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School of Education

Field Placement Office

Practicum Student Handbook

2019 - 2020

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CONTACT INFORMATION

Holy Family University

Philadelphia Campus

9801 Frankford Avenue

Philadelphia, PA 19114

School of Education Office

Education Technology Center, Room 445

267-341-3246


Education Technology Center, Rooms 443 & 441

Director of Field Placement: 267-341-3666

Field Placement Assistant & Certification Officer: 267-341-3673

Note to the reader: An electronic version of this handbook and all related forms and documents is

available online. Visit the Field Placement webpage at http://www.holyfamily.edu/choosing-holy-

family-u/academics/schools-of-study/school-of-education/field-placement for information.

http://www.holyfamily.edu/choosing-holy-family-u/academics/schools-of-study/school-of-education/field-placement

http://www.holyfamily.edu/choosing-holy-family-u/academics/schools-of-study/school-of-education/field-placement

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TABLE OF CONTENTS

1.0 Holy Family University

1.1 Mission Statement

1.2 Core Values

07

2.0 Introduction

2.1 The Practicum Experience

2.2 Evaluation and Grading

2.3 Submission of Work Products

2.4 Note on Language

08

3.0 School of Education Program Outcomes

3.1 Program Outcomes 09-10

4.0 PDE Practicum Student Competencies 11-12

5.0 The Role and Responsibilities of the Practicum Student

5.1 General

5.2 Relationships

5.3 Preparedness

5.4 Attendance

5.5 Professional Conduct

5.6 PK-4 PECT Practice Test

5.7 Liability Insurance

5.8 Clearances

5.9 Problem Resolution

5.10 Withdrawal from Practicum

5.11 Change of Assignment

5.12 Practicum Student Evaluation and Grading

5.13 Related Documents

5.13.1 Holy Family University Mission Statement and Core Values (p. 7)

5.13.2 School of Education Program Outcomes (pp. 9-10)

5.13.3 Code of Professional Practice and Conduct for Educators (pp. 16-18)

5.13.4 Clearance Requirements (pp. 19-20)

5.13.5 Evaluative Rubrics (pp. 64-71)

13-20

6.0 The Role and Responsibilities of the Cooperating Teacher

6.1 Requirements

6.2 Responsibilities

6.3 Problem Solving

6.4 Benefits


6.5.1 Survey of Professional Attributes (pp. 23-24)

6.5.2 Cooperating Teacher Evaluation of Practicum Program (p. 25)

21-25

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7.0 The Role and Responsibilities of the University Supervisor

7.1 Overview

7.2 Orientation and Coordination

7.3 Supervision



7.6 Program Improvement


7.7.1 Lesson Observation Form, Long Format (pp. 29-31)

7.7.2 Lesson Observation Form, Narrative Format (p. 32)

7.7.3 Lesson Observation Form, Quadrant Format (p. 33)


26-33

8.0 Practicum Student Requirements: Description & Responsibilities 34-35

9.0 Course Requirements: Student Binder - Details

9.1 Description

9.2 Evaluative Criteria


9.3.1 Emergency Contact Form (p. 38)


36-38

10.0 Course Requirements: Lesson Planning and Delivery - Details

10.1 Description

10.2 Lesson Plan Sample (Best Work)

10.3 Associated PDE Competencies



10.5.1 Holy Family University Daily Lesson Plan Template (p. 41)

10.5.2 Daily Lesson Plan Reflection Form (p. 42)

10.5.3 Sample Daily Lesson Plan (pp. 43-45)

10.5.4 PSSA Domain Rubric for Writing (p. 46)


39-46

11.0 Course Requirements: Experienced Teacher Lesson Observations - Details

11.1 Description




11.4.1 CT/Experienced Teacher Observation Analysis Guide (p. 48)


47-48

12.0 Course Requirements: Choice Projects - Details

12.1 Description




12.4.1 Choice Project Proposal (p. 51)

12.4.2 Choice Project Reflection (p. 52)

12.4.3 Choice Project Rubric (p. 69)


49-52

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13.0 Course Requirements: Focused Investigation /Student Services - Details

13.1 Description

13.2 Written Product



13.5 Related Document


53-55

14.0 Course Requirements: Self-Assessment & PD Plan - Details

14.1 Description




14.4.1 Self-Assessment and Professional Development Form (p. 57)


56-57

15.0 Performance Evaluation and Course Grading

15.1 Student Information

15.2 University Supervisor Information


15.3.1 Practicum Student Evaluation & Grading

15.3.2 Practicum Student Performance Improvement Plan

15.3.3 End-of-Semester Documentation Form

15.3.4 Practicum Evaluative Rubrics

Professionalism (p. 64)

Binder (p. 65)

Lesson Plans (Cooperating Teacher & Supervisor) (p. 66)

Supervisor Observation of Lesson (p. 67)

CT/Experienced Teacher Lesson Observation (p. 68)

Choice Project (p. 69)

Focused Investigation on Student Services (p. 70)

Self-Assessment & Professional Development Plan (p. 71)

58-71

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LIST OF DOCUMENTS AND FORMS

Choice Project Proposal Form 51

Choice Project Reflection Form 52

Clearance Requirements 19-20

Code of Professional Practice and Conduct for Educators 16-18

Cooperating Teacher Evaluation of Practicum Program 25

Daily Lesson Plan Reflection Form 42

Daily Lesson Plan Sample 43-45

Daily Lesson Plan Template 41

Emergency Contact Form 38

End-of-Semester Documentation Form 63

Evaluative Rubrics 64-71

CT/Experienced Teacher Observation Analysis Guide 48

Lesson Observation Form, Long Format 29-31

Lesson Observation Form, Narrative Format 32

Lesson Observation Form, Quadrant Format 33

Practicum Student Evaluation & Grading 59-61

Practicum Student Performance Improvement Plan 62

Practicum Student Requirement: Description & Responsibilities 34-35

PSSA Domain Rubric for Writing 46

Self-Assessment and Professional Development Form 57

Survey of Professional Attributes 23-24

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1.0 HOLY FAMILY UNIVERSITY

1.1 Mission Statement

Holy Family University, a ministry of the Sisters of the Holy Family of Nazareth, offers education in

the liberal arts and professions through graduate, undergraduate, and non-degree programs. As a

Catholic University, Holy Family seeks direction and inspiration from the life and teaching of Jesus

Christ, affirms the values of the Judeo-Christian tradition, and witnesses to the dignity of each person

and the oneness of the human family. Holy Family University educates students to assume lifelong

responsibility towards God, society and self.

1.2 Core Values

Family. Holy Family University welcomes and cares for students, faculty, and staff as members of a

diverse but interconnected family. A community united by a common mission, the University promotes

an atmosphere of mutual concern and attention to the spiritual, intellectual, social, emotional, and

physical needs of all those whom it serves.

Respect. Holy Family University affirms the dignity of the human person through openness to

multiple points of view, personalized attention, and collaborative dialogue in the learning process and

in the interaction among members of the University community. The University seeks to instill

appreciation of and respect for differences so that its graduates can function successfully in

multicultural contexts.

Integrity. Intent upon forming persons of integrity who recognize the importance of lifelong learning,

Holy Family University advocates free and conscientious pursuit of truth and the responsible use of

knowledge. It bases education upon a foundation in the liberal arts that highlights the humanities and

the natural and social sciences. In keeping with the teachings of the Catholic Church, concern for moral

values and social justice guides the University in designing programs and activities.

Service and Responsibility. Holy Family University incorporates its motto, teneor votis ("I am bound

by my responsibilities"), into curricular, co-curricular, and extracurricular programs. Reflecting this

motto, educational experiences at the University apply theory to practice and course content to serving

human needs. The University educates individuals to become competent professionals and responsible

citizens.

Learning. Holy Family University seeks to instill in its students a passion for truth and a commitment

to seeking wisdom. It promotes values-based education, creative scholarship, informed and imaginative

use of research and technology, and practical learning opportunities such as cooperative-education and

internship programs. The University seeks to strengthen ethical, logical, and creative thinking; to

develop effective communication skills; to nurture an aesthetic sense; and to deepen global, social, and

historical awareness.

Vision. Holy Family University envisions learning as a dynamic and fruitful exchange between

traditional sources of wisdom and contemporary developments in knowledge. Throughout the teaching

and learning process the University seeks to embody Christian philosophical and theological

perspectives. It offers an education grounded in a Judeo-Christian worldview that serves as a

foundation upon which to address contemporary problems and to build a vision for the future.

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2.0 INTRODUCTION

2.1 The Practicum Experience

The Practicum experience entails a one-day per week field placement in a PreK-12 instructional setting

appropriate to the student’s program. Undergraduate students are required to complete two semesters

of Practicum. Graduate students in the traditional program are required to complete one semester.

Graduate students in the accelerated eight-week format are required to complete three sessions of

Practicum. To the extent possible, students will experience both urban and suburban placements in

order to expose them to a variety of instructional environments.

The purpose of the Practicum experience is to immerse students in a school environment under

structured conditions. The Practicum student will observe and work with an experienced teacher as a

means of advancing his/her understanding of best instructional practices. These experiences are

designed to reinforce concepts introduced in program course work. These linkages are very direct at

the graduate level. The three graduate-level Practicum courses will be taken concurrent with methods

courses in the various disciplines. Specifically, Practicum I will be linked with literacy methods,

Practicum II with English language arts and social studies methods, and Practicum III with math and

science methods. All Practicum students will have the opportunity to apply theory to practice as they

assume limited classroom responsibilities under controlled and supervised conditions. The Practicum

course experience is intended to serve as a developmental bridge between field observations and

classroom study and the challenges of student teaching. The Practicum requirements are closely

aligned with the field experience competencies published by the Pennsylvania Department of

Education and the goals of the University’s teacher certification programs.

The Practicum is a requirement of all teacher certification programs. Practicum placements are

intended to provide authentic experiences that are closely aligned with the student’s desired area of

certification.


See Section 15.0 for information on performance evaluation and grading.

2.3 Submission of Work Products

The Practicum student’s work products are to be submitted to the University supervisor in accordance

with his/her instructions. The University supervisor is free to request digital and/or hard copies of

work products. All timelines and requirements are to be honored and work products are to meet

university-level and/or professional standards.

2.4 Note on Language

For the purpose of this handbook the word “semester” will be used to signify a discrete Practicum

experience whether accelerated eight-week or traditional fourteen-week (semester) duration.

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3.0 SCHOOL OF EDUCATION PROGRAM OUTCOMES

3.1 Program Outcomes

All graduates of Holy Family University programs in Education are expected to:

1. Commit to lifelong intellectual growth by demonstrating initiative as a learner and providing

evidence of a vibrant intellectual life. They:

think critically and engage in problem-solving

communicate ideas fluently, accurately and in standard English

calculate and compute at the university and professional level

set and monitor goals for their own learning

2. Apply university core values and ethical principles. They:

articulate direct links between human development theories and best practice in their

professional setting

apply or promote the principles of democratic classroom communities

create or facilitate inclusive learning environments that provide equal access to

education for all people regardless of culture, ability level, or educational needs

3. Collaborate with colleagues in professional education communities. They:

interact effectively with families, colleagues, and supervisors

participate actively in classroom discussions and group work with their peers

create or promote a warm and safe learning community in their professional setting,

one that is respectful of all diverse groups

4. Demonstrate content knowledge in their field of study as well as in the technology they can use for

learning and teaching. They:

demonstrate knowledge of the cognitive, physical, social, cultural, emotional,

language, and moral development of all learners

identify differentiating characteristics of learners, and the law and policies that affect

both students and teachers

evaluate and select appropriate information technology and multimedia tools and use

these to support instructional goals

5. Meet standards and continually improve upon their performance of professional responsibilities.

They:

attend classes regularly, arrive prepared, and participate actively in class discussions

and group projects

reflect critically about their teaching and/or learning effectiveness

accept and use feedback to modify their approaches to instruction and/or learning

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6. Implement or facilitate constructivist teaching.

As teachers, they:

o plan, implement, and evaluate learning experiences that encourage the active

involvement of all students

o implement appropriate strategies that communicate the importance of deep

exploration and integration of ideas as well as appreciation for the ideas of

others

o evaluate and use a variety of formal and informal assessment tools (e.g.,

observations, portfolios, interviews, rubrics, tests, etc.) to inform teaching and

learning

As leaders, they:

o promote and model active engagement in learning and reflection on complex

ideas

o promote and model respect for ideas of others

o encourage and model the use of personal attributes to achieve individual

potential and to serve the human family

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4.0 PDE PRACTICUM STUDENT COMPETENCIES

The Pennsylvania Department of Education (PDE) has published competencies that are

designed to inform the development of teacher preparation programs and the evaluation of

students engaged in clinical experiences in the field. The competencies are organized under

seven headings that parallel and extend the domains in Charlotte Danielson’s framework for

enhancing professional practice.

Below are the Practicum field experience competencies as published by PDE. University

supervisors will evaluate Practicum students by matching their performance against the

competencies.

A. Planning and Preparation

A.1: Demonstrates adequate knowledge of content and related research-based pedagogy, based on

sound educational psychology principles.

A.2: Demonstrates adequate knowledge of PA Pre-K-12 Academic Standards and the ability to use

them to guide instructional planning.

A.3: Demonstrates adequate knowledge of the age and/or related characteristics of their students

and the ability to use this knowledge to plan instruction.

A.4: Demonstrates the ability to use formative and summative assessments to adapt learning goals

that match individual student needs.

A.5: Demonstrates the ability to plan instruction using appropriate resources, materials,

technology and activities to engage students in meaningful learning based on their instructional

goals.

B. Classroom Environment

B.1: Maintains a culture which values the development of meaningful, caring, and respectful

relationships between teacher and students, and among students.

B.2: Recognizes and supports the role of the prepared classroom environment as a necessary

element to support optimal learning opportunities.

B.3: Uses classroom resources to support equity and maximize learning opportunities, which are

age-, gender-, individually-, culturally- and ability-appropriate.

B.4: Assesses classroom resources in order to make adaptations and accommodations required to

differentiate instruction for all learners.

B.5: Identifies opportunities for productive family and community contact.

B.6: Demonstrates knowledge of and acts to support systems for student transitions, as well as

procedures and routines for instructional and non-instructional responsibilities.

C. Instructional Delivery

C.1: Uses effective verbal and non-verbal communication techniques.

C.2: Uses effective questioning and discussion techniques.

C.3: Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate

instructional strategies, which reflect evidence of student engagement, new learning and

assessment.

C.4: Uses technology as an effective teaching and learning tool.

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C.5: Provides appropriate progress feedback to students in a timely manner.

C.6: Uses active student engagement during instructional delivery.

C.7: Uses formal and/or informal assessment to measure student responsiveness to instruction.

C.8: Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the extent to

which learning goals were achieved and can offer alternative courses of action.

C.9: Clearly communicates instructional goals, procedures and content.

D. Professional Conduct

D.1: Initiates communication with the cooperating teacher regarding instructional and non-

instructional record keeping, procedures and routines, and timelines; including, but not limited to,

grading, attendance, lesson plans, parent communication, and inter-school needs.

D.2: Demonstrates knowledge of and participate in district, college, regional, state and/or national

professional development growth and development opportunities.

D.3: Exhibits integrity, ethical behavior and professional conduct as stated in the “PA Code of

Professional Practice and Conduct for Educators,” as well as local, state and federal laws and

regulations.

D.4: Applies safety precautions and procedures.

D.5: Complies with school policies and procedures regarding professional dress, attendance,

punctuality and the use of technology.

D.6: Develops and maintain professional relationships with school colleagues.

E. Assessment

E.1: Identifies and reports on various kinds of assessments used in instruction including formative,

summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.

E.2: Makes norm-referenced and criterion-referenced interpretations of assessment results.

E.3: Applies interpretations to inform planning and instruction for groups and individual students.

E.4: Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform

planning and instruction for groups and individual students.

E.5: Constructs assessments to match cognitive, affective, behavioral and/or psychomotor

curricular goals.

E.6: Constructs assessments to match curricular goals along a continuum of complexity (e.g.

Bloom’s taxonomy).

E.7: Assesses their own professional growth through focused self-reflection.

F. Knowledge of Diverse Learners

F.1: Reports on the unique characteristics and learning needs of diverse learners (age, gender,

culture or ability) in the classroom.

F.2: Recognizes and supports elements of a positive learning environment that values and models

respect for all students.

F.3: Differentiates instruction to meet the needs of diverse learners that promotes successful

educational performance.

F.4: Recognizes policies and procedures designed to ensure that all students, particularly those

traditionally underserved, are valued in the school.

F.5: Reports on effective practices and opportunities designed to communicate with and engage

families, caregivers, and the broader community.

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5.0 THE ROLE AND RESPONSIBILITIES OF THE

PRACTICUM STUDENT

5.1 General

The Practicum student is expected to be a positive contributor to the learning experience of the students

placed in his/her charge and to the school community of which he or she is a part. The Practicum

student is to be immediately responsive to his/her cooperating teacher, respectful of students and their

differences, sensitive to the culture of the host school, and committed to an ethic of service. The

Practicum student will behave at all times in a manner consistent with University and professional

standards.

5.2 Relationships

The Practicum student will assume responsibility for creating and maintaining growth-enhancing

relationships with the cooperating teacher, students and University supervisor. This will require open,

honest and frequent communication.

5.3 Preparedness

The Practicum student will arrive punctually to school each day with all needed materials and with all

assignments thoroughly completed.

The Practicum student will arrive to school dressed in a manner that meets or exceeds host school

requirements. For males, the minimum standard is dress shirt, dress slacks and dress shoes. For

females, the minimum standard is a dress or skirt at knee length (or) dress pants, dress blouse that

covers the chest and midriff, and heelless dress shoes. Tattoos should be hidden and student teachers

should avoid excessive jewelry and makeup. If a host school has a dress-down day, the Practicum

student may then participate with the prior approval of his/her University supervisor.

5.4 Attendance

The Practicum student will follow the host school’s daily schedule when in the field. The Practicum

student will be present each scheduled day and remain in the school building for the entirety of the day.

If there is a need to be absent, the Practicum student will provide his or her cooperating teacher and

University supervisor with advance notice of the absence and will document the necessity of the

absence with a written statement or doctor’s note to be submitted to the University supervisor.

Absences must be made up in consultation with the cooperating teacher and University supervisor.

Unreported and/or repeated absences will result in a reduction in the course grade.

If there is a conflict between the host school calendar and the University calendar, the Practicum

student will follow the University calendar. That is, the Practicum student will not report to the field

on any date on which the University is closed. For example, the Practicum student will not report to

the field during the University’s spring break.

NOTE: If a student is unable to begin Practicum on the scheduled date due to a failure to meet

clearance requirements, a five-point deduction in the professionalism category will be imposed. See

Evaluation and Grading, pp. 59-61.

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5.5 Professional Conduct

The Practicum student’s conduct will demonstrate his/her fidelity to the University’s core values, the

School of Education’s program outcomes, and the Commonwealth of Pennsylvania’s Code of

Professional Practice and Conduct for Educators.

The Practicum student will honor the spirit of his/her cooperating teacher, students and host school by

refraining from any speech or action that can be characterized as disapproval. Such behavior would be

a breach of etiquette and professional courtesy.

The Practicum student will honor the right to confidentiality that is held by every student and parent.

Student names and personal details will not be shared outside the school setting.

The Practicum student will refrain from personal use of electronic devices during school hours, mobile

phones inclusive.

5.6 PK-4 PECT Practice Test

The PK-4 Practicum student will complete a non-graded practice PECT (Pennsylvania Educator

Certification Test) as a means of assessing his/her preparedness. The results of this assessment can be

used by the student to strengthen his/her performance in areas of relative weakness and provide the

University with aggregate data on performance that can inform program improvements. Details on this

exercise will be shared with students at the time of orientation. Failure to complete this required

exercise by the announced due date will result in a loss of points in the professionalism catetgory.

5.7 Liability Insurance

Practicum students are encouraged to purchase professional liability insurance. Please note that the

University does not provide liability coverage for students in the field. An easy and cost-effective

means of purchase is to join the Student PSEA, Keystone Teachers Association or Student NJEA,

depending on the state in which the student is placed.

Visit http://www.psea.org/students.aspx?id=154 for information on PSEA membership,

https://www.keyta.org for information on Keystone Teacher Association members and/or

http://www.njea.org/members/student-members for information on NJEA membership. Both state

organizations offer $1,000,000 of liability coverage with membership. The cost of membership is very

reasonable.

5.8 Clearances

Practicum students must have current copies of the following documents on file with American

DataBank prior to the start of the Practicum experience.

Tuberculosis (PPD) Test

Pennsylvania Child Abuse Clearance (Act 151)

Pennsylvania Criminal History Background Check (Act 34)

Federal Criminal History Record/Fingerprinting (Act 114)

Arrest/Conviction Report and Certification Form (Act 24)

http://www.psea.org/students.aspx?id=154

https://www.keyta.org/

http://www.njea.org/members/student-members

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See pages 19-20 for additional details.


Practicum students may encounter professional or personal problems throughout the semester that

require the intervention and assistance of school or University officials. In these instances, the

Practicum student is to proceed in accordance with the following general outline.

If a classroom-based concern, speak first with the cooperating teacher and then University

supervisor.

If a personal problem, speak with the University supervisor. If the problem requires the

attention of the cooperating teacher and/or Director of Field Placement, the University

supervisor will guide the student teacher.

5.10 Withdrawal from Practicum

A Practicum student may be removed from his/her assignment for one or more of the following

reasons.

Illness or emergency

Inappropriate conduct

Failing to meet minimal performance standards

On request of the school administration or the cooperating teacher and with the approval of the

Director of Field Placement

5.11 Change of Assignment

The Field Placement Office is responsible for Practicum assignments and reserves the right to make

changes in assignment at its discretion. Factors that might contribute to a change in assignment include

but are not limited to the following.

Extended illness or resignation of the cooperating teacher

Request by the cooperating teacher to be relieved of responsibility for the Practicum student

Request by the school administration for a change in Practicum student assignment

A report by the University supervisor that such a change is in the best interest of the Practicum

student

As a result of a work stoppage

5.12 Practicum Student Evaluation and Grading

See Section 15 for information on performance evaluation and grading.


Holy Family University Mission Statement and Core Values (p. 7)

School of Education Program Outcomes (pp. 9-10)

Code of Professional Practice and Conduct for Educators (pp. 16-18)

Clearance Requirements (pp. 19-20)

Evaluative Rubrics (p. 64-71)

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CODE OF PROFESSIONAL PRACTICE AND CONDUCT FOR EDUCATORS

Section 1. Mission

The Professional Standards and Practices Commission is committed to providing leadership for improving the

quality of education in this Commonwealth by establishing high standards for preparation, certification, practice

and ethical conduct in the teaching profession.

Section 2. Introduction

(a) Professional conduct defines interactions between the individual educator and students, the employing agencies

and other professionals. Generally, the responsibility for professional conduct rests with the individual professional

educator. However, in this Commonwealth, a Code of Professional Practice and Conduct (Code) for certificated

educators is required by statute and violation of specified sections of the Code may constitute a basis for public or

private reprimand. Violations of the Code may also be used as supporting evidence, though may not constitute an

independent basis, for the suspension or revocation of a certificate. The Professional Standards and Practices

Commission (PSPC) was charged by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251 - 12-

1268), known as the Teacher Certification Law, with adopting a Code by July 1, 1991. See 24 P. S. § 12-

1255(a)(10).

(b) This chapter makes explicit the values of the education profession. When individuals become educators in this

Commonwealth, they make a moral commitment to uphold these values.

Section 3. Purpose

(a) Professional educators in this Commonwealth believe that the quality of their services directly influences the

Nation and its citizens. Professional educators recognize their obligation to provide services and to conduct

themselves in a manner which places the highest esteem on human rights and dignity. Professional educators seek

to ensure that every student receives the highest quality of service and that every professional maintains a high level

of competence from entry through ongoing professional development. Professional educators are responsible for

the development of sound educational policy and obligated to implement that policy and its programs to the public.

(b) Professional educators recognize their primary responsibility to the student and the development of the student's

potential. Central to that development is the professional educator's valuing the worth and dignity of every person,

student and colleague alike; the pursuit of truth; devotion to excellence; acquisition of knowledge; and democratic

principles. To those ends, the educator engages in continuing professional development and keeps current with

research and technology. Educators encourage and support the use of resources that best serve the interests and

needs of students. Within the context of professional excellence, the educator and student together explore the

challenge and the dignity of the human experience.

Section 4. Practices

(a) Professional practices are behaviors and attitudes that are based on a set of values that the professional

education community believes and accepts. These values are evidenced by the professional educator's conduct

toward students and colleagues, and the educator's employer and community. When teacher candidates become

professional educators in this Commonwealth, they are expected to abide by this section.

(b) Professional educators are expected to abide by the following:

(1) Professional educators shall abide by the Public School Code of 1949 (24 P. S. § § 1-101 - 27-2702), other

school laws of the Commonwealth, sections 1201(a)(1), (2) and (4) and (b)(1), (2) and (4) of the Public Employee

Relations Act (43 P. S. § § 1101.1201(a)(1), (2) and (4) and (b)(1), (2) and (4)) and this chapter.

(2) Professional educators shall be prepared, and legally certified, in their areas of assignment. Educators may not

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be assigned or willingly accept assignments they are not certified to fulfill. Educators may be assigned to or accept

assignments outside their certification area on a temporary, short-term, emergency basis. Examples: a teacher

certified in English filling in a class period for a physical education teacher who has that day become ill; a

substitute teacher certified in elementary education employed as a librarian for several days until the district can

locate and employ a permanent substitute teacher certified in library science.

(3) Professional educators shall maintain high levels of competence throughout their careers.

(4) Professional educators shall exhibit consistent and equitable treatment of students, fellow educators and parents.

They shall respect the civil rights of all and not discriminate on the basis of race, national or ethnic origin, culture,

religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or

vocational interest. This list of bases or discrimination is not all-inclusive.

(5) Professional educators shall accept the value of diversity in educational practice. Diversity requires educators to

have a range of methodologies and to request the necessary tools for effective teaching and learning.

(6) Professional educators shall impart to their students principles of good citizenship and societal responsibility.

(7) Professional educators shall exhibit acceptable and professional language and communication skills. Their

verbal and written communications with parents, students and staff shall reflect sensitivity to the fundamental

human rights of dignity, privacy and respect.

(8) Professional educators shall be open-minded, knowledgeable and use appropriate judgment and communication

skills when responding to an issue within the educational environment.

(9) Professional educators shall keep in confidence information obtained in confidence in the course of professional

service unless required to be disclosed by law or by clear and compelling professional necessity as determined by

the professional educator.

(10) Professional educators shall exert reasonable effort to protect the student from conditions which interfere with

learning or are harmful to the student’s health and safety.

Section 5. Conduct

Individual professional conduct reflects upon the practices, values, integrity and reputation of the profession.

Violation of § § 235.6-235.11 may constitute an independent basis for private or public reprimand, and may be used

as supporting evidence in cases of certification suspension and revocation.

Section 6. Legal obligations

(a)The professional educator may not engage in conduct prohibited by the act of December 12, 1973 (P. L. 397, No.

141) (24 P. S. § § 12-1251-12-1268), known as the Teacher Certification Law.

(b)The professional educator may not engage in conduct prohibited by:

(1) The Public School Code of 1949 (24 P. S. § § 1-101-27-2702) and other laws relating to the schools or the

education of children.

(2) The applicable laws of the Commonwealth establishing ethics of public officials and public employees,

including the act of October 4, 1978 (P. L. 883, No. 170) (65 P. S. § § 401-413), known as the Public Official and

Employee Ethics Law.

(c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction to be considered

an independent basis for discipline.

Section 7. Certification

The professional educator may not:

(1) Accept employment, when not properly certificated, in a position for which certification is required.

(2) Assist entry into or continuance in the education profession of an unqualified person.

(3) Employ, or recommend for employment, a person who is not certificated appropriately for the position.

18

Section 8. Civil Rights


(1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual orientation, marital

status, age, political beliefs, socioeconomic status; disabling condition or vocational interest against a student or

fellow professional. This list of bases of discrimination is not all-inclusive. This discrimination shall be found to

exist by an agency of proper jurisdiction to be considered an independent basis for discipline.

(2) Interfere with a student's or colleague's exercise of political and civil rights and responsibilities.

Section 9. Improper personal or financial gain

(1) Accept gratuities, gifts or favors that might impair or appear to impair professional judgment.

(2) Exploit a professional relationship for personal gain or advantage.

Section 10. Relationships with students


(1) Knowingly and intentionally distort or misrepresent evaluations of students.

(2) Knowingly and intentionally misrepresent subject matter or curriculum.

(3) Sexually harass or engage in sexual relationships with students.

(4) Knowingly and intentionally withhold evidence from the proper authorities about violations of the legal

obligations as defined within this section.

Section 11. Professional relationships


(1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a professional right or

privilege in being an educator.

(2) Knowingly and intentionally distort evaluations of colleagues.

(3) Sexually harass a fellow employee.

(4) Use coercive means or promise special treatment to influence professional decisions of colleagues.

(5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to a governing

agency actual or suspected violations of law, agency regulations or standards.

The Code of Professional Practice and Conduct for Educators can be found at

22 Pa. Code §§235.1 - 235.11.

19

SCHOOL OF EDUCATION


Clearance Requirements

Introduction

The Commonwealth of Pennsylvania’s School Code requires that students in teacher preparation programs have current

background checks prior to entering a school building. This applies to all field experiences, classroom observations,

practicum experiences and student teaching inclusive.

Therefore, Holy Family University students must register the following documents with American DataBank before

entering a school building. The URL for American DataBank is http://www.holyfamilycompliance.com. American

DataBank charges a fee of $25 per annum for registration and processing.






Students are to retain the originals of all documents in their possession! Documents should be secured in a safe place.

Students should be prepared to produce them at school or district sites upon demand.

More detail on each requirement appears below. Each document must be kept current and up-to-date in accordance

with University guidelines. All clearances must be updated each year. Maintaining current and up-to-date documents

will require the student to reapply for clearances in a timely manner. This is solely the student’s responsibility! As

clearances are renewed, students are to update the forms to their American DataBank account. The Field Placement

Office will monitor student status online.

Links for the processing of clearance applications can be found at https://www.holyfamily.edu/choosing-holy-family-

u/academics/schools-of-study/school-of-education/clearance-information.


Students must have this test administered and confirmed by their family physician or the Director of Health Services at

the University. Results are to be uploaded to American DataBank. Each test is valid for one year from the date of

issue.


The student must complete an application online. The student must pay a processing fee by credit card. This

clearance is valid for one year from date of issue. Questions can be directed to 877-343-0494.


The student must complete an application online. The student must pay a processing fee by credit card. This

clearance is valid for one year from date of issue. Questions can be directed to 1-888-783-7972.

http://www.holyfamilycompliance.com/

https://www.holyfamily.edu/choosing-holy-family-u/academics/schools-of-study/school-of-education/clearance-information

https://www.holyfamily.edu/choosing-holy-family-u/academics/schools-of-study/school-of-education/clearance-information

20



The student must register online. The student must pay a processing fee by credit card. This clearance is valid for one

year from date of issue. Proceed as follows.

Go to: https://uenroll.identogo.com/

Type in the following service code when prompted: 1KG6XN. Click on “Schedule and Manage Appointment”

and then follow instructions for registration and payment information. A credit card will be required. Once

registered, you will be permitted to schedule an appointment online at a local site for fingerprinting. The

system will generate a receipt that you must then take with you to a fingerprinting site. You must physically

report to the site for the fingerprinting. Once fingerprinted, you will subsequently receive an email message

with a link to your fingerprint report. CAUTION (read carefully): Once you open the link to your report, do

not leave the site until you print or save the report. Once you leave the site, you will not be able to return to it

and will thereby lose access to your FBI fingerprint report. Print or save the report as a PDF before closing the

page!

Please note that students seeking placement in New Jersey must also undergo fingerprinting in that state. Visit

http://www.nj.gov/education/educators/crimhist/forms.htm for more information.


Act 24 of 2011 requires the student to complete an Arrest or Conviction Report and Certification Form known as PDE-

6004. This form must be completed and submitted to the Field Placement Office prior to entering a school building.

The student is also required to use this form to report subsequent arrests or convictions of Section 111(e) crimes within

seventy-two (72) hours of the occurrence of such arrest or conviction. A copy of the PDE-6004 form can be retrieved

from the link below. A listing of applicable Section 111(e) crimes is included on the form. Sign and upload both pages

of the form to American DataBank.

Questions may be directed to the Field Placement Office, ETC 443/441, 267-341-3673/3666.

https://uenroll.identogo.com/

http://www.nj.gov/education/educators/crimhist/forms.htm

21


COOPERATING TEACHER

6.1 Requirements

Three or more years of successful teaching experience.

Principal and/or district approval.

State certification in assigned teaching role.

Desire to actively mentor and guide an aspiring teacher.

Willingness to coordinate the Practicum experience with a University supervisor.

6.2 Responsibilities

Assist the student in acclimating to the classroom, school and community.

o Introduce the student to significant others in the school setting.

o Familiarize the student with classroom and school requirements and routines.

Assist the student in coordinating observations of other certified teachers, the purpose of which

is to broaden the student’s exposure to varied instructional approaches and methodologies.

Share your thought processes relative to instructional planning and delivery. Students will

learn a great deal from you as you think out loud!

Permit the student to engage in limited classroom assignments and responsibilities in

accordance with his/her interest and aptitude and consistent with your instructional needs.

Assist the student in planning, implementing and evaluating at least two, preferably more,

lessons. Provide feedback to the student informally; no written submission is required.

Monitor the student’s progress and mentor with intent to build his/her professional capacity.

Expect and demand a high standard of performance, while keeping in mind that the student is

an inexperienced pre-professional.

Maintain regular contact with the University supervisor. View the supervisor as your

collaborator and partner.

Complete the Survey of Professional Attributes for the student in week 8 of the semester in

accordance with the University supervisor’s instructions. See pages 23-24. Discuss the

completed evaluation with the Practicum student, secure his/her signature and submit the

signed copy to the University supervisor.

Complete the Cooperating Teacher Evaluation of the Practicum Program. See page 25. Your

feedback is welcomed. Your ideas for improvement will help the University better meet the

needs of its students.

6.3 Problem Solving

If there is a concern with the performance and, or, disposition of the student teacher, please advise your

school administrator and take the following steps.

Discuss the concern with the student teacher and his/her University supervisor. Be clear about

your expectations.

If the concern continues after discussing the matter with the student teacher and University

supervisor, request a meeting with the Director of Field Placements. This request can be made

through the University supervisor or directly with the Field Placement Office by telephoning

that office at 267-341-3666 or 267-341-3673.

22

6.4 Benefits

Cooperating teachers benefit from mentoring in several ways.

The act of mentoring invites the cooperating teacher to formulate and express the reasoning

behind his/her own practice. This act of reflection can refine and strengthen the mentor’s own

teaching.

The act of mentoring is a gift to the profession. By mentoring, the cooperating teacher is

helping to shape and inform the next generation of teachers.

The act of mentoring affords the cooperating teacher the opportunity to learn from a current

student of teaching.

The act of mentoring affords the cooperating teacher the opportunity to be invigorated by a

pre-service teacher’s enthusiasm and passion.

The act of mentoring affords the cooperating teacher the opportunity to distribute and heighten

instructional services to students.


Survey of Professional Attributes (pp. 23-24)

Cooperating Teacher Evaluation of Practicum Program (p. 25)

23

HOLY FAMILY UNIVERSITY

Survey of Professional Attributes

To the Cooperating Teacher: The purpose of this survey is to take the measure of the Practicum student’s progress in

meeting the identified PDE competencies and to recommend strategies for improvement. Please complete this survey in

week 8 in accordance with the instructions of the University supervisor. Discuss your rating with the Practicum student,

secure his/her signature, and submit the completed form to the University supervisor. Thank you!

PDE Competencies The student

teacher exhibited

behaviors that

reflect the

attainment of this

competency.

Recommendations for Strengthening

Performance

YES NO

B.1: Maintains a culture that values the

development of meaningful, caring, and

respectful relationships between teacher and

students, and among students.

B.6: Demonstrates knowledge of and acts to

support systems for student transitions, as well as

procedures and routines for instructional and

non-instructional responsibilities.

D.1: Initiates communication with the

cooperating teacher regarding instructional and

non-instructional record keeping, procedures and

routines, and timelines; including, but not limited

to, grading, attendance, lesson plans, parent

communication, and inter-school needs.

D.3: Exhibits integrity, ethical behavior and

professional conduct as stated in the “PA Code

of Professional Practice & Conduct for

Educators,” as well as local, state and federal

laws and regulations.

D.4: Applies safety precautions and procedures.

D.5: Complies with school policies and

procedures regarding professional dress,

attendance, punctuality and the use of

technology.

D.6: Develops and maintain professional

relationships with school colleagues.

F.4: Recognizes policies and procedures

designed to ensure that all students, particularly

those traditionally underserved, are valued in

school.

24

Student Name:

Cooperating Teacher Name: Signature: Date:

Practicum Student Name: Signature: Date:

To the Cooperating Teacher: Please submit the completed and signed survey to the student teacher’s University supervisor

in accordance with his/her instructions.

The University supervisor’s signature below is interpreted as affirmation of the cooperating teacher’s assessment of the

student’s performance.

Supervisor’s Name: Signature: Date:

To the University Supervisor: Please attach this completed form to the student’s End-of-Semester Documentation Form and

submit to the Field Placement Office in accordance with established timelines.

25

COOPERATING TEACHER EVALUATION

OF

PRACTICUM PROGRAM

Teacher Name: Date:

School: Practicum Student:

Directions The Holy Family University School of Education faculty is interested in your feedback as a tool in the

ongoing evaluation and improvement of programs and services. Please respond to the following based on the sum of your experience this semester. Submit the completed

form to the University supervisor for processing.

Check the column that most nearly captures

your assessment of each program element Poor Fair Average Good Excellent

1. Sequence and organization of experiences

developed for the Practicum program

2. Goals and objectives of the Practicum

program

3. Orientation, guidance, and support given to

the cooperating teacher

4. Supervision and guidance of the Practicum

student provided by the University supervisor

5. Effect of the Practicum student on pupil

learning

6. Effect of the Practicum student on classroom

discipline and pupil behavior

What are the strengths of the Practicum program?

How could the Practicum program be improved?

26


UNIVERSITY SUPERVISOR

7.1 Overview

The Practicum supervisor is the University’s administrative agent. The supervisor is the liaison

between the University and the host school. The supervisor is charged with the primary responsibility

for planning, coordinating and overseeing the Practicum experience. The supervisor discharges this

responsibility in close collaboration and communication with the cooperating teacher, other host school

officials, and the University’s Director of Field Placement.

7.2 Orientation and Coordination

The University supervisor will act to ensure that the Practicum student and cooperating teacher

understand their respective roles and the goals and requirements of the Practicum experience.

The University supervisor will coordinate and oversee the Practicum experience by means of

frequent visits and contacts. The University supervisor will treat the cooperating teacher as a

partner in this endeavor.

The University supervisor will maintain regular contact with the Practicum student in order to

monitor progress, identify problems, and facilitate growth and improvements.

The University supervisor will keep the Director of Field Placement informed of problems in

the field that require his/her attention and/or intervention.

7.3 Supervision

The University supervisor will routinely consult with the cooperating teacher on the subject of

the Practicum student’s performance.

The University supervisor will visit and/or observe the Practicum student a minimum of three

times during the semester at appropriate intervals.

The University supervisor will review the student’s written work and offer constructive

feedback in a timely manner.

The University supervisor will provide the Practicum student with oral and/or written feedback

following each observation and/or review of work products. Feedback must be specific with

accompanying recommendations for improvement. Students are required to act on these

recommendations or grade reductions must follow.

If a student’s first observation places him/her at risk of earning a grade less than B for the

semester, then the supervisor may require a second observation cycle. In this event, the second

observation rating will stand as the grade of record for the course requirement.

The University supervisor will act to assist the student in setting and achieving goals related to

the attainment of program competencies.

The University supervisor will confer routinely with the student on the subject of his/her

progress and will offer assistance as needed to encourage the student’s continual growth and

development.

The University supervisor will keep the Director of Field Placement informed of any concerns

relative to student placement and/or performance.


27

University supervisors may encounter a variety of issues in the field about which they will have

concerns. Some examples are (a) the appropriateness of the student’s placement, (b) the student’s

performance fails to meet minimum requirements, (c) the student’s co-operating teacher or building

administrator requests that the student be removed and/or (d) a student concludes that he/she does not

care to continue in the field. Outlined below are steps to be taken in the event the University

supervisor encounters one of these issues.

If the supervisor has concerns regarding the appropriateness of a student’s placement, then:

Consult with the Director of Field Placement and collaborate with him/her in the development

and implementation of an action plan.

If a student is not meeting performance requirements, then:

Consult with the cooperating teacher and compare observations and perceptions.

Counsel the student in very direct terms, preferably in the presence of the cooperating teacher.

Identify the areas of concern and offer specific action steps for improvement. Confirm the

conversation in writing and copy the Director of Field Placement.

If the student does not display satisfactory improvement in performance following counseling,

consult with the Director of Field Placement and collaborate with him/her in the development

and implementation of an intervention plan.

If the building principal or cooperating teacher expresses an interest in the removal of the

student, then:

Ask for clarification regarding the rationale for the request.

Determine the time frame for removal (e.g., immediately, at the conclusion of the school day,

at the end of the school week, etc.).

Inform the student privately of the decision. Provide the student with the rationale offered.

Instruct the student to gather his/her personal effects and leave the campus until he/she receives

further direction from the Field Placement Office.

Contact the Director of Field Placement, advise him/her of the facts, and collaborate with

him/her in the development and implementation of an action plan.

The Director of Field Placement will communicate with the district, building administrator and

field supervisor to bring closure to the matter.

If there are any concerns with the removal process the Director of Field Placement, field

supervisor, and Dean will meet together to discuss.

The Director of Field Placement will report the facts to the Dean of the School of Education,

Associate Dean, Division Chair, Program Coordinator, and field supervisor.

If the student expresses a desire to leave the field, then:

Consult immediately with the Director of Field Placement and collaborate with him/her in the

development and implementation of an action plan.


See Section 15.0 for information on performance evaluation and grading.

28

7.6 Program Improvement

The University supervisor is encouraged to develop formal and informal sources of feedback

on program effectiveness. Suggestions for accentuating the positive and managing the

negative aspects of program delivery are to be shared with the Director of Field Placement.

The University supervisor is encouraged to nurture relationships and build alliances in the field

in order to enhance the University’s image and to grow the University’s pool of cooperating

teachers and host schools.


Lesson Observation Form, Long Format (pp. 29-31)

Lesson Observation Form, Narrative Format (p. 32)

Lesson Observation Form, Quadrant Format (p. 33)

Evaluative Rubrics (pp. 64-71)

29


Lesson Observation Form

Long Format

Student: Date:

Cooperating Teacher: School:

Subject: Grade: Time:

University Supervisor:

Category I: Planning and Preparation

Descriptor On Target Developing Not Evident

Uses Holy Family School of Education lesson template

Writes objectives that reflect state or local standards

Writes objectives that reflect expectations for students written in

measureable terms

Provides assessment that is aligned with the instructional objectives

and adapted as required for students’ needs

Displays knowledge of content being taught

Applies child growth and development theory to the construction of

the lesson plan

Applies learning theory to the construction of the lesson plan

Constructivist pedagogy is evident in the activities that are planned

for the students

Uses resources, materials, or technology available through the school

or district

Comments:

Category II: Classroom Environment


Displays a positive rapport with students

Demonstrates a classroom presence as the teacher

Moves around the room during the entire lesson

Communicates clear standards of behavior and value of quality work

Practices “withitness” and overlapping

Uses non-verbal cues when needed

Interacts with and among all students

Intervenes when misbehavior occurs without interrupting instruction

Is aware of learning and behavioral needs of all students in the

classroom, paying attention to equitable learning opportunities for all

30

Is attentive to the safety needs of students

Comments:

Category III: Instructional Delivery


Begins lesson with clear statement of objective(s) in terms the

students understand

Speaks in an assertive voice and uses a volume that all students can

hear

Uses questioning and discussion strategies to encourage all students

to participate

Directions are given in both oral and written format

Directions are given in a step-by-step, logical order

Students have opportunities to repeat directions or to ask questions

A model is provided when applicable

The pacing of the lesson allows for change of activity and

involvement of all students

Grouping patterns vary with time for whole class, small group, and

individual activities

Feedback is provided to the students and comments reflect learning

that is taking place

Formal and informal assessment techniques are incorporated to

monitor student learning

Provides for the learning needs of all students in the classroom

Provides lesson closure that allows students to reflect on learning

that took place

Preparation for the lesson is evident with all materials readily

available

Comments:

Category IV: Professionalism


Knowledge of school procedures and regulations related to

attendance

Knowledge of school requirements for maintaining accurate records

and communicating with families

Knowledge of school and/or district events

Knowledge of district or university’s professional growth and

development opportunities

Ability to cultivate professional relationships with school personnel

31

Effective oral communication in all school-related contexts

Effective written communication in all school-related contexts

Exhibits professional and ethical conduct consistent with the

Pennsylvania Code of Professional Practice and Conduct for

Educators and local, state and federal regulations

Knowledge of Commonwealth requirements for continuing

professional development and licensure

Comments:

32



Narrative Format

Student Teacher Name Cooperating Teacher Name

School University Supervisor

Date: Time: Grade: Subject:

33



Quadrant Format

Student Teacher Name Cooperating Teacher Name

School University Supervisor

Subject: Grade: Date:

Planning & Preparation Classroom Environment

Instructional Delivery Professionalism

34

8.0 PRACTICUM STUDENT REQUIREMENTS: Description All student work products are to meet university-level and/or professional standards.

Requirements Description

Professionalism

The student demonstrates sensitivity to school, community and professional

norms. He/she honors the role of the cooperating teacher and acknowledges

the needs and value of every student. He/she consistently acts in support of

the belief that every student can be successful. He/she also completes all

assigned course work in a timely and thorough manner, practice PK-4 PECT

test inclusive.

Binder

The organization and content of the binder is clearly outlined in the

handbook. This binder is to be with the student at all times, updated

routinely, and readily available for review by the supervisor.

Experienced Teacher Lesson

Observations

The student is to complete a formal observation of the cooperating teacher on

the first scheduled date in the field. The student is also to complete a second

observation of an experienced teacher. The identity of the teacher and the

scheduling of the observation will be decided in consultation with the

cooperating teacher and supervisor.

Lesson Planning, Delivery &

Reflection

The student is to plan, deliver and reflect on a minimum of two lessons, one

to be observed and commented on by the cooperating teacher and the second

by the supervisor. The student must use the University lesson plan template.

The supervisor may, at his/her discretion, require additional lesson

observations.

Lesson Plan Sample (Best Work)

The student will complete and submit a lesson plan that represents his/her

best understanding of lesson design. This lesson plan need not be delivered,

although it certainly can be if conditions permit.

Choice Project

Students may complete a minimum of one Choice Project. Choice projects

permit and encourage creative instructional involvement and/or intervention

in the classroom. Project proposals must be presented formally using the

appropriate form and require the prior approval of both the cooperating

teacher and supervisor. Following completion of the project, the student is to

complete a reflection for submission to the supervisor, again using the

appropriate form.

Focused Investigation on Student

Services

The student will investigate the range and uses of support services available

to students and teachers at the host school.

Self-Assessment & Professional

Development Plan

The student satisfies this assignment by responding to the appropriate form.

The supervisor sets the due date.

Due Dates Due dates for assignments are determined and announced by the supervisor.

35

PRACTICUM STUDENT REQUIREMENTS: Responsibilities

Due Dates will be determined and announced by the Supervisor

Student Requirements Role Semester Format Accelerated

Format

Cooperating

Teacher

University

Supervisor

Professionalism Consult &

Discuss

Review &

Evaluate Each semester Each session

Binder N/A Review &


Cooperating Teacher Observation Facilitate &

Discuss Evaluate Each semester Each session1

Lesson Plans for (A) Cooperating

Teacher and (B) Supervisor Review &

Approve Evaluate Each semester Each session

Lesson Delivery (A) for

Cooperating Teacher Discuss Review Each semester Each session

Lesson Delivery (B) for

University Supervisor Discuss

Discuss &


Lesson Reflections following

Lessons (A) and (B) ( Discuss

Discuss &


Experienced Teacher Observation

& Reflection Facilitate Evaluate Each semester Each session1

Choice Project Proposal &

Reflection

Review &

Approve Evaluate Each semester

To be completed in

sessions 1 & 3

Focused Investigation on Student

Services Consult Evaluate Each semester

To be completed in

session 2

Self-Assessment & Professional

Development Plan Consult Evaluate Each semester Each session

Lesson Plan Sample (Best Work) Consult Evaluate Each semester Each session

Survey of Professional Attributes Complete &

Discuss Review Each semester Each session

1 Complete one teacher observation each session. If not the Cooperating Teacher, then another experienced teacher.

Consult with the University Supervisor.

NOTE: The University supervisor may require additional lesson observations/reflections and/or the resubmission of

assignments at his/her discretion.

36

9.0 COURSE REQUIREMENTS

Student Binder - Details

9.1 Description

The Practicum student will create and maintain a paper or electronic binder with labeled sections for the

purpose of collecting and organizing important artifacts related to the Practicum experience. This binder is

to be routinely updated and made available to the University supervisor for review upon request. A

suggested organizational structure follows. Discuss details with the University supervisor.

Tab 1: Personal Data

Place a copy of the Emergency Contact Information in the binder and give one copy to the

University supervisor.

Place copies of all required clearances in the binder.

Related documents:

o Emergency Contact Form (p. 38)

o Clearance Requirements (pp. 19-20)

Tab 2: Requirements: Description, Responsibilities and Due Dates

This information can be helpful in organizing and tracking the completion of assignments.

Related documents:

o Practicum Student Requirements (pp. 34-35)

Tab 3: Lesson Plans

Place completed lesson plans in the binder.

Place the lesson reflections in the binder.

Place copies of cooperating teacher & University supervisor feedback in the binder.

Related documents:

o Holy Family University Lesson Plan Template (p. 41)

o Daily Lesson Reflection Form (p. 42)

Tab 4: Cooperating Teacher/Experienced Teacher Observations

Place a copy of the completed Cooperating Teacher/Experienced Teacher Lesson

Observation Analysis Guide(s) in the binder.

Related documents:

o Cooperating Teacher/Experienced Teacher Observation Analysis Guide (p. 48)

Tab 5: Choice Project(s)

Place your Choice Project Proposal(s) and Reflection(s) in the binder. Include written

feedback.

Related documents:

o Choice Project Proposal Form (p. 51)

o Choice Project Reflection Form (p. 52)

o PSSA Domain Rubric for Writing (p. 46)

Tab 6: Focused Investigation on Student Services

37

Place the completed investigation on student services in the binder. Include written

feedback.

Tab 7: Evaluations

Place a copy of the cooperating teacher’s completed Survey of Professional Attributes in

the binder.

Place a copy of the completed Self-Assessment & Professional Development Form in the

binder.

Place a copy of the University Supervisor’s Evaluation in the binder.

Related documents:

o Survey of Professional Attributes (pp. 23-24)

o Self-Assessment & Professional Development Form (p. 57)

o Practicum Student Evaluation & Grading (pp. 59-61) o Evaluative Rubrics (pp. 64-71)

Tab 8: Miscellaneous

Include under this tab any additional artifacts or documents that capture the

Practicum experience.


The binder is a repository of student-related documents and work products. The binder will be

evaluated for completeness in the context of the criteria outlined above.


Emergency Contact Form (p. 38)


38


PRACTICUM STUDENT

EMERGENCY CONTACT FORM To be completed by the student teacher and submitted to the host school office and University

supervisor.

Student Name:

Address:

City: State: Zip Code:

[H] [W] [M]

Host School:

Cooperating Teacher: Room Number:

Emergency Contact Information

List primary and secondary persons to be contacted in the event of an emergency.

The primary contact should be a spouse or legal guardian.

Primary Contact Information

Name: Relationship:

Address:


[H] [W] [M]

Secondary Contact Information

Name: Relationship:

Address:


[H] [W] [M]

Medical Information

Please list below any medical conditions, physical limitations, allergies, and medications

you are currently taking. If none, please indicate none.

[Enter medical information here]

To the host school:

Please notify the Field Placement Office at (267) 341-3363 or (267) 341-3666

in the event of an emergency.

39


Lesson Planning & Lesson Delivery – Details

10.1 Description

The Practicum student is to prepare and deliver a minimum of two lessons, one of which must be observed

by the University supervisor. In each instance, the student is to proceed in accordance with the following

steps.

In consultation with the cooperating teacher and University supervisor, identify two target lessons

for preparation and delivery. Determine dates for the lessons in consultation with the cooperating

teacher and University supervisor.

Complete a detailed lesson plan for each lesson using the University Daily Lesson Plan template.

Secure the approval of the cooperating teacher for the completed lesson plan prior to the date of

delivery. Forward an electronic copy of the approved lesson plan to the University supervisor prior

to the date of delivery.

The first lesson is to be observed by the cooperating teacher. It is to be completed no later than the

midpoint of the semester unless otherwise directed by the University supervisor.

o Complete a Daily Lesson Reflection Form following the delivery of the lesson. Forward a

copy of this to the University supervisor within three days of the lesson’s delivery.

o Use the prompts on the Daily Lesson Reflection Form to guide a discussion about the

lesson’s strengths and weaknesses with the cooperating teacher.

The second lesson is to be observed by the University supervisor. It is to be completed no later than

one week prior to the conclusion of the semester unless otherwise directed by the University

supervisor.

o Complete a Daily Lesson Reflection Form following the delivery of the lesson. Forward a

copy of this to the University supervisor within three days of the lesson’s delivery.

o Use the prompts on the Daily Lesson Reflection Form to guide a discussion about the

lesson’s strengths and weaknesses with the University supervisor.

o In the course of the conversation with the University supervisor, identify a topic(s) on

which to write a one to two-page reflection. This written reflection is to be submitted to

the University supervisor in accordance with his/her instructions.

NOTE: The order of lesson delivery for graduate and undergraduate middle level

and secondary students is reversed. These students will have their first formal

lesson observed by their supervisor. This will make possible additional supervisor

observations on an as-needed basis and maximize opportunities for instructional

coaching.

Supervisors may require additional lesson observation cycles at their discretion.

10.2 Lesson Plan Sample (Best Work)

As noted at 10.1, the Practicum student will complete a minimum of two lesson cycles consisting of a

lesson plan, a taught lesson and a lesson reflection. Additionally, in the second half of the Practicum

session, the student will be required to prepare a sample lesson plan for submission to his/her supervisor.

This lesson plan will be evaluated using the rubric on page 66. The lesson plan need not be delivered, but it

certainly can be if conditions permit. The purpose of this assignment is to sample the student’s command

of lesson planning prior to his/her advancement to the next stage in the field experience progression.

40


A.1: Demonstrates adequate knowledge of content and related research-based pedagogy, based on sound

educational psychology principles.

A.2: Demonstrates adequate knowledge of PA Pre-K-12 Academic Standards and the ability to use them to

guide instructional planning.

A.3: Demonstrates adequate knowledge of the age and/or related characteristics of their students and the

ability to use this knowledge to plan instruction.

A.4: Demonstrates the ability to use formative and summative assessments to adapt learning goals that

match individual student needs.

A.5: Demonstrates the ability to plan instruction using appropriate resources, materials, technology and

activities to engage students in meaningful learning based on their instructional goals.

B.3: Uses classroom resources to support equity and maximize learning opportunities, which are age-,

gender-, individually-, culturally- and ability-appropriate.



C.1: Uses effective verbal and non-verbal communication techniques.

C.2: Uses effective questioning and discussion techniques.

C.3: Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional

strategies, which reflect evidence of student engagement, new learning and assessment.

C.4: Uses technology as an effective teaching and learning tool.

C.5: Provides appropriate progress feedback to students in a timely manner.

C.6: Uses active student engagement during instructional delivery.

C.7: Uses formal and/or informal assessment to measure student responsiveness to instruction.

C.8: Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which

learning goals were achieved and can offer alternative courses of action.

C.9: Clearly communicates instructional goals, procedures and content.

F.1: Reports on the unique characteristics and learning needs of diverse learners (age, gender, culture or

ability) in the classroom.

F.3: Differentiates instruction to meet the needs of diverse learners that promotes successful educational

performance.


All written submissions will be evaluated using the PSSA Domain Rubric for Writing. Additionally, this

assignment will be evaluated against the following criteria: (a) the degree to which the elements of the

lesson plan template are appropriately addressed, (b) the quality of thought behind the planning as

evidenced in the annotation, (c) the degree to which the associated competencies are evidenced, and (d) the

match between the written plan and the lesson delivery, keeping in mind that the flexible and purposeful

adjustment of the lesson’s delivery is a commonplace, but must always be instructionally justified.


Holy Family University Daily Lesson Plan Template (p. 41)

Daily Lesson Plan Reflection Form (p. 42)

Sample Daily Lesson Plan (pp 43-45)

PSSA Domain Rubric for Writing (p. 46)


41

HOLY FAMILY UNIVERSITY Daily Lesson Plan Template

Instructional Context

Student’s Name:

Cooperating Teacher’s Approval: Date:

Unit of Study: Topic: Grade:

Allocated Time: Student Population:

Instructional Focus

Common Core, State

Standards or District

Requirements

Specific Number:

Exact Wording:

Instructional Objective

Statement

Assessment of Objective

Estimated

Time Instructional Elements/Procedure

Engagement/Introduction:

Representation/Developmental Activities:

Expression/Closure:

Teacher Materials: Student Materials:

Resources/References:

Self-Assessment

Following the delivery of your lesson, enter your reflections on its strengths and weaknesses here.

42


School of Education

Daily Lesson Plan Reflection Form

Student: Lesson Date:

1. What went well in the lesson? Why? Enter text below.

2. What adjustments were made in the lesson? Why? Enter text immediately below.

3. Was the lesson objective met? How do you know? Enter text immediately below.

4. How could the lesson have been improved? Why? Enter text immediately below.

5. What did you learn about yourself? Enter text immediately below.

6. What did you learn about teaching? Enter text immediately below.

7. What will you do differently in preparing and delivery your next lesson, if anything?

Why? Enter text immediately below.

Submit the completed reflection to the University Supervisor!

43


Sample Daily Lesson Plan

This review lesson was prepared and delivered by a Holy Family University Student and selected by

the faculty as a model for teaching candidates in the field.

Instructional Context

Student’s Name: Mark Papers

Cooperating Teacher’s Approval: Anita Lesson Date: March 25, 20XX

Unit of Study: Math - Fractions Topic: Review Grade: Two

Allocated Time: 45 minutes Student Population: 28 students

Instructional Focus

Common Core, State

Standards or District

Requirements

Specific Number: CC.2.3.3.A.2

Exact Wording: Use the understanding of fractions to partition shapes

into parts with equal areas and express the area of each part as a unit

fraction of the whole.

Instructional Objective

Statement

Students will be able to identify a fraction by comparing the number of

shaded parts to the entire number of equal parts in the whole. Students

will be able to represent a fraction using a picture or manipulatives.

Assessment of Objective

Formative assessment: worksheets

Informal assessment: observations using clipboard with list of students’

names

Estimated Time Instructional Elements/Procedure

5 minutes Engagement/Introduction: On the carpet.

Introduce the topic: Fractions (written on the WB).

Today we are going to practice naming and representing fractions

using pictures.

T: Fractions are a part of our life. For example, when we need to

cut a cake we need to think about how many pieces of cake we

need. Think about eating pizza. It has already been cut into 8

slices. Draw on board. Each slice has the same amount.

When we divide something into fractions we need to make each

division equal. This means each division contains the same

amount as every other division. Think about your Halloween

candy. How can you share this equally if you have ten pieces?

Draw ten pieces of candy on the board. How many different

ways can you divide this candy in equal pieces?

You see fractions are all around us so we need to understand them. What

else do you know about fractions?

10 minutes

Representation/Developmental Activities:

44

5 minutes

10 minutes

Today we will practice our understanding of fractions. We are

going to use a special book, Prehistoric Actual Size. We will use

the dinosaurs and other prehistoric animals as a way to look at

fractions.

You will use your whiteboards and markers. Please quietly go

get them and return to your place on the carpet by the time I

finish counting down from 20.

T: I am going to read a sentence about an animal and then I will tell you

how much space this animal took up in our classroom. Your job will be

to show the amount of space using a fraction. We will do the first one

together.

Once a velociraptor (show them a picture in the book) entered

our room and he filled this part of the room. Show them a

picture representing a square divided in parts some of which are

shadowed. So he filled the shadowed part. Your task is to write

the fraction: the shaded part of the shape to the entire number of

equal parts. Provide think time and then write 2/6 on the white

board.

So who can tell us what you are going to do? Remember to not

call out your answer. Instead, write it on your white board and

then hold up your board when I tell you.

1. Next, a sea scorpion entered our room and it filled this part of our

room: ¼

2. Then a giant millipede entered our room and it filled this part of

our room: 4/10

3. Next a flying reptile, a dsungaripterus, flew into our room and

filled this part of our room: 6/9

4. After him a baronyx entered our room and it filled this part of our

room: 8/10

5. Oh the terror bird entered our room and it filled this part of our

room: 4/7

6. And a small leptictidium came in our room and it filled this part

of our room: 1/8

7. The last one to join us was a giganotosaurus and it filled this part

of our room: 7/7

Transfer to the second activity.

1. I will call you in pairs, come quietly, receive your sticker

(purple/green), put it on your chest, pick up one pie per couple,

and return to your table quietly. List the pairs on the WB.

At the tables.

Sometimes you are given a fraction and you need to show it

using pictures. We will be working with apples and apple pies.

Notice the pie is divided into equal parts. How many equal

parts? (6)

You need to divide a shape in equal parts.

Explain the pie activity. Model the first one. (Have a magnet pie on the

BB.)

45

10 minutes

If you have a purple sticker show 1/6 using the pie parts. If you have a

green show 4/6 and so on. The students take turns showing the answers.

The teacher shows the correct answer on the BB using the magnet pie.

Ask students to show fractions 1/6, 4/6, 1/2, 3/6, 1/6, 5/6, 2/6, 1/3.

Show that ½ and 3/6 is the same part of the pie. They are equivalent

fractions.

Both fractions name the same fractional part of the circle.

Ask students to work as a team in pairs to show the fractions 5/6 and 6/6.

Remind the children that 6/6 = 1(whole).

Pass out the formative assessment worksheets. Please put your name and

today’s date at the top of the paper. Complete problems 1 – 9. Raise

your hand when you are done. Observe. Help if necessary.

If you finish early do N10. Use your whiteboards to draw a picture.

Solve together N10.

5 minutes Expression/Closure:

What did we do today in math? (We practiced noticing and

naming fractions and representing them with pictures or

pies/manipulatives)

What is one thing you learned about fractions today?

If you are interested in the book we used you can look through it, I will

leave it there on WB.

Teacher Materials: BB, WB, Prehistoric Actual

Size, fraction pictures of the classroom for the

book activity, magnet pie, and different colors

markers.

Student Materials: pies, whiteboards, markers,

worksheets, stickers

Resources/References:

Jenkins, S. (2005). Prehistoric Actual Size. Boston, MA: Houghton Mifflin.

McGraw Hill. (2012).Everyday Mathematics. Teacher’s Lesson Guide. Chicago, IL: McGraw Hill

Education.

Wingard-Nelson, R. (2009). Fun Food Word Problems Starring Fractions. Berkeley Heights, NJ:

Enslow Publishers INC.

Self-Assessment

Following the delivery of your lesson, enter your reflections on its strengths and weaknesses here.

46

PSSA Domain Rubric for Writing

Domain Descriptors

Focus Content Organization Style Conventions

The single

controlling point

made with an

awareness of task

(mode) about a

specific topic

The presence of

ideas developed

through facts;

examples,

anecdotes, details,

opinions,

statistics, reasons

and/or

explanations

The order

developed and

sustained within

and across

paragraphs using

transitional

devices and

including

introduction and

conclusion

The choice, use

and arrangement

of words and

sentence

structures that

create tone and

voice

Grammar,

mechanics,

spelling, usage

and sentence

formation

Domain Scoring Points and Descriptions

NOTE: A score of 3 or 4 in each Category represents Satisfactory or Better Performance

Points Focus Content Organization Style Conventions

4

Sharp, distinct

controlling point

made about a

single topic with

evident awareness

of task

Substantial,

specific; and/or

illustrative

content

demonstrating

strong

development and

sophisticated

ideas

Sophisticated

arrangement of

content with

evident and/or

subtle transitions

Precise,

illustrative use of

a variety of words

and sentence

structures to

create consistent

writer’s voice and

tone

Evident control of

grammar,

mechanics,

spelling, usage

and sentence

formation

3

Apparent point

made about a

single topic with

sufficient

awareness of task

(mode)

Sufficiently

developed content

with adequate

elaboration or

explanation

Functional

arrangement of

content that

sustains a logical

order with some

evidence of

transitions

Generic use of a

variety of words

and sentence

structures that

may or may not

create writer’s

voice and tone

appropriate to

audience

Sufficient control

of grammar,

mechanics,

spelling, usage

and sentence

formation

2

No apparent point

but evidence of a

specific topic

Limited content

with inadequate

elaboration or

explanation

Confused or

inconsistent

arrangement of

content with or

without attempts

at transition

Limited word

choice and

control of

sentence

structures that

inhibit voice and

tone

Limited control of

grammar,

mechanics,

spelling, usage

and sentence

formation

1 Minimal evidence

of a topic

Superficial and/or

minimal content

Minimal control

of intent

arrangement

Minimal variety

in word choice

and minimal

control of

sentence structure

Minimal control

of grammar,

mechanics,

spelling, usage

and sentence

formation

47


Cooperating Teacher/Experienced Teacher Lesson Observations - Details

11.1 Description

The Practicum student is required to complete a formal lesson observation of his/her cooperating teacher on

the date of his/her first visit to the classroom. Additionally, the Practicum student is required to complete a

second observation of an experienced teacher in order to broaden his/her exposure to the range of

pedagogical practices. The Practicum student is to coordinate the scheduling and completion of this second

observation requirement with the cooperating teacher and University supervisor.

The purpose of lesson observations is to expose the Practicum student to a variety of teaching styles and

methodologies. These observations are to be coordinated and scheduled under the advisement of the

cooperating teacher. The Practicum student is to complete the Experienced Teacher Observation Analysis

Guide following each observation. This completed form is to be submitted to the University supervisor in

accordance with his/her instructions. Review the Experienced Teacher Observation Analysis Guide before

completing these observations as a means of focusing attention.


A.1: Demonstrates adequate knowledge of content and related research-based pedagogy, based on sound

educational psychology principles.

B.2: Recognizes and supports the role of the prepared classroom environment as a necessary element to

support optimal learning opportunities.

C.8: Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which

learning goals were achieved and can offer alternative courses of action.

D.1: Initiates communication with the cooperating teacher regarding instructional and non-instructional

record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance,

lesson plans, parent communication, and inter-school needs.

D.6: Develops and maintains professional relationships with school colleagues.


summative benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.

E.7: Assesses their own personal growth through focused self-reflection.

F.2: Recognizes and supports elements of a positive learning environment that values and models respect

for all students.

F.4: Recognizes policies and procedures designed to ensure that all students, particularly those traditionally

underserved, are valued in the school.


All written submissions will be evaluated using the PSSA Domain Rubric for Writing. Additionally, the

University supervisor will evaluate this assignment against the following criteria: (a) the extent to which

the prompts on the Experienced Teacher Observation Analysis Guide are answered with pedagogical

insight and supportive detail and (b) the depth and clarity of personal reflection.


Cooperating Teacher/Experienced Teacher Observation Analysis Guide (p. 48)


48


Cooperating Teacher/Experienced Teacher Observation Analysis Guide

Student Teacher’s Name:

Observation Date: Grade:

Classroom Teacher: Subject:

School: Time:

Lesson Objective What was the teacher trying to accomplish and how effectively was this expressed to the students?

Teaching Procedures With reference to the observed lesson, comment on set induction, motivation, presentation of content, activities,

guided practice, questioning, feedback, classroom interaction and participation, closure, and assessment of

learning.

Classroom Management With reference to the observed lesson, comment on pacing, use of time, directions, routines, positive

reinforcement, monitoring, cueing, and the relationship of these practices to student behavior.

Summary and Evaluation What went well in this lesson? What could be improved in this lesson? What teaching or management skills were

effective or in need of improvement? Explain!

49


Choice Projects - Details

12.1 Description

The Practicum student is to complete a minimum of one Choice Project. The purpose of the Choice Project

assignment is to provide the Practicum student with the opportunity to exercise choice in instructional

planning and delivery and to advance his/her understanding of effective instructional practices.

The Practicum student, in consultation with his/her cooperating teacher, is to identify a Choice Project for

planning and delivery. Coordinate the scheduling and completion of this assignment with the cooperating

teacher and University supervisor. The following are but a few examples of possible projects. Notice that

the focus is on instruction.

Create and deliver a learning game that will reinforce a skill or concept.

Create and use a Prop Box that contains cultural artifacts or other hands-on materials.

Create and use resource materials as a follow-up to a lesson.

Create and deliver a presentation on a curricular topic.

Read a book to a small group or whole class.

Tutor an individual student in an area needing strengthening.

Work with a small group of students to reinforce a skill or concept.

Write a letter to parents/guardians.

Create and complete a bulletin board.

Read and comment on the faculty handbook.

Proceed in accordance with the following steps.

Discuss project options with the cooperating teacher.

Complete a Choice Project Proposal.

Share the proposal with the University supevisor and secure the cooperating teacher’s approval and

signature.

Deliver the Choice Project

Complete a Choice Project Reflection Form

Submit the completed Choice Project Reflection Form to the University supervisor in accordance

with his/her instructions.


Associated competencies will vary in accordance with project details.


The University supervisor will evaluate Choice Project Reflections using the Choice Project Rubric and the

PSSA Domain Rubric for Writing.


Choice Project Proposal Form (p. 51)

Choice Project Reflection Form (p. 52)

50

Choice Project Rubric (p. 69)

Evaluative Rubrics (p. 64-71)

51

CHOICE PROJECT PROPOSAL FORM To be completed by the Practicum Student, shared with the University Supervisor and

approved by the Cooperating Teacher

Student Name: Date of Submission:

Proposed Date of Delivery:

Describe the proposed project and its relationship to one or more component in Danielson’s

Framework.

What is the relationship of the proposed project to student learning?

How will this project advance your understanding of teaching and learning?

How will you assess the success of the project?

Approval by the Cooperating Teacher

Approval Granted (Signature):

Date:

Comments:

52

CHOICE PROJECT REFLECTION FORM To be completed by the Practicum Student and Submitted to the University Supervisor

following completion of the Choice Project.

Student Name: Date of Submission:

Cooperating Teacher: Grade Level:

Project Delivery Date:

Describe the project in detail.

What was the relationship of the project to the curriculum?

What was the relationship of the project to student learning?

How did you assess the success of the project?

How did this project advance your understanding of teaching and learning?

What questions about professional practice did this experience evoke? Why?

53


Focused Investigation on Student Services

13.1 Description

Practicum is a wonderful opportunity to investigate who and how we serve students who receive additional

support as part of their school program. These services may include IEPs, 504 Plans, Basic Skills Services,

Tier 2 & 3 RTII Services and ELL Services, just to name a few possibilities. As a classroom teacher you

will want to be familiar with the range of services available to your students and how these services can

benefit your students. The organization and delivery of these services varies by school site. This exercise

is an opportunity to explore these services and their uses at your host school.

The following are questions designed to expand your knowledge in the area of student support services. To

answer these questions, we suggest that you review school district policies and school-based practices and

then interview school personnel who have knowledge and/or experience in the area under consideration.

These personnel will certainly include faculty and/or staff members. You might also consider interviewing

school administrators, district officials, MDT members, counselor, social worker, and others who have

some responsibility for directly providing or supervising services to students.

Your assignment is to complete the following three tasks and then write a summary reflection on your

findings. If your investigation leads you to questions not included on this list, then please feel free to

explore...or investigate!

Task #1: Faculty/Staff

List all of the Faculty and Support Staff who interact with the students in your assigned classroom. Chose

one individual (not your cooperating teacher!) and interview this professional relative to his/her role in the

classroom. Be certain to identify the students the individual is responsible for, how these students were

identified, the nature of the services provided, and the individual’s employer (district or outside agency).

Task #2: Services Provided

Each school offers a range of services; some required by law, some determined by the needs of the

particular School District. Describe in detail services provided for one of the following at your school: (a)

students performing above or below expectations, (b) students for whom English is not their first language,

(c) students with IEPs or 504 Plans, (d) students served by the IU, and (e) students eligible for Title 1.

Task #3: Impact of Support Staff/Services on the General Education Classroom

Reflect on the impact of support services on the general education classroom. Begin by interviewing your

cooperating teacher on his or her perceptions. You should also add your own observations and ask other

appropriate people as to the impact on your classroom. Some of the factors you might consider are:

● Class size and the ratio of students receiving support services to number of students in the

class.

54

● Classroom schedule and logistics. For example, are services “push in” or “pull out”? Is there

disruption to the flow of lessons as students come and go, etc.

● How many adults are in the classroom over the course of the day? Are their roles clearly

defined? Are they productive? If 1:1 services are provided, who directs the 1:1 aide’s activity?

Who supervises the 1:1 aide? Are there other paraprofessionals in the classroom? Does your

cooperating teacher feel as if he/she has enough help?

● According to RTII recommendations, 80% of the students in your classroom should not need

support services over and above “high quality instruction” and “universal screening and

monitoring of progress”. Does the delivery of services to the students who are eligible impact

the instruction, curriculum and classroom environment of the majority of students?

● What changes would you or your teacher recommend? What is working well?

13.2 Written Product (Deliverable)

Write and submit to your University Supervisor a two- to three-page paper, double-spaced, addressing each

of the three tasks outlined above. Include a cover page with your name, host school and grade-level

placement, title for the paper (Focused Investigation on Student Services), and date. Use the following

headings to organize your paper: SETTING (brief description of school and classroom), STAFFING

(Task #1), SERVICES (Task #2), IMPACT (Task #3), CONCLUSION (summarizing your thoughts on

your investigation).


A.3: Demonstrates adequate knowledge of the age and/or related characteristics of their students and the

ability to use this knowledge to plan instruction.

B.3: Uses classroom resources to support equity and maximize learning opportunities, which are age-,

gender-, individually-, culturally- and ability-appropriate.



B.5: Identifies opportunities for productive family and community contact.

B.6: Demonstrates knowledge of and acts to support systems for student transitions, as well as procedures

and routines for instructional and non-instructional responsibilities.

D.1: Initiates communication with the cooperating teacher regarding instructional and non-instructional

record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance,

lesson plans, parent communication, and inter-school needs.

D.6: Develops and maintain professional relationships with school colleagues.


summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.


F.1: Reports on the unique characteristics and learning needs of diverse learners (age, gender, culture or

ability) in the classroom.

F.2: Recognizes and supports elements of a positive learning environment that values and models respect

for all students.

F.4: Recognizes policies and procedures designed to ensure that all students, particularly those traditionally

underserved, are valued in the school.

F.5: Reports on effective practices and opportunities designed to communicate with and engage families,

caregivers, and the broader community.

55


The assignment will be evaluated against the following criteria: (a) thoroughness of response to the tasks;

(b) quality and depth of concluding remarks; and, (c) the coherence and quality of the presentation by

reference to the PSSA Domain Rubric for Writing.

13.5 Related Document

● PSSA Domain Rubric for Writing (p. 46)

56


Self-Assessment & Professional Development Plan - Details

14.1 Description

This assignment will be due to the University supervisor late in the semester in accordance with his/her

instructions. The purpose of this assignment is to encourage the Practicum student to reflect honestly on

his/her performance and to identify strategies to accentuate strengths and mitigate weaknesses in

anticipation of student teaching.

The Practicum student is to complete the Self-Assessment & Professional Development Form as a vehicle

for self-assessment and reflection. Written entries are to be in paragraph form.

In completing this assignment, the Practicum student is to reflect on his/her performance during the entirety

of the semester. Consider the sum of the feedback offered to you by the cooperating teacher, University

supervisor, and others (students inclusive).


D. 2: Demonstrates knowledge of and participate in district, college, regional, state and/or national

professional development growth and development opportunities.



The University supervisor will evaluate the submission using the PSSA Domain Rubric for Writing.

Additionally, this assignment will be evaluated on the basis of (a) authenticity, (b) personal insight, and (c)

the relationship between projected actions and perceived strengths and weaknesses.


Self-Assessment & Professional Development Form (p. 57)

PSSA Domain Rubric for Writing (p. 46)

57


School of Education

Self-Assessment and Professional Development Form

What are your strengths as a pre-service teacher and how will you utilize these as a student

teacher?

What are your relative weaknesses as a pre-service teacher and how will you strengthen these

areas in preparation for student teaching?

What resources do you plan to use as means of better preparing yourself for student teaching?

Explain.

What other related thoughts/comments come to mind?

58

15.0 PERFORMANCE EVALUATION & COURSE GRADING

15.1 Student Information

The University supervisor will evaluate the Practicum student on the basis of direct observations of

performance, review and timeliness of work products, and feedback from the cooperating teacher and other

school professionals. Letter grades will be issued in accordance with the University’s policy on course

grades. A grade of “B” or better is required for advancement to the next field placement in the student’s

sequence (either a second Practicum or Student Teaching). Any student who fails to earn a grade of “B” or

better will meet with the supervisor and Director of Field Placement for the purpose of developing an

improvement plan to be implemented prior to or during the next scheduled field experience.

The successful student must unquestionably meet each of the following criteria:

Punctual arrival for all scheduled events

Meeting all course requirements

Timely and satisfactory or better completion of all assignments

Demonstration of a professional disposition

Professional dress and decorum

Students should note that rubrics are evaluative instruments intended to address a normal range of behavior

within the target domain. Rubrics cannot address every possibility and typically do not address abnormal or

unexpected behaviors. If a student’s performance falls outside the range of expected student behavior, the

supervisor is free to modify the rubric to better represent the student’s actual performance.

15.2 University Supervisor Information

The Practicum experience is a critical moment in the student’s training and preparation. Honest and

constructive performance feedback is essential. An evaluative rubric is available for the discretionary use of

the University supervisor. If the rubric is not used, or the rubric is modified, the student must be informed in

advance of the revised performance criteria. Early intervention is important in the event of performance

concerns. If there are performance concerns at the mid-point of the semester, then an improvement plan

must be developed in consultation with the Field Placement Director.

At the end of the semester, the University supervisor is to submit the End-of-Semester Documentation Form

with attachments to the Field Placement Office.


Practicum Student Evaluation & Grading (pp. 59-61)

Practicum Student Performance Improvement Plan (p. 62)

End-of-Semester Documentation Form (p. 63)

Practicum Evaluative Rubrics (pp. 64-71)

59

PRACTICUM STUDENT EVALUATION & GRADING For Use by the University Supervisor

Mid-Semester Progress Reporting & Final Evaluation

Semester Practicum

Student Name: Supervisor:

School: Grade/Subject:

Mid-Semester Date: Final Date:

Category Maximum

Points

Mid-Semester

Progress

Final

Rating

Professionalism 10

Lesson Plan/Cooperating Teacher Observation* 10

Lesson Plan/Supervisor Observation 10

Lesson Delivery/Observation by Supervisor 10

Cooperating Teacher Lesson Observation* 10

Experienced Teacher Lesson Observation* 10

Choice Project 10

Focused Investigation on Student Services* 10

Lesson Plan Sample (Best Work) 10

Self-Assessment & PD Plan 10

Maximum Points 100 [Varies/TBD] 100

Points Earned = =

Final Grade =

*: To be targeted for completion by mid-semester

60

PRACTICUM STUDENT EVALUATION & GRADING For Use by the University Supervisor

Mid-Semester Progress Reporting & Final Evaluation

Accelerated 8-Week Practicum

Graduate Initial Certification Program

Student Name: Supervisor:

School: Grade/Subject:

Mid-Semester Date: Final Date:

Category Maximum

Points

Mid-Semester

Progress

Final

Rating

Professionalism 10

Lesson Plan & Cooperating Teacher (CT)

Observation* 10

Lesson Plan for Supervisor Observation* 10

Lesson Delivery/Observation by Supervisor 10

Student Observation of CT or Experienced Teacher* 10

Choice Project (to be completed in Practicum I & III) N/A or 10

Focused Investigation on Student Services (to be

completed in Practicum II) N/A or 10

Lesson Plan Sample (Best Work) 10

Self-Assessment & PD Plan 10

Maximum Points 80 [Varies/TBD] 80

Points Earned = =

Final Grade =

*: To be targeted for assessment purposes (progress monitoring) by mid-semester

NOTE: Each of the three Practicum courses in this program is linked to a specific methods course. Assignments

in the field should therefore be focused on the discipline(s) under study in the associated methods course.

Linkages are:

Practicum I: is taken concurrent with literacy methods.

Practicum II is taken concurrent with ELA/social studies methods.

Practicum III is taken concurrent with math/science methods.

61

Mid-Semester Progress Reporting

Items highlighted with an asterisk should be targeted for assessment (preliminary or final) prior to mid-

semester progress reporting, which date is one week prior to the University’s deadline for course

withdrawal.

An improvement plan is to be developed and implemented for any student earning less than 70% of the

possible points at the mid-semester. The University supervisor is responsible for initiating this process in

consultation with the Director of Field Placement.

Final Grading

Conversion Scale

Points Earned

Semester Practicum Accelerated Practicum Alpha Grade

94 - 100 75-80 A

90 - 93 72-74 B+

86 - 89 69-71 B

81 - 85 65-68 C+

77 - 80 62-64 C

73 - 76 58-61 D+

70 - 72 56-57 D

≤ 69 ≤ 55 F

NOTE:

A grade of B or better is required for advancement to the next field experience.

An improvement plan is to be developed and implemented for any student earning a final grade less than

B. The University supervisor is responsible for initiating this process in consultation with the Director of

Field Placement.

62


Practicum Student Performance Improvement Plan Attach Mid-Semester Progress Report or Final Evaluation

Check One In-Semester: End-of-Semester:

Student’s Name: Supervisor:

Program Level Undergraduate ___ Graduate ___

Practicum I ___ Practicum II ___

School: Mentor Teacher:

Grade/Subject: Date:

Start and End Dates for the Improvement Plan:

Performance Areas Targeted for Improvement

Add Additional Targeted Areas as Needed

Targeted Area #1

Nature of Problem/Concern:

Action Plan for Improvement:

Targeted Area #2

Nature of Problem/Concern:

Action Plan for Improvement:

The action steps outlined in this plan must be met by the end date noted above. The signatories

understand that this plan is proposed because there are teacher candidate behaviors, practices

and/or dispositions that might result in ineffective learning opportunities for children.

Teacher Candidate/Date University Supervisor/Date Director of Field Placement/Date

The signatories below agree that the action steps outlined in the above plan (select one)

___ have been satisfactorily completed.

___ have not been satisfactorily completed (attach explanation).

63

Teacher Candidate Date University Supervisor/Date Director of Field Placement/Date


Practicum

End-of-Semester Documentation Form To be completed and submitted by the University Supervisor.

University Supervisor:

Practicum Student:

Program Level Undergraduate _____ Graduate _____

Date:

Directions

Submit the documents listed below – in the order presented – as a collated and bound packet to the

Field Placement Office within one week of the last scheduled Practicum meeting date in the semester.

Submit a final grade for the student using the University’s online grading system by no later than the

due date announced by the University.

Document Handbook

Page Reference

1. This form as the cover sheet.

2. Lesson Observation Report for the lesson(s) observed by the Supervisor 29-31

3. The student’s best lesson plan. 41-42

4. Survey of Professional Attributes completed by the Cooperating Teacher 23-24

5. Self-Assessment & Professional Development Form completed by Student 57

6. The Cooperating Teacher Evaluation of the Practicum Program 25

Final Grade for the Student

Please note that a grade less than “B” must result in a meeting with the Field Placement Director

for the purpose of developing an improvement plan (p. 62).

Supervisor: Date:

Student: Date:

64

PRACTICUM EVALUATIVE RUBRIC

Professionalism

Performance Category Performance Indicators

(Point Range)

Exceeds Standard

(9–10)

Meets Standard

(7-8)

Needs Improvement

(5-6)

Unsatisfactory

(1-4)

Professionalism

Punctual

Prepared for class/binder

updated

Meets timelines

Appropriate dress and

presentation

Honors school norms

Perfect attendance, and:

Constructive

interpersonal relations

with mentor, students and

other school personnel

Displays initiative in

classroom and building

Makes consistent

contributions to mentor

and/or student learning

Punctual


updated

Meets timelines


presentation

Honors school norms

No more than one

approved absence, and,

minimally, two of the

following:

Constructive


with mentor and students


classroom

Makes consistent



Meets, minimally, six of the

following:

Punctual


updated

Meets timelines


presentation

Honors school norms

No more than one

approved absence

Constructive


with mentor and students


classroom

Makes consistent



Performance does not meet

the “Needs Improvement”

standard.

65


Binder


Good organization and storage of materials is an important professional skill. Although embedded in the professionalism rubric

for evaluative purposes, the following rubric clarifies supervisor expectations for binder completion.

Exceeds Standard Meets Standard Needs Improvement Unsatisfactory

Binder

Required tabs

Required content

Current/Updated

Available to supervisor

Neatly organized and

presented and:

Has an additional tab

containing creative lesson

plan ideas, observed on

site or found from online

or print resources, with

commentary

Required tabs

Required content

Current/Updated



presented

Meets, minimally, three of

the following:

Required tabs

Current/Updated



presented



standard.

66


Lesson Plan for Cooperating Teacher and Supervisor Observations & Lesson Plan Sample (Best Work)


(CT Point Range) (Supervisor Point Range)

Exceeds Standard

(9–10)

Meets Standard

(7-8)

Needs Improvement

(5-6)

Unsatisfactory

(1-4)

Lesson Plans

(A) For Mentor’s

Observation

(B) For Supervisor’s

Observation

Uses approved template

Met submission timeline

Mentor approval

All template cells are

completed thoroughly

Correct spelling and

grammar

Standards are appropriate

and clearly aligned with the

lesson objective

The lesson objective is

clearly stated and

appropriate

The assessment is clearly

described and closely

aligned with the objective

The introduction is linked to

the objective and is designed

to “hook” and engage

students

Lesson elements represent a

logical pathway to the

attainment of the objective

Instructional materials

enhance the learning

experience

The lesson plan is

developmentally appropriate

and consistent with the

curriculum



Mentor approval


completed

Few spelling and/or

grammar errors


and are loosely aligned with

the lesson objective


clearly stated and

appropriate

The assessment is related to

the objective

The introduction is related to

the objective

The lesson elements cohere;

they make sense

Instructional materials are

consistent with the objective

and add value

The lesson plan is consistent

with the curriculum



Mentor approval


completed

Spelling and/or grammar

errors are a distraction


and are loosely aligned with

the lesson objective


coherent

The assessment is identified

The introduction is loosely

connected to the objective

Lesson elements are loosely

connected

Instructional materials are

related to the objective but

add little value

The lesson plan is loosely

connected to the curriculum

Performance does not meet the

“Needs Improvement” standard.

67


Supervisor Observation of Lesson

Performance

Category

Performance Indicators

(Point Range)

Exceeds Standard

(9–10)

Meets Standard

(7-8)

Needs Improvement

(5-6)

Unsatisfactory

(1-4)

Lesson

Observation by

Supervisor

The classroom space is

organized in support of the

lesson

Materials are readied for use

and/or distribution

Instructional materials meet

professional quality standards

Instruction closely follows the

lesson plan, and, minimally,

six of the following:

Lesson adaptations, if needed,

are made, are appropriate to

the context, and advance the

lesson objective

Classroom interactions are

respectful and advance

learning

Students are responsive to

instruction and/or behavioral

interventions

Instructional language is

articulate, and age- and

content-appropriate

Transitions are fluid

The focus is on the intellectual

work of students

Formative assessment is

present

Constructive feedback to

students is offered

Effective closure



lesson


and/or distribution



Instruction resembles the

lesson plan, and, minimally,

four of the following:


are made with mixed results



learning



interventions


articulate and age- and

content-appropriate



work of students


present


students is offered

Effective closure

Meets, minimally, six of the

following:



lesson


and/or distribution



Instruction resembles the

lesson plan


are made with mixed results



learning



interventions


articulate and age- and

content-appropriate



work of students


present


students is offered

Effective closure

Performance does not

meet the “Needs

Improvement”

standard.

68


Cooperating Teacher/Experienced Teacher Lesson Observation & Reporting


(Point Range)

Exceeds Standard

(9–10)

Meets Standard

(7-8)

Needs Improvement

(5-6)

Unsatisfactory

(1-4)

Experienced Teacher

Lesson Observation

(A) Mentor Teacher

(B) Other

(C) Other

Required template is

completed and submitted

on time


grammar

Cell entries specifically

address prompts with

supportive detail

Language expresses an

understanding of the art

and craft of teaching

Observations and/or

generalizations are

supported by fact and/or

theory



on time


grammar

Cell entries address

prompts and one of the

following:




Observations and/or

generalizations are


theory



on time and, minimally,

two of the following:


grammar

Cell entries address

prompts




Observations and/or

generalizations are


theory



standard.

69


Choice Project

Performance

Category

Performance Indicators

(Point Range)

Exceeds Standard

(9–10)

Meets Standard

(7-8)

Needs Improvement

(5-6)

Unsatisfactory

(1-4)

Choice Projects

(A) Choice Project #1

(B) Choice Project #2

The proposal form is completed

and signed by the mentor

Correct spelling and grammar

throughout

The topic addresses is integral

to the teaching and learning

process

There is a coherent rationale for

the project that communicates

the intended learning

outcome(s) for the teacher

candidate

The reflection form is

completed thoroughly with

meaningful references to

curriculum, learning and

pedagogical theory and/or

practice

The reflection clearly

articulates the relationship

between the project and

classroom student learning

outcomes

The reflection details the

relationship between the project

and the teacher candidate’s own

professional development needs

The reflection identifies areas

for the teacher candidate’s

continued study




throughout

The topic is integral to the

teaching and learning process





candidate


completed thoroughly, and:

There is some reference to



practice

There is an attempt to explain

the relationship between the

project and classroom student

learning outcomes

There is at least a passing

reference to the relationship

between the project and the

teacher candidate’s own


Meets, minimally, five of the

following:




throughout

The topic is integral to the

teaching and learning process





candidate


completed thoroughly

There is some reference to



practice

There is an attempt to explain

the relationship between the

project and classroom student

learning outcomes

There is at least a passing

reference to the relationship

between the project and the

teacher candidate’s own




standard.

70


Focused Investigation on Student Services


Exceeds Standard

(5)

Meets Standard

(4)

Needs Improvement

(3)

Unsatisfactory

(1)

Focused Investigation on

Student Services

● The paper meets

requirements

● Grammar and formatting

is strong

● The introduction is a clear

description of the setting

and engages the reader

● Support services are

clearly identified

● All three categories are

thoroughly and

completely addressed

● Clear evidence of

conversation/interview

content is present

throughout

● The personal and

professional meaning

extracted from the

exercise is clearly

expressed in the closing

paragraph

● The paper is meets

requirements


is satisfactory

● The introduction

describes the setting

● Support services are

identified

● All three categories are

thoroughly and


● Evidence of


content is provided

● The closing paragraph

summarizes the exercise

Two of the following apply:

● The paper is incomplete


are unsatisfactory

● The introduction does

not describe the setting

● Support services are not

identified

● One of the three

categories is not

thoroughly and


● Little to no evidence of

conversation interview

content is provided


does not summarize the

exercise

Three or more of the

following apply:

● The paper is incomplete


are unsatisfactory

● The introduction does

not describe the setting

● Support services are not

identified

● One or more of the three

categories is not

thoroughly and


● Little to no evidence of


content is provided


does not summarize the

exercise

71


Self-Assessment & Professional Development Plan


(Point Range)

Exceeds Standard

(9–10)

Meets Standard

(7-8)

Needs Improvement

(5-6)

Unsatisfactory

(1-4)

Self-Assessment &

Professional Development

Plan

The Self-Assessment &


Form is completed and

submitted on time


grammar

Honest assessment of

strengths and weaknesses

that bear a family

resemblance to the

supervisor’s own

observations

Clear articulation of plan

to accentuate strengths and

remediate weaknesses

Thoughtful identification

of resources that have a

clear relationship to the

teacher candidate’s

preparation for student

teaching

Related

thoughts/comments reflect

mature stance relative to

self, program and/or

profession




submitted on time


grammar



that bear a family

resemblance to the

supervisor’s own

observations

Steps are identified to

capitalize on strengths


strengthen weaknesses

At least one resource is

identified for use in

preparing for student

teaching

Related

thoughts/comments are

included and meet

minimum requirements

Meets, minimally, five of the

following:




submitted on time


grammar



that bear a family

resemblance to the

supervisor’s own

observations


capitalize on strengths


strengthen weaknesses

At least one resource is

identified for use in

preparing for student

teaching

Related

thoughts/comments are

included and meet

minimum requirements

Performance does not meet the

“Needs Improvement”

standard.