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This syllabus includes the Practicum Fieldwork Handbook in its entirety. Instructors may augment and expand upon this syllabus by adding assignments and information which support the minimum course objectives and outcomes. Contact Jennifer Lee ([email protected]), Practicum Coordinator, regarding syllabus questions.

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We develop educational leaders who create tomorrow's opportunities.

Our mission is to prepare competent and committed professionals who will make positive differences for children, young adults, and others in schools.

Department (Teaching and Learning or Educational Specialties)Course Prefix and Number, Section Number (ECI 308, ECI 408, ECI 608, ESE 308)

Teacher Candidate PracticumSpring 2019

Syllabus

Total Units of Course Credit:

Course Pre-requisite(s), Co-requisite(s), Co-convened, and/or Cross-Listed Courses:

Mode of Instruction: Face-to-face fieldwork blended with online assignments.

Instructor’s Name:

Instructor’s Contact Information: Office Phone; E-mail; Skype address, etc.

Instructor’s Availability: Includes elements such as office address, office hours, and/or online availability, times the instructor is typically online or may be reached by phone, amount of time within which the instructor will respond to e-mails, etc.

Course Purpose: Students will participate in practicum field work experiences in schools and classrooms; exposure to and practical experiences in the knowledge, skill, and dispositions essential for teaching in schools. For elementary majors, this one-unit practicum experiences is required for three semesters (for a total of three units) in conjunction with methods courses prescribed by the program of study and includes mandatory meetings each semester.

Course Student Learning OutcomesThe educational goals for this course are based on the following InTASC Core Teaching

ECI 308, ECI 408, ESE 308 Mentor Syllabus

mailto:[email protected]


Please remove this red header before distributing to studentsStandards:

Standard #1: Learner Development

Standard #2: Learning Differences

Standard #3: Learning Environments

Standard #4: Content Knowledge

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

The teacher understands the central concepts, tools of inquiry, and structures of thediscipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content Standard #6: Assessment Standard #7: Planning for

InstructionStandard #8: Instructional

StrategiesThe teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical

PracticeStandard #10: Leadership

and Collaboration

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Assignments / Assessments of Course Student Learning Outcomes

ECI 308, ECI 408, ECI 608, ESE 308 Mentor Syllabus 2



Please remove this red header before distributing to studentsPracticum is a Pass/Fail course. To pass this course a student must satisfy all course expectations described in this syllabus, including those articulated in the Practicum Fieldwork Handbook.

1. Complete a minimum of 45 hours of clinical fieldwork in a practicum setting established by the instructor, or College of Education representative, by the Friday before finals week. Some specialized programs or school partnerships within the COE require more than the minimum 45 hours of classroom fieldwork experience per credit hour of practicum each semester.

2. All clinical fieldwork hours must be documented on the Practicum Fieldwork Log (located in the Practicum Fieldwork Handbook) and be signed by the mentor teacher.

3. Establish a set schedule with the mentor teacher regarding the days and times that you will regularly work at the practicum fieldwork location. Any unexcused absences from this set schedule may result in a failing grade for this course.

4. Create a Practicum Fieldwork Notebook. Detailed requirements for this notebook are located in the Practicum Fieldwork Handbook, or may be specified by your instructor.

5. Attend all scheduled meetings.6. Attain an overall “Satisfactory” evaluation from the mentor teacher and the course

instructor on the Practicum Student Evaluation (located in the Practicum Fieldwork Handbook).

7. Complete all additional assignments and expectations as described below.a. Instructor assignment #1b. Instructor assignment #2c. Instructor assignment #3

Grading System(Includes such elements as how points or percentages are allocated to each assignment/ assessment, points or percentages necessary to achieve a passing grade for the course, etc.)

Class OutlineThis course syllabus includes the Practicum Fieldwork Handbook, which is located at the end of this syllabus. The Practicum Fieldwork Handbook provides additional information about the structure of this course, course expectations, course policies, evaluations, and documentation that must be completed by the student.

During the practicum experience, students will have input from the instructors of their current methods courses, as well as their practicum supervisor; in some cases this may be the same person. The practicum supervisor will develop specific assigned reading(s) and journal topics during the semester that will be posted in BbLearn. There may also be periodic practicum seminars that are required by practicum supervisors. Methods’ instructors will develop assignments and classroom extensions that will enable students to apply conceptual ideas within each course to the practical world of teaching.




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ObservationsThe practicum instructor/supervisor will complete at least three formal observations of the practicum student (working with small groups, supervising students, teaching, one on one, whole group instruction, etc. ) in the assigned practicum classroom over the course of the semester. The practicum instructor or supervisor will be looking for specific professional attributes during each observation. Your supervisor may drop in (unannounced) to observe you during your scheduled hours in the practicum setting, or may schedule a formal observation. Once an observation is scheduled, the observation cannot be changed unless the student provides a university-approved excuse. If a student is not present for his/her scheduled observation time, the student may receive a failing grade for this course.

Class Policies(Identifies and describes class policies, including the makeup of missed assessments, academic integrity, attendance, etc.)

Practicum PlacementStudents will be placed in practicum locations by NAU instructional faculty. School districts have entered into partnership agreements with NAU and placements are made at the discretion of the district liaisons, school principals, and NAU instructors. Practicum placements are final. Students may not contact teachers, schools, principals, or districts to procure practicum placements on their own.

University Policies

SAFE WORKING AND LEARNING ENVIRONMENT POLICY NAU’s Safe Working and Learning Environment Policy (SWALE) prohibits discrimination and harassment, including sexual harassment, on the basis of sex, race, color, age, national origin, religion, sexual orientation, gender, gender identity, disability, or veteran status by anyone at this university. The policy also prohibits certain consensual amorous relationships between faculty and students and supervisors and their employees. Retaliation of any kind as a result of making a complaint under the policy or participating in an investigation is also prohibited by SWALE. The Equity and Access Office (EAO) handles complaints of discrimination and harassment that fall under the SWALE policy and also assists with religious accommodations. You may obtain a copy of the SWALE policy from the college dean’s office or from the EAO website nau.edu/diversity/. You may contact EAO for information or to file a complaint at Old Main, Room 113, PO Box 4083, Flagstaff, AZ 86011, by phone at 928-523-3312, TDD: 928-523-1006 and Fax: 928-523-9977, by email at [email protected] or through the EAO website at nau.edu/diversity/.

TITLE IX



http://nau.edu/diversity/


http://nau.edu/diversity/


Please remove this red header before distributing to studentsTitle IX and NAU prohibit discrimination based on sex or gender. Sex discrimination includes sexual harassment, sexual assault, relationship violence and stalking. The Title IX Coordinator is EAO Director, Pamela Heinonen. The Title IX Coordinator has overall responsibility for Title IX compliance, including training, education, and administration of grievance procedures. She may be reached at [email protected]. Director, Equity and Access Office, Old Main, Room 113, PO Box 4083, Flagstaff, AZ 86011, Phone: 928-523-3312, Fax: 928-523-9977, TTD: 928-523-1006, by email at [email protected]. Important information on Title IX, reporting requirements, complaint options and student resources is at http://nau.edu/Equity-and-Access/Title-IX/.

STUDENTS WITH DISABILITIES If you have a documented disability, you can request accommodations by contacting Disability Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), [email protected] (e-mail) or 928-523-8747 (fax). Once eligibility has been determined, students are required to register with DR every semester to activate their accommodations. Although you may request an accommodation at any time, in order for DR to best meet your individual needs, you are urged to submit a self- identification form and necessary documentation (www.nau.edu/dr) at least 4 weeks prior to the time you wish to receive accommodations. DR is strongly committed to the needs of students with disabilities and the promotion of Universal Design. Concerns or questions related to the accessibility of programs and facilities at NAU may be brought to the attention of DR or the Equity and Access Office (523-3312 or [email protected]). The university ADA Coordinator/504 Compliance Officer is DR Director, Jamie Axelrod. He may be reached at [email protected].

ACADEMIC CONTACT HOUR POLICY Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for every unit of credit, a student should expect, on average, to do a minimum of three hours of work per week, including but not limited to class time, preparation, homework, studying.

ACADEMIC INTEGRITY Integrity is expected of every member of the NAU community in all academic undertakings. Integrity entails a firm adherence to a set of values, and the values most essential to an academic community are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic integrity is expected not only in formal coursework situations, but in all University relationships and interactions connected to the educational process, including the use of University resources. An NAU student’s submission of work is an implicit declaration that the work is the student’s own. All outside assistance should be acknowledged, and the student’s academic contribution truthfully reported at all times. In addition, NAU students have a right to expect academic integrity from each of their peers.

Individual students and faculty members are responsible for identifying potential violations of





http://www.nau.edu/dr


http://nau.edu/Equity-and-Access/Title-IX/

http://nau.edu/Equity-and-Access/Title-IX/




Please remove this red header before distributing to studentsthe university’s academic integrity policy. Instances of potential violations are adjudicated using the process found in the university Academic Integrity Policy.

RESEARCH INTEGRITY The Responsible Conduct of Research policy is intended to ensure that NAU personnel including NAU students engaged in research are adequately trained in the basic principles of ethics in research. Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C. 18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR (NOT-OD-10-019; “Update on the Requirement for Instruction in the Responsible Conduct of Research”). For more information on the policy and the training activities required for personnel and students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/

SENSITIVE COURSE MATERIALS University education aims to expand student understanding and awareness. Thus, it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter—and critically appraise—materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty.

CLASSROOM DISRUPTION POLICY Membership in the academic community places a special obligation on all participants to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive. Instructors have the authority and the responsibility to manage their classes in accordance with University regulations. Instructors have the right and obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are responsible for establishing, communicating, and enforcing reasonable expectations and rules of classroom behavior. These expectations are to be communicated to students in the syllabus and in class discussions and activities at the outset of the course. Each student is responsible for behaving in a manner that supports a positive learning environment and that does not interrupt nor disrupt the delivery of education by instructors or receipt of education by students, within or outside a class. The complete classroom disruption policy is in Appendices of NAU’s Student Handbook.

Updated 3/29/17 Approved UCC – 1/28/14 Approved UGC – 2/12/14



https://nau.edu/university-policy-library/disruptive-behavior/

http://nau.edu/Research/Compliance/Research-Integrity/

https://www5.nau.edu/policies/client/Details/621?whoIsLooking=All&pertainsTo=All


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Practicum FieldworkHandbook

Fall 2018 – Spring 2019

Table of Contents

Practicum Fieldwork Goals 3Placement Process 3Candidate Responsibilities Following Placement 4

Write an Introduction Email to the Mentor Teacher 4Establish a Consistent Fieldwork Schedule with the Mentor Teacher 4School Form Completion 4Begin Practicum Fieldwork Experience 4Professional Behaviors 4

Practicum Expectations 5Practicum Student Content Knowledge 5Practicum Student Professional Skills 5Practicum Student Professional Dispositions 5

Requirements for Practicum 5Required Practicum Hours 5Required Observations by Practicum Instructor or Supervisor 6Required Practicum Forms to Complete 6

Practicum Fieldwork Contract/Statement of Understanding 6Practicum Fieldwork Log 6

Required Practicum Field Notebook 6Field Notebook Information 6Field Notebook Organization 6

Introduction to Practicum I, Practicum II, Practicum III Progressions 7Introduction to Professional Dispositions of Teaching Candidates 7Required Self-Assessment of Dispositions 8

Self-Assessment Directions 8NAU Dispositions 9–10

Introduction to the NAU-National Institute for Excellence in Teaching (NEIT) TAP Rubric 11

Developing Teaching Skills Based Upon the NAU-NIET TAP Rubric Progression 12NAU-NIET TAP Rubric Progression for Practicum I, II, and III 13–18

Introduction to the Candidate Work Sample in Student Teaching 19Mentor Teacher Evaluation of Practicum Students 19Northern Arizona University Code of Conduct 19Process for Addressing Teacher Candidate Disposition Concerns 20

Step 1 21Step 2 22–23Step 3 24–25Step 4 26–27

Appendix 28Practicum Fieldwork Contract/Statement of Understanding 29Practicum Fieldwork Log 30Practicum Student Evaluation 31–33

Practicum Fieldwork Handbook: Fall 2018 – Spring 2019 2

Practicum Fieldwork Handbook: Fall 2018 – Spring 2019

Practicum is intended to provide NAU College of Education teaching candidates with extensive clinical fieldwork experience working in school classrooms over the course of the three to four semesters preceding their culminating semester (capstone) of student teaching. Practicum is designed to build a strong link between theory and practice by providing exposure to and practical experiences while working as with a classroom teacher. The overall objective of practicum is to provide teaching candidates with authentic classroom experiences, which will serve as a foundation that candidates can build upon as they progressively develop the knowledge and skills of a successful teacher.

Practicum Fieldwork GoalsNAU College of Education teaching candidates are required to participate in clinical practicum experiences in each of the three to four semesters that precede their culminating student teaching semester. Over the course of these practicum experiences, teaching candidates are expected to demonstrate the dispositions that characterize an educator and to progressively develop new teaching skills as they gradually assume more and more responsibilities within the classroom.

The main goals of the practicum fieldwork experience include: Observe, design and implement effective learning opportunities in a

classroom setting that supports children’s intellectual, social, and personal development.

View and enact practical applications of course theory. Develop and demonstrate an understanding of how children learn and

develop. Demonstrate an understanding of how important quality environments are

to children’s learning. Demonstrate a developing understanding of authentic assessments. Gain a greater understanding of professional dispositions and core teaching

standards. Demonstrate awareness and sensitivity to multiculturalism, diversity and

special needs. Observe professionals in education, which may assist in career decisions. Observe and reflect upon relationships that foster student learning. Learn about technology integration strategies that are currently utilized in

schools.

Practicum students, also referred to as teacher candidates, achieve these goals through firsthand experiences gained from clinical fieldwork placements in school classrooms. Practicum students are placed in a classroom setting where they are immersed in the multifaceted dynamics of teaching and learning. Practicum fieldwork provides extensive opportunities for to observe and learn from practicing classroom teachers and to apply the theories of learning acquired from university methods courses to the practice of teaching in an actual classroom setting. Specific


practicum course assignments may be established by university methods and theory course instructors.

Placement Process

NAU College of Education faculty and staff are responsible for finding and placing teacher candidates in classrooms for their practicum experience. Candidates may not contact districts, schools, principals, or teachers to self-select or arrange practicum placements. For school safety and accountability reasons, school districts have instituted strict policies regarding practicum student placements, which specify that only NAU sanctioned personnel may coordinate the placement process.

Placements will be determined by the lead university faculty member, or a designee, working in concert with the university Practicum Coordinator. The university instructor/supervisor for the practicum course will provide candidates with information about the assigned practicum placement, including mentor teacher contact information.

Candidate Responsibilities Following Placement

Write an Introduction Email to the Mentor TeacherOnce placed with a mentor teacher, it is the responsibility of the practicum student to write the mentor teacher an introductory email. The practicum instructor or supervisor should be copied (cc’d) on this email. The practicum instructor/supervisor may provide the student with specific information and content to include in this introductory email.

Establish a Consistent Fieldwork Schedule with the Mentor TeacherStudents should confirm the fieldwork schedule in the introductory email, if a fieldwork schedule has already been determined. In those instances when a fieldwork schedule has not already been determined, the student should clearly indicate a consistent set of available times and ask the mentor teacher to confirm if these times will work. In addition, this email should provide the mentor teacher with the student's contact information as well as the student’s university instructor contact information. A regular schedule for fieldwork in the classroom must be established and strictly adhered to by the candidate.

School Form CompletionPracticum students will complete all required information forms required by the school or district prior to working in the classroom. Districts and schools require all practicum students to provide copies of their Fingerprint Clearance Card and a corresponding picture ID. Practicum instructors/supervisors or lead anchor faculty may ask you to provide copies of these documents during the placement process. Some districts or schools may also require completion of an application form prior to finalizing a practicum placement.

Begin Practicum Fieldwork Experience Practicum Fieldwork Handbook: Fall 2018 – Spring 2019 4

Practicum may begin as soon as the placement has been finalized, correspondence has been made with the mentor teacher, and assignments from the university instructor or supervisor have been received. Practicum fieldwork may only occur within the official NAU calendar period corresponding to the practicum course that the teaching candidate is enrolled. Practicum students must strictly follow the agreed upon attendance schedule that has been established for their practicum placement.

Professional Behaviors School visitor policies and protocols must be strictly followed. Schools

require sign-in and out of the school front office. o Students will always bring their Fingerprint Clearance Card and

picture identification to the school for their daily sign-in at the school’s front office.

Candidates will always wear their NAU name badges and will be dressed appropriately in accordance with school policies and practicum instructor expectations.

Candidates must be punctual each day and must strictly follow the agreed upon fieldwork schedule established with the mentor teacher at the beginning of the semester.

Candidates must notify the mentor teacher by phone or email if they must be absent for an emergency.

o University practicum instructors and methods course instructors must also be notified of any absences.

o All absences must be noted on the Practicum Fieldwork Log sheet. Candidates will be flexible with impromptu school events that may interrupt

planned practicum visits. Candidates will be respectful of the choices made by the mentor teacher. Candidates will be expected to complete a variety of different activities and

assume a variety of different responsibilities throughout their practicum experience. For example, candidates may spend a portion of their time observing the teacher and learners, organizing classroom materials, working with small groups, working one-on-one with children, assessing individual students, co-teaching with the mentor teacher, planning and teaching lessons, attending staff meeting, supervising lunch or recess, or a combination of all.

Additional requirements or specific guidelines will be outlined in the university instructor’s or supervisor’s syllabus or each practicum course.

Practicum Expectations

Practicum candidates who work in P-12 school settings shall have the commitment to develop and demonstrate growth in content knowledge, professional skills, and dispositions, which collectively embody the values and characteristics of the teaching profession. College of Education (COE) faculty establish standards in the areas of knowledge, skills, and dispositions deemed essential to the professional development of teaching candidates. To be academically eligible, practicum students must meet COE and University programmatic requirements and behave in a manner consistent with the values and expectations outlined in this document. Repeated misconduct concerning the values and/or expected professional


behaviors may result in serious consequences, including implementation of a professional growth plan, academic program suspension or dismissal, or other discipline as appropriate to the violation.

Practicum Student Content KnowledgePracticum students who work in P-12 school settings shall have the commitment to demonstrate the level of expertise in their content/subject matter relevant to their area of teaching. They are committed to remain current in this knowledge.

Practicum Student Professional SkillsPracticum students who work in P-12 school settings shall have the commitment to implement effective teaching methodologies relevant to the specific subject matter being taught that engage all students in the learning process. They are committed to increasing their knowledge of teaching methodologies and improving their teaching skills.

Practicum Student Professional DispositionsPracticum students who work in P-12 school settings shall have the commitment to demonstrate professional dispositions required of teachers. They are committed to: be open to new ideas and opinions; care for all students; be confident in their teaching; and adhere to ethical standards. They are committed to ensuring that all students learn.

Requirements for Practicum

Required Practicum Hours

Practicum students are required to complete a minimum of 45 hours of classroom fieldwork for each credit hour of practicum. Some specialized programs or school partnerships within the COE require more than the minimum 45 hours of classroom fieldwork experience per credit hour of practicum each semester.

Several methods and theory courses establish a requirement to complete classroom fieldwork hours which are tied directly to the requirements of the course. Candidates completing practicum fieldwork for these courses are expected to adhere to all of the guidelines set forth in this handbook even though they may not be formally enrolled in a separate practicum class tied to the course.

Required Observations by Practicum Instructor or Supervisor

Practicum students will be formally observed by the designated practicum instructor or supervisor a minimum of three times during each practicum experience. Practicum instructors/ or supervisors will communicate with the practicum student, and coordinate with the mentor teacher, to establish the specific goals and expectations for each formal observation. Informal observations may occur at any time. Methods and theory instructors may also conduct formal or informal observations of practicum students.


Required Practicum Forms to Complete

Practicum Fieldwork Contract/Statement of UnderstandingThe fully completed and signed Practicum Fieldwork Contract/Statement of Understanding form should be returned to the university instructor or supervisor by the end of the second week of practicum fieldwork. A copy of this contract should be included in the candidate’s Practicum Fieldwork Notebook.

Practicum Fieldwork LogThe Practicum Fieldwork Log should be completed by the student and signed by the mentor teacher each week. This fieldwork log should be shown to the university instructor each time they come to the school for your observations. This log should be included in the candidate’s Practicum Fieldwork Notebook.

Required Practicum Field Notebook

Practicum students are expected to create a Practicum Field Notebook for each practicum experience. Below is an example of components that should be included in the practicum field notebook. Your practicum instructor/supervisor will specify specific requirements for your field notebook, other practicum assignments, and due dates. Please note these are an example of minimum requirements for a field notebook. Your practicum instructor or supervisor may specify additional or different requirements.

Field Notebook InformationThe goal of the practicum field notebook is to be a ready tool of resources for each placement, with meeting notes, growth goals, and individual student notes related to strengths and needs (academic, social/emotional and behavioral), family/cultural background, and interests. You must have your field notebook with you during all of your classroom fieldwork time and add to it during each meeting with your mentor teacher and practicum instructor or supervisor. Be prepared to share your notebook with your practicum instructor/supervisor and reference it during coaching sessions.

Field Notebook OrganizationYour field notebook will include major dividers for Practicum, I, II, and III; with additional major dividers for any additional practica that you may be required to complete depending upon your degree program.

1. Practicum Handbooka. Practicum Fieldwork Contract/Statement of Understandingb. Practicum Fieldwork Log

2. NAU Dispositions and the NAU-NIET TAP Rubric Progression for Practicum I, II, and III

3. School Information: map, calendar, policy handbook4. Observed classroom rules for learning and behavior

a. Personal classroom rules for learning and behavior


5. Student Data: Individual data sheets for each student that include your notes related to strengths and needs (academic, social/emotional and behavioral), family/cultural background, and interest dependent on individual, small group or whole group instruction

6. Example instructional plans: i.e.a. School or district lesson plan templateb. Basic c. Essential Elements of Instruction d. Inquirye. Direct Instructionf. Literacyg. Mathh. Science – 5 E’s

7. Mentor meeting notes: Informal notes from weekly meetings with your mentor teacher to include any documentation (i.e., lesson plan, management plan, etc.)

8. Supervisor coaching notes: Informal notes from meeting with your supervisor9. Professional growth goals and progress notes

a. Areas needing improvementb. How (specifically) I will improve: My plan of action for each area

10. Miscellaneous – Keep any lessons you present to individual students, small or large group of students.

Introduction to Practicum I, Practicum II, Practicum III Progressions

The three semesters of practicum that precede student teaching are intended to provide significant opportunities for teaching candidates to progressively develop their personal dispositions and teaching skills, detailed in the NAU Dispositions and the NAU-NIET TAP Rubric Progression for Practicum I, II, and III below, as they participate in clinical practicum experiences at schools. The Practicum I through III progressions articulated in the NAU Dispositions and NAU-NIET TAP Rubric Progression for Practicum I, II, and III detail a progressive sequence of dispositions and teaching skills that teaching candidates must become proficient in as they advance through each practicum semester (Practicum I, Practicum II, and Practicum III) preceding the culminating student teaching semester.

Each of the dispositions and teaching skills introduced in Practicum I are expected to be demonstrated during each successive practicum, not just in the semester in which they are introduced. Similarly, dispositions and teaching skills introduced in Practicum II are to be demonstrated in Practicum III. Dispositions and teaching skills are thus accumulative across all three practicum semesters.

Introduction to Professional Dispositions of Teaching Candidates

All practicum students accept the responsibility to adhere to the highest ethical standards and commit to serving students, the profession, and pursuing professional development. This set of values and expected professional behaviors is


understood to apply to the teacher candidate’s academic, professional, and public life.

NAU teaching candidates are expected to progressively demonstrate proficiency in the NAU Dispositions over the span of the three semesters of practicum that precede student teaching. Dispositions are socio-emotional skills or behaviors that are closely associated with success in college, career and citizenship. Collectively, they are a foundational mindset.

The NAU Dispositions section of this document (pages 9–10) details the dispositions that practicum students are expected to demonstrate during all practica, student teaching, and throughout their professional careers as educators.

Dispositions introduced in Practicum I will be demonstrated during each successive practicum, not just in the semester in which they are introduced. It is important to note that teaching candidates are held accountable to all NAU Dispositions beginning with Practicum I, continuing through Practicum II and III. Dispositions are thus accumulative across all three practicum semesters.

Required Self-Assessment of Dispositions

Practicum students are required to self-assess their performance on the NAU Dispositions during Practicum I as well as one time during each subsequent semester of practicum. Practicum instructors or supervisors will provide information and expectations regarding this self-assessment assignment.

Self-Assessment DirectionsDuring the semester of Practicum I practicum students must self-assess their dispositions by putting the appropriate rating in the column to the right of Practicum I using the rating scale described in Table 1 below.

Table 1 Practicum Performance Rating Scale for NAU Dispositions and NAU-NIET Tap Rubric Indicators

Performance Level Label

Performance Level

Performance Level Descriptors

P Proficient Mostly E Emerging SometimesU Unsatisfactory Rarely

NO Not Observed Did not observe

In the subsequent Practicum II and III, practicum students will continue to rate themselves on each disposition making sure they are proficient in each disposition at the end of Practicum III as illustrated in Table 2 below.

Figure 2 Example Self-Assessment of Dispositions for Practicum I, II, and IIIStandard Practicum I Rating

I Practicum II Rating II Practicum III Rating

III


Demonstrates compliance with guidelines, laws, and policies. i.e. Maintains confidentiality regarding student records and information.

Demonstrates compliance with guidelines, laws, and policies. i.e. Maintains confidentiality regarding student records and information.

EStandard continues from previous practicum…

PStandard continues from previous practicum…

P

For some of the standards, the practicum students’ performance might initially be “Emerging,” while in other standards their performance might be “Proficient.” This is an opportunity for practicum students to personally work on developing their competency of these standards during the three semesters of practicum in order to prepare for the student teaching experience, at which time each practicum student’s ratings must be proficient in all dispositions. By the end of Practicum III, all teaching candidates must demonstrate a “Proficient” level of competency for all NAU Dispositions.

Your practicum instructor/supervisor will review and discuss your dispositional self-assessments during each practicum semester.


NAU DispositionsNAU Dispositions

Standard Practicum I Rating I Practicum II Rating

II Practicum III Rating III

Pro

fess

iona

lism

Is prepared for classes and teaching responsibilities.

Is prepared for classes and teaching responsibilities.

Is punctual for classes and teaching responsibilities.

Is punctual for classes and teaching responsibilities.

Adheres to the highest ethical standards.

Adheres to the highest ethical standards.

Assumes appropriate responsibility and authority. Takes responsibility for safety and welfare of students.

Assumes appropriate responsibility and authority. Takes responsibility for safety and welfare of students.

Demonstrates academic integrity. Demonstrates academic integrity. Demonstrates compliance with

guidelines, laws and policies. i.e. Maintains confidentiality regarding student records and information.

Demonstrates compliance with guidelines, laws and policies. i.e. Maintains confidentiality regarding student records and information.

Maintains professional dress and hygiene in teaching situations.

Maintains professional dress and hygiene in teaching situations

Inst

ruct

iona

l Pra

ctic

e

Demonstrates patience during the learning process.

Demonstrates patience during the learning process.

Demonstrates competence in content knowledge and across the domains: reading, writing, listening, and speaking.

Demonstrates competence in content knowledge and across the domains: reading, writing, listening, and speaking.

Respects individual differences. Respects individual differences. Demonstrates high expectations for

others.Demonstrates high expectations for others.

Demonstrates compassion for those having difficulty. i.e. Displays empathy and ethics of caring. i.e. Displays empathy and ethics of caring.

Demonstrates compassion for those having difficulty. i.e. Displays empathy and ethics of caring. i.e. Displays empathy and ethics of caring.

Crit

ical

Th

inki

ng

Maintains a strong sense of intellectual curiosity. Actively seeks new information.

Maintains a strong sense of intellectual curiosity. Actively seeks new information.

Demonstrates critical thinking in written and verbal form.

Demonstrates critical thinking in written and verbal form.

Ref

lect

ive

Pra

ctic

e Invites and responds positively to constructive criticism and professional feedback.

Invites and responds positively to constructive criticism and professional feedback.

Seeks assistance to improve skills. i.e. Demonstrates willingness to learn from others.

Seeks assistance to improve skills. Demonstrates willingness to learn from others.

Demonstrates reflective practice in written or verbal form.

Demonstrates reflective practice in written or verbal form.

Adopted by Faculty October 21, 2015; Modified for Pilot Study January 17, 2018; Adopted by Faculty April 27, 2018


NAU DispositionsStandard Practicum I Rating


III

Com

mun

ica-

tion

Establishes professional communication using Standard English in written and verbal form that is courteous and respectful in words and actions.

Establishes professional communication using Standard English in written and verbal form that is courteous and respectful in words and actions.

Keeps supervisors informed of issues and problems.


Per

sona

l A

ttrib

utes

Acts purposefully with commitment and enthusiasm.

Acts purposefully with commitment and enthusiasm.

Exhibits emotional well-being to meet the demands of the teaching professional.

Exhibits emotional well-being tomeet the demands of the teaching professional.

Cul

tura

l C

ompe

tenc

e

Demonstrates respect for diverse ideas and the values of diverse people.

Demonstrates respect for diverse ideas and the values of diverse people.

Demonstrates respect for the beliefs of others.

Demonstrates respect for the beliefs of others.

Listens to and values other’s perspectives. Listens to and values other’s perspectives.

Is open to new ideas and cultures. Is open to new ideas and cultures.

Col

labo

ra-ti

on

Demonstrates effective collaboration skills. Responds respectfully during collaboration. Contributes to team tasks.

Demonstrates effective collaboration skills. Responds respectfully during collaboration. Contributes to team tasks.

Adopted by Faculty October 21, 2015; Modified for Pilot Study January 17, 2018; Adopted by Faculty April 27, 2018


Introduction to the NAU–National Institute for Excellence in Teaching (NIET) TAP Rubric

The NAU-NIET TAP Rubric Progression for Practicum I, II, and III is based on a comprehensive evaluation instrument that was developed "to measure teaching skills, knowledge, and responsibilities" (NIET, n.d.). The version of the instrument being used by NAU to evaluate student teacher candidates has been modified to only include developmentally appropriate performance indicators pertinent to teacher candidates in training. The NAU-NIET TAP Rubric Progression for Practicum I, II, and III is intended to provide practicum students with individualized feedback regarding professional knowledge and skills related to the InTASC Model Core Teaching Standards.

The table below shows the alignment of the four domains (Instruction, The Learning Environment, Designing and Planning Instruction, and Responsibilities) of the NAU-NIET TAP standards with the Interstate Teacher Assessment and Support Consortium (InTASC) standards. The InTASC standards were established by the Council of Chief State School Officers (CCSSO) after consulting with members from multiple national educational organizations. All of the InTASC standards are divided into three categories: (a) performances, (b) essential knowledge, and (c) critical dispositions. The Arizona Department of Education has based their Professional Teaching Standards on the InTASC standards. These standards are the basis of our national accreditation, state approved teacher education programs and will be a part of your Professional Knowledge Arizona’s Educator Exams for certification.

Teaching Skills, Knowledge, and Responsibilities Performance Standards Overview Aligned with the InTASC Standards

Instruction(InTASC Standards 1, 2, 4, 5, 6, 7, 8)

The Learning Environment(InTASC Standards 1, 2, 3)

Standards and Objectives* Presenting Instructional Content* Lesson Structure and Pacing* Activities and Materials* Questioning* Academic Feedback* Teacher Candidate Content Knowledge* Teacher Candidate Knowledge of

Students* Thinking* Problem Solving*

Managing Student Behavior* Respectful Culture*

Designing & Planning Instruction(InTASC Standards 6, 7, 8)

Responsibilities(InTASC Standards 9, 10)

Instructional Plans Assessment

Growing and Developing Professionally

Reflecting on Teaching* Indicates criteria that are evaluated during classroom observations


The NAU-NIET TAP Rubric Progression for Practicum I, II, and III below details the progression of teaching skills that practicum students are expected to demonstrate throughout the three semesters of practica. The NAU-NIET TAP Rubric indicators are used by NAU to evaluate teaching candidates in student teaching. NAU-NIET TAP standards introduced in Practicum I are expected to be demonstrated during each successive practicum, not just in the semester in which they are introduced. NAU-NIET TAP Rubric Progression for Practicum I, II, and III indicators are thus accumulative across all three practicum semesters.

Developing Teaching Skills Based Upon the NAU-NIET TAP Rubric Progression

Practicum instructors and supervisors will work with practicum students throughout the course of each semester to identify specific NAU-NIET TAP Rubric Progression for Practicum I, II, and III indicators to focus on as practicum students progress through each practicum fieldwork experience. NAU-NIET TAP Rubric Progression for Practicum I, II, and III indicators will be evaluated using the performance scale shown in Table 1.


NAU-NIET TAP Rubric Progression for Practicum I, II, and III

Designing & Planning InstructionProficient Standard Practicum I Rating


III

Instructional Plans

Instructional plans include: Instructional plans include: Instructional plans include: Instructional plans include: goals aligned to state or national

content standards.goals aligned to state or national content standards

activities, materials, and assessments that:

activities, materials, and assessments that:

o are aligned to state or national standards.

o are aligned to state or national standards

o are sequenced from basic to complex.

o are sequenced from basic to complex.

o build on prior student knowledge.

o build on prior student knowledge.

o provide appropriate time for student work, and lesson and unit closure.

o provide appropriate time for student work, and lesson and unit closure.

evidence that plan is appropriate for the age, knowledge, and interests of most learners

evidence that plan is appropriate for the age, knowledge, and interests of most learners

evidence that the plan provides some opportunities to accommodate individual student needs

evidence that the plan provides some opportunities to accommodate individual student needs

Assessment

Assessment plans include: Assessment plans include: Assessment plans include: Assessment plans include: have clear measurement criteria have clear measurement criteria measure student

performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple-c h o i c e test)

measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple- c h o i c e test)

require written tasks and require written tasks and include performance checks

throughout the school yearinclude performance checks throughout the school year

©National Institute for Excellence in Teaching: TAP Rubric, Modified to Evaluate Northern Arizona University Student Teaching Candidates . Approved for inclusion in 2016-17 Practicum Handbook: May 3, 2016


The Learning EnvironmentProficient Standard Practicum I Rating


III

Managing Student Behavior

Students are mostly well behaved and on task, some minor learning disruptions may occur.

Students are mostly well behaved and on task, some minor learning disruptions may occur.

Teacher candidate establishes rules for learning and behavior.

Teacher candidate establishes rules for learning and behavior.

The teacher candidate uses some techniques, such as social approval, contingent activities, and consequences to maintain appropriate student behavior.

The teacher candidate uses some techniques, such as social approval, contingent activities, and consequences to maintain appropriate student behavior.

The teacher candidate overlooks some inconsequential behavior, but other times addresses it, stopping the lesson.

The teacher candidate overlooks some inconsequential behavior, but other times addresses it, stopping the lesson.

The teacher candidate deals with students who have caused disruptions, yet sometimes he or she addresses the entire class.

The teacher candidate deals with students who have caused disruptions, yet sometimes he or she addresses the entire class.

Respectful Culture

Teacher candidate interactions with students are friendly.

Teacher candidate interactions with students are generally friendly.

Students exhibit respect for the teacher candidate and are polite to each other.

Students exhibit respect for the teacher candidate and are polite to each other.

Teacher candidate is receptive to the interests and opinions of students.

Teacher candidate is receptive to the interests and opinions of students.


InstructionProficient Standard Practicum I Rating


III

Standards and Objectives

Most learning objectives and state content standards are communicated.

Most learning objectives and state content standards are communicated.

Sub objectives are mostly aligned to the lesson’s major objective.

Sub objectives are mostly aligned to the lesson’s major objective.

Learning objectives are connected to what students have previously learned.

Learning objectives are connected to what students have previously learned.

Expectations for student performance are clear.

Expectations for student performance are clear.

State standards are displayed and referenced throughout the lesson.

State standards are displayed and referenced throughout the lesson

There is evidence that most students demonstrate mastery of the objective

There is evidence that most students demonstrate mastery of the objective.





III

Presenting Instructional

Content

Presentation of content most of the time includes:




visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson

visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson

examples, illustrations, analogies, and labels for new concepts and ideas

examples, illustrations, analogies, and labels for new concepts and ideas

modeling by the teacher candidate to demonstrate his or her performance expectations

modeling by the teacher candidate to demonstrate his or her performance expectations

concise communication concise communication logical sequencing and

segmentinglogical sequencing and segmenting

all essential information all essential information no irrelevant, confusing, or

nonessential information.no irrelevant, confusing, or nonessential information.

Lesson Structure &

Pacing

Most observed lessons start promptly. Most observed lessons start promptly. Most observed lessons start promptly. Most observed lessons start promptly. The lesson’s structure is coherent,

with a beginning, middle, and end.The lesson’s structure is coherent, with a beginning, middle, and end

Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.

Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.

Routines for distributing materials are efficient.

Routines for distributing materials are efficient.

Little instructional time is lost during transitions

Little instructional time is lost during transitions

Activities & Materials

Activities and materials include most of the following:




support the lesson objectives support the lesson objectives are challenging are challenging sustain students’ attention sustain students’ attention elicit a variety of thinking elicit a variety of thinking provide time for reflection provide time for reflection are relevant to students’ lives are relevant to students’ lives provide opportunities for student-

to-student interactionprovide opportunities for student-to-student interaction

induce student curiosity and suspense induce student curiosity & suspense

provide students with choices provide students with choices incorporate multimedia and

technology incorporate multimedia and technology


InstructionPracticum Fieldwork Handbook: Fall 2018 – Spring 2019 17

Proficient Standard Practicum I Rating I Practicum II Rating


Activities & Materials

(continued)

incorporate resources beyond the school curriculum texts (e.g., teacher candidate-made materials, manipulatives, resources from museums, cultural centers, etc.).

incorporate resources beyond the school curriculum texts (e.g., teacher candidate-made materials, manipulatives, resources from museums, cultural centers, etc.

Questioning

Teacher candidate questions are varied and high quality, providing for some, but not all, question types such as:o knowledge and

comprehension;o application and analysis; ando creation and evaluation.

Teacher candidate questions are varied and high quality, providing for some, but not all, question types such as:o knowledge and comprehension

Teacher candidate questions are varied and high quality, providing for some, but not all, question types such as:

o application and analysis

Teacher candidate questions are varied and high quality, providing for some, but not all, question types such as:

o creation and evaluation

Questions are usually purposeful and coherent.

Questions are usually purposeful and coherent.

A moderate frequency of questions asked

A moderate frequency of questions asked

Questions are sometimes sequenced with attention to the instructional goals.

Questions are sometimes sequenced with attention to the instructional goals

Questions sometimes require active responses (e.g., whole class signaling, choral responses, or group and individual answers).

Questions sometimes require active responses (e.g., whole class signaling, choral responses, or group and individual answers).

Wait time is sometimes provided. Wait time is sometimes provided. The teacher candidate calls on

volunteers and non-volunteers, and a balance of students based on ability and sex.

The teacher candidate calls on volunteers and non-volunteers, and a balance of students based on ability and sex.

Academic Feedback

Oral and written feedback is mostly academically focused, frequent, and mostly high quality.

Oral and written feedback is mostlyacademically focused, frequent, and high quality.

Feedback is sometimes given during guided practice and homework review.

Feedback is sometimes given during guided practice and homework review.

The teacher candidate circulates during instructional activities to support engagement and monitor student work.

The teacher candidate circulates during instructional activities to support engagement and monitor student work.

Feedback from students is sometimes used to monitor and adjust instruction.

Feedback from students is sometimes used to monitor and adjust instruction.

Teacher Candidate Content

Knowledge

Teacher candidate displays accurate content knowledge of all the subjects he or she teaches.

Teacher candidate displays accurate content knowledge of all the subjects he or she teaches.

Teacher candidate sometimes implements subject-specific instructional strategies to enhance student content knowledge.

Teacher candidate sometimes implements subject-specific instructional strategies to enhance student content knowledge.


InstructionPracticum Fieldwork Handbook: Fall 2018 – Spring 2019 18

Proficient Standard Practicum I Rating I Practicum II Rating


Teacher Candidate Content

Knowledge

The teacher candidate sometimes highlights key concepts and ideas and uses them as bases to connect other powerful ideas.

The teacher candidate sometimes highlights key concepts and ideas and uses them as bases to connect other powerful ideas.

Teacher Candidate

Knowledge of Students

Teacher candidate displays understanding of anticipated learning difficulties for some students.

Teacher candidate displays understanding of anticipated learning difficulties for some students.

Teacher candidate sometimes provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught.

Teacher candidate sometimes provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught.

Thinking

Over the course of multiple observations, the teacher candidate consistently and thoroughly teaches:




o analytical thinking, where students analyze, compare and contrast, and evaluate and explain information;

analytical thinking, where students analyze, compare and contrast, and evaluate and explain information;

o practical thinking, where students use, apply, and implement what they learn in real-life scenarios

practical thinking, where students use, apply, and implement what they learn in real-life scenarios

o creative thinking, where students create, design, imagine, and suppose and;

creative thinking, where students create, design, imagine, and suppose and;

o research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems.

research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems.

The teacher candidate sometimes provides opportunities where students:



o generate a variety of ideas and alternatives and;

generate a variety of ideas and alternatives

o analyze problems from multiple perspectives and viewpoints.

analyze problems from multiple perspectives and viewpoints.

o





III

Problem Solving

Over the course of multiple observations the teacher candidate implements activities that teach and reinforce 4 or more of the following problem-solving types:

Over the course of multiple observations the teacher candidate implements activities that teach and reinforce the following problem-solving types:



o Abstraction Abstractiono Categorization Categorizationo Drawing Conclusions or

Justifying SolutionDrawing Conclusions or Justifying Solution

o Predicting Outcomes Predicting Outcomeso Observing and Experimenting Observing and Experimentingo Improving Solutions Improving Solutionso Identifying Relevant or

Irrelevant InformationIdentifying Relevant or Irrelevant Information

o Generating Ideas Generating Ideaso Creating and Designing Creating and Designing


ResponsibilitiesProficient Standard Practicum I Rating


IIIGrowing & Developing

Professionally

The teacher candidate selects specific activities, content knowledge or pedagogical skills to enhance and improve his or her proficiency.

The teacher candidate selects specific activities, content knowledge or pedagogical skills to enhance and improve his or her proficiency.

Reflecting on Teaching

The teacher candidate makes thoughtful and accurate assessments of his or her lesson effectiveness and the extent to which students achieved the goals.

The teacher candidate makes thoughtful and accurate assessments of his or her lesson effectiveness and the extent to which students achieved the goals.

The teacher candidate reflects on specific actions to improve his or her teaching.

The teacher candidate reflects on specific actions to improve his or her teaching.



Introduction to the Candidate Work Sample in Student Teaching

All teaching candidates are required to create a Candidate Work Sample during their student teaching experience. Practicum is intended to help provide a foundation of experiences that will help teaching candidates anticipate and prepare for the Candidate Work Sample.

The purpose of the Candidate Work Sample is to provide evidence of how your teaching impacts student learning. In particular, it is intended to demonstrate your ability to deliver formative and summative assessments (i.e., pre-assessment, formative checks of learning, and post- or summative assessment), analyze assessment data, background information about learners, and adapt instruction appropriately to meet the needs of all learners. This is not a "theory" paper, rather it is intended as an authentic reflective practice of your "actual teaching" in the classroom pertaining to one specific subject area. Using a unit or a series of lessons (minimum of three (3) lessons over a period of time in one subject area), reflect on the outcomes of the lessons you have taught, analyzing the impact that planning and teaching these specific lessons had on student learning as evidenced through the analysis of assessment results. This reflective analysis helps build a habit of mind that you, as an educator, will use as a matter of best practice to grow professionally! Reflective analysis is an expectation of you as a professional educator and a commitment to your students to ensure learning.

If you are not able to meet certain expectations of the TAP Rubric given your student teaching placement context, information should be added to your unit/lesson plan noting how you would address criteria in a future teaching situation. This reflective practice approach should allow you to communicate your knowledge in relation to criteria even if your situation does not permit application or demonstration.

Mentor Teacher Evaluation of Practicum StudentsMentor teachers are asked to complete the practicum student’s summative evaluation near the end of the semester. An individualized online link to the practicum student’s summative evaluation will be emailed to the mentor teacher’s email address. Mentor teachers will follow the link within the invitation email to access and complete the online version of this evaluation form. The practicum student summative evaluation takes approximately 6-8 minutes to complete.

The intent of the practicum student evaluation is to examine the practicum candidate’s growth during their practicum experience and to provide information that can help the College of Education evaluate and improve the practicum fieldwork program and the teacher preparation program as a whole at NAU.

A preview of the practicum student evaluation instrument is located in the appendix of this handbook.

Northern Arizona University Code of ConductPracticum students are students of Northern Arizona University. When a student accepts admission to Northern Arizona University, the university assumes that the student thereby


agrees to conduct him/herself in accordance with university standards. The university reserves the right, on the recommendation of the Dean of Students (designee), to terminate at any time the enrollment of a student who proves to be an undesirable member of the student body.

The NAU College of Education is committed to preparing competent and committed professionals who will make positive differences for children, young adults, and others in schools. Documented conduct unbecoming to a professional may result in removal from the program and/or the University. Refer to the Student Code of Conduct (http://azregents.asu.edu/rrc/Policy%20Manual/5-308-Student%20Code%20of%20Conduct.pdf) located within the NAU Student Handbook (http://nau.edu/Student-Life/Student-Handbook/).

All NAU practicum students are expected to complete and sign the Practicum Fieldwork Contract/Statement of Understanding. By signing you indicate your understanding and agreement to these academic, ethical and dispositional standards. Violations of this code of conduct, or failure to successfully complete all academic requirements, may result in sanctions, including program dismissal.

Process for Addressing Teacher Candidate Disposition ConcernsThe following process will occur if the university instructor/supervisor has a concern(s) regarding a practicum student’s behavior or competency level on the NAU Dispositions detailed on pages 9-10.

Definition: Dispositions are behaving intelligently when confronted with problems, confused by dilemmas, or come face to face with uncertainties that include how values, commitments, and professional ethics manifest themselves in professional practice (Costa & Kallick, 2018). Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsivity, and social justice (NCATE,2001).

STEP 1: Initial Concern(s) noted by faculty or school personnel:Process: 1. Informal dialogue with student to express concerns.

2. Instructor documents meeting his/her own record

STEP 2: If Concern(s) Persists:Process: 1. Formal meeting with student and faculty or school personnel to discuss continued concern.

2. Complete the Professional Teacher Candidate Disposition Assessment for Coursework and Practicum form and provide a short description of the evidence you can document at any level of practice that is not proficient. The teacher candidate in consultation with the faculty formulates a detailed growth plan for refinement to include a timeline. The plan must be signed by all parties.

3.The plan and all other related documents must be attached to this form and turned into the Chair of Teaching & Learning and/or the Chair of Educational Specialties to be housed in a designated file.

STEP 3: If the plan is deemed successful by the teacher candidate and the faculty and/or school personnel, documentation is noted and nothing further needs to take place.

Process: 1. If the plan is not deemed successful, the faculty and/or school personnel will complete a final Professional Teacher Candidate Disposition Assessment for Coursework and Practicum and forward the assessment to the Chair of Teaching & Learning and/or the Chair of Educational Specialties.

STEP 4: If two Concern(s) are submitted to the database or two concerns are submitted by the faculty to the Chair of Teaching & Learning and/or the Chair of Educational Specialties, the Associate Dean is notified and initializes the process to be forwarded to the teacher candidate.

Process: 1. The Professional Teacher Candidate Improvement Growth Plan letter will be sent by the teacher candidate to the Associate Dean.


http://nau.edu/Student-Life/Student-Handbook/

http://nau.edu/Student-Life/Student-Handbook/

http://azregents.asu.edu/rrc/Policy%20Manual/5-308-Student%20Code%20of%20Conduct.pdf



2. The Associate Dean will determine a mutual date and time to meet with the teacher candidate to review the teacher candidate’s plan and designate a timeline.

3. At the end of the timeline, if the plan is deemed successful by the teacher candidate and the Associate Dean documentation is noted and nothing further needs to take place.

4. If the plan is not deemed successful, the teacher candidate may no longer continue in the program.

Academic Integrity Appeal https://www5.nau.edu/policies/Client/Details/307?whoIsLooking=Students&pertainsTo=Undergraduate%20students&sortDirection=Ascending&page=1Grade Appeals https://www5.nau.edu/policies/Client/Details/437?whoIsLooking=Students&pertainsTo=Undergraduate%20students&sortDirection=Ascending&page=1

Adopted by Faculty October 21, 2015; Modified for Pilot Study January 17, 2018; Adopted by Faculty May 27, 2018


https://www5.nau.edu/policies/Client/Details/437?whoIsLooking=Students&pertainsTo=Undergraduate%20students&sortDirection=Ascending&page=1




STEP 1: Documenting Concerns Regarding Teacher Candidate Dispositions

Candidate Name _______________________________ Step 1 Meeting Date: _______________

Meeting regarding concern(s) related to disposition(s):

Summary of Meeting:

Outcome and Expectations:

Signatures of Step 2 Meeting Participants:

Teacher Candidate X___________________________________________ Date ________________

Faculty/Supervisor X___________________________________________ Date ________________


STEP 2: Documenting Concerns Regarding Teacher Candidate Dispositions – Page 1


Step 1 Meeting Date (Date of initial meeting when concerns were originally expressed): _______________Attach documentation from the Step 1 meeting to this page.

Meeting regarding persistent disposition concern(s):

Summary of Meeting:Complete the Professional Teacher Candidate Disposition Assessment for Coursework and Practicum form and provide a short narrative of the evidence you can document at any level of practice that is not proficient. The teacher candidate formulates a detailed growth plan for refinement to include a timeline. Plan must be signed by all parties. Plan and all other related documents must be attached to this form and turned into the Chair of Teaching & Learning and/or the Chair of Educational Specialties to be housed in a designated file.

Plan and Timeline:



Follow-up date/time to review candidate progress on Step 2 growth plan: _______________


Teacher Candidate

X___________________________________________ Date ________________

Faculty and/or School Personnel

X___________________________________________ Date ________________

X___________________________________________ Date ________________

X___________________________________________ Date ________________

X___________________________________________ Date ________________







Summary of Meeting:If plan is deemed successful by the teacher candidate and the faculty and/or school personnel, documentation is noted and nothing further needs to take place. If the plan is not deemed successful, the faculty and/or school personnel will complete a final Professional Teacher Candidate Disposition Assessment for Coursework or Practicum and forward the assessment to the Associate Dean.

Result:




Teacher Candidate

X___________________________________________ Date ________________


X___________________________________________ Date ________________

X___________________________________________ Date ________________

X___________________________________________ Date ________________

X___________________________________________ Date ________________








Summary of Meeting:If two Concern(s) are submitted to the data system, the Associate Dean is notified.1. The Professional Teacher Candidate Growth Plan letter will be sent to the teacher candidate. 2. The Associate Dean will determine a mutual date and time to meet with the teacher candidate to review the

teacher candidate’s plan and designate a timeline.3. At the end of the timeline, if the plan is deemed successful by the teacher candidate and the Associate Dean,

documentation is noted and nothing further needs to take place.4. If the plan is not deemed successful, the teacher candidate may no longer continue in the program.

Academic Integrity Appeal https://www5.nau.edu/policies/Client/Details/307?whoIsLooking=Students&pertainsTo=Undergraduate%20students&sortDirection=Ascending&page=1Grade Appeals https://www5.nau.edu/policies/Client/Details/437?whoIsLooking=Students&pertainsTo=Undergraduate%20students&sortDirection=Ascending&page=1


Outcome and Expectations:Practicum Fieldwork Handbook: Fall 2018 – Spring 2019 29


Teacher Candidate

X___________________________________________ Date ________________


X___________________________________________ Date ________________

X___________________________________________ Date ________________

X___________________________________________ Date ________________

X___________________________________________ Date ________________


Appendix


Practicum Fieldwork Contract/Statement of Understanding

_________________________________________ _________________________________________Practicum Student Name Mentor Teacher Name

_________________________________________ _________________________________________Practicum Student Email Mentor Teacher Email

_________________________________________ _________________________________________Practicum Student Phone Mentor Teacher Phone

_________________________________________ _________________________________________University Instructor/Supervisor Name District/School/Grade

_________________________________________ ________________ ________________________

University Instructor/Supervisor Email NAU Course Semester/Year

_________________________________________ _________________________________________University Instructor/Supervisor Phone Practicum Hours Required

NAU Practicum Student Responsibilities The NAU Practicum Student is responsible for contacting the mentor teacher immediately upon

receipt of their assignment. The NAU Practicum Student is responsible to have this contract signed at the beginning of the

practicum and returned to the university instructor/supervisor. The NAU Practicum Student is responsible for reading the practicum student knowledge, skills and

dispositions described in the Practicum Fieldwork Handbook. The NAU Practicum Student is responsible for fulfilling all of the expectations described in the

Practicum Fieldwork Handbook. The NAU Practicum Candidate accepts the responsibility to adhere to the highest ethical standards

and commit to serving students, the profession, and pursuing professional development.

As a NAU Practicum Student, I hereby acknowledge with my signature that I have read, understood, and agreed to adhere to all academic, ethical and dispositional standards. I understand that violations of this code of conduct, or failure to successfully complete all academic requirements, may result in sanctions, including program dismissal.

__________________________________ ______ __________________________________ ______


Practicum Student Signature

Date

Mentor Teacher Signature

Date

__________________________________ ______University Instructor/Supervisor Signature Date


Practicum Fieldwork Log

_________________________________________ _________________________________________Practicum Student Name Mentor Teacher Name

_________ _____________ _________________ _________________________________________NAU Course Semester Practicum Hours Required

Date Practicum to be Completed

Maintain this log during your practicum experience to document your hours and activities. Completion of the field experience and log is governed by the University Code of Conduct. Return your completed log to your practicum instructor/supervisor by the assigned completion date above.

Week

Date(s)

Time in Classro

om

Brief Description of Student Activity Mentor Teacher

Signature1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16Tota


l Tim

e


Practicum Student Evaluation

This document is an example of the online summative evaluation instrument for NAU practicum students. An individualized online link to this evaluation, tied to each individual practicum student, will be sent to the mentor teacher’s email though the NAU Qualtrics Survey System. Please follow that link provided in this email to access and complete the online version of this evaluation form.

Complete the following inventory questions regarding __________ 's personal dispositions. Dispositions are defined s tendencies or beliefs that are conveyed or are made public through observable behavior.

P = Proficient (mostly)E = Emerging (sometimes)U = Unsatisfactory (rarely)NO = Not Observed

1. PROFESSIONALISMThe student… P E U NOIs prepared for classes and teaching responsibilities.Is punctual for classes and teaching responsibilities.Adheres to the highest ethical standards.Assumes appropriate responsibility and authority. i.e. Takes responsibility for actions. Takes responsibility for safety and welfare of students.Demonstrates academic integrity.Demonstrates compliance with guidelines, laws, and policies. i.e. Maintains confidentiality regarding student records and information.Maintains professional dress and hygiene in teaching situations.

2. INSTRUCTIONAL PRACTICEThe student… P E U NODemonstrates patience during the learning process.Demonstrates competence in content knowledge and across the domains: reading, writing, listening, and speaking. Respects individual differences.Demonstrates high expectations for others.Demonstrates compassion for those having difficulty. i.e. Displays empathy and ethics of caring.

3. CRITICAL THINKINGThe student… P E U NOMaintains a strong sense of intellectual curiosity. i.e. Actively seeks new information.Demonstrates critical thinking in written and verbal form.


4. REFLECTIVE PRACTICEThe student… P E U NOInvites and responds respectfully and positively to constructive criticism and professional feedback.Seeks assistance to improve skills. i.e. Demonstrates willingness to learn from others.Demonstrates reflective practice in written or verbal form.

5. COMMUNICATIONThe student… P E U NOEstablishes professional communication using Standard English in written and verbal form that is courteous and respectful in words and actions.


6. PERSONAL ATTRIBUTESThe student… P E U NOActs purposefully with commitment and enthusiasm.Exhibits emotional and physical well-being to meet the demands of the teaching professional.

7. CULTURAL COMPETENCEThe student… P E U NODemonstrates respect for diverse ideas and the values of diverse people.Demonstrates respect for the beliefs of others.Listens to and values other's perspectives.Is open to new ideas and cultures.

8. COLLABORATIONThe student… P E U NODemonstrates effective collaboration skills. i.e. Responds respectfully during collaboration. Contributes to team tasks.

10. Please provide any additional comments regarding __________ 's performance.


11. Please provide an OVERALL rating of __________ 's performance as a practicum student in your classroom.

Practicum students are in the process of developing professional teaching skills over a several semesters prior to their student teaching experience.

For a practicum student to receive an UNSATISFACTORY rating they must exhibit unacceptable problems within one or more of the following areas: professionalism, personal attributes, critical thinking, reflective practice, cultural competence, collaboration, communication, instructional practice, or instructional skills.

Professional progress is SATISFACTORY for time and placement Professional progress is UNSATISFACTORY for time and placementONLY IF UNSATISFACTORY ABOVE, THEN…12. Select the area(s) in which this practicum student exhibited problems significant enough to receive an

overall UNSATISFACTORY evaluation. Professionalism Personal attributes Critical thinking Reflective practice Cultural competence Collaboration Communication Instructional practice Instructional skills Other, please specify. ____________________


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