families.

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E5. Uses assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals (TPE 5.5)

□ Beginning: Maintains accurate and current record of student learning and task completion. Provides students with information about their progress

□ Developing: Provides students with information about their progress as they engage in learning activities.

□ Maturing: Provides students with information about learning in ways that improve understanding and encourage academic progress.

□ Integrating: Consistently able to explain to students and their families academic strengths and areas for academic growth.

F. Developing as a Professional Educator – TPE 6 NOTE: If a candidate is not meeting Beginning expectations for any of the items in this section, check the box to the left, circle the item number(s) and write specific and immediate steps that should be taken in the “Remarks” section below.

F1. Reflects on own teaching practice and level of subject matter and Pedagogical Content Knowledge to plan and implement instruction that can improve student learning (TPE 6.1). □ Beginning: Reflects on specific problems or areas of concern about practice; is open to constructive criticism.

□ Developing: Reflects on instructional successes and independently identifies areas for growth; incorporates recommendations in a timely manner.

□ Maturing: Reflects on areas of concern and subject matter knowledge to plan lessons; incorporates feedback into planning to improve student learning.

□ Integrating: Consistently reflects on teaching strategies, subject matter knowledge, and content specific methods and uses insights to inform subsequent instructional decisions.

F2. Exhibits positive dispositions of caring, support, acceptance, and fairness toward all students (TPE 6.2). □ Beginning: Has a positive

attitude in the classroom. □ Developing: Interacts with students in ways that show caring and support (e.g. assists struggling students, expresses empathy).

□ Maturing: Implements equitable practices in the classroom with all students.

□ Integrating: Consistently shows acceptance of students as unique individuals, draws upon their strengths, and works diligently to diminish their weaknesses.

F3. Establishes professional learning goals and makes progress to improve practice by routinely engaging in communication and inquiry with colleagues (TPE 6.3). □ Beginning: Sets short-term goals for lesson implementation.

□ Developing: Discusses with others (e.g. CT, supervisor) short-term goals to determine ways to work toward them.

□ Maturing: Sets long-term teaching and learning goals and works toward attaining them.

□ Integrating: Consistently engages with colleagues to determine effective means to reach long- term teaching and learning goals.

F4. Communicates effectively with peers, families, and members of the larger school community to support teacher and student learning (TPE 6.4). □ Beginning: Communicates

with peers for the purpose of professional development to support student learning.

□ Developing: Communicates with students’ families on a regular basis.

□ Maturing: Participates in school, district, or professional learning/academic community, learning events; uses professional learning to support student learning.

□ Integrating: Consistently work collaboratively in the school community to enhance student learning; seeks district resources in support of student learning (e.g., special education and bilingual teachers and aides, tutoring programs, etc.)

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F5. Demonstrates professional responsibility for student learning outcomes, concerns and policies regarding privacy, health, and safety of students, conducts self with integrity, and models ethical conduct for themselves & others (TPE 6.5) □ Beginning: Follows/models the rules of the classroom and school and understands student privacy concerns and policies.

□ Developing: Acknowledges teachers’ role in student learning successes and challenges.

□ Maturing: Establishes safe learning environment for all students; recognizes changes in students’ health.

□ Integrating: Consistently behaves in ethical manner and teaches with integrity; holds self accountable for all aspects of student learning; consistently upholds policies to maintain students’ privacy.

Remarks:

Footnotes 1 The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social and emotional learning as “the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”

2 Funds of Knowledge is “historically accumulated and culturally developed bodies of knowledge and skills essential for household functioning and well-being” Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory into Practice, 31(2), 132.

3 Developmentally and ability appropriate is a perspective within early childhood education whereby a teacher nurtures a child's social/emotional, physical, and cognitive development by basing all practices and decisions on (1) theories of child development, (2) individually identified strengths and needs of each child uncovered through authentic assessment, and (3) the child's cultural background as defined by his community, family history, and family structure.

4 Examples: modeling (think aloud, demonstration/showing, visuals), interactive modeling, direct instruction, task analysis, reading decoding & comprehension strategies, math computation and problem solving strategies, written expression & spelling strategies, multi-sensory, social emotional strategies, etc.

5 low-tech to mid-tech to high-tech

6 Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is assisted by the teacher. 7 Restorative justice (RJ) is a powerful approach to discipline that focuses on repairing harm through inclusive processes that engage all stakeholders. Implemented well, RJ shifts the focus of discipline from punishment to learning and from the individual to the community.

8 MISSION: The Teaching Credentials Branch prepares socially just teachers and teacher leaders to be agents of change, committed to equality and inclusion in culturally and linguistically diverse schools and communities.

9 VISION: Our vision is to be the regional leaders in preparing and developing excellent teachers. In collaboration with our schools and communities, teachers prepared at Sacramento State create and sustain equitable inclusive educational environments which are designed to optimize access and student success.

10 The Learning goal is the backbone of a lesson and provides the “reason” for teaching.

11 Academic language is the language needed by students to do the work in schools. It includes, for example, discipline-specific vocabulary, grammar and punctuation, and applications of rhetorical conventions and devices that are typical for a content area (e.g. essays, lab reports, discussions of a controversial issue.)

12 Range of technology includes low to high, i.e. pencil grips, calculator, smart board, iPads, etc.

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University Student Consent for Release of Records for Student (Pre-Service Candidate) Placement

The federal Family Educational Rights and Privacy Act of 1974, as amended, seeks to guarantee both a university student’s right of access to education records, financial aid records and financial records, and the confidentiality of university student information. Institutions may not disclose information contained in education record without the university student’s written consent except under certain conditions. A university student’s record may be release to parents, guardians or other third parties by providing a written authorization or consent. For paid interns, the records maintained by their placement may also constitute employment records subject to privacy protections under state and federal law.

UNIVERSITY STUDENT CONSENT FOR RELEASE OF INFORMATION

In order to enable the UNIVERSITY and HOST SITE to monitor my performance in the pre-service candidate placement, I hereby authorize the UNIVERSITY and the HOST identified below to release all education records (as defined by FERPA) and/or employment records relating to my performance in the placement described below, and the information contained therein from one to the other, or its authorized representative, upon request. I further release the UNIVERSITY, and the HOST and their respective Trustees, Officers, and Employees from any and all liability for release of my education records.

This Release of Records (“Release”) is subject to the following:

• I understand that this Release, and the authorization given above, is effective immediatelyand expires at the completion of my placement with the HOST.

• I understand that this Release is necessary for my placement and that this release isnecessary for the sharing of information between the UNIVERSITY and HOST relating tomy performance in said placement.

• I understand that I may revoke this Release, in writing, at any time, but if I revoke, I mayno longer be eligible for a placement with the HOST, and my placement could beterminated.

• I understand that I may receive a copy of all records released pursuant to this Release, uponmy request.

• I waive all rights under FERPA with regard to the release of records described herein aswell as any other state and federal law governing the privacy of records held by the HOSTthat may constitute employment records.

• This Release does not apply to any other third party requestor of my education records.

• Further, the UNIVERSITY and HOST will not release my education and/or employmentrecords to any third party without my express written consent.

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By signing below, I certify that I have read this Release of Records form and understand its meaning and purpose.

Signature of University Student/Pre-Service Candidate Date

Name of University Student/Pre-Service Candidate (Printed)

Nature of Placement:

Dates of Placement (Semester and Year)

Teaching Credential Fieldwork or Student Teaching Placement