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Multiple Subject Credential Program (Two-Semester Pathway)

FIELD PLACEMENT HANDBOOK

For

Teacher Candidates, Cooperating Teachers,

Supervisors and District Partners

College of Education - Teaching Credentials Multiple Subject Program

2017-2018 Updated: August 2017

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TWO-SEMESTER MULTIPLE SUBJECT FIELD PLACEMENT HANDBOOK FOR TEACHER CANDIDATES, COOPERATING TEACHERS, SUPERVISORS AND DISTRICT PARTNERS

Greetings! Congratulations on becoming a member of the Sacramento State College of Education, Two-Semester Multiple Subject Credential Program. These are very exciting and challenging times for those preparing to teach in California’s schools. Faculty take tremendous pride in the rigor and quality of our program, and we are committed to providing you with the experiences essential to your development as a competent and confident beginning teacher. We look forward to working with you and our school partners as you become a knowledgeable and skilled new teacher who is committed to equity, social justice, and maximizing learning for all students. This handbook is designed for a diverse audience: our teacher candidates, our supervisors, our cooperating teachers, administrators, and district partners. It provides practical information about and outlines expectations related to our candidates’ field experience and student teaching. It should be used in conjunction with the Policies and Procedures Handbook for the College of Education Teacher Preparation Programs, which contains more general program policies and procedures. (Both Handbooks are available on the College of Education website: http://www.csus.edu/coe/academics/credentials/handbooks/index.html) We feel honored to have such a diverse and robust community with whom to work. We truly value the expertise, time, and effort our many partners and collaborators devote to our candidates and our program. We know that high quality teacher preparation happens when many education stakeholders work together. We hope that this Field Placement Handbook provides a clear roadmap for how our collaborative work will proceed so that together we can support optimal growth and professional development for our candidates. For answers to specific questions about the field component of our Multiple Subject Two-Semester Program, please contact our Field Placement Coordinator, Professor Lynn Solari at [email protected]. The Teaching Credentials Department will follow this mission and vision in implementing all aspects of its programs: 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. 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. This integrated coursework and fieldwork strengthens candidates’ commitments, knowledge base and skills needed to achieve educational equity. 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. Best wishes, The Faculty and Staff of the Department of Teaching Credentials

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TABLE OF CONTENTS GLOSSARY OF TERMS .......................................................................................................................4 DEPARTMENT OF TEACHING CREDENTIALS AND STUDENT SUCCESS CENTER.....6 IMPORTANT DATES ...........................................................................................................................7 FIELD PLACEMENTS .........................................................................................................................8 EXPECTATIONS FOR TEACHER CANDIDATES ........................................................................9 ETHICAL PROFESSIONAL STANDARDS FOR TEACHER CANDIDATES ........................10 OBSERVATION GUILDELINES FOR TEACHER CANDIDATES ..........................................12 OVERVIEW OF THE WEEK AND LESSON PLANNING .........................................................14 INFORMATION FOR COOPERATING TEACHERS .................................................................15 OBSERVING – CT OBSERVING TC AND TC OBSERVING CT..………………….................17 EXPECTATIONS OF UNIVERSITY SUPERVISORS .................................................................18 EVALUATION OF THE TEACHER CANDIDATE ......................................................................20 WHAT TO DO IF A TEACHER CANDIDATE IS STRUGGLING ............................................22 STATEMENT OF CONCERN ...........................................................................................................25 PERFORMANCE CONTRACT .........................................................................................................26 POLICIES FOR SERVING STUDENTS WITH DISABILITIES ................................................27 SUBSTITUTE TEACHING ................................................................................................................27 CHAIN OF COMMAND FOR FIELD RELATED ISSUES .........................................................28 CO-TEACHING OVERVIEW ............................................................................................................29 ONE TEACH, ONE OBSERVE TC OBSERVATION TEMPLATE ……………………………30 TEACHER PERFORMANCE EXPECTATIONS (TPEs) ……………………………………….31 PACING GUIDE FOR FIELD EXPERIENCE ……….……..…………………….......................34 LESSON PLAN TEMPLATE .............................................................................................................37

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GLOSSARY OF TERMS Bilingual Authorization – Those candidates seeking Bilingual Authorization can provide instruction in another language to English learners. California Standards – Educational standards that describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school. The California Department of Education helps schools make sure that all students are meeting the standards CLAD – Crosscultural, Language, and Academic Development. This CTC requirement serves to meet the needs of English learners in the classroom and is embedded in the Multiple Subject Credential Program. Clear Credential - See Professional Clear Credential for more information. Cluster – The group of teacher candidates that one supervisor is assigned. Co-Teaching Model – “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). Competencies – The competencies are the measurable and observable knowledge, skills, and dispositions that the university uses to evaluate candidates. These competencies include the TPEs and additional competencies added by the program faculty. The competencies form the basis of evaluation of candidate progress and are used in various ways (student teaching, in courses, etc.) to assess candidates and provide feedback on their performance. Cooperating Teacher (CT) – The in-service teacher who collaborates with and mentors a teacher candidate. The CT volunteers his/her time as a partner to our teacher preparation program. CSTP – California Standards for the Teaching Profession. Standards that are used to evaluate credentialed teachers. CTC - Commission on Teacher Credentialing. The California agency responsible for licensing and credentialing professional educators. Field Placement – Field placement is the all-encompassing term used to refer to the field experience placement (first semester) and student teaching placement (second semester). Field Placement Coordinator – The Sacramento State faculty member who assigns candidates their field placements. Learning Segment – A set of lessons that build upon one another toward a central focus that reflects key concepts and skills, with a clearly defined beginning and end. It may be part of a larger instructional unit that includes multiple learning segments.

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Lesson Plan Format – A general lesson plan template which includes the major elements of a lesson plan. The model is adaptable to a variety of strategies. Multiple Subject Program – This structured set of coursework and fieldwork leads to a Preliminary Multiple Subject Credential for teaching all subjects in self-contained classroom settings, such as the classroom in most elementary schools. edTPA – A teaching performance assessment of credential candidates’ abilities to successfully plan, teach, assess student learning, and reflect on instruction. While a teaching performance assessment is state-mandated for each teacher preparation program, the Sacramento State faculty selected the edTPA as the programs’ teaching performance assessment. Preliminary Credential – A credential issued to candidates who complete a state-approved program of initial teacher preparation. The Preliminary Credential is valid for five years. Professional Clear Credential – The credential issued when a Preliminary Credential holder has completed a two-year teacher induction program. A Professional Clear Credential must be renewed every five years. Professional Learning Communities (PLC) - Ongoing collaborative efforts to improve student learning through collective inquiry and action research of student assessments, which ultimately inform instruction. Pacing Guide – A guide that identifies the tasks and responsibilities of the candidate as s/he proceeds through the program. The guide provides basic orientation to candidates, supervisors, CTs and instructors as to activities occurring in field placements. It is meant to orient, not dictate! Solo Teaching – A period of two weeks during which the credential candidate assumes all responsibilities of a credentialed teacher in the classroom (lesson plans for solo teaching require prior approval of the Cooperating Teacher). This typically occurs during weeks 14 and 15 of the student teaching semester. Supervisor – The Sacramento State faculty member who evaluates the candidate’s performance in the host classroom and acts as a liaison between the university and the public school. The university supervisor plays a key communication role among the school administrators, the cooperating teachers and the program’s instructional faculty/staff in support of the teacher candidate. Teacher Candidate (TC) – A student enrolled in the university credential program who concurrently works in the field alongside a cooperating teacher. Teacher Performance Expectations (TPEs) – A description of the set of knowledge, skills, and dispositions that the state of California expects of each candidate recommended for a Multiple Subject Teaching Credential. The teaching evaluation is based on the TPEs which is based on the California Standards for the Teaching Profession (CSTPs). Three-Way Conference – A conference held with the teacher candidate, the cooperating teacher and the supervisor. These occur during the midterm and final evaluations. Additional three-way conferences are held as necessary.

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Department of Teaching Credentials and the Student Success Center (SSC) Office

The Teaching Credential Programs are supported by expert staff at the program, department, and college levels. Staff in our department office provide admitted candidates with resources related to courses, required forms, any program continuation issues, and faculty information. Staff advisors in the Student Success Center (SCC) provide resources related to exploring graduate programs, support for required credential exams, scholarship information, as well as assist credential candidates at the final stages of their program when a credential recommendation is needed. Teaching Credentials Department Office – Eureka Hall 401, (916) 278-6639 SSC Office – Eureka Hall 437, (916) 278-6403 Credential Analysts’ Office – Eureka Hall 414, (916) 278-4567 The academic year hours for the offices listed above are: Monday – Friday, 8 a.m. – 12 p.m. & 1 p.m. – 5 p.m. (check website for summer hours)

GENERAL ACADEMIC AND PROGRAM SERVICES: § The Academic and Program Services is the one-stop shop for all student services.

(916) 278-6639 | Eureka Hall 401 | [email protected] CONTACTS for Program Specific Services: § Linda Lugea, Department Administrative Support Coordinator

[email protected], Eureka Hall 401, (916) 278-5399 § Elizabeth Christian, Lead Credential Analyst

[email protected], Eureka Hall 414, (916) 278-4567 § Ashley Ciraulo-Stuart, SSC Programs Advisor

[email protected], Eureka Hall 432, (916) 278-6403 § Karina Figueroa-Ramirez, SSC Equity Coordinator

[email protected], Eureka 436, (916) 278-4324

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IMPORTANT DATES

Fall 2017 v Orientation. Teacher candidates are required to attend a mandatory program orientation. Orientation for

candidates who are placed in all districts but Sacramento City Unified School District will attend orientation on August 3 from 9:00 – 4:00 in AIRC 1011. Orientation for candidates who are placed in Sacramento City Unified School District will be on August 23 from 9:00 – 4:00. The location is to be determined. All candidates will attend orientation on August 24 and 25. Details about the orientation on the 24th and 25th are typically sent to candidates during the summer months and can be found on our website in the “Current Students Information Center”: http://www.csus.edu/coe/academics/credentials/resources/index.html by the middle of July.

v Coursework. August 28 – December 15 (More information about the Sacramento State academic calendar

can be found here: http://www.csus.edu/gradstudies/CurrentStudents/AcademicCalendar.html)

v Field Experience Placement. Your unofficial start date varies by school. Your first official day during the Sacramento State semester will be August 31. You will begin your regular placement days (Mondays and Tuesdays) beginning September 5. The last day in your placement is December 12. The final evaluation meeting with your supervisor will occur during finals week (Monday – Friday).

v Additional Dates. If you have not completed KINS 172 or an equivalent elementary PE methods course at

another university, you can take the equivalent workshop (Physical Education and Health Methodology Workshop). Please check the “Current Students Information Center” for more information and to register online: http://www.csus.edu/coe/academics/credentials/resources/spark.html. The dates and times for the Visual and Performing Arts Methods course are: Tuesday, September 12 – 4:30-7:20 pm Saturday, September 16 and 30 – 9:00-2:00 pm.

v Fall 2017 Schedule. You can find the most current schedule in the “Current Students Information Center”:

http://www.csus.edu/coe/academics/credentials/resources/index.html by the middle of July. Spring 2018 v Orientation. 1 day orientation on Friday, January 19 from 8:00 – 4:00. v Coursework. January 22 – ending dates of coursework vary. v Student Teaching Placement. It is recommended that you attend your new placement two days a week

when Sacramento State is on winter break. The official timeline for student teaching is January 22 – May 17. You will be in your placement Monday, Tuesday, and Wednesday all day for the first 12 weeks and all day, every day beginning week 13.

v CSUS Spring Break. March 19 – March 23 – Placement/No Classes; District Spring Break – No

Placement/Classes. Some Spring Breaks align. v Educator Expo. Wednesday, April 18. 10:00 – 2:00 pm. University Union Ballroom. v Multicultural Conference. Saturday, April 21, 2018. 8:00 – 3:00 pm. University Union Ballroom. v Spring 2018 Schedule. The schedule for Spring 2018 will be available prior to the first spring registration

date in November and will be posted on the “Current Students Information Center.”

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FIELD PLACEMENTS The preliminary Multiple Subject credential program at Sacramento State focuses on the Program standards and Teaching Performance Expectations developed by the California Commission on Teacher Credentialing. University coursework is tied closely to two community-based field experiences with university supervision in schools that serve a diverse student population. Candidates begin the program in a structured field experience placement and by the final semester (called formal student teaching), candidates are responsible for all aspects of the cycle of teaching. All field placements take place in public schools and in classrooms serving socio-economically, culturally and linguistically diverse students and their families. Most candidates will have two placements at two schools. Candidates will receive a K-2 placement and a 3-6 placement to be assigned by the field placement coordinator. (Spanish bilingual candidates will be placed in one school due to the availability of dual immersion placements. The candidates placed in Sacramento City Unified School District, including the Spanish and Hmong bilingual candidates who are placed in Sacramento City, will remain in their placement both semesters.) Coursework and fieldwork are closely integrated so that the specialized knowledge and skills required to teach within the specific disciplines are reflected in the field practice including specific pedagogy and research related to Universal Design for Learning, inclusive education, English language development, differentiated and sheltered instruction, and the California State Standards. Supervisors, along with university faculty and school-based educators, provide professional guidance, feedback, and evaluation consistent with the program performance standards and guidelines. Our program requires the implementation of co-teaching strategies by the teacher candidate and the cooperating teacher jointly. Co-teaching is a model developed by special education teachers and general education teachers that are starting to be translated into the teacher candidate/cooperating teacher dyad. Most cooperating teachers and all teacher candidates have received professional development on co-teaching. The seven co-teaching strategies are available at the end of the handbook. Field Experience (EDTE 434A) The field experience occurs in the first semester of the credential program. The schedule of time at the school site for field experience is Mondays and Tuesdays all day. The focus of the field experience is on one-to-one, small group, and large group instruction in the areas of (but not limited to) language and literacy, science, and math. Please use the pacing guide to help monitor the extent to which the candidates participate. Student Teaching (EDTE 434B) Teacher candidates student teach Monday through Wednesday for the first 12 weeks and then all day, every day beginning week 13. The focus of the student teaching is still co-teaching that includes a gradual takeover with the goal being a two-week solo at the end of the semester. The pacing guide provides more detailed information. During both field experience and student teaching, the cooperating teacher will provide the candidate with the opportunity to demonstrate competency in all subject areas as well as opportunities to assess student learning. The teacher candidate must share any requirements for specific course assignments with the cooperating teacher before implementation. The university supervisor and the cooperating teacher will evaluate candidates regularly by completing observations, a final evaluation during the field experience semester, and a midterm and final evaluation during the student teaching semester.

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Policy for progressing from Field Experience (fall semester) to Student Teaching (spring semester): Upon accepting our offer of admission, candidates signed a policy statement that carefully outlined expectations about course grades (including courses related to field experience and student teaching), overall and cumulative GPA minimums, and state requirements for a credential (e.g., demonstration of subject matter competence, basic skills (e.g., passing the CBEST), etc.). We expect that teacher candidates will carefully monitor their own progress in courses, field experience/student teaching and in meeting all state requirements. This program is carefully sequenced and candidates risk timely completion of the program if they do not meet all program policies, especially those related to minimum grade requirements and subject matter competence. If a candidate is at risk of violating a program policy, s/he will be sent reminders by program staff.

EXPECTATIONS FOR TEACHER CANDIDATES Your field placements are intended to give you the opportunity to apply theories and practice to the instructional strategies you have learned in your coursework. Your university supervisor and cooperating teacher are there to offer support and suggestions throughout the semester. Our main priorities are your personal and professional growth in education and increasing success in your ability to contribute positively to students’ learning in your assigned classrooms. Your primary responsibilities are: 1. Familiarize yourself with your Two-Semester Multiple Subject Credential Program. Carefully

reading this Handbook and the Policies and Procedures Handbook will help you to do so. 2. Be sure to develop a communication plan with your cooperating teacher and your supervisor

(preferred mode of communication, times of day that are off limits, amount of advanced notice, etc.). 3. 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. (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. 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 are required to use the program’s Lesson Plan Template. These lesson plans will go in your “Teacher Candidate Binder” (see supervision syllabus for details).

4. Teacher candidates should meet with their cooperating teachers once a week for regular planning and discussion of lessons as well as to discuss the teacher candidate’s progress. (If the candidate can return Friday after school, that would be optimal, but not required.)

5. During minimum days, candidates are required to commit a full day if that day is normally a full field placement day. Staff development and workdays are also considered “field placement” if they fall within the required schedule. Teacher candidates should attend professional development with their cooperating teachers if it is not a financial hardship to the school or the district.

6. During the final semester, teacher candidates will take over full-time for two weeks, contingent upon demonstrated readiness to do so.

7. When scheduling the full-time takeover, it is recommended to teach the two weeks prior to your last week to ensure a smooth transition for your cooperating teacher; however, dates may be adjusted due to the testing schedule at the school site.

8. Teacher candidates should carefully review the teacher candidate evaluation form in advance. Having a clear understanding of the expected competencies will inform teacher candidates' growth, goal setting and self-evaluation.

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ETHICAL PROFESSIONAL STANDARDS FOR TEACHER CANDIDATES 1. Professional Attitude

a. Demonstrates 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. Believes that all students can learn.

2. Attendance, Absences and Tardies a. Arrives at site one half hour before school begins and stays one 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 your schedule allows. If two absences occur without informing the cooperating teacher, a Statement of Concern/Performance Contract will be initiated. If more than two excused absences occur a Statement of Concern/Performance Contract may be initiated.

b. Arrives on time. If three tardies occur, a Statement of Concern/Performance Contract will be initiated.

c. Informs your cooperating teacher when an absence is unavoidable. If you are scheduled to teach that day, provide your cooperating teacher with your lesson plans. If your absence is on a day when your supervisor is observing you, please use the preferred mode of communication determined by the two of you to inform him/her of your absence so that he/she does not show up for the observation. If your absence is on a day when your supervisor is not observing you, please email him/her as soon as possible. You will have to make up the missed day(s).

d. Is punctual and maintains appropriate hours at your placement site to plan and implement teaching and learning tasks.

3. Lesson Plans/Preparedness

a. Meets deadlines for lessons plans (as outlined in the Supervision Syllabus) and requests from your cooperating teacher and your supervisor.

b. Sends lessons to your cooperating teacher if you are absent. 4. Professional Conduct

a. Maintains flexibility in planning and implementing instruction to meet the needs of all students. b. Reflects and self-assesses to improve practice. c. Collaborates effectively. d. Practices legal and ethical behavior. Candidate shall not disclose information about students

obtained during professional service. e. Acts professionally from the moment you arrive on campus to the moment you leave the school

grounds. f. Maintains good rapport and appropriate professional interactions and relationships with all

building staff, faculty, administration, students, and parents. Remember, you are representing Sacramento State specifically and the teaching profession in general – strive to uphold the highest standards for professionalism (hard work, preparation, persistence, open-mindedness, respect, dependability, integrity, discretion, flexibility, etc.).

g. Teaches, observes, or assists the teacher and the students when in your placement. Strive to do all that you can to contribute positively to the learning of your students. Please plan, prepare, and complete coursework (not related to assignments that involve students or your CT) at home or outside of your placement days and times.

h. Acts with discretion. 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. Your CTs, your

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supervisors, and your fellow teacher candidates are not perfect. An open, accepting attitude towards others is critically important if we are to support each other and become a community of learners.

i. Uses appropriate language (developmental as well as professional) with instructors, fellow teacher candidates, children, school faculty, staff, and parents.

j. Remembers that you are a guest at the school. You may hear or see things in classrooms with which you do not agree, or you may learn confidential information about a student; keeping these issues confidential is essential. It is appropriate to ask questions concerning any of these to better understand reasons and rationales, but be respectful when you do this.

k. Uses cell phones before and after school (or not at all) unless there is an emergency. Cell phones should not be “checked” and calls or texts should not be made any time during the school day.

l. Refrains from speaking negatively about previous experiences, your cooperating teacher, principal, supervisor or school/district.

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

n. Maintains 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 your perspective and knowledge base, seek out feedback, receive it with grace and objectivity, and then implement/apply it thoughtfully.

5. Appropriate Professional Appearance a. Dresses appropriately. In education, there is typically an unspoken dress code for adults. Just as

we use informal English and more formal English without being told to “code switch,” for different settings, understanding and adhering to the unspoken dress code can affect each candidate’s success in the field and success in gaining employment later. Please check your sweaters and tops for appropriate tightness and how much skin or undergarments are revealed! No midriffs, low pants, jeans, or flip-flops are allowed. If you have questions regarding dress, please discuss them with your supervisor. Facial jewelry and piercings, other than ear piercings, are to be avoided. Tattoos with language or images that could be considered offensive to others or inappropriate for children should be covered. If you are unsure about this, then please cover the tattoo.

6. Effective Communication

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

teacher, supervisor, field placement coordinator, parents, principals, paraprofessionals, etc.). c. Maintains confidences as appropriate to the setting. Candidates shall not misrepresent, orally or

in writing, issues related to students, classrooms or the university program. d. Uses 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 your communication – respond to questions, provide precise information, respond in a timely manner, etc.

7. Initiative

a. Goes the extra mile. Offer to assist with bulletin boards, take on additional duties, etc. Become known as a problem-solver not a problem-maker.

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Enjoy your time in the field. It will be 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 grow and experiment, and to develop relationships that will last throughout your career. Please know that the Teaching Credentials Department staff and faculty are working hard to ensure that it is a positive and rewarding experience for you.

Remember, you are on a year-long interview!

OBSERVATION GUIDELINES FOR TEACHER CANDIDATES Throughout your field experience you should observe closely how students and adults function, behave, and interact in the school environment. Many factors influence the individual and group behavior of teachers, students, administrators, or volunteers, among them their perceptions of role and duties, social and peer pressures, time and schedules, and physical characteristics of the classroom, school plant, and facilities. Initially, you will have a golden opportunity to observe your students and your CT with few responsibilities. This is a time to be focused, systematic and detailed in your observations. With each observation, you can build a more intricate and nuanced understanding of teaching and learning. Here are some 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. If possible, position yourself on a diagonal so you will have a good view of the classroom. Only observe while observing (please refrain from doing homework unless it is an assignment that requires completion while in the field). Review the observation suggestions with your CT and decide together what you will observe and concentrate on in that area. Make notes of your observations using the One Teach, One Observe Observation Template provided in the back of the handbook. The following are some suggestions to focus your observations: Procedures and Expectations:

• How and where do students spend their time before class begins? • What is their manner when they enter the classroom? • How does the teacher interact with students before class begins? • What are the procedures for:

- Bringing the class to order—gaining their attention? - Taking attendance? - Tardy students? - Going to the bathroom? - Getting a drink of water? - Storing of students’ personal belongings (backpack, lunch, coat, etc.)? - Using the pencil sharpener? - Distributing and collecting papers and materials? - Using the teacher’s desk, materials, and equipment? - Collection of assignments? - Lining up to exit the classroom?

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- Being in the room before and after school, recess, and lunch? - Eating, drinking, and toys in the classroom? - Procedures for absences; making up missed instruction, and assigned work? - Distributing and collecting homework/worksheets/materials?

• What equipment, books, or supplies are students expected to bring to school each day? • How and when are individual/group assignments announced? Are they written for all to see? • Does the teacher review assignments with the class?

One Lesson: These prompts should be used with one lesson at a time

• Are the objectives made clear? Do students know specifically what is expected in behavior and academics?

• What major method or teaching strategy is used? Do teaching methods vary from lesson to lesson and within the lesson?

• Of the talking done in the classroom—questions, answers, examples, rationales, descriptions, comparisons, etc.—what percentage is contributed by the teacher, by individual students during whole class instruction, during collaboration?

• What kinds of questions does the teacher ask? Do the students understand them? Is it clear whether the student is expected to answer with facts or with opinion? Are questions asked which build concepts and develop thinking skills rather than those that emphasize recall of minor details or facts in isolation?

• Were students attentive and productive until the very end of the lesson? All students? Some students? Did you observe patterns in their behavior?

• Were there any academic or behavioral problems? If so, what techniques did the teacher use to help resolve specific academic or behavioral problems?

• What is the attitude and response of the students toward one specific lesson? Management and Relationship Building

• How does the teacher manage the group? • How does the teacher manage individuals? • What are the rules/expectations of the classroom? Did the students contribute to the classroom

expectations/rules? If so, what contribution did they make? Are they posted? • How does the teacher convey information about rules/expectations to students? • How are expectations about rules and behavior reinforced? By whom?

In the beginning, use the One Teach, One Observe Co-Teaching Strategy to focus your observations on your cooperating teacher, what s/he does, how the classroom is set up, what the students are like, how students respond, in addition to other items as suggested by the questions provided in this handbook. These questions are appropriate starting points for your inquiry; you and your cooperating teacher and/or supervisor should collaborate to determine other foci for your later observations.

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OVERVIEW OF THE WEEK AND LESSON PLANNING

Teacher candidates should observe their cooperating teachers model lessons and strategies in specific content areas before they assume responsibility for teaching lessons in those content areas. If possible, the teacher candidate should observe the cooperating teacher plan a lesson, either on his/her own or with grade-level teammates. The first and most important step in teaching is planning, and knowing how to plan, starting with the knowledge of ones' students and the grade level standards, is crucial. (Co-teaching emphasizes co-planning!) Overview of the Week Teachers call this their lesson plan book. It should contain, as a minimum, the specific (1) timeframe, (2) lesson topic. Then highlight the lesson if you have written a fully developed plan and are teaching the lesson. How and why to write daily lesson plans If problems occur in teaching, most can be traced to careless or inadequate planning. To avoid unnecessary problems, the teacher candidate is required to plan thoroughly for each lesson, which means that the teacher candidate will write fully developed lessons for everything h/she teaches. Lesson planning will help the teacher candidate organize his/her thoughts and enable the cooperating teacher to know the materials, strategies, and activities that the teacher candidate intends to use. (Please, no teacher manual copies; even if you are using the lesson from the manual, they need to be processed and reframed by your own thinking and decisions.) Candidates will use the program’s Lesson Plan Template. These lesson plans will go in your “Teacher Candidate Binder” (see supervision syllabus for more information). What procedure will the cooperating teacher follow when plans are poorly done or not ready in advance of teaching the lesson(s)? Out of respect for the cooperating teacher’s time and to ensure that student learning is maximized, the timeframe for submitting the lessons to the cooperating teacher prior to instruction is at least two days before the lesson is taught. All plans must be acceptable before the teacher candidate will be able to teach. In many instances the candidate may only have to make minor modifications on the original. At other times, the candidate will need to edit or rewrite the entire lesson, following suggestions made by the cooperating teacher. The candidate will not be allowed to teach if plans are not ready. Not having lessons ready places a severe burden on the cooperating teacher because alternative lessons, often hastily prepared, will have to be implemented; this is extremely unfair to the students. What procedure will the supervisor follow when plans are poorly done or not ready in advance of teaching the lesson(s)? The timeframe for submitting the formal lessons (lessons that are observed) prior to instruction is stated in the supervision syllabus. The supervisor will “discuss” any rough spots with the lesson (via email) prior to the lesson implementation with the goal of maximizing success. This process may go back-and-forth several times. All plans must be acceptable before the teacher candidate will be able to teach. The candidate will not be allowed to teach if plans are not ready. Not having lessons ready places a severe burden on the cooperating teacher because alternative lessons, often hastily prepared, will have to be implemented; this is extremely unfair to the students. Candidates who repeatedly fail to meet the expectations related to lesson planning will be given a Statement of Concern/Performance Contract. Continued sub-par performance may result in serious sanctions including immediate termination of the placement and/or dismissal from the program.

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INFORMATION FOR COOPERATING TEACHERS

The procedure for selecting cooperating teachers involves school district administrators, site principals, cooperating teachers themselves, and the university supervisors. While the criteria for selecting cooperating teachers may vary from district to district, assignments are based in general on the following criteria: 1. The CT holds the appropriate credential and has, at a minimum, three years teaching experience; 2. A willingness to meet regularly with the teacher candidate to plan lessons and to provide written or

verbal feedback on the observed lessons; 3. A commitment to modeling for the candidate effective teaching strategies (in different content

areas) and effective classroom management that emphasizes positive, proactive strategies, which promote self-directed student behavior;

4. Sensitivity to the needs of a beginning teacher (for example, the need to experiment with teaching techniques suggested in university courses and/or by the university supervisor);

5. Skill in communicating about expectations, rationales for decisions, and evaluations of teaching; 6. A desire to grow professionally through the exchange of ideas with the teacher candidate. Cooperating Teacher General Roles The role of the cooperating teacher is to serve as a model, guide, and instructor for the teacher candidate. While the primary responsibility is always to the pupils in the classroom, the cooperating teacher will want to be aware that the teacher candidate is growing in competence and thus needs ongoing assistance and support while gradually assuming an increasing amount of responsibility. Though teacher candidates will make mistakes and need the benefit of constructive feedback, please avoid making the criticism publicly in a way that impairs the relationship between teacher candidate and students, staff, and parents. During the spring semester, if the candidate is not starting when the students begin, the cooperating teacher can help the teacher candidate “get off to a good start” by preparing the students and their parents for the arrival of the teacher candidate. Teacher candidates are encouraged to write a letter to the parents introducing him/herself. During the first semester, the cooperating teacher should be present in the classroom the majority of the time. Because the candidate may not have the appropriate credentials to be alone with students, cooperating teacher absences should occur only under the following circumstances: (a) both parties are comfortable with the arrangement; (b) the date and timeframe have been mutually decided; (c) the cooperating teacher and teacher candidate have made adequate plans for instruction during the cooperating teacher’s absence; (d) the cooperating teacher remains on campus and is easily accessible. Cooperating teachers should make sure that their teacher candidate knows the emergency protocol and who to contact in case of an emergency. During the final semester, the cooperating teacher should be in the classroom or within reasonable proximity (i.e., on the school site). Cooperating Teacher Responsibilities As a cooperating teacher, you are one of the candidate’s most important resources. You are the candidate’s professional coach and mentor. As such, you will need to provide constructive and positive feedback regularly and positive suggestions so that your teacher candidate may improve and grow into the professional we all want her/him to be. Your active involvement is critical to a successful field experience.

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

2. Provide a supportive environment by preparing the class for the teacher candidate’s arrival (her/his own desk, name on the door, etc.), and introduce the candidate to the school, faculty, and parents.

3. Share ideas with the teacher candidate about goals, unit, and lesson planning. 4. Inform the teacher candidate of the school-wide and classroom management philosophy, school and

classroom schedules, routines, including lunch, playground, and emergency procedures. 5. Inform the teacher candidate what to do if a child or an adult is seriously hurt inside or outside the

classroom, and the candidate is the only adult left to supervise the children. 6. Inform the teacher candidate about the school or district policies, situations, or circumstances he/she

should know, such as: Where should teacher candidates park; Duplicating materials and equipment; Use of school resources; Sign-in/sign-out procedures; Other relevant school policies.

7. Encourage questions and discussions on teaching and management decisions. 8. Provide the teacher candidate with a list of student names. 9. Provide instructional materials, information on where additional materials are located, and how

materials are checked out. 10. Share with the teacher candidate the use of student assessment data to inform instructional practices. 11. Guide candidates to develop lesson plans using evidenced-based instruction. 12. Provide the teacher candidate with pedagogical “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.

13. Use the One Teach, One Observe as often as possible and give and receive written and oral feedback regularly. The aim is for everyone to be benefitting from the co-teaching process where reciprocal and collaborative learning is the norm!

14. Allow the teacher candidate to apply what she/he is learning in University coursework; allow the use of different teaching strategies.

15. Provide the teacher candidate with the scope and sequence of curriculum for the year as well as resource materials that are available to prepare lessons.

16. Provide the teacher candidate with appropriate background information on the students. 17. Help the teacher candidate see how you base your pedagogical decisions and choices around content on

students’ backgrounds, interests and needs to enhance student interest and engagement. 18. Assist the teacher candidate in using the university provided pacing guide. 19. Maintain ongoing communication with the university supervisor and assist in solving field-related

challenges, or individual needs. 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. Concerns need to be communicated to the supervisor immediately.

20. Complete the final evaluation during the field experience semester (fall) and the midterm and final evaluations during the student teaching semester (spring).

21. Read all emails sent from the teacher candidate and university as agreed to in the confirmation form. Supporting Your Teacher Candidate 1. Before assuming responsibility for any area of instruction, teacher candidates should observe their

cooperating teachers model procedures and lessons for that area of instruction. Seeing how cooperating teachers manage the curriculum and the students is critically important.

2. Please support your teacher candidate with the requirement of writing fully developed lesson plans for everything they teach. Please do not ask teacher candidates to take over a lesson or step in on the spur of the moment.

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3. Please agree upon a “signal” that can be used if the cooperating teacher feels the need to interrupt a teacher candidate’s lesson before it concludes; this can help avoid embarrassment and create a more seamless transition from teacher candidate to cooperating teacher if needed.

4. While teacher candidates should have opportunities to teach whole class lessons independently, cooperating teachers are encouraged to co-teach with their teacher candidates.

5. Observe the teacher candidate and provide specific, constructive feedback. 6. Critique the teacher candidate’s work in a sensitive yet straightforward way. 7. Conference regularly and frequently with the teacher candidate. 8. Encourage the teacher candidate to explore and take risks. 9. Demonstrate sensitivity to the emotional needs of the teacher candidate during this stressful period. 10. If allowed, your teacher candidate should accompany you to any student-related meetings (i.e., SST,

IEP, P/T conferences, home visits). Please invite your teacher candidate to attend any professional development days that are on placement days, if it is not a financial hardship to the school and district.

11. Build and maintain trust.

OBSERVING – CT OBSERVING TC AND TC OBSERVING CT

Suggestions - When Teacher Candidate Observes Cooperating Teacher 1. Share your goals with the teacher candidate in advance and decide together what the teacher candidate

will observe with intention and specificity. 2. Focus your teacher candidate’s observations on specific aspects of the teaching day—e.g., the morning

meeting and transition to the first curriculum activity, the reading and discussion of a story, etc. 3. Focus your teacher candidate’s observations on a few children and have her/him “track” these students’

experience with the lesson. 4. As you are teaching, share your thinking for the many decisions you make during the lesson. Debriefing Together - When Teacher Candidate Observes Cooperating Teacher 1. Invite the teacher candidate to tell you what she/he saw and ask you questions related to the specific area of

observation. 2. If the teacher candidate misses things that you did that you think are important, point these out to her/him. 3. Perhaps the teacher candidate would have done something quite different from what you did—what

might she/he have tried, and why?

Suggestions - When Cooperating Teacher Observes Teacher Candidate 1. Read the lesson and provide feedback at least one day before implementation. (Lessons should be

available at least two days ahead of time.) 2. Ask the teacher candidate in advance if there is anything she or he would like you to look for and

decide together what you will observe with intention and specificity. 3. Focus observations on these specific aspects of the teaching day or specific aspects of his/her practice—

e.g., how she/he gives directions, how she/he gets children to shift from one activity to the next, how she/he facilitates discussion, and so on.

Debriefing Together - When Cooperating Teacher Observes Teacher Candidate – TC writes responses to the prompts and shares with CT Use evidence to evaluate and change teaching practice to meet students’ varied learning needs • What specific examples of student learning do you have that showed students met or made progress

toward the objectives?

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o Looking at this evidence, what were your (the teacher’s) actions and/or strategies that contributed to and built on successful student learning?

• What specific examples of student learning do you have that showed students struggled to meet or make progress toward the objectives?

o Looking at this evidence, what were your (the teacher’s) actions and/or strategies that interfered with student learning? Describe any missed opportunities.

• Using the evidence of student learning described and observed, what will be your next steps in future instruction with the class, small groups, and/or individual students? (Candidate should explain how proposed changes relate to each individual’s needs.)

• The next steps should clearly be aimed at supporting specific student needs for either individuals or groups with similar needs related to specific areas. Make it explicit about how next steps will strategically support individuals or groups and explain how that support will address each individual or group’s needs in relation to the specific areas.

If you are experiencing any sort of difficulty with your teacher candidate, please do not hesitate to share this with the university supervisor. The supervisor is there to serve as liaison between you and the university and you and the teacher candidate. It is critical that if any problems arise, they may be dealt with in a collaborative and timely fashion.

EXPECTATIONS OF UNIVERSITY SUPERVISORS

The university supervisor is a 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 five observations for each candidate during both semesters. 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. The key to being a successful university supervisor is COMMUNICATION. It is necessary to guide and counsel the teacher candidate by offering suggestions and providing encouragement to ensure that they can meet their full potential. Communication is also vital in the intermediary role with the cooperating teacher ensuring the establishment of the best possible classroom/university working relationship. Roles and Responsibilities of the University Supervisor 1. Familiarize yourself with the Sacramento State Multiple Subject Teacher Preparation Program.

Please read this Multiple Subject Two-Semester and the Policies and Procedures Handbooks to familiarize you with our program. Additional items on the Teaching Credentials website, both items for current students and items for supervisors, should be reviewed, as well as the supervisor web page provided by the Field Placement Coordinator.

2. Act as liaison between teacher candidates, cooperating teachers, school administrators and the university. This is very important to a successful placement.

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3. As soon as supervision assignments are received: § Email the administrators to set up your first official meeting. (The Field Placement Coordinator

will inform you if the principals received your name and contact information.) § Email the cooperating teachers to introduce yourself. § Email the teacher candidates to introduce yourself and inform them of the first cluster meeting,

which is during orientation during both semesters. 4. Facilitate a cluster meeting during orientation with the aim of building relationships with your

cluster and explaining the observation process. (The number of cluster meetings varies by semester.)

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

6. Facilitate a co-observation by week 3 of the semester for candidates to see an exemplary model of teaching where the elements in the lesson plan come to life. Debrief the co-observation allowing the candidates to make sense of the observation and identify even more elements from the lesson plan than by just observing.

7. The supervisor sends his/her availability for observations to the candidates at least two Fridays before the observation week. Candidates are asked to send the beginning to ending times to the supervisor. (Supervisors may have other requests as well.)

8. Supervisors send an observation schedule for the upcoming week by the Wednesday before the observation. Schedule is sent to TCs and CTs and includes observation, beginning - ending times as well as debriefing times, beginning - ending times.

9. Supervisor consistently arrives on or before the lesson start time and stays until the lesson end time as noted in the observation schedule that was emailed.

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

11. Formally observe the teacher candidates a minimum of five times. It may be necessary and beneficial to perform more observations than the minimum required.

12. Record observation data during each observation. 13. Hold a post-observation conference the day of the observation, and provide an opportunity for the

candidate to reflect in writing during this time. In addition, provide both written and oral feedback to the teacher candidate.

14. Look through the “Teaching Candidate Binder” during each visit. 15. Keep observation hours recorded on the Visitation Log. This form and the signature page for the

final evaluation must be turned into Eureka 401 by the last day of the semester. 16. Complete a final evaluation for the field experience semester and a midterm and a final evaluation

for the student teaching semester, using the Taskstream platform. Schedule a three-way meeting. 17. Follow the early warning process by completing a Statement of Concern/Performance Contract for

any candidate who is experiencing difficulties in making progress towards to the TPEs and schedule a three-way conference as quickly as possible to develop specific plans for improvement.

18. Maintain ongoing communication with the principal and cooperating teacher and assist in solving field-related problems.

19. Monitor and support the teacher candidates’ progress related to the pacing guide. 20. Assign 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.

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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 them to demonstrate what they know and can do as a candidate; 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 them 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, 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 identify areas for growth. Formative assessments also identify areas of strength and weakness but the results are used for formal decisions – ability to proceed into the solo teaching weeks, recommendation for the credential, etc. Summative Assessments: Our program uses two primary summative assessments: the edTPA -Teaching Event in Elementary Mathematics and the evaluation of the final semester of student teaching. Summative assessments also identify areas of strength and weakness but the results are used for formal decisions – recommendation for the credential, etc. 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

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(PACT Teaching Event). Due to changes in the TPEs adopted in June 2016 by the CTC, our programs will use a new Teaching Performance Assessment: the edTPA.

Stanford University and the American Association of Colleges for Teacher Education (AACTE) formed a partnership to develop and share edTPA, formerly the Teacher Performance Assessment. edTPA is a multiple-measure assessment system aligned to state and national standards. The edTPA was designed by Stanford University faculty and staff at the Stanford Center for Assessment, Learning, and Equity (SCALE). They received substantive advice and feedback from teachers and teacher educators, and drew from experience gained over 25 years of developing performance-based assessments of teaching (including the National Board for Professional Teaching Standards and the Performance Assessment for California Teachers). More than 1,000 educators from 29 states and the District of Columbia and more than 450 institutions of higher learning helped develop, pilot, refine and field test edTPA. As demand for edTPA grew, Stanford University engaged Evaluation Systems, a group of Pearson, as an operational partner to help deliver it to a wide educational audience. edTPA is endorsed and promoted by AACTE. edTPA passed a major milestone in fall 2013 when it was declared fully operational and ready for use across the country. That followed 2 years of field testing with 12,000 teacher candidates. edTPA is the first standards-based assessment to become nationally available in the United States. The edTPA meets the CTC Program Standard 5 adopted in December 2015 and is designed as an authentic, summative performance assessment, administered to candidates in the final stage of their teacher preparation program.

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, Apply and address students’ Academic Language Development. Candidates will be enrolled in an edTPA support class.

Midterm Evaluations, Final Evaluations, and Grading The university supervisor and the cooperating teacher complete formal evaluations for each candidate, using the program’s evaluation tool, which is aligned to the TPEs and other key research about effective teaching. The candidate also completes a self-evaluation; this process provides a valuable opportunity for reflection and setting professional goals. The university supervisor typically provides the timeline for the evaluation and will support the CT and the TC in completing this process. The evaluations, particularly the final evaluation during the field experience semester and the midterm during the student teacher semester, serve as a critical benchmark for providing specific feedback to the candidate and informing any special arrangements if the candidate is experiencing difficulty in meeting competencies. If there is concern that a teacher candidate is not meeting competencies in a timely fashion, a Statement of Concern, accompanied by a Performance Contract, should be completed. All evaluations should be based on evidence of the teacher candidate’s performance in relation to each of the competencies; such evidence can take the form of direct observation of teaching as well as artifacts related to the candidate’s teaching (lesson plans, reflections, cluster meetings, discussions, self-evaluations, “Teacher Candidate Binder”, etc.). The university supervisor, after consultation with the cooperating teacher, recommends a grade of either credit (CR) or no credit (NC). If a grade of no credit is assigned, the supervisor reviews the supporting evidence with the cooperating teacher and the Field Placement Coordinator to determine whether the candidate will receive an opportunity to repeat the experience or if the grade is a No Credit with no opportunity to repeat which disqualifies the candidate from continuing in the program. Those who are assigned “No Credit/No Repeat” may appeal this decision through the Credential Appeals process (explained in the Policies and Processes Handbook available on the College of Education website).

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WHAT TO DO IF A 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 it recommends for credentials 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 learn theoretical understandings and develop appropriate 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 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, then it may be necessary to dismiss the candidate from the professional education 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:

Step 1 – Statement of Concern/Performance Contract Process Notes

If the candidate is not developing necessary competence, the supervisor notifies the Field Placement Program 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/Performance Contract (SoC/PC) is developed by the supervisor in consultation with the cooperating teacher and approved by the Field Placement Program 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. 5. Statement of what will occur if performance

does not improve.

The Statement of Concern/Performance Contract is 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, and the Field Placement Coordinator. The signed Statement of Concern/Performance Contract is 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.

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Step 2 – Decision to Dismiss

Process Notes

If the SoC/PC does 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 NC 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 Placement Coordinator and the Program 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.

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 often 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). Examples of unprofessional, disruptive behavior include (but are not limited to): • Violation of any article of the university student conduct code

http://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/collaborating teacher and/or university supervisor/liaison 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.

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• 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 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. More information about Sacramento State University’s policy on disruptive behavior can be found at: http://www.csus.edu/umanual/student/ums16150.htm.

• Candidates for a Teaching Credential 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. At all times, the standards of conduct established by Sacramento State University are in effect; these can be found at this link: http://www.csus.edu/umanual/student/ums16150.htm.

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STATEMENT OF CONCERN College of Education

FIELD PLACEMENT 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 Performance Contract that provides guidelines for the teacher candidate to address the identified issue(s). Candidate: Date SOC issued: Credential Program: Field Experience/Student Teaching:

TPE DESCRIPTION of CANDIDATE PERFORMANCE

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

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PERFORMANCE CONTRACT for CONTINUATION IN FIELD PLACEMENT

Candidate: Date Performance Contract Issued: Credential Program: Field Experience/Student Teaching: The following plan is a performance contract stipulating specific actions that must be completed by the teacher candidate. The signatures verify that the teacher 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. Performance Expectation ADDRESSED

PERFORMANCE BENCHMARK The Candidate will….

TIMELINE

TPE

TPE

TPE

(If needed, add additional rows.) 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: Candidate: Date: ______________________ I am in agreement with the Performance Contract. University Supervisor: Date: ______________________ I am in agreement with the Performance Contract. Cooperating Teacher: Date: ______________________ I am in agreement with the Performance Contract. Field Placement Coordinator: Date: ______________________ I am in agreement with the Performance Contract. Department Chair: Date: ______________________

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POLICIES FOR SERVING STUDENTS WITH DISABILITIES California State University does not discriminate on the basis of a disability with regard to admission or access to programs and services provided through either on-campus and off-campus based programs. In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, students with disabilities are entitled to reasonable accommodations related to their specific learning challenges. It is the responsibility of the student with a disability to contact the appropriate offices prior to enrollment in a program or a specific course to obtain special services. A student must contact the Services to Students with Disabilities Office located on the main campus in Lassen Hall, Room 1008, (916) 278-6955 (voice) or (916) 278-7239 (TDD), at least 15 working days prior to the first day of class and provide verification of a disability and need for specific accommodations. More lead time may be necessary, if reasonable accommodations include the hiring of sign language interpreters, note takers, or the pre-preparation of written or taped materials. In all cases, students must provide written documentation of specific needs to the instructor within a reasonable time frame to assure that specific accommodations can be provided in a timely fashion.

SUBSTITUTE TEACHING

During fieldwork, teacher candidates may have an opportunity to serve as a substitute teacher. This section describes the Program policy about what is allowed. This policy applies only to substitute teaching in the field on days that are part of CSUS fieldwork. It does not apply to days when the candidate is not required to be in the field or attending courses (winter break).

1. Substitute teaching for one’s cooperating teacher is not allowed during the field experience semester.

2. Candidates may substitute teach during the student teaching semester when they have completely phased into teaching the full day (about week 8 of the final semester).

3. The candidate must be pre-approved by the supervisor to substitute teach. 4. Candidates can only substitute teach in their cooperating teacher’s classroom.

a. If 2 and 3 are in place and there is a shortage of substitutes in the school on a day, the school can choose to have the teacher candidate act as a substitute for his/her cooperating teacher and the cooperating teacher can be the substitute in another classroom.

To be eligible for substitute teaching, candidates must complete required forms for the school district and they must hold the appropriate permit. While earning extra income is a bonus, teacher candidates are not to miss any of their program courses to substitute.

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CHAIN OF COMMAND FOR FIELD RELATED ISSUES

The multiple subject faculty are deeply committed to the success of our teacher candidates. We are all excited by our collaborative work in this program and look forward to observing your growth and triumphs as you prepare for the most important career of all -- teaching! Please do keep in mind some of the "golden rules" of professionalism. ü If the teacher candidate is experiencing difficulty with his/her cooperating teacher, address the

concern with him/her. ü If a 'good faith effort' with his/her cooperating teacher does not result in a satisfactory resolution,

then contact the supervisor. ü If a 'good faith effort' with the supervisor does not result in a satisfactory resolution, then the

supervisor will contact the Field Placement Coordinator. ü If after a ‘good faith effort’ to engage these individuals does not produce satisfactory results the

Field Placement Coordinator may contact the Multiple Subject Program Coordinator to discuss the difficulties.

ü If the teacher candidate is experiencing difficulty with the supervisor, address the concern with

him/her. ü If a 'good faith effort' with his/her supervisor does not result in a satisfactory resolution, then

contact the Field Placement Coordinator. ü If the cooperating teacher is experiencing difficulty with his/her teacher candidate, address the

concern with him/her. ü If a 'good faith effort' with his/her teacher candidate does not result in a satisfactory resolution,

then contact the supervisor. ü If the cooperating teacher is experiencing difficulty with the supervisor, address the concern with

him/her. ü If a 'good faith effort' with the supervisor does not result in a satisfactory resolution, then contact

the Field Placement Coordinator.

Though these conversations can be uncomfortable to initiate, the ability to do so in a professional and straightforward manner will serve everyone well in a myriad of settings throughout a career. Care should be taken as to when and where these conversations are initiated (e.g., the privacy of the classroom is more appropriate than in the teachers' lounge; the 5-minute walk from recess is

less conducive to productive dialogue than a before or after school appointment). Self-reflection is critical - be sure to identify areas where you can make improvements and adjustments,

in addition to any requests that you may consider making of other parties.

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CO-TEACHING FOR COOPERATING TEACHERS AND TEACHER CANDIDATES: 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 candidate 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). As a result of research conducted by St. Cloud University, and our own experiences with successful informal co-teaching arrangements our programs are committed to implementing co-teaching as the primary model guiding the work of cooperating teachers and teacher candidates. Successful co-teaching BUILDS on: • An attitude: of sharing the classroom and the students. Co-teachers must always be thinking: we

are both teaching! • 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.

• 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: • Improved student outcomes due to a reduced student/teacher ratio and an enhanced ability to

meet diverse student needs. • Opportunities for greater student participation and engagement, more diversified teaching

strategies, and increased instructional options for all students. • Enhanced skills for CT and TC, especially planning, assessment and collaboration.

This overview provides a very brief introduction to co-teaching and ways it is implemented. Please familiarize yourself with these seven co-teaching strategies and put them into practice with your teacher candidate as he/she advances in competence throughout the semester. They do not have to be implemented in any particular order. • One Teach, One Observe with intention and specificity (the TC observes the teacher, a particular

student, etc.) • One Teach, One Assist (the TC clarifies directions, provides feedback, monitors behavior, etc.) • Station Teaching (CT and TC prepare stations, each instructs at one station and there is usually

one independent station; students rotate through stations) • Parallel Teaching (the class is divided; CT and TC teach the same lesson using the same

strategies, thus cutting class size in half) • Supplemental Teaching (one teacher teaches the main lesson; the other teacher works with a small

group to accelerate or remediate) • Alternative Teaching (class is divided, CT and TC teach the same content but use different

strategies) • Team Teaching (CT and TC teach together from a collaboratively planned lesson plan)

Bacharach, N. and Heck, T. (2011) “Mentoring teacher candidates through co-teaching. Train the trainer Workshop.” Minneapolis, MN: St. Cloud University. For data from St. Cloud University about co-teaching impacts on student learning, go to: http://coehs.umt.edu/deanoffice/accred/ncate/standard3/St.%20Cloud-Co%20Teach%20Model.pdf)

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One Teach, One Observe Observation Template

Today’s date ______________________________ I am observing _______________________________________________________________________ Observation Notes: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Questions: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

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Teaching Performance Expectations (TPEs) for Beginning Teachers: Adopted by the CTC in June 2016

TPEE

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

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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.

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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.

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Pacing Guide for the Field Experience Semester

Weeks Guidelines – What the teacher candidate should be doing How you know (what you expect to see) if a teacher candidate is “on track” at this point

Week 1 8/31/17

and Week 2 9/5/17

v Use the One Teach, One Observe and One Teach, One Assist co-teaching strategies often these two days.

v Interact and participate in procedures. v Introduce yourself using a prop. v Build relationships with the children and integrate into the

classroom learning community. v Learn the guidelines and procedures of the classroom and

school. (Pay special attention to emergency procedures.) v Learn the names of your students. v Ask CT about the scope and sequence of the year. v Discuss specific One Teach, One Observe focal points for

Monday and Tuesday during week 3. Think about focal points for specific lessons as well as focal points throughout the day (focal points might include how the teacher checks for understanding, uses questioning and discussion techniques, models).

v OPTIONAL – Send a letter home to the caregivers introducing yourself and letting them know when you will be at the school

site.

v TC is taking notes during observations and asking follow-up questions (One Teach, One Observe).

v TC is circulating, checking in with students, inviting students to rejoin a lesson when focus is lost (One Teach, One Assist).

v TC prioritizes students’ immediate needs (over other assigned tasks like grading, etc., that can be done later).

v TC is developing a professional, caring relationship with students.

v TC is taking initiative to contribute as a co-teacher.

v TC should know all the names of the students by the end of week 2.

Week 3 9/11/17

v Repeat above, but increase the participation by increasing the use of the co-teaching strategy, One Teach, One Assist while CT is teaching.

v Take over opening procedures, facilitate a community building activity or read aloud if applicable.

v TC and CT co-plan one lesson to be co-taught using the Team Teaching co-teaching strategy during week 4. (TC will teach 2 – 3 elements of the lesson.)

v A fully developed lesson plan is required and will be included in the Teacher Candidate Binder under week 4. The TC will highlight the elements that he/she teaches.

v The TC and CT decide what content (could be the same as what was co-taught during week 4) the TC will pick up during week 5 if the TC and the CT agree that the TC is ready to do so.

This will be the first content focus. v The TC brings ideas about week 5 lessons to co-planning sessions during week 4.

v It is assumed that all the previously mentioned items in this area (“How you know (what you expect to see) if a teacher candidate is “on track” at this point”) will be cumulative throughout the semester and therefore, not rewritten in subsequent weeks

v TC knows and uses classroom routines v TC is ready and eager to begin co-planning

Week 4 9/18/17

v Use the Team Teaching co-teaching strategy and facilitate two to three elements of the co-planned lesson. (You are co-teaching one lesson this week. From here on out you will be co-teaching both lessons on Monday and Tuesday.)

v TC is ready to share ideas and resources for the lessons that will be facilitated during week 5.

v CT and TC co-plan lessons for week 5. Week 5 9/25/17

v TC and CT use the co-teaching strategy(ies) to co-teach the fully developed lesson plans (first content area). More than likely the co-teaching strategy of Team Teaching will be used and the teacher candidate would facilitate half of the elements.

v Begin your interactive journal with CT. (This is optional, but highly encouraged.)

FULLY DEVELOPED LESSON PLANS ARE REQUIRED FOR

ALL INSTRUCTION FACILITATED BY CSUS TEACHER CANDIDATES. (SEE SUPERVISION SYLLABUS FOR GUIDELINES.)

v TC and CT are implementing the co-planned lessons.

v TC is submitting fully developed co-planned lesson plans to the CT two days in advance of facilitation as is required throughout the semester.

o NOTE: the lesson plan is taught developmentally, so “fully developed” means the candidate is implementing all that they have learned to-date about lesson planning, even if this does not yet cover all elements of the lesson plan template. (For example, Language Objectives will not be taught until later in the semester.)


v CT and TC co-plan lessons for week 6.

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Week 6 10/2/17

v TC and CT use the co-teaching strategy(ies) to co-teach the fully developed lesson plans. The content will remain the same as week 5; but the co-teaching strategies could be different (first content area).

v Determine the new content area that will be co-taught during week 7.

v Discuss whether to keep or drop the first content area as the second content area is taken on.


v CT and TC co-plan lessons for week 7. v Confidence level is increasing with more

exposure to being in front of the class. v TC is anticipating things that can “go

wrong” and learning to plan accordingly. v TC is incorporating ideas from course work.

Week 7 10/9/17

v TC and CT use the co-teaching strategy(ies) to co-teach the second content area and possibly the first.

v Strengthening and expanding classroom management strategies/skills.

v TC is consistently creating hooks that meet the needs of this very important element.

v TC is following through on the following: completing projects that they facilitate in the classroom; grading student work when they assign it.



v TC and CT use the co-teaching strategy(ies) to co-teach the second content area and possibly the first. The content will remain the same as week 7; but the co-teaching strategies could be different (second content area).

v Manage transitions within lessons and between lessons. v Determine the new content area that will be co-taught during

week 9. v Discuss whether to teach the first or second content area as

well as the third.

v TC is using proximity, positive feedback, participatory lessons, and other strategies to engage and refocus students during lessons.



Week 9 10/23/17

v TC and CT use the co-teaching strategy(ies) to co-teach the first or second and third content area.

v Work on specific areas of challenge.

v TC is learning to monitor and adjust instruction as needed during lessons based on formal and informal assessment



v TC teaches two out of the three content areas that have been previously taught. The co-taught strategy for one of the four lessons is One Teach, One Observe with the TC requesting the focal points of the observation (focal points might include how the teacher checks for understanding, uses questioning and discussion techniques, models).

v The second lesson will incorporate one of the other five co-teaching strategies.

v TC is using both formal and informal assessment to guide future lessons



Week 11 11/6/17

v Repeat previous week. v TC is ready to share ideas and resources for the lessons that will be facilitated during week 12.


Week 12 11/13/17

v Repeat previous week OR focus on fourth content area, making sure to teach at least two content areas using one of the five co-teaching strategies for three of the lessons and One Teach, One Observe with the TC requesting the focal points of the observation.



Week 13 11/20/17

THANKSGIVING BREAK!

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Week 14 11/27/17

v TC teaches three content areas that have been previously taught. The co-taught strategy for two of the lessons is One Teach, One Observe or One-Teach, One Assist with the TC requesting the focus of the observation if One Teach, One Observe is utilized or the assistance if One Teach, One Assist is utilized. The other lessons may or may not use the co-teaching strategies. It’s up to the two co-teachers.

v Work on trouble area specifics. v Although you have been using the co-teaching strategy One

Teach, One Observe throughout the semester, focus your observations of your CT on your trouble areas using this strategy.



Week 15 12/4/17

v TC teaches two out of the three content areas that have been previously taught. The co-taught strategy for one of the lessons is One Teach, One Observe or One-Teach, One Assist with the TC requesting the focus of the observation if One Teach, One Observe is utilized or the assistance if One Teach, One Assist is utilized. The other lessons may or may not use the co-teaching strategies. It’s up to the two co-teachers.

v Although you have been using the co-teaching strategy One Teach, One Observe throughout the semester, focus your observations of your CT on your trouble areas using this strategy.

Week 16 12/11/17

v Last day in placement is 12/12. v Relinquish responsibility for instruction. v Final evaluation meeting will be scheduled any day during this

week (Monday – Friday).

v TC is observing in other classrooms v TC is returning borrowed materials

NOTE: Please work closely with your CT as you design and implement coursework assignments into your lesson plans. CTs need to receive copies of course assignments well in advance (as soon as you receive the assignments) that require you to implement effective methods of instruction into placement lesson plans. ANOTHER NOTE: If the teaching of the mini-edTPA does not align with the pacing guide, please teach the lessons independently as this is an assignment you must complete. Co-planning is still encouraged. *Content area refers to the content from the courses that the candidates are taking this semester at CSUS. (For the fall semester, the candidates are taking the following methods courses: math, science, language and literacy and ELD/SDAIE. **For language and literacy, content area refers to one component of the curriculum (e.g., grammar, comprehension strategies, comprehension skills, etc.). If they teach a grammar lesson on Monday and a comprehension lesson on Tuesday, that would be considered two lessons in the content area of language and literacy.

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Name Grade Date Subject Lesson Title Beginning – Ending Time Co-Teaching Strategy Content Standard(s): English Language Arts Anchor Standards (if not ELA) and/or Math Practice Standards (if math): ELD Standard(s): Social Justice Standard and Domain: Grade Level Outcome:

List Measurable Objectives in this column. Note: The objectives will match the standards.

Describe Assessment Tool and Criteria

Content Objective:

How will you CFU? What and how will you assess during collaboration? What and how will you assess during independent learning?

Social Skill Objective: How will you teach the social skill? Will you use a looks like/sounds like/feels like chart, a book, modeling, etc.?

What and how will you assess the social skill during collaboration?

Language Objectives: How will you CFU? What and how will you assess during collaboration? What and how will you assess during independent learning?

Multicultural/Social Justice:

What and how will you assess the multicultural/social justice objective during the lesson?

Academic Language Demands and Supports

Identified Language Demands Planned Language Supports Content Specific Vocabulary Language Function Syntax Discourse

Cohesiveness/Continuity Materials

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Differentiation - Supporting Varied Student Learning Needs

Student Information How will you support and/or accommodate the students in this lesson?

Possible Misconception and/or Misunderstandings

Students with IEP or 504 plans

Struggling / underperforming Students

English Language Learners

Gifted and Talented Students

Social / Emotional Consideration

Lesson Implementation

Although the lesson implementation elements are presented in a sequential manner, implementation is not necessarily a linear process. Instead, these elements can occur in a different order than is presented below and they can repeat throughout the lesson (Fisher and Frey 2008).

Focus Lesson • Hook • Objectives are stated in student friendly language • Clear explanation of purpose and relevance • Building Background

o Prior learning experience or knowledge o Concepts explicitly linked to students’ background experiences o Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted for students

to see) • Modeling of the new learning (think aloud and/or demonstration)

What strategy will you use to model? Will you use “think aloud”, demonstration, pictures, or any other technique of the visual nature? Please write which strategy you will be using and then write out what you will say, demonstrate, and/or show.

Guided Instruction

Explicit Teaching of Social Skill and Activity

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Collaboration

Student Reflection

Social

Independent Learning

Student Reflection Content Process

MAKE SURE TO INCLUDE THE FOLLOWING EMBEDDED IN THE LESSON:

• Clear expectation of behaviors for different tasks • Use of higher order thinking skills

Teacher Reflection

(This reflection does not require fully formed paragraphs or copious amounts of evidence. These are questions that you should address after each lesson but you may use short hand, bullet points, etc. to

respond.)

• What specific examples of student learning do you have that showed students met or made progress toward the objectives?

o Looking at this evidence, what were your (the teacher’s) actions and/or strategies that contributed to and built on successful student learning?

• What specific examples of student learning do you have that showed students struggled to meet or make progress toward the objectives?

o Looking at this evidence, what were your (the teacher’s) actions and/or strategies that interfered with student learning? Describe any missed opportunities.

• Using the evidence of student learning described and observed, what will be your next steps in future instruction with the class, small groups, and/or individual students? (Candidate should explain how proposed changes relate to each individual’s needs.)

• The next steps should clearly be aimed at supporting specific student needs for either individuals or groups with similar needs related to specific areas. Make it explicit about how next steps will strategically support individuals or groups and explain how that support will address each individual or group’s needs in relation to the specific areas.

Congratulations! You have now completed the PIARA cycle!

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