SJSU Lurie College of Education

Elementary Education Program

Student Teaching Field Guide

EDEL 143A (Phase 1) and EDEL 143B (Phase 2)

| Effective Fall 2017 |

Table of Contents

INTRODUCTION TO THE FIELD GUIDE 3

ELED PROGRAM VISION 3

ELED PROGRAM GUIDING PRINCIPLES AND CANDIDATE DISPOSITIONS 4

HOW STUDENT TEACHING IS ORGANIZED 5

ROLES AND RESPONSIBILITIES 5

TEACHER CANDIDATE 5COOPERATING TEACHER 6UNIVERSITY SUPERVISOR 6

STUDENT TEACHING/CO-TEACHING 7

BEGINNING CO-TEACHING 7CO-TEACHING 7SOLO WEEKS 8

PHASE 1 STUDENT TEACHER RECOMMENDED ACTIVITIES 8

WEEKS 1-5 8WEEKS 6-10 8

PHASE 1 STUDENT TEACHER ASSIGNMENTS 9

OVERVIEW OF ASSIGNMENTS 9WEEKS 1-5 9WEEKS 6-10 9WEEKS 11-15 9

PHASE 1 COOPERATING TEACHER RESPONSIBILITIES 10

WEEKS 1 - 5 10WEEKS 6-10 10WEEKS 11-15 10

PHASE 1 UNIVERSITY SUPERVISOR RESPONSIBILITIES 11

WEEKS 1 – 5 11WEEKS 6-10 11WEEKS 11-15 11

PHASE 2: STUDENT TEACHER RECOMMENDED ACTIVITIES 12

WEEKS 1-5 12WEEKS 6 - 10 12

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PHASE 2 STUDENT TEACHER ASSIGNMENTS 12

WEEKS 1-5 13WEEKS 6-10 13WEEKS 11-15 13

PHASE 2 COOPERATING TEACHER GUIDELINES 14

WEEKS 1 - 5 14WEEKS 6-10 14WEEKS 11-15 14

PHASE 2 UNIVERSITY SUPERVISOR GUIDELINES 15

WEEKS 1 – 5 15WEEKS 6-10 15WEEKS 11-15 16

REMEDIATION PROCESS 16

STUDENT TEACHING COMPLAINT PROCEDURES 17

APPENDIX A: CALIFORNIA TEACHING PERFORMANCE EXPECTATIONS (TPES) 19

TPE 1 ELEMENTS: ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING 19TPE 2 ELEMENTS: CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING 20TPE 3 ELEMENTS: UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING 21TPE 3 NARRATIVE:SUBJECT-SPECIFIC PEDAGOGY AND MAKING CONTENT ACCESSIBLE 22TPE 4 ELEMENTS: PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS 23TPE 5 ELEMENTS: ASSESSING STUDENT LEARNING 25TPE 6 ELEMENTS: DEVELOPING AS A PROFESSIONAL EDUCATOR 26

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Introduction to the Field GuideThis field guide is designed for SJSU’s teacher candidates, cooperating teachers from partner schools and districts, and our teacher supervisors who act as a liaison between SJSU and local schools. We hope that it provides a clear roadmap for SJSU student teaching.

The SJSU Multiple Subject Credential Program integrates coursework with field experiences to provide our candidates for a well-rounded preparation experience. Generally, candidates complete the program in three semesters. Candidates are required to have experience in a classroom as part of our admissions requirements and will take courses that have assignments that must be completed in the field (e.g., in assigned classrooms, with specific students, etc.). In their second semester, candidates will enroll in EDEL 143A and are assigned to part-time placements in area schools. Candidates who have met all requirements for this experience will enroll in EDEL 143B during the third semester where they will be assigned to a local classroom full-time. During this semester, candidates continue to assume more responsibility in the classroom and practice all duties of a classroom teacher. They will work collaboratively with the cooperating teacher on all aspects of teachers’ work.

The field component of the teacher-education program is an integral part of teacher preparation;

All courses within the program relate to one another and the field experiences extend the learning within those courses;

Teacher candidates see models of excellent teaching and have field experiences consistent with California state-adopted recommendations;

Teacher candidates have a variety of opportunities to practice effective state- and program-recommended teaching methods in a minimum of two different elementary grade spans (K-2 and 3-5 or 6-8);

Teacher candidates spend time learning how to reflect on and engage in the analysis of classroom teaching, including their own;

In order to make appropriate uses of district resources, teacher candidates have the opportunity to learn about district-level organizational structure and resources;

In order to work collaboratively and to promote the school as a learning community, teacher candidates develop leadership skills and understand the change process;

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 Field Guide focuses on the student teaching experiences and requirements for candidates, cooperating teachers, and teacher supervisors.

For answers to specific questions about field experiences that are not addressed here, please contact our Field Placement Director, Dena Sexton at dena.sexton@sjsu.edu.

ELED Program Vision

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Our vision is to prepare ethical and social justice oriented teachers who create relevant, rigorous, transformative educational experiences, attuned to students’ academic, cultural, linguistic, social, and emotional needs.

ELED Program Guiding Principles and Candidate DispositionsWe are committed to: preparing a diverse community of teachers, across factors including race, culture, class, language, gender and sexual orientation; serving a diverse range of communities, including underserved and under-resourced schools; and promoting equity and social justice oriented perspectives. Four key principles drive these commitments:

• Teaching as a Political Act: We believe that teaching is a political act. Our program engages candidates to develop an educational philosophy, grounded in theory, research, and the socio-political context of schooling, towards challenging social and educational injustice.

• Teaching as Praxis: We believe that teaching should be informed by both theory and research. Our program develops candidates’ abilities to 1) reflect deep content knowledge of the disciplines, 2) make student centered pedagogical choices informed by theory and research, 3) leverage cultural wealth toward student empowerment, and 4) engage with teachers, students, and communities to co-create dynamic changes within schools, curriculum and neighborhoods.

• Teaching as a Reflective Practice: We believe that teachers must be reflective and collaborative. Our program offers candidates continuous, collegial and dynamic learning opportunities. Candidates develop an orientation toward reflection and inquiry.

• Teaching as a Complex Activity: Teaching is a complex, challenging profession. Our program develops candidates’ academic, political, social, and emotional resilience.

These principles are foundational to the ELED Program. We recognize that there are certain dispositions embedded within these principles. We expect that students entering the MSCP/MA will recognize the importance of these principles and dispositions and will strengthen and demonstrate their understanding of them as they progress through the program:

• Commitment to ethical conductDisposition: Demonstrates professional presentation of self, honesty, fairness, responsibility, compassion, collaboration, and collegiality• Commitment to equity and social justiceDisposition: Recognizes and opposes social injustice in themselves, their institutions, andprofessional environments and strives to improve the social conditions that promote equity• Commitment to reflective practices and continuous learningDisposition: Systematically and regularly reflects on personal practice with an aim to engage in continuous improvement• Commitment to the belief that all children can learn, and to promote academic

excellenceDisposition: Values diversity and accepts responsibility to facilitate learning for all students

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These principles and dispositions must be demonstrated at all times in courses as well as field experiences with peers, instructors, advisors, cooperating teachers, and supervisors. Candidates are expected to demonstrate progress in developing these dispositions.

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How Student Teaching is OrganizedStudent teaching is organized into two phases and completed during two different semesters. During the Phase I semester, student teachers work with their cooperating teacher two mornings and one full day each week for the entire semester, with an additional time set aside each week to confer, debrief, and plan. They will gradually assume increasing responsibility for the classroom. At the middle and end of the semester, the mentor teacher and university supervisor complete a formative evaluation and debrief the first semester experience with the teacher candidate.

After successful completion of EDEL 143A, a candidate who has completed all program coursework requirements may enroll in EDEL 143B, Student Teaching Phase 2. The EDEL 143B experience provides the student with an opportunity to relate educational theory presented at the university to everyday school experiences. Students are involved in a classroom throughout the whole semester. They not only observe cooperating teachers, but gradually assume responsibility for the classroom, culminating in two solo weeks of teaching within this semester. Students demonstrate their understanding of the inquiry cycle in teaching by completing the Performance Assessment for California Teachers: Teaching Event (PACT)1. Practice seminars provide a forum for student-teachers to reflect upon their classroom experiences and to analyze them in light of the knowledge base they have begun to build in university methodology courses.

Roles and Responsibilities

Teacher Candidate Be present as scheduled for the duration of the semester - professional dress and conduct. Download and print this Field Guide from the Multiple Subject Credential Program website:

cooperating teacher(s) and university supervisor to set growth goals and reflect on progress.

Adhere to the academic schedule of the school to which you are assigned, even if it differs from that of San Jose State University.

Arrive at the school site on time and prepared for the day. Apply the theories and principles of pedagogy taught in university courses to classroom

practice. Learn about the students, school, school personnel and the surrounding community. Identify specific learning needs of your students, especially English Language Learners. Follow the curriculum. Plan carefully and thoroughly for each day of teaching. Prepare a written lesson plan for

every day that you teach. Provide your mentor teacher and your university supervisor with an advance copy of every lesson plan you deliver. This will be especially important if you become ill.

1 Note that candidates who begin 143A in Fall 2017 or after will complete the CalTPA (not the PACT) over the two semesters of student teaching.

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Inform the school, your mentor teacher, and your university supervisor of absences. At the beginning of the experience, determine how to contact each person.

Learn about and adhere to school rules and policies. Strive to meet all Expectations for Candidates. Complete the California Teaching Performance Assessment CalTPA (143A)/ PACT (143B)

with high quality work.

Cooperating TeacherThe cooperating teacher will:1. provide the teacher candidate with regular feedback and guidance2. collaborate with the candidate and involve him or her in lesson development and elements

of teaching practice so that the candidate gets an idea of the full scope of the work of teaching and

3. evaluate the teacher candidate’s performance over the course of the semester.

Major responsibilities of the cooperating teacher include the following: Provide the teacher candidate with an orientation to the class. Introduce the teacher

candidate to the class and explain that the teacher candidate will serve as a teacher. Explain class goals and basic routines. Provide the teacher candidate with a curriculum

syllabus, textbook, and other such material. Help teacher candidates identify the special learning needs of students and plan how to

respond to these needs. Collaborate with the teacher candidate to plan the scope and schedule of the teacher

candidate’s responsibilities. Use the Teaching Performance Expectations and the formative (Phase 1)/summative (Phase

2) assessment as guidelines for planning appropriate experiences throughout the semester. Collaborate on lesson and unit plans with the teacher candidate. Observe the teacher candidate; confer regularly to provide guidance, help, and feedback. Communicate regularly with the university supervisor about the teacher candidate’s

progress. Provide the university supervisor with a final evaluation of the teacher candidate’s

performance Provide support for the teacher candidate completing Cycle 1 and 2 of the CalTPA or PACT

(current semester 143B candidates only).

University SupervisorThe university supervisor provides help, guidance, and constructive criticism to the teacher candidate and is responsible for evaluating them. University Supervisors should observe teacher candidates six times during the semester during Phase 1 student teaching and 6 times during Phase 2 teaching, or as needed depending on the teacher candidate’s performance.

Other responsibilities include the following: Acquaint the teacher candidate and cooperating teacher with the Field Guide, including the

Teaching Performance Expectations and Formative/Summative evaluation. Orient teacher candidates to the responsibilities for student teaching.

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Schedule a meeting with the mentor teacher and teacher candidate at the start of the semester to establish expectations and set learning goals. Go over the roles and responsibilities for teacher candidates, cooperating teachers and supervisor, discuss student teaching requirements.

With the Teaching Performance Expectations and the formative/summative assessment in mind, ensure that the candidate has opportunities for appropriate experiences in the classroom.

Confer regularly with the teacher candidate and mentor teacher or site supervisor regarding the teacher candidate’s progress continually providing feedback on areas of strength and growth.

Observe the teacher candidate in the classroom every 3-4 weeks; provide the teacher candidate with verbal and written reports of those observations. Review the Summative Evaluation rubric and candidates progress within the rubric at least three times in the semester.

Provide the teacher candidate with periodic guidance, help, and constructive criticism. Review unit and lesson plans with the teacher candidate, providing feedback and support. Provide support for the teacher candidate completing the Cycle 1 and Cycle 2 of the CalTPA

or PACT for current 143B candidates. Confer with the mentor teacher about the teacher candidate’s progress. Schedule a 3-way meeting at the end of the semester to reflect on the experience, review

formative/summative evaluations and help the teacher candidate set growth goals. Submit to Teacher Education Department a copy of the formative/summative evaluation of

the teacher candidate’s performance with their portfolio.

Student Teaching/Co-Teaching

Beginning co-teaching At the start of the semester, the student teacher will observe and assist with tasks like greeting students at the door, taking attendance, collecting homework, and working one-on-one with students during activities. They will then process to fairly standard parts of the day (e.g. read-alouds, math warm ups, transition activities, etc.,).

The cooperating teacher and teacher candidate should begin collaborating on lesson plans, instruction, and assessment, with the aim of working toward a collaborative teaching model that involves co-teaching. Plans should be made to involve the teacher candidate will be integrated into the classroom over the course of several weeks.

Co-TeachingAs the semester continues, the teacher candidate should be more and more integrated into the classroom as a co-teacher. This can include, but is not limited to, working with small groups, supervising stations, targeted observation, and teaching portions of the lesson or more, if the mentor teacher thinks they are ready. The goal of this stage of the semester is to prepare candidates to lead teach at the end of the semester. Typically, the mentor teacher gives the teacher candidate enough instructional independence in the classroom setting to gauge the teacher candidate's readiness to lead-teach. The goal is to have the teacher candidate ready to

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take on full responsibility for planning and instruction during the final stage of the semester. The university supervisor should come in for an observation during this time to provide feedback on the candidate’s progress.

Solo WeeksTowards the end of the semester, the teacher candidate will be responsible for solo (or lead) teaching for two consecutive weeks. This is the culminating experience of the semester. The goal is to have the teacher candidate in charge of the classroom during this entire time frame, with the mentor teacher providing feedback and assistance. This assistance can take on multiple forms; such as: previously utilized co-teaching strategies and/or co-constructed lesson plans. The goal is for the teacher candidate to have sufficient time as the “lead” teacher so that they gain skills and confidence, while still having a trusted collaborator for guidance. Additionally, the candidate will collect video data about their teaching for their CalTPA.

Phase 1 Student Teacher Recommended Activities

Weeks 1-5 Before the opening of the school day, inform the school and the university supervisor of

any illness, absence, or schedule changes that could affect classroom responsibilities. Become familiar with the physical layout of the school, with the rules and regulations of

the school, with the school program and resource personnel, and with the procedures of the classroom.

Become familiar with technology available at the school site and begin thinking about how to integrate technology appropriately into instruction.

Become acquainted with, and learn names of pupils; become aware of unique needs of individual students; become aware of friendships and sub-groups within class.

Observe instruction and become acquainted with management strategies and lesson planning used by cooperating teacher.

As soon as possible participate in classroom routines (roll taking, recording grades, handing out/collecting material, supervising outside classroom) and learn daily schedule.

As soon as possible begin to teach lessons to individual children, small groups, and/or the whole class.

Become familiar with textbooks, units, and materials to be used in the classroom.

Weeks 6-10

Gradually assume larger responsibility for instruction by accumulating teaching responsibilities, adding one subject, period, or preparation every one to two weeks as teaching proficiency increases.

Assume responsibility for doing assessment (grades and evaluation) of student progress with consent of cooperating teacher.

If scheduled and does not conflict with SJSU class schedule, participate in parent-teacher conferences and/or SST meetings with cooperating teacher.

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Phase 1 Student Teacher Assignments

Overview of Assignments 6 University Supervisor Observations; 2 will be videotaped 3 Cooperating Teacher Observations (2 of these are done collaboratively with the

university supervisor)o Cooperating teachers’ and supervisors’ observations must include a variety of

content areas. 2 non-consecutive weeks of solo teaching

NOTE: All required forms will be available on the Elementary Education website (http://www.sjsu.edu/elementaryed/students/forms/) shortly after the semester begins.

Weeks 1-5• Supervisor Observation #1 (collaborative with CT) including lesson plans prepared with the

Lesson Plan Template.• Complete Supervisor Observation #2, including lesson plans prepared with the Lesson Plan

Template. This should be a co-taught lesson.

Weeks 6-10• Plan CalTPA Tasks.• Complete formal Supervisor Observation #3, including lesson plans prepared with the

Lesson Plan Template (co-observation with CT)• Plan first week (2 mornings and 1 full day) of solo teaching with cooperating teacher. Before

the solo week, as specified by the supervisor, submit the weekly plans (e.g., what is in the cooperating teacher’s planning book) for the first solo teaching week.

• Successfully complete first solo week, including one formal Supervisor Observation #4, including lesson plans prepared with the Lesson Plan Template.

• Complete self-evaluation using the Formative Assessment.• Give a blank copy of the formative assessment to your cooperating teacher and plan to meet

and discuss. Your supervisor will give you a due date for this.

Weeks 11-15• Plan second week (2 mornings and 1 full day) of solo teaching with cooperating teacher.

Before the solo week, as specified by the supervisor, submit the weekly plans (e.g., what is in the cooperating teacher’s planning book) for the first solo teaching week.

• Complete formal Supervisor Observation #5, including lesson plans prepared with the Lesson Plan Template.

• Complete and share Professional Portfolio with your supervisor.• Discuss and complete Formative Assessment with cooperating teacher. • Complete Formative Assessment on self. • Successfully complete second solo week, including one formal Supervisor Observation #6,

including lesson plans prepared with the Lesson Plan Template. • Complete Formative Assessment with cooperating teacher

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• Complete and submit CalTPA tasks by December 15.• Participate in Exit Conference with supervisor and cooperating teacher (if available).

o Review/discuss Professional Portfolio and Formative Assessments (cooperating teacher, student and supervisor).

o Use the Professional Portfolio entries listed above to discuss the teacher candidate’s strengths and areas of growth, and set goals for 143B.

o Complete and sign Exit Checklist, including recommendation for 143B, if applicable.

Phase 1 Cooperating Teacher Responsibilities

Weeks 1 - 5

Introduce the teacher candidate to the school facilities, resources, and faculty. Acquaint the teacher candidate with the safety procedures of the school in case of fire,

earthquake, or student accident. Maintain primary responsibility for planning and conducting class and involve teacher

candidate in discussion of plans; share long-range plans/goals for semester. Establish schedule for weekly planning time (45-60 minutes) with teacher candidate. Involve teacher candidate in observation, routine procedures, preparation of materials, and

interaction with students. Acquaint the teacher candidate with the safety procedures of the school in case of fire,

earthquake, or student accidents. Model a variety of instructional strategies used to help diverse learners in your classroom. Confer with university supervisor about candidate’s progress. Help teacher candidate prepare for two formal observations by supervisor; you will co-

observe and debrief one of these lessons.

Weeks 6-10 Continue modeling a variety of instructional strategies, including differentiation for English

learners, special populations, and any others, to help diverse learners in your classroom. Provide opportunities for teacher candidate to work with different groups. Complete Professional Attribute Form and discuss with student teacher. Assist student teacher in planning and completing the CalTPA Help teacher candidate prepare for two formal observations by supervisor; you will co-

observe and debrief one of these lessons. Schedule opportunities for teacher candidate to observe/participate in parent/teacher

conferences and/or SST meetings. Help candidate plan for solo week (2 mornings, 1 full day); remain on site during this time. Complete Formative Assessment and discuss with teacher candidate. Observe and debrief a lesson with the university supervisor.

Weeks 11-15

Help teacher candidate prepare for one formal observation by supervisor. Observe and debrief a lesson with candidate

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Confer with supervisor about candidate’s progress. Help candidate plan for solo week (2 mornings, 1 full day); remain on site during this time. At the end of the semester, complete Formative Assessment and discuss with teacher

candidate.

Phase 1 University Supervisor Responsibilities

Weeks 1 – 5

Meet with cooperating teachers and review guidelines presented in EDEL 143A/B Field Experience Guide.

Distribute syllabus, including calendar of seminars and deadlines, to teacher candidates at the beginning-of-semester orientation meeting.

Supervisor Observation #1 (co-observation with CT) Be available for questions from cooperating teachers or student teachers either in person,

by telephone, and/or email. Supervisor Observation #2, including lesson plans (use Lesson Plan Template) and

supervisor observation notes, Debrief Form and Student Reflection. Conduct/participate in seminars

Weeks 6-10

Review each teacher candidate’s weekly plans (e.g., what is in the cooperating teacher’s planning book) for the first solo teaching week.

Conduct two formal observations (Observations #3 & #4) with teacher candidates, including lesson plans (use Lesson Plan Template) and supervisor observation notes, Debrief Form and Student Reflection. One of these should be during the 1st solo week. One of these should be a co-observation with CT.

Conduct/participate in seminars Confer with cooperating teacher about candidate’s progress. Support teacher candidate and cooperating teacher in completing and discussing Formative

Assessment, and confer with teacher candidate afterward.

Weeks 11-15

Collect and review Formative Assessments (teacher candidate and cooperating teacher). Confer with cooperating teacher about candidate’s progress. Conduct/participate in seminars Review each teacher candidate’s weekly plans (e.g., what is in the cooperating teacher’s

planning book) for the second solo teaching week. Conduct two formal observation (Observations #5 & #6) with teacher candidates, including

lesson plans (use Lesson Plan Template) and supervisor observation notes, Debrief Form and Student Reflection. One of these should be during the 2nd solo week.

Hold Exit Conferences with teacher candidates and cooperating teacher (if available). Review Professional Portfolio and Formative Assessments (cooperating teacher, student and supervisor). Complete EDEL 143A Exit Checklist

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Turn in the entire Teacher Candidate Folder, including all records from EDEL 143A to Field Experience Office.

Complete Grade Roster and enter Summative Evaluation and Diversity Rubric scores into the College of Education’s online assessment database.

Phase 2: Student Teacher Recommended Activities

Weeks 1-5

Provide teacher candidate background information for cooperating teacher, supervisor, and principal.

Maintain professional attitudes, appearance, and relationships with all members of school. Arrive at least one-half hour before school starts. Remain until classroom is in order and

necessary conferencing, planning, and preparation are complete. Before the opening of the school day, inform the school and the university supervisor of any

illness, absence, or schedule changes that could affect classroom responsibilities. Become familiar with classroom procedures and the schools’ physical layout, rules and

regulations, programs, and resource personnel. Become familiar with textbooks, units, materials, and technology available at the school site

and begin thinking about how to integrate technology appropriately into instruction. Learn the classrooms’ student profile: learn students’ names and learning needs (e.g., CELDT

levels of English learners, any special needs, and so on) and classroom social dynamics. Become acquainted with lesson planning used by cooperating teacher, observe instruction,

and begin teaching. As soon as possible participate in classroom routine (roll taking, recording grades, handing

out/collecting material, supervising outside classroom) and learn daily schedule. Participate in school activities, e.g. faculty meetings, athletic events, and student clubs.

Weeks 6 - 10

• Gradually assume larger responsibility for instruction by accumulating teaching responsibilities, adding one subject, period, or preparation every one to two weeks as teaching proficiency increases.

• Assume responsibility for doing assessment (grades and evaluation) of student progress with consent of cooperating teacher.

• If scheduled, participate in parent-teacher conferences and/or SST meetings with cooperating teacher.

Phase 2 Student Teacher Assignments

6 University Supervisor Observations; 2 can be videotaped (this is determined by CT, TC, and University Supervisor)

3 Cooperating Teacher Observations (2 of these should be done collaboratively with the University Supervisor)

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o Cooperating teachers’ and supervisors’ observations must include a variety of content areas.

2 weeks of solo teaching

Weeks 1-5

1. Supervisor Observation #1 (co-observation with cooperating teacher)2. Complete PACT Task 1. Context for Learning with commentary (Teaching Event) 3. Complete Supervisor Observation #2, including lesson plans prepared with the Lesson Plan

Template.

Weeks 6-10

1. Complete PACT Task 2. Planning Instruction and Assessment with commentary (Teaching Event).

2. Plan first week of solo teaching with cooperating teacher. Before the solo week, as specified by the supervisor, submit the weekly plans (e.g., what is in the cooperating teacher’s planning book) for the first solo teaching week.

3. Teach series of PACT lessons (Teaching Event) 4. Complete Task 3: Instructing Students and Supporting Learning with commentary to include

video (PACT Teaching Event). 5. Complete one observation with cooperating teacher and submit Cooperating Teacher

Observation Form to supervisor. P 6. Complete first solo week, including one formal Supervisor Observation #3, including lesson

plans prepared with the Lesson Plan Template. P 7. Complete Supervisor Observation #4, including lesson plans prepared with the Lesson Plan

Template (co-observation with cooperating teacher)8. Complete Formative Assessment with cooperating teacher (meet and discuss).

Weeks 11-15

• Plan second week of solo teaching with cooperating teacher. Before the solo week, as specified by the supervisor, submit the weekly plans (e.g., what is in the cooperating teacher’s planning book) for the first solo teaching week.

• Complete one observation with cooperating teacher and submit Cooperating Teacher Observation Form to supervisor.

• Successfully complete second solo week, including one formal Supervisor Observation #5, including lesson plans prepared with the Lesson Plan Template.

• Successfully complete second solo week, including one formal Supervisor Observation #6, including lesson plans prepared with the Lesson Plan Template.

• Complete PACT Task 4. Assessing Student Learning with commentary (Teaching Event)• Complete PACT Task 5. Reflecting on Teaching and Learning with commentary (Teaching

Event) • Submit complete PACT Teaching Event (all 5 tasks) to PACT office, SH 108, by required

deadline. • Complete Summative Assessment with cooperating teacher.

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• Complete CSU Exit Survey (www.csuexitsurvey.org) • Participate in Exit Conference with supervisor. Review Professional Portfolio and Summative

Assessments (cooperating teacher, student and supervisor). Submit certificate for completion of CSU Exit Survey.

Phase 2 Cooperating Teacher Guidelines

Weeks 1 - 5

Introduce the teacher candidate to the school facilities, resources, and faculty. Acquaint the teacher candidate with the safety procedures of the school in case of fire,

earthquake, or student accident. Maintain primary responsibility for planning and conducting class and involve teacher

candidate in discussion of plans; share long-range plans/goals for semester. Establish schedule for weekly planning time (45-60 minutes) with teacher candidate. Model a variety of instructional strategies used to help diverse learners in your classroom. Involve teacher candidate in observation, routine procedures, preparation of materials, and

interaction with students. Confer with university supervisor about candidate’s progress. Help teacher candidate prepare for two formal observations by supervisor; you will co-

observe one of these lessons. According to PACT guidelines, support teacher candidate’s completion of Task 1: Context for

Learning (PACT Teaching Event).

Weeks 6-10

Help teacher candidate prepare for two formal observations by supervisor; you will co-observe one of these lessons.

According to PACT guidelines, support teacher candidate’s completion of Task 2: Planning Instruction (PACT Teaching Event).

According to PACT guidelines, support teacher candidate’s completion of Task 3: Instructing Students and Supporting Learning to include video (PACT Teaching Event).

Schedule opportunities for teacher candidate to observe/participate in parent/teacher conferences and/or SST meetings.

Help candidate plan for solo week; remain on site during this time. Complete Formative Assessment and discuss with teacher candidate.

Weeks 11-15

Help teacher candidate prepare for two formal observations by supervisor Observe and debrief a lesson with candidate Confer with supervisor about candidate’s progress. According to PACT guidelines, support teacher candidate’s completion of Task 4: Assessing

Student Learning (PACT Teaching Event). According to PACT guidelines, support teacher candidate’s completion of Task 5: Reflecting

on Teaching and Learning (PACT Teaching Event).

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Help candidate plan for solo week; remain on site during this time. Complete Summative Assessment and discuss with teacher candidate. Phase 2

Responsibilities: University Supervisor

Phase 2 University Supervisor Guidelines

Weeks 1 – 5

Orient teacher candidate to the PACT Teaching Event. Become acquainted with school principals. Hold orientation meeting with cooperating teachers and teacher candidates at each school

site to review responsibilities and schedule classroom rotation schedule, along with field activities within classrooms. Review guidelines presented in EDEL 143A/B Field Experience Guide.

Observe and conference with each teacher candidate regularly. Observations must include a variety of content areas.

Conduct 8 seminars with all teacher candidates (during the semester). Be available for questions from cooperating teachers or teacher candidates either in person,

by email, and/or by telephone. Confer with cooperating teacher about candidate’s progress. Supervisor Observation #1 (co-observation with CT) Monitor completion of Task 1: Context for Learning with commentary (PACT Teaching

Event). Supervisor Observation #2, including lesson plans (use Lesson Plan Template) and

supervisor observation notes, Debrief Form and Student Reflection.

Weeks 6-10

Monitor completion of Task 2: Planning Instruction and Assessment with commentary (PACT Teaching Event).

Confer with cooperating teacher about candidate’s progress. Conduct two formal observations (Observation #3 and #4) with teacher candidates,

including lesson plans (use Lesson Plan Template) and supervisor observation notes, Debrief Form and Student Reflection (one of these should be a co-observation with CT and one should be during the solo week)

Support teacher candidate and cooperating teacher in completing and discussing Formative Assessment, and confer with teacher candidate afterward.

Monitor completion of Task 3: Instructing Students and Supporting Learning with commentary to include video (PACT Teaching Event)

Review each teacher candidate’s weekly plans (e.g., what is in the cooperating teacher’s planning book) for the first solo teaching week.

Weeks 11-15

Review Cooperating Teacher Observation Form. Confer with cooperating teacher about candidate’s progress.

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Monitor completion of Task 4: Assessing Student Learning with commentary (PACT Teaching Event).

Monitor completion of Task 5: Reflecting on Teaching and Learning with commentary (PACT Teaching Event).

Review each teacher candidate’s weekly plans (e.g., what is in the cooperating teacher’s planning book) for the second solo teaching week.

Conduct two formal observations (Observation #5 and #6) with teacher candidates, including lesson plans (use Lesson Plan Template) and supervisor observation notes, Debrief Form and Student Reflection Hold Exit Conferences with teacher candidates. Review Professional Portfolio and Summative Assessments (cooperating teacher, student and supervisor). Collect certificate for completion of CSU Exit Survey (one of these should be during the solo week)

Complete EDEL 143B Exit Checklist Turn in the entire Teacher Candidate Portfolio, including all records from EDEL 143A and

EDEL 143B, to Field Experience Office. Complete Grade Roster and enter Summative Evaluation and Diversity Rubric scores into the

College of Education’s online assessment database.

Remediation Process

In the event a problem or concern arises during the student teaching experience, the university supervisor should take the following steps as soon as the problem or concern is identified (and the student has been alerted once with no change in the problem/concern):

− Schedule a conference with the student, to discuss the necessary corrections or modifications to behavior. State the reason for the conference and express the concerns that motivated this special action. Allow the student to express his/her opinion. Take notes and record the exact nature of the problem on the Improvement Plan Form. Start an ongoing dialogue with the Field Placement Director.

− Outline a plan for resolving the problem/conflict on the Improvement Plan Form. Objectives should reflect specific activities to be completed by each participant along with a timeline.

− Complete the Improvement Plan Form, setting a deadline date for the candidate’s attainment of all specified objectives. Each party must sign the agreement to affirm understanding of responsibilities. All parties should be given a copy of the form, and one (1) copy should be filed with the Field Placement Director.

− Monitor progress toward reaching each objective, maintaining more frequent communication, making additional comments and/or observations as needed, and keeping written documentation that timelines are being met. The university supervisor and the cooperating teacher should document student progress or failure to progress by means of lesson observation forms, copies of products, and written anecdotal records.

− Reconvene to evaluate completion of objectives when the deadline has been reached; the more critical the problem the less time should elapse before evaluating (no more than three (3) weeks). If the problem is resolved, all parties should sign and retain a copy of the form and one copy of the signed form should be filed with the Field Placement Director.

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− If the objectives are not fully met, a second Improvement Plan Form must be completed, with each party signing the agreement. A new deadline date will be set for the candidate to meet all of the specified objectives. All parties should be given a copy of the second form and one (1) copy should be filed with the Field Placement Director.

− Reconvene to evaluate completion of objectives when the second deadline has been reached (no more than two (2) weeks). If no progress has been made, contact the Field Placement Director immediately. The Field Placement Director will examine objectives/activities, criteria, deadlines, and determine the next step. Contingencies not met during student teaching will result in termination and/or a grade of “NO CREDIT.”

Student Teaching Complaint Procedures

The Student Teaching Complaint Procedures for the Elementary Education Program in the Teacher Education Department at San Jose State University are intended to provide students with a clear and responsive process for addressing and dealing with complaints that pertain to the component of student teaching in the multiple subject credential program. This process is designed to provide a supportive environment, promote respect, and engage the abilities of students, faculty, and school/district partners to resolve issues in a constructive manner.

When a student has a complaint regarding any aspect of the EDEL 143A/B course (e.g., course assignments, due dates, course content presented, etc.), his or her supervisor (e.g., interpersonal issues), and/or placement site/cooperating teacher, the following steps below should be observed and followed in that order. Please respect the process and do not skip steps.

1. Arrange for a time to meet with your university supervisor to bring up the concern and seek resolution. Note: If the concern involves your placement teacher, classroom, and/or student teaching school site, a meeting that involves your university supervisor, cooperating teacher (and, possibly, the principal), and you will be required before any action is taken. You SHOULD NOT change your placement without consulting your university supervisor and conducting a meeting with your cooperating teacher. Regardless of the outcome, you and your university supervisor and cooperating teacher would need to provide a written documentation of the meeting. The final document should be dated and signed by all parties involved, and a copy would need to be submitted to the Field Placement Office.

a. If the issue has been adequately resolved, then the complaint process is considered complete and no further steps are required.

b. If the issue has not been adequately resolved, from the perspective of either the student or the university supervisor, then the process would continue to the next step.

2. Arrange for a time to meet with the Field Placement Director and your university supervisor. During this meeting, the Field Placement Director would mediate the situation and suggest potential options for resolving the concern.

a. If the issue has been adequately resolved, then the complaint process is considered complete and no further steps are required.

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b. If the issue has not been adequately resolved, from the perspective of either the student, the university supervisor, or the Field Placement Director, then the process would continue to the next step.

3. Arrange for a time to meet with the Chair of the Department of Teacher Education, the Field Placement Director, and the university supervisor. During this meeting the Chair mediates and resolves the situation

4. If you are not satisfied with the Department Chair’s resolution, you may email the Associate Dean of the Lurie College of Education who handles and resolves all student issues and concerns.

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Appendix A: California Teaching Performance Expectations (TPEs)

TPE 1 Elements: Engaging and Supporting All Students in Learning

Beginning teachers:

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. Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of 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 and 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.

TPE 1 Narrative: Engaging and Supporting All Students in Learning

Beginning teachers understand and value the socioeconomic, cultural, and linguistic background, funds of knowledge, and achievement expectations of students, families, and the community and use these understandings not only within the instructional process but also to establish and maintain positive relationships in and outside the classroom. They use technology as appropriate to communicate with and support students and families.

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Beginning teachers provide opportunities and adequate time for students to practice and apply what they have learned within real-world applications and community-based instruction as appropriate and as available. They use available community resources, prior student experiences, and applied learning activities, including arts integration, to make instruction individually and culturally relevant.

Beginning teachers use a variety of instructional principles and approaches such as UDL and linguistic scaffolding to assure the active and equitable participation of all students and to promote engagement of all students within general education environments using the principles of Multi- Tiered System of Supports (MTSS) as appropriate.

Language Acquisition and Development

Beginning teachers understand and apply theories, principles, and instructional practices for the comprehensive language instruction of English learners, Standard English learners, and students whose first language is English. They understand and use appropriate instructional approaches and programs for developing language proficiency and the use of academic language for English language development, including structured English immersion, integrated and designated English language development, and Standard English acquisition. They appropriately apply theories, principles, and instructional practices for English language development to assist students to achieve literacy in English. Beginning teachers understand and apply pedagogical theories and principles and practices for the development of students' academic language, comprehension, and knowledge across the subjects of the core curriculum.

Beginning teachers use a student's background and assessment of prior learning both in English and the home language, if applicable, to differentiate instruction and to select instructional materials and strategies, including the incorporation of visual and performing arts, to support the student in comprehension and production of Standard English. They are able to determine communicative intent, particularly with students at emerging and expanding English proficiency levels and with students who may have an identified disability affecting their ability to acquire Standard English proficiency.

Beginning teachers design and implement instruction based on the student's level of English proficiency and academic achievement, keeping in mind that the student's individual needs vary and may be multifaceted. Additionally, beginning teachers understand 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.

Beginning teachers assure that students understand what they are to do during instruction and monitor student progress toward learning goals as identified in the academic content standards and Individualized Education Plans (IEPs), Individualized Family Service Plans (IFSPs), Individualized Transition Plans (ITPs), and Section 504 plans, as applicable.

TPE 2 Elements: Creating and Maintaining Effective Environments for Student Learning

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Beginning teachers:

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 and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.

TPE 2 Narrative: Creating and Maintaining Effective Environments for Student Learning

Beginning teachers create healthy learning environments by promoting positive relationships and behaviors, welcoming all students, using routines and procedures that maximize student engagement, supporting conflict resolution, and fostering students' independent and collaborative learning. Beginning teachers use a variety of strategies and approaches to create and maintain a supportive learning environment for all students. They use principles of positive behavior intervention and support processes, restorative justice and conflict resolution practices, and they implement these practices as appropriate to the developmental levels of students to provide a safe and caring classroom climate.

Beginning teachers understand the role of learners in promoting each other's learning and the importance of peer relationships in establishing a climate of learning. They encourage students to share and examine a variety of points of view during lessons. Beginning teachers support all students' mental, social-emotional, and physical health needs by fostering a safe and welcoming classroom environment where students feel they belong and feel safe to communicate. Beginning teachers recognize that in addition to individual cultural, linguistic, socioeconomic and academic backgrounds, students come to school with a wide range of life experiences that impact their readiness to learn, including adverse or traumatic childhood experiences, mental health issues, and social-emotional and physical health needs.

Beginning teachers design and maintain a fair and appropriate system of classroom management that fosters a sense of community, incorporates student input, and engages families. They regularly assess and adapt this system in response to students, families, and

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school contexts. Beginning teachers align their classroom management plan with students' IEP, IFSP, ITP, and 504 plans as applicable.

TPE 3 Elements: Understanding and Organizing Subject Matter for Student Learning

Beginning teachers:

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.3

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.

TPE 3 Narrative:Subject-Specific Pedagogy and Making Content Accessible

Beginning teachers use subject matter knowledge to plan, deliver, assess and reflect on content- specific instruction for all students, consistent with the California State Standards in the content area(s) of their credential(s). Beginning teachers provide multiple means for students to access content such as linguistic supports; technology, including assistive technology; elements of UDL; integrating other content areas, such as the arts; and accommodations and/or modifications to assessments and instruction. They also address access to content standards as specified in plans such as IEPs, IFSPs, ITPs and 504 plans. Beginning teachers design learning sequences that highlight connections, relationships, and themes across subjects and disciplines. They also

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engage students in real-world applications to make learning relevant and meaningful. Beginning teachers work with colleagues through collaboration and consultation to support students' engagement with instruction.

Beginning teachers also articulate and apply pedagogical theories, principles, and practices for the development of literacy, academic language, comprehension, and knowledge in the subjects of the core curriculum for all students.

Integrating Educational Technology

Beginning teachers design, implement, and evaluate technology-rich learning environments to customize and individualize learning opportunities and assessments for students. They integrate knowledge of subject matter, pedagogy, and available instructional technology tools, including assistive technology, to design learning experiences that engage and support all students in learning the California State Standards, along with improving students' conceptual understanding, cultivating their critical thinking, and promoting their creative learning.

Beginning teachers model knowledge, skills, and fluency in using digital tools. Beginning teachers teach students how to use digital tools to learn, to create new content, and to demonstrate what they are learning. Beginning teachers model and promote digital citizenship and critical digital literacy, including respecting copyright law, understanding fair use guidelines, understanding Creative Commons license, and maintaining Internet security. Beginning teachers promote equal access of all students to digital tools and assure that students are safe in their digital participation.

Beginning teachers use appropriate educational technologies to deepen teaching and learning to provide students with opportunities to participate in a digital society and economy. Beginning teachers use established learning goals and students' assessed needs to frame the choices of digital tools and instructional applications consistent with standards of the International Society for Technology in Education (ISTE) and the International Association for K–12 Online Learning (iNACOL).

TPE 4 Elements: Planning Instruction and Designing Learning Experiences for All Students

Beginning teachers:

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.

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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:

appropriate use of instructional technology, including assistive technology; applying principles of UDL and MTSS; use of developmentally, linguistically, and culturally appropriate learning activities,

instructional materials, and resources for all students, including the full range of English learners;

appropriate modifications for students with disabilities in the general education classroom;

opportunities for students to support each other in learning; and 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 engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.

9. Create new content and provide personalized and integrated technology-rich lessons.

TPE 4 Narrative: Planning Instruction and Designing Learning Experiences for All Students

Beginning teachers access and apply knowledge of students' prior achievement and current instructional needs; knowledge of effective instructional techniques for supporting the academic language needs of all students, the specific language needs of students whose first language is English, English learners, and Standard English learners; the knowledge of effective instructional techniques for students with disabilities in the general education classroom; and knowledge of formative and/or summative student assessment results relative to the TK–12 academic content standards to improve teaching and learning for all students.

Beginning teachers are knowledgeable about typical and atypical child and adolescent abilities and disabilities and their effects on student growth and development, learning, and behavior. Beginning teachers also are knowledgeable about the range of abilities of gifted and talented students in the general education classroom.

Beginning teachers understand how to effectively use content knowledge, content pedagogy, and student learning targets to design appropriate instruction and assessment for all students.

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Beginning teachers demonstrate the ability to 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 in alignment with California's adopted content standards and their underlying principles.

In planning for instruction consistent with California's TK–12 content standards, beginning teachers access and apply their deep content knowledge of the subject area and use appropriate content- specific pedagogy consistent with research-based practices in the field. Beginning teachers understand the principles of UDL and MTSS and apply these principles in the content field(s) of their credential(s) to plan instruction that meets individual student needs for all students. Beginning teachers align instructional goals and student learning objectives, including IEP, IFSP, ITP, and 504 plans, instructional procedures, assessment tools/processes, and criteria for evaluation of learning. They provide access to the curriculum for all students by removing barriers and providing access through a range of appropriate instructional strategies tailored and adapted as necessary to meet individual student needs.

Beginning teachers research, evaluate, and utilize current technological practices to improve teaching and learning (e.g., blended and online learning technologies).

TPE 5 Elements: Assessing Student Learning

Beginning teachers:

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.

TPE 5 Narrative: Assessing Student Learning

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Beginning teachers develop, implement, and use a range of effective classroom assessments to inform and improve instructional design and practice. Beginning teachers demonstrate knowledge of student assessment design principles, such as test construction, test question development, and scoring approaches, including rubric design. They explain the importance of validity and reliability in assessment and know how to mitigate potential bias in question development and in scoring. Beginning teachers demonstrate knowledge of a variety of types of assessments and their appropriate uses, including diagnostic, large-scale, norm-referenced, criterion-referenced, and teacher-developed formative and summative assessments. They effectively select and administer assessments to inform learning.

Beginning teachers use multiple measures to make an informed judgment about what a student knows and is able to do. Beginning teachers analyze data to inform instructional design, self-reflect, reteach, provide resources, and accurately document student academic and developmental progress. They support students in learning how to peer- and self-assess work using identified scoring criteria and/or rubrics. Beginning teachers provide students with opportunities to revise or reframe their work based on assessment feedback, thus leading to new learning. They implement fair grading practices, share assessment feedback about performance in a timely way, utilize digital resources to inform instruction, analyze data, and communicate learning outcomes.

Beginning teachers utilize assessment data and collaborate with specialists to learn about their students. They apply this information to make accommodations and/or modifications of assessment for students whose first language is English, English learners, and Standard English learners. They also utilize this process for students with identified learning needs, students with disabilities, and advanced learners. Beginning teachers are informed about student information in plans such as IEPs, IFSPs, ITPs, and 504 plans and participate as appropriate.

TPE 6 Elements: Developing as a Professional Educator

Beginning teachers:

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

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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.

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