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University of the Cumberlands

2016-2017 Student Teaching/Professional

Experience Handbook

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Introduction 3 Policies and Procedures Dress/Guidelines/ FERPA 5 Attendance/ Grading 6 Individual Action Plan 7 Student Teaching/Professional Experience Binder/Documents Section 9 Instructional Unit with Differentiation/Video Project/ Formative and Summative Evaluations/Reading Reflections 10 Collaboration Journal/Technology Log/Co-Teaching Strategies 11 KTIP IPR/ Attendance Verification 12 Cycles Checklist 14 Sources of Evidence Templates Context 18 Lesson Plan 20 Post-Observation Reflection Document 23 Self-Assessment/PGP 25 Student Growth 29 Student Voice 32 Records and communication Document 33 Collaborative Leadership 35 Professional Involvement Log 38 Unit Blueprint 40 Data Analysis 41 Assessment Forms and Rubrics Unit Evaluation 44 Unit Guidelines 49 Unit Planning Template 51 Cooperating Teacher Formative Evaluation Rubric 52 Cooperating Teacher Summative Evaluation Rubric 54 Reading List 62 Reflection Journal Rubric 63 Templates for Documentation Collaboration Journal Template 64 Technology Use Template 65 Co-teaching Strategies Documentation 66 KTIP IPR Rubric 68 KTIP Content and Video Observation guide 92 Attendance Verification Form 96 University Supervisor’s Summative Evaluation 97

Guidelines & Requirements

TABLE OF CONTENTS

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Introduction The Teacher Education Program at University of the Cumberlands is dedicated to preparing beginning

teachers with the knowledge, skills, and dispositions necessary to impact the learning of all students to close the

achievement gaps existing in today’s schools/districts. The initial teacher certification programs are based on best

practices and designed to prepare candidates to be Reflective Constructors of Quality Learning Experiences

through Critical Thinking. This goal supports the University's Quality Enhancement Program by empowering

candidates in the metacognitive practices of discovery, engagement, analysis, and evaluation.

• Reflective- self-reflection of teacher effectiveness in all areas of teaching and learning.

• Constructors- design lessons based on students’ existing knowledge and skills; base instruction on

contextual information; actively engage students in the learning process; enable students to connect

learning to real world application.

• Quality- consistently improve instruction based on student assessment data, peers/supervisor(s) feedback,

and self-evaluations.

• Critical Thinking- demonstrate high level cognitive processing in planning and implementation and

provide evidence of critical thinking through artifacts.

During the Student Teaching/Professional Experience Semester, Student Teacher/Teacher Candidate

Interns are required to demonstrate their conceptual, communicative, evaluative, and strategic knowledge. The

consistent evidence of the dispositions of communication, critical and creative thinking, and professionalism as

well as an adherence to the Kentucky Professional Code of Ethics is paramount for successful completion of

University of the Cumberlands’ teacher education program. Embedded in the dispositions is the candidate’s

ability to serve students, colleagues, and stakeholders. Through servant leadership, our candidates shall exhibit

the strong belief that all students can learn.

All candidates are required to meet and exceed all indicators of the Kentucky Teacher Standards. Ethical

teacher and student use of technology must serve as the vehicle to meet the needs of diverse populations.

Additionally, the candidates must demonstrate competency in using technology for the purposes of aggregating

and disaggregating assessment data.

Professional Experience Candidate Handbook

Introduction

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Candidates seeking certification at all levels must demonstrate their knowledge and instructional skills in

the content area(s) as effective teachers of reading and writing. Candidates are required to develop their

educational pedagogy through research-based teaching methods and prescriptive strategies.

During the student teaching experience, candidates should take initiative to familiarize themselves with

the school culture by participating in professional learning communities, professional development and extra-

curricular activities that occur during and after school hours, and collaborate with teachers and other school

professionals in order to teach and support the P-12 students effectively.

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Professional dress and field/clinical experience guidelines: Candidates shall act professionally as representatives of University of the Cumberlands’ School of Education and the teaching profession.

o Professional dress is expected at all times, e.g., khakis, dress slacks/capris, skirts, blouses, collared shirts, shirt with tie, etc.

o Inappropriate dress e.g., low cut or midriff tops, too short skirts/shorts, sagging or low riding/hipster pants, and other restrictive or suggestive clothing is not acceptable.

o Always check the school dress codes at your assigned school. o Jeans of any kind are always prohibited. o Graphic printed on clothing is unacceptable o Tattoos must be covered. o Hair, nails, and teeth, etc. should always be indicative of professional expectations. o Facial/tongue/cartilage piercings must be removed. o Hair colors must be those that occur naturally, eg. brown, brunette, blonde, gray, black, and

natural red. No pinks, greens, purples, unnatural reds etc. o Chewing gum and tobacco products are prohibited. o Eating/drinking during instructional time is prohibited. o Proper verbal and written grammar should be used at all times. o Inappropriate relationships/behaviors with students and/or other school personnel are

prohibited. o Candidates will abide by the policies and procedures of the district in which they are

student teaching. o University/school approved electronic devices may only be used for instructional purposes

during observation/classroom time. This includes smart phones, iPods, iPads, eReaders, etc.

o Personal use of technology for any of the following is prohibited; phone calls, texting, use of Bluetooth, use of social media (i.e. Facebook etc.), online shopping/gaming, etc.

Confidentiality- Family Education Rights and Privacy Act (FERPA) Confidentiality and Professional Ethics are violated when: any authorized faculty/staff/clinical candidates discuss a student(s) in inappropriate places or situations faculty/staff/clinical candidates repeat rumors about student(s) or the family faculty/staff/clinical candidates discuss personal identifiable information that is confidential in the

presence of individuals who are not a part of student(s) education faculty/staff/clinical candidates discuss personally identifiable information about student(s) that is

confidential in a public place

Student Teaching/Professional Experience Candidate Handbook

Policies and Procedures

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Four tests to support your decision to discuss private student information with other professionals are as follows: • What is discussed? (public or private information) • Where does the discussion take place? (public or private place) • Who may be listening? • Why are you discussing this information?

For further information on FERPA, you may access the information on this website (copy and paste link into browser) http://www2.ed.gov/policy/gen/guid/fpco/pdf/2012-final-regs.pdf Social Media Conduct: Candidates in the professional experience semester will not have contact with students in their placement classrooms in any form of social media such as Facebook, Twitter, or Instagram. Attendance Policy: The university supervisors will strictly enforce the UC School of Education attendance policy: Candidates in the professional experience semester must serve a minimum of 70 days in practice in the P-12 classroom. If the candidate must be absent from the assigned placement, the candidate must contact the cooperating teacher and the university supervisor by phone and/or email as soon as possible. If absence is due to a snow day, the candidate must contact the university supervisor by phone and/or email as soon as possible. If you need to be absent for any other reason, the candidate must contact the Director of Student Teaching for approval. The candidate will arrive and depart based upon the cooperating teacher’s employment contract. Candidates will wear their University of the Cumberlands’ ID and sign in daily at the main office or with the cooperating teacher. Candidates are required to attend all assigned School of Education seminars and participate in learning activities. Grading Policy: Distribution of Student Teaching/Professional Semester Grade 50%-Assigned by the cooperating teacher(s) based upon the degree of competency demonstrated in the classroom and successful completion of all other state, institutional, and public school requirements. 25%-Assigned by the university supervisor based upon attendance, degree of competency demonstrated during classroom observations and conferences, and the working and exit portfolio requirements. (See Supervisor’s Summative Evaluation on pages 95-96). 25%-Assigned by the university supervisor based upon successful completion of assignments in iLearn. If there is a discrepancy that cannot be resolved, the matter should be solved using correct protocol. First seek assistance from your University Supervisor; then you may seek assistance from the following persons within the School of Education in this order: Director of Student Teaching, Undergraduate Chairperson, Dean of the School of Education.

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University of the Cumberlands Candidate’s Name __________________________________ Date_________ (Please Print)

Individual Action Plan (IAP) Policy The School of Education at the University of the Cumberlands is committed to helping all candidates become Reflective Constructors of Quality Learning Experiences through Critical Thinking. As a candidate in the Teacher Education Program, to achieve success the candidate shall adhere to the Kentucky Teacher and University of the Cumberlands Standards. To foster success, the candidate may be required to meet with a university faculty member to complete an Individual Action Plan (IAP). An IAP is a professional growth plan to document area(s) of concern that may hinder a candidate’s success in coursework. An IAP monitors candidate progress of specific goals created by a faculty member with prescribed strategies to meet the identified goals. The candidate will complete the IAP goals with faculty assistance and demonstrate continued progress throughout the designated IAP time frame.

Procedure for Initiating a Candidate’s Individual Action Plan (IAP) A professor, academic advisor or university supervisor may develop an IAP. The above mentioned will create an IAP documenting:

• specific area(s) of concern (growth area) • specific actions and strategies designed to improve the identified area of concern • establish a time frame for completion of the strategies and actions • recommend resources to support the candidate’s professional growth in the area(s) of concern.

The Undergraduate Department Chair will review the IAP with the faculty member and then sign and date for approval. The faculty member will meet with the teacher candidate to discuss IAP. The candidate’s signature and date acknowledges they will follow the IAP. The faculty member will provide the teacher candidate and the database manager a copy of the completed IAP. The IAP will be monitored by the faculty member of record. The faculty member will report the outcome of the IAP upon the conclusion of the time frame to the database manager. If goals of the IAP are met, the candidate will continue with their planned program. If goals of the IAP are not met, the faculty member will create a remedial IAP with modified actions and strategies within an additional time frame following the same process as above. The candidate will then be recommended to EPAC to be placed upon Probationary Status. The EPAC Committee will be notified by the faculty member of the outcome of the remedial IAP. If the candidate successfully completes the remedial IAP, EPAC may/may not remove the candidate from Probationary Status and grant permission to continue in the education program. If the candidate does not successfully complete the remedial IAP, EPAC may/may not recommend the candidate to withdraw from the education program.

Individual Action Plan (IAP) Policy

Individual Action Plan

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Department Chair________________________ Advisor/Professor___________________________ (Please Print) (Please Print) Priority Area for Growth: Activities Timeline & Completion

Dates Assistance/Resource Needed

Comments: Candidate’s Signature__________________________ Date_________ Chair’s Signature______________________________ Date_________ Advisor/Professor’s Signature____________________ Date_________ A copy of this report will be kept in the Candidate’s file in the office of Teacher Education.

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Student Teaching/Professional Experience Binder You will want to designate a 2 to 3 inch binder to store the required Documents Section, all lesson plans not prepared on the official lesson plan form, and any form requiring a signature. Divide the binder by Cycles 1 – 4 with a section designated for each cycle. The Documents Section The Documents Section will be included in your binder. It contains essential information that you will need in a variety of situations you will encounter on a daily basis. Your university supervisor will check this section of the binder periodically. The Documents Section must be completed within one week of beginning each placement. Contents of the Documents Section: University of the Cumberlands Student Teaching / Professional Experience Candidate Handbook P-12 Faculty Handbook P-12 School Handbook P-12 Student Code of Conduct P-12 Schedule of Classes Emergency Procedures: Earthquake, Fire, Tornado, Lockdown; Identify Crisis Team Classroom Procedures Classroom Behavior Plan Classroom Management Plan School Day Schedule for P-12 Classroom P-12 School Calendar Personal Calendar for Documentation of Instructional Days List of Cooperating Teacher Expectations (Time of arrival and departure, special duties, grading, etc.) Each document should be tabbed for easy access. Interdisciplinary Instructional Unit with Differentiation The second observation will take place during weeks 4-7 and will include the Interdisciplinary Instructional Unit with Differentiation. The process for the observation is the same as the previous observation. Send the Context and the Lesson Plan to the cooperating teacher and the university supervisor, teach the lesson, and within 48 hours, submit the Post-Observation Reflection Document to the cooperating teacher and the university supervisor. Your present cooperating teacher and your second placement cooperating teacher, or external evaluator, will each evaluate your Instructional Unit. If you do not have a second placement, you may choose a teacher within your building teaching in the same or close to the same content you are teaching to be the second evaluator. The P-12 evaluators should complete their scoring by the third observation. After their evaluations are complete, it is your

Procedures for the Professional Semester

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responsibility to get both instructional unit rubrics and the completed Unit to your university supervisor for final scoring. The unit rubric, guidelines, and planning template are attached. Video Project for Instructional Unit All candidates will participate in a video project of their teaching during the Instructional Unit. This lesson can be any of the five designated lessons except the one observed by the university supervisor. After completing the lesson plan (or the Unit Blueprint) from your unit, submit the lesson to your cooperating teacher and university supervisor for reflection and revision. Upon confirmation, video the lesson, then select a peer to review the video and lesson plan with you. Use the KTIP Content and Video Observation Guide (pp. 93-96) to score the video. Your peer should score the video with the KTIP Content Observation Guide as well. Submit the two evaluations and a copy of the video to the university supervisor. This project should be completed by or before Week 10 of the Student Teaching/Professional Experience. Formative and Summative Evaluations The Formative Evaluation (p. 53-52) of your teaching must be completed by your cooperating teacher somewhere between the 2nd and the 3rd week of the first placement. You will be responsible for getting the form to the cooperating teacher and then uploading it into iLearn when completed. The Summative Assessment (p. 56 - 62) will be completed at the end of the 2nd cycle around the 7th week of the first placement. The process is the same. All documents will be available in iLearn and when completed will be uploaded into iLearn. When you change placements, the formative and summative process will be replicated in the new setting. In the second placement, the formative will occur around weeks 9 - 10 and the summative will occur around weeks 13-14. Reading Reflection/Discussion Scholarly reading will be an integral part of the rest of your life as a teacher. As you pursue more advanced degrees you will obviously review the research in order to meet course requirements. If your passion is teaching and meeting the needs of children, you will scour magazines, books, journals and any other form of print to find prescriptions that will ensure that your students are successful in the classroom. It is extremely important that you begin the practice of reading and research now, while you are completing your undergraduate studies here at University of the Cumberlands. For this reason you will follow the schedule to organize your thoughts, and write reflections/discussions that tie the readings to your experiences in the classroom where you are student teaching. Your university supervisor will check these writings on a weekly basis to be sure that you are completing the assignments satisfactorily. It is critical that you analyze the information, and then use evaluation and synthesis to process, apply and make the appropriate decisions about classroom instruction. The texts for this course are: Fay, J, and Funk, D. (1995). Teaching With Love and Logic. Marzano, Robert J. (2007). The Art and Science of Teaching. Chappuis, J., Stiggins, R., Chappuis, S., Arter, J. (2011). Classroom Assessment for Student Learning:

Doing It Right - Using It Well (2nd Edition). Pearson

The reading list and rubric (p.63-64) used for scoring are included in the handbook.

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You must use ample evidence from each text to support your work, and it must be 2 pages double spaced, 12 pt. font. Also, you are required to give a detailed response (one to two collegiate level paragraphs) to two of your peers’ discussions for the first reflection only. Prompts will be listed in iLearn for each weekly assignment.

Collaboration Journal

The Collaboration Journal (p.65) will be used throughout the student teaching/professional experience. Use the journal to document any and all instances of collaborating with teachers, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. The Collaboration Journal is due in iLearn at the end of cycle 3. Technology Log

Use the Technology Log (p.64) to document any and all instances of using technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research. The Technology Log is due in iLearn at the end of cycle 3.

Co-Teaching Strategies

Use the Co-Teaching Strategies Log (p. 67) to document any and all instances of using co-teaching. Teachers are sharing classrooms more than ever, and becoming an effective co-teaching partner is a teaching essential. Both educators on the co-teaching team are responsible for differentiating the instructional planning and delivery, assessment of student achievement, and classroom management. Several collaborative teaching approaches have proven to be successful to guide educators who work together in co-teaching partnerships to differentiate instruction. The approaches include:

1. One Teach, One Observe - While one teacher leads, the other can: Observe behaviors of the students, chart behaviors of students, or observe for understanding. When using this strategy, the one observing must be collecting data.

2. One Teach, One Assist – While one teacher leads, the other can: Help students who don’t understand, give alternate explanations, keep students on task.

3. Team Teaching - Both teachers teach in a seamless flow; both have authority; both are actively involved in the lesson.

4. Parallel Teaching – Each teacher instructs half the students at the same time at opposite ends of the room. Both use the same strategies and information, but more attention can be paid to the individual students.

5. Supplemental Teaching - One teacher may work with those who need re-teaching or remediation while the other may work with others on enrichment or extensions of the lesson.

6. Alternative or Differentiated Teaching – Teachers use two different approaches for the same lesson to achieve the same outcome.

7. Station Teaching - One teacher leads a small group in a vocabulary matching game while the other teacher helps the students use vocabulary in sentences for a story. A third group is an independent activity of finding synonyms of the vocabulary words in literature.

. The strategies are not hierarchical and can be used in combination with each other. The co-teaching pair selects the strategy that fits the lesson and the situation to best meet the needs of the students in the classroom to improve

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the educational outcomes of students. Candidates must use co-teaching strategies in at least one formal observation per placement. The Co-Teaching Strategies Log is due in iLearn at the end of cycle 3. IPRs

The Kentucky Teacher Internship Program Intern Performance Record, K-TIP PGES IPR (pp. 68-92), and the KTS IPR will be used to evaluate the candidate during each of the four cycle observations. Be sure to review the K-TIP IPR instrument prior to lesson development and implementation of lessons to ensure that the lesson plan and instruction align with the standards and dispositions as measured by the indicators.

Attendance Verification

At the end of each placement, the number of days completed must be documented on an Attendance Verification Form (p.97). This form must be signed by the candidate, cooperating teacher, and principal/authorized administrator. The candidate cannot receive a passing grade until the Attendance Verification forms are submitted. If the candidate has only one placement, the Attendance Verification must be completed for both the first half and then again for the second half of the placement.

Formal Observations All candidates will be required to create a total of 4 formal lesson plans, each of which will be formally observed by the University Supervisor. Please remember that teaching must take place during the observation. Games may be a part of the observation but must be instructional in nature and should not dominate the entire time.

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FORMS

AND DOCUMENTS

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Document kept in the binder will be tabbed by cycles. The binder should be ready for the university supervisor at each observation. The items with an asterisk (*) must be uploaded to iLearn. Cycle 1 (First Observation) Weeks 1 – 3: * Denotes documents that must be uploaded to iLearn. ______Self-Assessment/PGP: Begin to create PGP with input from the cooperating teacher and the university

supervisor * ______Contextual Statement: This document must be approved by your cooperating teacher and your

university supervisor before proceeding to write lesson plans. * ______Lesson Plan: This document must be approved by the cooperating teacher and sent to the university

supervisor 48 hours prior to the observation * ______Lesson Plans created on school templates for all other lessons taught. ______Materials and resources used by students during the official observation for cycle 1 ______Documents Section:

UC Student teaching / professional experience Candidate Handbook, P-12 Faculty Handbook, P-12 School Handbook and Student Code of Conduct, Schedule of classes, Emergency procedures, Classroom procedures, Behavior plan, Classroom management plan, Schedule of school day, School calendar, Personal attendance calendar Cooperating teacher expectations Lesson plans created using school templates (These are to be created for all lessons taught but not observed)

______ Document collaborative experiences using the Collaboration Journal: Written documentation of collaboration within the school and classroom. (Template in the Handbook.) * Note: This will not be uploaded to iLearn until the end of cycle 4 but should be regularly and systematically compiled throughout the entire semester.

______Document co-teaching experiences: You will need to document at least one co-teaching experience in your first placement. * Note: This will not be uploaded to iLearn until the end of cycle 4.

______Document technology use using the Technology Log * Note: This will not be uploaded to iLearn until the end of cycle 4 but should be compiled throughout the entire semester.

______Records and Communication Document – Document methods of record keeping and communication with families. Note: This will be uploaded to iLearn at the end of cycle 2 for the first placement.

______Professional Involvement Log Note: This will not be uploaded to iLearn until the end of cycle 4 but should be compiled throughout the entire semester.

______Evidence of planning the unit: requires a cooperating teacher signature (Use the Unit Planning Template) *

Observation Cycles Checklist

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______ Post-Observation Reflection Document with student work samples for low, medium, high performing students (names removed): due in iLearn for university supervisor review within two days of teaching the lesson; hard copy submitted to cooperating teacher *

______Formative Evaluation completed by the cooperating teacher during week 3 then uploaded into iLearn. * ______KTS IPR and PGES IPR Observation 1 * ______Picture of you working with the students during group work or using technology Cycle 2 (Second Observation) Weeks 4-7: * Denotes documents that must be uploaded to iLearn. ______Context for unit approved by cooperating teacher and the university supervisor * ______Lesson Plan approved by cooperating teacher and sent to the university supervisor 48 hours prior to the

observation * ______Lesson Plans created on school templates for all other lessons taught. ______Materials and resources used by students during the official observation for cycle 2 ______Collaboration Journal targeting Unit of Instruction with Differentiation * ______ Document technology use using the Technology Log * ______ Document co-teaching experiences * ______Self-Assessment/PGP Cycle 2: Midterm Growth Plan with documentation of evidence/ implementation.* ______ Post-Observation Reflection Document with student work samples for low, medium, and high

performing students (names removed): due in iLearn for the university supervisor review within two days; hard copy submitted to cooperating teacher *

______Unit must be completed and taught by week 7 and given to the cooperating teacher for review. By week 8, the Unit should be given to the external evaluator (second cooperating teacher) for scoring. Rubrics must be given to the university supervisor by week 9.

______Unit Guidelines form * ______Unit Video Project: Schedule and complete video project for a lesson in your unit. To evaluate the video,

use two KTIP Content and Video Observation Guides (You should self-evaluate using one. You must choose a peer to use the other form to evaluate your video.) Each of you should mark all standards and dispositions. Use the data to add one more area(s) (strength or growth area) to your PGP. Submit the two IPR forms, and copy of the video to the university supervisor. *

______Content Observation by UC professor in your content area for MIDDLE SCHOOL AND SECONDARY MAJORS only. You don’t have to do a “full” KTIP lesson plan. Just use a one-day plan from the Unit Blueprint document. The professor will use the KTIP Content and Video Observation Guide to score the lesson. This observation guide should be uploaded to iLearn. *

______Records and Communication Document *– Document methods of record keeping and communication with families. Upload information from the first placement.

______Professional Involvement Log ______Student Voice Survey (Administer) ______Summative Evaluation from the cooperating teacher to the university supervisor before completion of the

first placement or midterm and submitted in iLearn. * ______ KTS IPR and PGES IPR Observation 2 * ______Attendance Verification* ______Picture of you working with the students during group work or using technology ______Letter of reference *

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Cycle 3 (Third Observation) Weeks 8-10: * Denotes documents that must be uploaded to iLearn. ______Context: You will need a Contex for each class taught in the second placement (only if the students rotate

classrooms such as in departmentalization, etc…) Context(s) will be approved by the university supervisor and the cooperating teacher and completed within 5 days of arrival at second placement. *

______Lesson Plan: approved by the cooperating teacher and the university supervisor 48 hours prior to the observation. *

______ Lesson Plans created on school templates for all other lessons taught. ______ Materials and resources used by students during the official observation for cycle 3 ______Collaboration Journal * ______Documents Section for second placement: (Only for those having two placements)

UC Student Teaching / Professional Experience Handbook, P-12 Faculty Handbook, P-12 School Handbook and Student Code of Conduct, Schedule of classes, Emergency procedures, Classroom procedures, Behavior plan, Classroom management plan, Schedule of school day, School calendar, Personal attendance calendar Cooperating teacher expectations Lesson plans created using school templates (These are to be created for all lessons taught but not observed)

______Document co-teaching experiences: At least one co-teaching experience in 2nd placement. * ______Document technology use using the Technology Log * ______Self-Assessment/PGP: Complete Cycle 3* ______Rubrics for Instructional Unit from cooperating teacher, external evaluator, peer and self-

evaluation. During week 10, the external evaluator (second cooperating teacher) will score the Unit. Submit rubrics and unit to the university supervisor for assessment by Week 10. *

______ Post-Observation Reflection Document with student work samples for low, medium, and high performing students (names removed): due in iLearn for university supervisor review within two days; hard copy submitted to cooperating teacher *

______Collaborative Leadership Project Contract* Must be completed, with signatures, and uploaded before beginning the project.

______Leadership Project (Collaborative Leadership): Read Leadership Project guidelines and decide what the project will be with your cooperating teacher and the university supervisor.* The project must be discussed with the building principal for prior approval.

______Formative Evaluation * completed by cooperating teacher and uploaded in iLearn by week 10. ______Records and Communication Log - Document methods of record keeping and communication with

families. Collect information from the second placement. ______Professional Involvement Log ______ KTS IPR and PGES IPR Observation 3 * ______Picture of you working with the students during group work or using technology

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Cycle 4 (Fourth observation) Weeks 11-14: * Denotes documents that must be uploaded to iLearn. ______Context for classroom being observed, approved by the cooperating teacher and university supervisor. * ______Lesson Plan approved by cooperating teacher and sent to the university supervisor 48 hours prior to the

observation. * ______ Lesson Plans created on school templates for all other lessons taught. ______ Materials and resources used by students during the official observation for cycle 4 ______Collaboration Journal * should be uploaded to iLearn by week 12 ______Document technology use using the Technology Log * Should be uploaded to iLearn by week 12 ______Document co-teaching experiences * Should be uploaded to iLearn by week 12 ______Records and Communication Document *– Document methods of record keeping and

communication with families. Upload information from the second placement. ______ Professional Involvement Log Should be uploaded to iLearn by week 12 ______Picture of you working with the students during group work or using technology ______ Post-Observation Reflection Document with student work samples for low, medium, and high

performing students (names removed): due in iLearn for university supervisor review within two days; hard copy submitted to cooperating teacher *

______Leadership Project (Collaborative Leadership) completed * ______Summative Evaluation completed by cooperating teacher, sent to the university supervisor before end of

placement, and submitted in iLearn. * ______ Attendance Verification * ______ KTS IPR and PGES IPR Observation 4 * ______Begin/Complete Capstone Rationale Weeks 12-14 ______Complete and Submit Pillar III Exit Portfolio Weeks 12-14 ______Schedule Exit Conference with the university supervisor Week 14 (Back)

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Source of Evidence: Context

Your committee will use this evidence to evaluate your performance on the following: Kentucky Framework for Teaching Components

1A – Demonstrating Knowledge of Content and Pedagogy 1B – Demonstrating Knowledge of Students 1D – Demonstrating Knowledge of Resources

Kentucky Teacher Standards 1 – The Teacher Demonstrates Applied Content Knowledge 2 – The Teacher Designs and Plans Instruction 4 – The Teacher Implements and Manages Instruction 6 – The Teacher Demonstrates the Implementation of Technology 8 – Collaborates with Colleagues/Parents/Others

Guidelines for Identifying the Source of Evidence: Context

To effectively plan and implement instruction requires that the student teacher first have knowledge of the content to be addressed and the appropriate strategies for presenting the content. Second, the student teacher must have clear knowledge/understanding of his/her students and what they bring to the learning environment. Finally, the student teacher must have knowledge of the resources available to support instruction and facilitate student learning.

This Source of Evidence requires that you consider your content, students and resources, for the class you choose for Student Growth, to establish a baseline for your knowledge. Every time you plan, implement, assess, and reflect on instruction, you will have the opportunity to increase your knowledge/understanding of your content, students, and resources.

The Context is completed once per placement. If the teaching environment changes significantly, e.g. new school, change in classroom placement configuration, change in grade or courses taught, this form MUST be completed AGAIN.

1. Content

Using the state curriculum/content area standards, work with your cooperating teacher and other colleagues to identify the enduring skills, concepts, and processes that your students should master by the end of the year/class. (Enduring skills, concepts and processes refer to those skills, concepts, and processes that endure beyond a single test date, are of value in other disciplines, are relevant beyond the classroom, are worthy of course-long focus, and may be necessary for the next level of instruction).

2. Students

a. Working with your cooperating teacher and other colleagues, identify your students’ abilities regarding the identified enduring skills, concepts, and processes for your class. This will require that you collect and analyze data and evidence to identify students’ strengths and weaknesses and determine patterns and trends in their performance.

b. Working with your cooperating teacher, identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiency. • ___ LEP/ESL/ELL: • ___ # with IEPs: • ___ # with 504 accommodations: • ___ GSSP: • ____RTI/Title I • ___ Other:

3. Resources

Identify the resources and assistance available within the school and district to support your instruction. a. Resources (e.g. lab/shop facilities, technology (hardware and software), equipment, and supplies) b. Collaborative Partners (e.g. colleagues including support staff, families, and others who could contribute to your efforts to

meet the needs of your students)

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Source of Evidence: Context Name: Date:

This Source of Evidence should be initiated before the Orientation Meeting for the class you are using for your Student Growth Goals and then used to inform your lesson planning during Cycles 1, 2, and 3.

1. Content (1A) Identify the enduring skills, concepts, and processes that your students should master by the end of the year/class.

2. Students (1B)

a. Identify your students’ abilities regarding the identified enduring skills, concepts, and processes for your class.

b. Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiency.

3. Resources (1D) Identify the resources and assistance available within the school and district to support your instruction.

a. Resources:

b. Collaborative Partners:

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Source of Evidence: Lesson Plan Your committee will use this evidence to evaluate your performance on the following:

Kentucky Framework for Teaching Components 1A – Demonstrating Knowledge of Content and Pedagogy

1B – Demonstrating Knowledge of Students 1C – Setting Instructional Outcomes

1D – Demonstrating Knowledge of Resources 1E – Developing Coherent Instruction

1F – Designing Student Assessment

Kentucky Teacher Standards 1 – The Teacher Demonstrates Applied Content Knowledge 2 –

The Teacher Designs and Plans Instruction 3 – The Teacher Creates and Maintains Learning Climate 4 – The

Teacher Implements and Manages Instruction 5 – Assesses and Communicates Learning Results

6 – The Teacher Demonstrates the Implementation of Technology 8 – Collaborates with Colleagues/Parents/Others

Guidelines for Developing the Source of Evidence: Lesson Plan

The lesson plan template should be used in planning all lessons to be observed by your University Supervisor. The development of your lesson plans should be informed by your work on the Context and allow you to demonstrate your knowledge of your students and your subject matter. Your lesson plan will provide the framework upon which you will create the classroom environment and implement instruction. Each lesson plan should be sent to your University Supervisor at least 48 hours before their scheduled observation to allow for review and feedback.

1. Learning Target(s)/Objectives

The lesson’s learning target(s)/objective(s) should be student-centered, observable, and measurable. The connections to the state curriculum/content area standards should be focused on the knowledge, skills, and/or processes identified in the learning targets/objectives.

2. Pre-Assessment(s)

Briefly describe the pre-assessment(s) you used to identify your students’ baseline knowledge and skills relative to the learning targets/objectives for this lesson. Include baseline data and all assessments used.

3. Formative Assessment(s)

Identify the type of formative assessments and data that will be used to determine student progress in achieving the learning targets/objectives. If needed, identify how these assessments will be differentiated to address the needs of your students. In addition to the formative assessments you will use, describe how you will provide opportunities for your students to self-assess their learning progress.

4. Resources

Identify the resources that will be needed for the lesson. During the course of your internship you should make use of available technology when the technology will facilitate planning, implementing, assessing of instruction, and facilitating your students’ learning.

5. Lesson Procedures

Describe the sequence of strategies/activities and assessments you will use to engage students and accomplish your learning targets/objectives. Within this sequence be sure to:

a. describe the differentiated strategies/activities and/or assessments designed to meet the needs and strengths of your students.

b. identify the questions you will use to promote higher order thinking and understanding and encourage discussion.

6. Watch For------- Are there specific indicators for the components of Domain 2 - Classroom Environment and/or Domain 3 - Instruction that you would like specifically observed during this lesson? If there are, please note these on your plan to alert the observer.

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Ages / Grades of Students:

Number of Students in Class:

Number of Students having IEP:

Number of Gifted Students:

Number of Students having ELL:

Lesson Title: 1. Context: Describe the Students for which this Lesson is Designed (lB): Identify your students' backgrounds, special needs, cultural differences, interests, and language proficiencies. 2. Learning Target(s)/Objectives (1A) (1C)

a. Previous lesson's learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area standards.) +2

Learning target/objective: Connection to Standard:

b. Current lesson's learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area standards.) +2

Learning target: Connection to Standard:

c. Next lesson's learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area standards.) +2

Learning target: Connection to Standard: 3. Students' Baseline Knowledge and Skills (lB) (lF) Describe and include the pre-assessment(s) used to establish students' baseline knowledge and skills for this lesson. (1. The specific use of data 2. Data represents objectives for lesson 3. There is a brief summary of “what the data tells me” in regard to this lesson.) Attach a copy of the baseline data and all assessments used. (+3) 4. Formative Assessment (lF) Describe and include the formative assessment(s) to be used to measure student progress during this lesson. (Attach copies of the formative assessments and student self-assessments to be used.) (+2) Formative Assessment: (+2)

• Activity #1: • Activity #2:

Self-Assessment: (+2) • Activity #1: • Activity #2:

5. Resources (lD) (+3) (Include technology used) Identify the resources and assistance available to support your instruction and facilitate students' learning. To avoid the appearance of plagiarism, include sources for any materials borrowed from text and/or the internet. (+1)

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6. Lesson Procedures (1E) Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students, facilitate attainment of the lesson objective(s), connect to real-life, and promote higher order thinking. Within this sequence, be sure to describe how the instruction will be differentiated to meet your students' needs, interests, and abilities. Opening of the Lesson:

• Review: (+1) • Hook or Attention Getter (+1):

Activity #1:

• Objective: (+1) • Activity Description: (+1) • Critical Vocabulary: (+1)

Differentiation (Extension): (+1) Differentiation (Remediation): (+1) Assessment: (+1) Differentiation (Extension): (+1) Differentiation (Remediation): (+1) Question #1 (Bloom’s Level 3 or 4): (+1) Question #2 (Bloom’s Level 5 or 6): (+1) Activity #2:

• Objective: (+1) • Activity Description: (+1) • Critical Vocabulary: (+1)

Differentiation (Extension): (+1) Differentiation (Remediation): (+1) Assessment: (+1) Differentiation (Extension): (+1) Differentiation (Remediation): (+1) Question #1 (Bloom’s Level 3 or 4): (+1) Question #2: (Bloom’s Level 5 or 6): (+1) Closing of the Lesson: (+1) Real-life Connections (+1) Activities for Multiple Intelligences: (+3) Marzano’s High-Yield Strategies: (+3) 6. Watch For------- (+1) Identify anything that you would like specifically observed during this lesson. (+1)

Total Points: --- / 55

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Source of Evidence: Post-Observation Reflection Your committee will use this evidence to evaluate your performance on the following:

Kentucky Framework for Teaching Components 3E – Demonstrating Flexibility and Responsiveness 4A – Reflecting on Teaching

Kentucky Teacher Standards 4 – The Teacher Implements and Manages Instruction 5 – Assesses and Communicates Learning Results 7 – Reflects on and Evaluates Teaching and Learning 9 – Evaluates Teaching and Implements Professional Development

Guidelines for Developing the Source of Evidence: Post-Observation Reflection

Teaching is a purposeful act, involving many decisions in both the planning and implementation of instruction. Reflection is the thoughtful consideration of those decisions in light of their impact on student learning to determine what aspects of instruction need to be changed and what aspects should be continued. The accuracy and specificity of your reflection and the validity of actions based on the reflection will depend on the extent to which the reflection is based on accurate performance data. During student teaching, your University Supervisor and Cooperating Teacher will help you refine your skill of reflection. Accurate reflection is the basis for planning and implementing both instruction that is responsive to your students’ needs and professional development that is responsive to your needs.

This Source of Evidence asks you to reflect on the impact of the decisions you made in planning, implementing, and assessing an observed lesson and describe the actions taken based on your reflection.

1. While the directions on the template state this Source of Evidence should be completed within two days of each observation, it is recommended that your analysis of the lesson’s formative assessment data be done as soon as possible after the lesson to ensure that the data is used to inform ongoing instruction in a timely fashion.

2. Your response to these questions should be based on an analysis of the formative assessment data from the lesson.

3. Identify any other student evidence or artifacts that informed your determination of student achievement and describe

their influence on your determination.

4. If classroom procedures, student conduct, and/or physical space contributed to or hindered student learning, describe the specific contribution or hindrance.

5. If you departed from your plan, be specific as to how and why you changed your plan.

6. If you were to teach this lesson again to the same group of students, be specific as to what you would do differently and

the reason(s) you would make the changes.

7. What professional growth needs have you identified based on your reflections as you planned, taught, and assessed your lessons? How do you plan to address these needs?

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Source of Evidence: Post-Observation Reflection

Name: Cycle:

This Source of Evidence must be completed within two days after each observed lesson.

1. Use the formative assessment data for each lesson objective/learning target to sort the students’ performance into three categories:

Objective / Learning Target 1 Objective / Learning Target 2

a) Below criteria # of students # of students

b) Meets criteria # of students # of students

c) Exceeds criteria # of students # of students

Attach a copy of the formative assessment with the criteria or rubric used to determine the students’ performance on each of the lesson’s learning targets/objectives.

2. Based on the formative assessment data, how successful was the lesson? Did the students achieve the learning target(s)? What will

you do for those students who did not achieve the learning target criteria? For those students who exceeded the criteria? (4A)

3. In addition to the student work witnessed by the observer, identify any other student work samples, evidence or artifacts that

assisted you in making your determination regarding student achievement. (4A)

4. To what extent did classroom procedures, student conduct, and/or physical space contribute to or hinder student learning? (4A)

5. Did you depart from your plan? If so, how and why? (3E)

6. If you had the opportunity to teach this lesson again to the same group of students, what would you do differently, and why? (4A)

7. What do you see as the next step(s) in your professional growth for addressing the needs you have identified through personal

reflection? (4A) (4E)

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Source of Evidence: Professional Growth Your committee will use this evidence to evaluate your performance on the following:

Kentucky Framework for Teaching Components 4A – Reflecting on Teaching 4E – Growing and Developing Professionally

Kentucky Teacher Standards 7 – Reflects on and Evaluates Teaching and Learning 9 – Evaluates Teaching and Implements Professional Development 10 – Provides Leadership Within School/Community/Profession

Guidelines for Developing the Source of Evidence: Professional Growth

The KTIP approach is grounded in a developmental view of teaching, recognizing that this complex, demanding profession is learned over the course of several years of study, consultation, and reflective practice. In developing this Source of Evidence, you will have the opportunity to assess your present level of performance on the components of the Kentucky Framework for Teaching to begin to identify your strengths and areas for growth. Working with your University Supervisor, you will identify the focus for your PGP.

The PGP is the Source of Evidence that documents that you have been afforded due process. The areas for growth to be addressed on your PGP will be identified during Cycle 1.The PGP must first focus on documenting that you have been provided reasonable assistance to improve your performance on any components rated as Ineffective. If all components are rated as developing or higher, the focus of the PGP can be on components, which if refined, would have the greatest impact on your instruction and your students’ learning.

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Source of Evidence: Professional Growth 1. Self-Assessment of Performance

Rating Scale to be used: (I) Ineffective, (D) Developing, (A) Accomplished, (E) Exemplary Component Initial 3rd Cycle

I D A E I D A E

DO

MA

IN 1

Pl

anni

ng a

nd

Prep

arat

ion

1A – Demonstrating Knowledge of Content and Pedagogy

1B – Demonstrating Knowledge of Students

1C – Selecting Instructional Outcomes

1D – Demonstrating Knowledge of Resources

1E – Designing Coherent Instruction

1F – Designing Student Assessment

DO

MA

IN 2

C

lass

room

En

viro

nmen

t

2A – Creating an Environment of Respect and Rapport

2B – Establishing a Culture of Learning

2C – Managing Classroom Procedures

2D – Managing Student Behavior

2E – Organizing Physical Space

DO

MA

IN 3

In

stru

ctio

n

3A – Communicating with Students

3B – Using Questioning and Discussion Techniques

3C – Engaging Students in Learning

3D – Using Assessment in Instruction

3E – Demonstrating Flexibility and Responsiveness

DO

MA

IN 4

Pr

ofes

sion

al

Res

pons

ibili

tie

4A – Reflecting on Teaching

4B – Maintaining Accurate Records

4C – Communicating with Families

4D – Participating in a Professional Community

4E – Growing and Developing Professionally

4F – Demonstrating Professionalism

2. Possible Professional Growth Priority Components

3. Priority Component for Professional Growth Plan Development

Planning and Preparation 1A 1B 1C 1D 1E 1F

The Classroom Environment 2A 2B 2C 2D 2E Instruction 3A 3B 3C 3D 3E Professional Responsibility 4A 4B 4C 4D 4E 4F

Current Level of Performance

I D A E

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4. Professional Growth Plan (4E) This PGP should be completed and sent to your committee members for review and approval no later than two

weeks after the Cycle 1 Committee Meeting. Name: Date:

a. Professional Growth Goal ONE:

b. Professional Learning Activities c. Needed Resources/Support d. Anticipated Completion Date

e. How will you assess your progress/success in addressing the Professional Growth Goal?

f. What is the expected impact on student learning of your professional learning activities?

4. Professional Growth Plan (4E) This PGP should be completed and sent to your committee members for review and approval no later than two

weeks after the Cycle 1 Committee Meeting. Name: Date:

a. Professional Growth Goal TWO:

b. Professional Learning Activities c. Needed Resources/Support d. Anticipated Completion Date

e. How will you assess your progress/success in addressing the Professional Growth Goal?

f. What is the expected impact on student learning of your professional learning activities?

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Guidelines for Developing the Source of Evidence: Student Growth

Review your work on the Context in which you identified your students’ needs and abilities related to the enduring skills, concepts and processes they should master by the school year/class. Are there any enduring skills, concepts, or processes that they lack overall? What is the biggest area of need? Based on your review, identify the specific content area enduring skills, concepts, or processes that your student growth goal should target.

2. Assessment List the assessment(s) you will use to establish baseline student performance and provide comparable mid-year and end-of- year/class data on the student growth goal.

3. Student Growth Goal Your student growth goal should specify a growth target (the growth you expect your students to make) and a proficiency target.

4. Professional Learning Needs Identify the professional learning you will need to support your students’ attainment of the student growth goal. (Activities to address these professional learning needs should be included in your PGP.)

5. Instructional Strategies for Goal Accomplishment Describe the initial instructional strategies you will use to facilitate student progress toward goal attainment.

6. Plan for Monitoring Goal Attainment Describe when and how you will monitor your students’ progress toward goal attainment.

7. Review of Student Growth Goal You and your University Supervisor should discuss your student growth goal, the strategies being used and the plan for monitoring student progress. In addition, any professional learning needs that should be addressed in your PGP should be identified and listed here.

8. Student Growth Progress Monitoring and Reflection Based on your analysis of the data from the planned monitoring of student growth, reflect on your students’ progress toward goal attainment and identify possible changes in instructional strategies and/or assessments that may be needed to facilitate goal attainment. (Attach a copy of the assessment data and your analysis.)

9. Student Growth Progress Review and Reflection

5. Cycle 2 Progress Update (4E)

6. Cycle 3 Final Report a. Analysis of Self-Assessments and/or Student Voice Survey(s): (4E)

b. Analysis of Professional Growth: (4E)

c. Summative Reflection: (4A)

Source of Evidence: Student Growth Your committee will use this evidence to evaluate your performance on the following:

Kentucky Framework for Teaching Components 1B – Demonstrating Knowledge of Students 1C – Setting Instructional Outcomes 1E – Developing Coherent Instruction 1F – Designing Student Assessment 4A – Reflecting on Teaching

Kentucky Teacher Standards 1 – The Teacher Demonstrates Applied Content Knowledge 2 – The Teacher Designs and Plans Instruction 3 – The Teacher Creates and Maintains Learning Climate 4 – The Teacher Implements and Manages Instruction 5 – The Teacher Assesses and Communicates Learning Results 6 – The Teacher Demonstrates the Implementation of Technology 7 – Reflects on and Evaluates Teaching and Learning 8 – Collaborates with Colleagues/Parents/Others 9 – Evaluates Teaching and Implements Professional Development

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Review your student growth progress data analysis and reflection to determine if any changes need to be made in the instructional strategies or assessments to facilitate student growth goal attainment. Describe any changes which you should be implemented to facilitate student growth goal attainment.

10. Summative Assessment of Student Growth and Reflection Collect and analyze the summative assessment data on your students’ growth. Sort your students into the three following categories based on their summative assessment performance: students who exceeded the goal, students who met the goal, and students who did not meet the goal. Record this data in the table on the template and attach a copy of your summative assessment data. Based on your analysis of the summative assessment data, reflect on the following three questions:

• What does the data reveal about your students’ growth? • What does the data show about your instructional practices? • How can these results inform your planning for future professional growth?

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11. Lessons Learned Discuss what you have learned from your student growth goal experience regarding your students’ needs and abilities, effective instructional and assessment strategies and your professional learning needs. How will what you have learned influence the development and implementation of your student growth goal and PGP next year?

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Source of Evidence: Student Growth Name: Date:

Orientation and Cycle 1: Develop Student Growth Plan (1B) (1C) (1E) (1F)

Class Interval of Instruction

Identify the interval of instruction for your class: (click on one) Trimester Semester School year

1. Target Content

2. Assessment

3. Student Growth Goal

4. Professional Learning Needs

5. Instructional Strategies for Goal Accomplishment

6. Plan for Monitoring Goal Attainment

During Cycle 1 Committee Meeting: Review Student Growth Goal and Implementation (1B) (1C) (1E) 7. Review the Student Growth Goal

During Cycle 2: Monitor Student Growth (1B) (1C) (1E) (4A) 8. Student Growth Progress Review and Reflection

During Cycle 2 Committee Meeting: Review Student Growth Progress (1B) (1C) (1E) (4A) 9. Student Growth Progress Review and Reflection

During Cycle 3: Collect and Analyze Summative Assessment Data of Student Growth (1F) (4A) 10. Assessment of Student Growth

Number of Students who exceeded goal

Number of students who met goal

Number of Students who did not meet goal

Reflection on Results

During Cycle 3 Committee Meeting: Plan for the Future (4A) 11. Lessons Learned

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Source of Evidence: Student Voice Your committee will use this evidence to evaluate your performance on the following:

Kentucky Framework for Teaching Components 1B – Demonstrating Knowledge of Students

Kentucky Teacher Standards 1 – The Teacher Demonstrates Applied Content Knowledge 2 – The Teacher Designs and Plans Instruction 3 – The Teacher Creates and Maintains Learning Climate 4 – The Teacher Implements and Manages Instruction 8 – Collaborates with Colleagues/Parents/Others

Guidelines for Developing the Source of Evidence: Student Voice

As you developed your Context, you began to identify your students’ abilities regarding the content of your class and their backgrounds, special needs, cultural differences, interests, and language proficiency. With each day’s interactions with your students, you have expanded your understanding of their needs, interests, and abilities. The Student Voice Survey is a measure of the extent to which students perceive that their teacher provides:

• Support through rigorous instruction • Transparency through effective communication styles • Understanding through appropriate and varied assessment • Discipline through respectful classroom culture • Engagement through innovative instruction • Nurturing through attentive observation • Trust through teamwork

Data from Student Voice Survey(s) completed by your students will provide evidence as to how your students perceive their classroom environment. This data will provide additional insights regarding your students and can be used to inform your planning and professional growth activities and document on the PGP.

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Source of Evidence: Records and Communication Your committee will use this evidence to evaluate your performance on the following:

Kentucky Framework for Teaching Components 4B – Maintaining Accurate Records 4C – Communicating with Families

Kentucky Teacher Standards 5 – The Teacher Assesses and Communicates Learning Results 7 – Reflects on and Evaluates Teaching and Learning

Guidelines for Developing the Source of Evidence: Records and Communication

An essential responsibility of teachers is to keep accurate records of both instructional and non-instructional events. Accurate records are vital because they inform the teacher’s interactions with colleagues, students and families. The methods for keeping these records will vary depending on the type of information being recorded and the requirements of the school district. Another responsibility of teachers is to establish relationships with families by communicating with them about the instructional program and their child’s progress and providing opportunities for them to be part of the educational process. A teacher’s effort to communicate with the students’ families conveys a message of caring on the part of the teacher.

This Source of Evidence will be completed for each placement the student teacher has. It will be turned in at the end of cycles 2 and 4.

There are no specific guidelines for developing this Source of Evidence since the prompts/questions are simple and straightforward.

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Source of Evidence: Records and Communication Name: Date:

This Source of Evidence should be initiated during Cycle 1.

1. Records (4B) Briefly describe and show evidence of :

a. Routine classroom events (e.g. attendance, completion of assignments, etc.)

b. Individual student learning/progress

c. Non-instructional matters (e.g. permission slips, picture money, equipment inventories, etc.)

2. Communication (4C)

Describe the ways that you communicate with students and families regarding:

a. The learning of their child.

b. The instructional program in which their child is involved.

c. The ways that families could become involved in their child’s learning.

Reflect on how your efforts to communicate with students and families had a positive impact on the environment in your classroom and how they could be improved.

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Professional Responsibilities: Collaborative Leadership Project Collaborative Leadership: Task Overview: In conjunction with your cooperating teacher, identify a project you can initiate and implement (or take a leadership role in an existing project) during your internship that will demonstrate your ability to provide professional leadership as a teacher. You MUST have permission from your University Supervisor and have completed the Collaborative Leadership Project contract, with signatures, (and uploaded to iLearn) BEFORE beginning your leadership project. The project may be one where you:

• Work with your colleagues on a program to improve learning opportunities for students in your school. Be specific about your role in leading the project.

• Involve caregivers, members of the school community, or agencies in efforts to improve learning conditions, apply a concept, or remove barriers to learning.

• Develop and implement and/or facilitate strategies for parents or caregivers to become active participants in student learning. • Organize, implement, and facilitate strategies for community involvement. • Be actively involved on task force(s) or committee(s) at a school, district, or community level and complete a leadership

project as a result of that involvement. • Develop and conduct professional development sessions as a result of a leadership role on topics such as use of technology in

analyzing test data, new technology, and student use of technology, 21st century skill development, Response to Intervention, or teacher learning communities.

• Plan grade level or departmental level field trips based on the state-approved and school-approved curriculum documents. Detailed information and alignment should be provided.

• Develop and update safety manuals for shops or labs. • Plan and implement parent reading nights, health fairs, or career days with meaningful evaluations. • Develop a new, specific tutoring plan for students ineligible for sports. • Develop a professional learning community within your school/team to improve student learning.

The leadership project is not:

• An opportunity to assign the intern a task that is too cumbersome for one teacher, someone’s pet project, or one that no other teacher will tackle.

• Coaching. Sports are important, but this is an assessment of a teacher’s classroom/school performance focused on students’ academic achievement.

• A seat as a department chair or SBDM member or committee chair. • An exact repeat of what has already been implemented within the classroom, school, or district.

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Collaborative Leadership Project Contract

Candidate Name: Candidate School: Candidate Cooperating Teacher: Leadership project proposal (Please give specific details): Does your project complete one of the following requirements? (Indicate “yes” or “no” for each choice) _______Impact student achievement _______Impact school culture Please explain how: Is it measurable? How will you measure it? Is it something already going on in the school/district? _______Yes _______No Collaborative Leadership Project: _______Has been approved. _______Has NOT been approved. The following changes must be made, then resubmit the contract for approval: Candidate Signature____________________________________ Cooperating Teacher Signature___________________________ University Supervisor Signature__________________________ Building Principal Signature_____________________________

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Collaborative Leadership Plan

Intern Name: Date: (m/d/yy) Cycle: Choose one...

Orientation Meeting Discuss with your committee possible ways you could become actively involved in the collaborative leadership efforts to improve student learning and/or the environment in the school.

Identification of Collaborative Leadership Effort Based on the discussion with your committee, identify the collaborative effort in which you would like to be involved. Provide a brief description of the collaborative leadership effort you have selected and identify the collaborative partners, including you, who will be working on this collaborative leadership effort. These efforts could be either established on-going efforts in the school or new efforts that would be initiated during the school year.

Collaborative Leadership Plan

This plan must be approved by your committee before implementation.

Goals of the Collaborative Effort Working with your collaborative partners, identify the goals(s) of the collaborative effort in terms of its impact on student learning and/or the environment of the school.

Assessment How will you and your partners determine the impact of your efforts on student learning and/or the school environment? (What supporting documentation will you use to show that the goals have been achieved?)

Sequence of Specific Actions Needed to Achieve Identified Goals

Timeline for Specific Actions

Collaborative Partners and Their Contributions To Specific Actions

NOTE: Your committee will evaluate your collaborative leadership based on your involvement in the collaborative effort and your contributions to the specific actions needed to achieve the goal(s) of your plan.

Cycle 1 Progress Report: Briefly document the progress made on your plan.

Cycle 2 Progress Report: Briefly document the progress made on your plan.

Cycle 3 Report Reflect on the progress made by you and your collaborative partners in achieving your plan’s identified goals. What did you learn from your collaborative leadership experience – what worked, what did not work, and why?

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Source of Evidence: Professional Involvement Log Your committee will use this evidence to evaluate your performance on the following:

Kentucky Framework for Teaching Components 4A – Reflecting on Teaching 4B – Maintaining Accurate Records 4D – Participating in a Professional Community 4E – Growing and Developing Professionally 4F – Showing Professionalism

Kentucky Teacher Standards 5 – The Teacher Assesses and Communicates Learning Results 6 – The Teacher Demonstrates the Implementation of Technology 7 – Reflects on and Evaluates Teaching and Learning 8 – Collaborates with Colleagues/Parents/Others 9 – Evaluates Teaching and Implements Professional Development 10 – Provides Leadership Within School/Community/Profession

Guidelines for Developing the Source of Evidence: Professional Involvement

Effective schools are more than aggregations of effective classrooms. They are professional communities in which teachers are actively involved in collaborations with colleagues and others to improve instruction and student learning and seek ways to contribute to the quality of life for both students and teachers in the school and district. As an intern, you will have the opportunity to identify ways in which you can become actively involved in your school’s professional community.

The Professional Involvement Log should be used to document your professional involvement activities during the course of your student teaching, providing a brief description of your contributions to/involvement in each activity noted. Your Log should be as your involvement in some activities ends, involvement in other activities continues and involvement in new activities is initiated.

Your professional involvement will be evaluated on the extent to which you have actively participated in a range of activities and have, over time, made a contribution to the professional community of your school.

Discuss with your University Supervisor and Cooperating Teacher ways you can be actively involved in the professional life of your school and district (e.g. involvement in instructional collaborations with colleagues such as PLCs or departmental/grade level groups to identify and address student needs, participation in school events/activities and student clubs or groups, service on school and/or district committees and projects, involvement in a professional book study, engagement with parent and community groups with a school focus, etc.).

Each of the two categories below must have evidence of at least one per cycle, plus two additional choices totaling 10 events minimum for the semester. School Events/District Projects: Making a substantial contribution – family math and reading nights, parent/teacher conferences, athletic events, carnivals, and other events. Showing Professionalism – Examples include: Interactions with colleagues, PLCs, faculty meetings, any kind of teacher trainings, webinars, reading books/watching videos with reflection, taking classes, and other activities.

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Source of Evidence: Professional Involvement Log (4D) Name:

This log should be updated during each cycle. Your updated Professional Involvement Log should be available for review before each cycle’s committee meeting

Activity Description of Your Contributions/Involvement Cycle 1:

Cycle 2:

Cycle 3:

Cycle 1:

Cycle 2:

Cycle 3:

Cycle 1:

Cycle 2:

Cycle 3:

Cycle 1:

Cycle 2:

Cycle 3:

Cycle 1:

Cycle 2:

Cycle 3:

Cycle 1:

Cycle 2:

Cycle 3:

Cycle 1:

Cycle 2:

Cycle 3:

1. Cycle 1 Involvement Review and Reflection

2. Cycle 2 Involvement Review and Reflection

3. Cycle 3 Final Involvement Review and Reflection

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Instructional Unit

Unit Blueprint: Designing Instructional Strategies and Activities Lesson # Unit

Objective # Lesson Objectives/ Learning Target

Formative Assessment(s) Instructional Strategies/Activities

Assessment description: Differentiated Assessment Plan:

Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/resources:

Assessment description: Differentiated Assessment Plan:

Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/resources:

Assessment description: Differentiated Assessment Plan:

Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/resources:

Assessment description: Differentiated Assessment Plan:

Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/resources:

Assessment description: Differentiated Assessment Plan:

Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/resources:

Use of Technology for Instruction Describe how you will use technology to enhance instruction and how students will use technology to enhance/facilitate their learning.

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Instructional Unit (continued) Data Analysis: Organizing and Analyzing the Results

Directions for Completing Data Analysis After you have taught the instructional unit and administered the summative assessment, your next task is to organize and analyze the assessment results. You will complete the following tables. Organizing and Analyzing the Results (Whole Class) Organizing and Analyzing the Results (Diverse Learners) Organizing and Analyzing the Results (Whole Class) Whole Class: Using the Data Analysis template, Organizing and Analyzing the Results (Whole Class), record each student’s first name (only), the pre- and summative assessment results based on unit objectives, and an analysis for individual instruction related to the unit objective(s). Provide implications for whole class instruction. Organizing and Analyzing the Results (Diverse Learners): Diverse Learners: Using the Data Analysis template, Organizing and Analyzing the Results (Diverse Learners), identify a gap group in your classroom using first names only. Record the pre- and post-assessment results, and an analysis of each student’s progress related to the targeted objective(s). Provide implications for instruction based on the gap group’s findings. Complete as many tables as needed to identify each student in your class(es).

Name: Date: Gap Group/Diverse Learners:

Data Analysis Organizing and Analyzing the Results (Diverse Learners)

Students Pre-

assessment

Unit Objectives Mark each objective met with a X for pre-assessment

Summative Unit Objectives Mark each objective met with a X for post- assessment

Analysis for Individual Instruction:

1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

Implications for Instruction of Diverse Learners:

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(continued): Instructional Unit Data Analysis: Organizing and Analyzing the Results Reflecting on the Impact of Instruction

Name: Date:

Data Analysis Organizing and Analyzing the Results (Whole Class)

Briefly describe your unit, standards, and types of assessments used: Students Pre-

assessment

Unit Objectives Mark each

objective met with an X for

pre-assessment.

Summative Unit Objectives Mark each

objective met with an X for

summative assessment.

Analysis for Individual Instruction:

1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 Implications for Whole Class Instruction:

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Directions for Reflecting on the Impact of Instruction Based on your organization and analysis of the assessment data complete the following template, Data Analysis, Reflecting on the Impact of Instruction. Typically, a majority of students (more than 50 percent) will meet the objectives that are established. However, it is unlikely that all students will meet all of the objectives all of the time. When students do not meet the objectives, you must reflect on the objectives themselves, the planned assessment(s), and the instruction that took place.

Instructional Unit Data Analysis: Reflecting on the Impact of Instruction

Intern Name: Date: 1. Select the unit objective on which your students were most successful based on your analysis of student learning. Based on samples of student work, provide two or more possible reasons for this success. 2. Select the unit objective on which your students were least successful based on your analysis of student learning. Based on samples of student work, provide two or more possible reasons for this lack of success. 3. Describe the performance of the identified diverse or gap group(s) in your class compared to the performance of the class as a whole. What factors contributed to their success/failure? 4. Since the conclusion of the instructional unit, what have you done to ensure that all your students are making continuous progress? What are your plans to address issues identified in the unit? 5. Based on your reflection about your students’ performances, describe at least two areas for professional growth that you believe have the potential to increase your instructional effectiveness and thereby improve your students’ learning.

(Back)

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Interdisciplinary Instructional Unit with Differentiation

Evaluation

The instructional unit with differentiation is a major requirement of the student teaching/professional experience. The unit, with select P-12 student samples, provides evidence of the candidate’s individual and collaborative ability to meet the Kentucky Teacher and University of the Cumberlands Standards and dispositions.

The candidate will use this form for self-assessment of the instructional unit. The university supervisor, cooperating teacher and external evaluator will complete all pages then record the holistic scores on this bottom of this page.

Placement ________ Semester _________ Date of evaluation ________________

Student teaching / professional experience candidate total number of days present to date__________

• 4 - Exemplary

• 3 – Accomplished

• 2 – Developing

• 1- Ineffective Holistic Score for each of the 3 areas:

Communication 1.0 Holistic Score _____

Critical & Creative Thinking 2.0 Holistic Score ______

Professionalism 3.0 Holistic Score _____

1.1 Verbal Skills ___ 1.2 Writing Skills ___ 1.3 Social Skills ___ 1.4 Collaboration ___

2.1 Problem-Solving Skills ___ 2.2 Innovative Thinking ___ 2.3 Personal Reflection ___ 2.4 Self-Directed Learning ___

3.1 Leadership Skills ___ 3.2 Ethical Conduct ___ 3.3 Equitable Treatment of Other ___ 3.4 Self-Initiative ___

________________________________ __________________________________ University Supervisor’s Signature/Date Cooperating Teacher’s Signature/ Date ____________________________________ _______________________________________ External Evaluator’s Signature/Date Student teaching / professional experience Candidate’s Signature/ Date These signatures serve as documentation that a final meeting to discuss the teacher candidate’s progress has occurred.

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Interdisciplinary Instructional Unit with Differentiation

Evaluation SCORING: 4 – Exemplary 3 – Accomplished 2 – Developing 1- Ineffective

STANDARD I: DEMONSTRATES APPLIED CONTENT KNOWLEDGE

RANK INDICATORS EVIDENCE FOR SCORES 4 3 2 1 1.1 Communicates concepts, processes and knowledge

Accurately and effectively communicates concepts, processes and/or knowledge and uses vocabulary that is clear, correct and appropriate for students

4 3 2 1 1.2 Connects content to life experiences of students Effectively connects content, procedures, and activities with relevant life experiences of students

4 3 2 1 1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and makes a clear contribution to student learning

4 3 2 1 1.4 Guides students to understand content from various perspectives Provides opportunities and guidance for students to consider lesson content from different perspectives to extend their understanding

4 3 2 1 1.5 Identifies and addresses students’ misconceptions of content

Identifies misconceptions related to content and addresses them during both planning and instruction

STANDARD II: DESIGNS/PLANS INSTRUCTION

RANK INDICATOR EVIDENCE FOR SCORES 4 3 2 1 2.1. Develops significant objectives aligned with

standards States learning objectives that reflect key concepts of the discipline and are aligned with local or state standards

4 3 2 1 2.2 Uses contextual data to design instruction relevant to students Plans and designs instruction based on contextual (i.e., student, community, and/or cultural) and pre-assessment data

4 3 2 1 2.3 Plans assessments to guide Instruction and measure learning objectives Prepares assessments that measure student performance on each objective and help guide teaching

4 3 2 1 2.4 Plans instructional strategies and activities that address learning objectives for all students Aligns instructional strategies and activities with learning objectives for all students

4 3 2 1 2.5 Plans instructional strategies and activities that facilitate multiple levels of learning Plans instructional strategies that include several levels of learning that require higher order thinking

STANDARD III: CREATES AND MAINTAINS LEARNING CLIMATE

RANK INDICATOR EVIDENCE FOR SCORES

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Interdisciplinary Instructional Unit with Differentiation

Evaluation 4 3 2 1 3.1 Communicates high expectations

Sets significant and challenging objectives for students and verbally/nonverbally communicates confidence in students' ability to achieve these objectives

4 3 2 1 3.2 Establishes a positive learning environment Establishes clear standards of conduct, shows awareness of student behavior, and responds in ways that are both appropriate and respectful of students

4 3 2 1 3.3 Values and supports student diversity and addresses individual needs Uses a variety of strategies and methods to support student diversity by addressing individual needs

4 3 2 1 3.4 Fosters mutual respect between teacher and students and among students Treats all students with respect and concern and monitors student interactions to encourage students to treat each other with respect and concern

4 3 2 1 3.5 Provides a safe environment for learning Creates a classroom environment that is both emotionally and physically safe for all students

STANDARD IV: IMPLEMENTS AND MANAGES INSTRUCTION

RANK INDICATOR EVIDENCE FOR SCORES 4 3 2 1 4.1 Uses a variety of instructional strategies that

align with learning objectives and actively engage students Uses a variety of instructional strategies that engage students throughout the lesson on tasks aligned with learning objectives

4 3 2 1 4.2 Implements instruction based on diverse student needs and assessment data Implements instruction based on contextual information and assessment data

4 3 2 1 4.3 Uses time effectively Establishes efficient procedures for performing non-instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time

4 3 2 1 4.4 Uses space and materials effectively Uses classroom space and materials effectively to facilitate student learning

4 3 2 1 4.5 Implements and manages instruction in ways that facilitate higher order thinking Instruction provides opportunity to promote higher-order thinking

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Interdisciplinary Instructional Unit with Differentiation

Evaluation

STANDARD V: ASSESSES AND COMMUNICATES LEARNING RESULTS RANK INDICATOR EVIDENCE FOR SCORES

4 3 2 1 5.1 Uses pre-assessments Uses a variety of pre-assessments to establish baseline knowledge and skills for all students

4 3 2 1 5.2 Uses formative assessments Uses a variety of formative assessments to determine each student’s progress and guide Instruction

4 3 2 1 5.3 Uses summative assessments Uses a variety of summative assessments to measure student achievement

4 3 2 1 5.4 Describes, analyzes, and evaluates student performance data Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups

4 3 2 1 5.5 Communicates learning results to students and parents Communicates learning results to students and parents that provide a clear and timely understanding of learning progress relative to objectives

4 3 2 1 5.6 Allows opportunity for student self-assessment Promotes opportunities for students to engage in accurate self-assessment of learning

STANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNING

STANDARD VI: DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY RANK INDICATOR EVIDENCE FOR SCORES

4 3 2 1 6.1 Uses available technology to design and plan instruction Uses technology to design and plan instruction

4 3 2 1 6.2 Uses available technology to implement instruction that facilitates student learning Uses technology to implement instruction that facilitates student learning

4 3 2 1 6.3 Integrates student use of available technology into instruction Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs

4 3 2 1 6.4 Uses available technology to assess and communicate student learning Uses technology to assess and communicate student learning

4 3 2 1 6.5 Demonstrates ethical and legal use of technology Ensures that personal use and student use of technology are ethical and legal

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Interdisciplinary Instructional Unit with Differentiation

Evaluation RANK INDICATOR EVIDENCE FOR SCORES

4 3 2 1 7.1 Uses data to reflect on and evaluate student learning Reflects on and accurately evaluates student learning using appropriate data

4 3 2 1 7.2 Uses data to reflect on and evaluate instructional practice Reflects on and accurately evaluates instructional practices using appropriate data

4 3 2 1 7.3 Uses data to reflect on and identify areas for professional growth Identifies areas for professional growth using appropriate data

STANDARD VIII: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS RANK INDICATOR EVIDENCE FOR SCORES

4 3 2 1 8.1 Identifies students whose learning could be enhanced by collaboration Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate rationale

4 3 2 1 8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort Designs a plan to enhance student learning that includes all parties in the collaborative effort

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Unit Guidelines

STANDARDS-BASED INSTRUCTIONAL UNIT GUIDELINES During the student teaching/professional experience, the candidate is required to develop and teach an instructional unit addressing the Kentucky Core Academic Standards. The unit will showcase the candidate’s understanding of lesson planning, differentiation and assessment with the emphasis on student learning, therefore demonstrating competency in the Kentucky Teacher Standards. The candidate is reminded that this artifact is to be evidence of their original work. Instructional Unit Definition An instructional unit is a cohesive sequenced group of lessons built on a topic or broad-based concept that includes inter- and intradisciplinary content areas including reading and math components, is multifaceted, and focuses on significant content and processes. Instructional unit Objective The instructional unit will give concrete evidence of the candidate’s ability to develop a quality, multifaceted instructional sequence that meets the criteria established by the Kentucky Standards and University of the Cumberlands’ School of Education. Required Components Table of Contents Standards-Based Unit Guidelines: This document shows the reviewer where to locate

evidence of unit elements. Unit Planning Template: This helps the candidate in planning the unit and assures

collaboration with the cooperating teacher. Context: A narrative which will identify contextual factors and how these factors influenced

your instructional decisions Unit Blueprint with one daily lesson plans following the lesson plan format plus allowance in

one lesson for the pre-assessment and one for the post-assessment. Resources: Copies of all worksheets, activities, games, PowerPoints, and et. Please tab this by

day. Lesson Plans (1): Lesson taught in the field classroom and evaluated by the cooperating

teacher using the assigned checklist with dispositions Post-Observation Reflection Document: Reflection and analysis of the observed lesson

including copies of student work on three levels Student Voice: Students will complete the student voice survey questions to evaluate the

candidate. Data Analysis: Analysis of whole group, gap group and individual student work accompanied

by computer-generated graphs and written reflections Video Project: The candidate will video one lesson taught during the unit and do an

evaluation. A peer will also watch the video and complete an evaluation.

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Unit Guidelines

STANDARDS-BASED UNIT GUIDELINES Evidence of the following should appear in either the written plans, student work, instructional materials, or in the Task narratives. Please complete the chart showing where each element is found. Element type Found in Lesson (Number) Assessments must include: Pre-assessment Post-assessment Formative evaluations Summative evaluations Student self-evaluation Sample student work- (3 levels) Assessments may include: • Open ended questions/response items • Authentic assessment/performance event • Appropriate scoring guides and rubrics with

specific criteria • Student peer evaluation (as appropriate)

Each lesson must include: • Age/ability level appropriate activities • Questions supporting all levels of Bloom’s

taxonomy • Content supportive of Kentucky Core

Academic Standards • Modifications, differentiation for diverse

learner needs to close the achievement gap • Variety of instructional materials

Intra/Interdisciplinary connections Reading/ Literacy component Math component Technology (student use) Technology (teacher use) Large group learning activities Small group learning activities Individual learning activities Cooperative learning activities Use of co-teaching strategies (at least two different ones)

Global, multicultural perspective Written feedback on student performance (specific, prescriptive)

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Unit Planning Template

Unit Planning Template

In an effort to better assist our candidates with the unit planning process, the cooperating teacher and candidate will complete this form together. Unit Topic: ____________________________________________________________ Projected date unit will be taught: __________________________________________ Projected length of unit: _____________________________________________________ Correlation with Context: How will the specific needs of the classroom be met? Consider all aspects of Context. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Collaboration: Who can assist with or enhance the unit development and effectiveness to provide for diverse learners and close the achievement gap? (Community members, parents, other faculty and staff, etc.) _________________________________ _______________________________ _________________________________ _______________________________ _________________________________ _______________________________ Technology: What technology resources are available for both student and student teacher / teacher candidate intern use in the school and community? Student Use Student Teacher / Teacher Candidate Intern Use _________________________________ _______________________________ _________________________________ _______________________________ _________________________________ _______________________________ _________________________________ _______________________________ Interdisciplinary Connections: How might the unit topic be reinforced in other subject areas? How might literacy (reading/writing) skills be enhanced in the unit? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Signatures will verify that the cooperating teacher has met with the student teacher / teacher candidate intern and provided guidance, feedback and support in the preplanning process. _____________________________________ _______________________________ Cooperating Teacher/Date Student teaching/professional experience Candidate/Date (Back)

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Formative Evaluation

The cooperating teacher will complete the Formative Evaluation and discuss the comments with the student teaching/professional experience candidate during each clinical experience placement between the third and fourth weeks and the tenth and twelfth weeks of the semester. The student teaching/professional experience candidate will upload the form in iLearn. The university supervisor will discuss the comments with the candidate during the professional experience placement. This form should be complete when the cooperating teacher has evidence to support the scores for each of the elements being evaluated. This evaluation shall provide beneficial feedback to candidates throughout their clinical experience. Rate each area according to rating scale below. Please provide evidence to support your rating in the box to document scores. Date of evaluation _________________ Student teaching/professional experience candidate’s number of days present to date ____________ Use the 4 point system to score the Kentucky Teacher Standards below.

• 4 - Exemplary

• 3 – Accomplished

• 2 – Developing

• 1- Ineffective

KENTUCKY TEACHER STANDARDS RANK INDICATOR EVIDENCE FOR SCORES

4 3 2 1 Applies Content Knowledge

4 3 2 1 Designs/Plans Instruction

4 3 2 1 Creates/Maintains Learning Climate

4 3 2 1 Implements/Manages Instruction

4 3 2 1 Assesses/Communicates Learning Results

4 3 2 1 Implements Technology

4 3 2 1 Reflects/Evaluates Context

4 3 2 1 Collaborates with Colleagues/Parents/Others

4 3 2 1 Evaluates Teaching/Implements Professional Development

4 3 2 1 Provides Leadership within School/Community/Profession

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Formative Evaluation

Use the 4 point system to score the Dispositions below.

• 4 - Exemplary

• 3 – Accomplished

• 2 – Developing

• 1- Ineffective Holistic Score for each of the 3 areas:

Communication 1.0 Holistic Score _____

Critical & Creative Thinking 2.0 Holistic Score ______

Professionalism 3.0 Holistic Score _____

1.1 Verbal Skills ___ 1.2 Writing Skills ___ 1.3 Social Skills ___ 1.4 Collaboration ___

2.1 Problem-Solving Skills ___ 2.2 Innovative Thinking ___ 2.3 Personal Reflection ___ 2.4 Self-Directed Learning ___

3.1 Leadership Skills ___ 3.2 Ethical Conduct ___ 3.3 Equitable Treatment of Other ___ 3.4 Self-Initiative ___

Please identify specific strengths demonstrated by the student teaching / professional experience candidate. 1.

2.

Please identify specific growth areas for the student teaching / professional experience candidate. 1. 2. ___________________________________ ___________________________________ Cooperating Teacher//Date Student Teaching/Teacher Candidate Intern / Date (Back)

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Cooperating Teacher Summative Evaluation

Rubric The Summative Evaluation will be completed in collaboration by the university supervisor and the cooperating teacher using evidence accumulated during the clinical experience. A conference will occur including: Student teacher/ teacher candidate intern, university supervisor, and the cooperating teacher to discuss the evaluation. The evaluation will be used for documentation to confirm the student teacher/teacher candidate intern has satisfied the elements of the University Conceptual Framework and Kentucky Teacher Standards. Please complete all pages then record the holistic scores on this bottom of this page. Placement ________ Semester _________ Date of evaluation _________________ Student teaching / professional experience candidate total number of days present to date__________

________________________________ ______________________________ Collective number of points Cooperating Teacher’s Signature/ Date _________________________________________ Student Teacher/Teacher Candidate Intern‘s Signature/ Date These signatures serve as documentation that a final meeting to discuss the teacher candidate’s progress has occurred. Use the 4 point system to score the Dispositions below.

• 4 - Exemplary

• 3 – Accomplished

• 2 – Developing

• 1- Ineffective Holistic Score for each of the 3 areas:

Communication 1.0 Holistic Score _____

Critical & Creative Thinking 2.0 Holistic Score ______

Professionalism 3.0 Holistic Score _____

1.1 Verbal Skills ___ 1.2 Writing Skills ___ 1.3 Social Skills ___ 1.4 Collaboration ___

2.1 Problem-Solving Skills ___ 2.2 Innovative Thinking ___ 2.3 Personal Reflection ___ 2.4 Self-Directed Learning ___

3.1 Leadership Skills ___ 3.2 Ethical Conduct ___ 3.3 Equitable Treatment of Other ___ 3.4 Self-Initiative ___

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Cooperating Teacher Summative Evaluation

Rubric

SCORING: 4 – Exemplary 3 – Accomplished 2 – Developing 1- Ineffective

STANDARD I: DEMONSTRATES APPLIED CONTENT KNOWLEDGE

RANK INDICATORS EVIDENCE FOR SCORES

4 3 2 1 1.1 Communicates concepts, processes and knowledge Accurately and effectively communicates concepts, processes and/or knowledge and uses vocabulary that is clear, correct and appropriate for students

4 3 2 1 1.2 Connects content to life experiences of students Effectively connects content, procedures, and activities with relevant life experiences of students

4 3 2 1 1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and makes a clear contribution to student learning

4 3 2 1 1.4 Guides students to understand content from various perspectives Provides opportunities and guidance for students to consider lesson content from different perspectives to extend their understanding

4 3 2 1 1.6 Identifies and addresses students’ misconceptions of content

Identifies misconceptions related to content and addresses them during both planning and instruction

4 3 2 1 STANDARD I HOLISTIC SCORE

STANDARD II: DESIGNS/PLANS INSTRUCTION

RANK INDICATOR EVIDENCE FOR SCORES

4 3 2 1 2.1. Develops significant objectives aligned with standards States learning objectives that reflect key concepts of the discipline and are aligned with local or state standards

4 3 2 1 2.2 Uses contextual data to design instruction relevant to students Plans and designs instruction based on contextual (i.e., student, community, and/or cultural) and pre-assessment data

4 3 2 1 2.3 Plans assessments to guide Instruction and measure learning objectives Prepares assessments that measure student performance on each objective and help guide teaching

4 3 2 1 2.4 Plans instructional strategies and activities that address learning objectives for all students Aligns instructional strategies and activities with learning objectives for all students

4 3 2 1 2.5 Plans instructional strategies and activities that facilitate multiple levels of learning Plans instructional strategies that include several levels of learning that require higher order thinking

4 3 2 1 STANDARD II HOLISTIC SCORE

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Cooperating Teacher Summative Evaluation

Rubric

STANDARD III: CREATES AND MAINTAINS LEARNING CLIMATE

RANK INDICATOR EVIDENCE FOR SCORES 4 3 2 1 3.1 Communicates high expectations

Sets significant and challenging objectives for students and verbally/nonverbally communicates confidence in students' ability to achieve these objectives

4 3 2 1 3.2 Establishes a positive learning environment Establishes clear standards of conduct, shows awareness of student behavior, and responds in ways that are both appropriate and respectful of students

4 3 2 1 3.3 Values and supports student diversity and addresses individual needs Uses a variety of strategies and methods to support student diversity by addressing individual needs

4 3 2 1 3.4 Fosters mutual respect between teacher and students and among students Treats all students with respect and concern and monitors student interactions to encourage students to treat each other with respect and concern

4 3 2 1 3.5 Provides a safe environment for learning Creates a classroom environment that is both emotionally and physically safe for all students

4 3 2 1 STANDARD III HOLISTIC SCORE

STANDARD IV: IMPLEMENTS AND MANAGES INSTRUCTION

RANK INDICATOR EVIDENCE FOR SCORES 4 3 2 1 4.1 Uses a variety of instructional strategies that align

with learning objectives and actively engage students Uses a variety of instructional strategies that engage students throughout the lesson on tasks aligned with learning objectives

4 3 2 1 4.2 Implements instruction based on diverse student needs and assessment data Implements instruction based on contextual information and assessment data

4 3 2 1 4.3 Uses time effectively Establishes efficient procedures for performing non-instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time

4 3 2 1 4.5 Uses space and materials effectively Uses classroom space and materials effectively to facilitate student learning

4 3 2 1 4.5 Implements and manages instruction in ways that facilitate higher order thinking Instruction provides opportunity to promote higher-order thinking

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Cooperating Teacher Summative Evaluation

Rubric 4 3 2 1 STANDARD IIII HOLISTIC SCORE

STANDARD V: ASSESSES AND COMMUNICATES LEARNING RESULTS

RANK INDICATOR EVIDENCE FOR SCORES 4 3 2 1 5.1 Uses pre-assessments

Uses a variety of pre-assessments to establish baseline knowledge and skills for all students

4 3 2 1 5.2 Uses formative assessments Uses a variety of formative assessments to determine each student’s progress and guide Instruction

4 3 2 1 5.3 Uses summative assessments Uses a variety of summative assessments to measure student achievement

4 3 2 1 5.4 Describes, analyzes, and evaluates student performance data Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups

4 3 2 1 5.5 Communicates learning results to students and parents Communicates learning results to students and parents that provide a clear and timely understanding of learning progress relative to objectives

4 3 2 1 5.6 Allows opportunity for student self-assessment Promotes opportunities for students to engage in accurate self-assessment of learning

4 3 2 1 STANDARD V HOLISTIC SCORE

STANDARD VI: DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

RANK INDICATOR EVIDENCE FOR SCORES 4 3 2 1 6.1 Uses available technology to design and plan

instruction Uses technology to design and plan instruction

4 3 2 1 6.2 Uses available technology to implement instruction that facilitates student learning Uses technology to implement instruction that facilitates student learning

4 3 2 1 6.3 Integrates student use of available technology into instruction Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs

4 3 2 1 6.4 Uses available technology to assess and communicate student learning Uses technology to assess and communicate student learning

4 3 2 1 6.5 Demonstrates ethical and legal use of technology Ensures that personal use and student use of technology are ethical and legal

4 3 2 1 STANDARD VI HOLISTIC SCORE

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Cooperating Teacher Summative Evaluation

Rubric

STANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNING

RANK INDICATOR EVIDENCE FOR SCORES

4 3 2 1 7.1 Uses data to reflect on and evaluate student learning Reflects on and accurately evaluates student learning using appropriate data

4 3 2 1 7.2 Uses data to reflect on and evaluate instructional practice Reflects on and accurately evaluates instructional practices using appropriate data

4 3 2 1 7.3 Uses data to reflect on and identify areas for professional growth Identifies areas for professional growth using appropriate data

4 3 2 1 STANDARD VII HOLISTIC SCORE

STANDARD VIII: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS

RANK INDICATOR EVIDENCE FOR SCORES 4 3 2 1 8.1 Identifies students whose learning could be

enhanced by collaboration Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate rationale

4 3 2 1 8.2 Designs a plan to enhance student learning that

includes all parties in the collaborative effort Designs a plan to enhance student learning that includes all parties in the collaborative effort

4 3 2 1 8.3 Implements planned activities that enhance student learning and engage all parties Implements planned activities that enhance student learning and engage all parties

4 3 2 1 8.4 Analyzes data to evaluate the outcomes of collaborative efforts Analyzes student learning data to evaluate the outcomes of collaboration and identify next steps

4 3 2 1 STANDARD VIII HOLISTIC SCORE

STANDARD IX: EVALUATES TEACHING & IMPLEMENTS PROFESSIONAL DEVELOPMENT

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Cooperating Teacher Summative Evaluation

Rubric

RANK INDICATOR EVIDENCE FOR SCORES 4 3 2 1 9.1 Self assesses performance relative to Kentucky's Teacher

Standards Identifies priority growth areas and strengths by thoroughly and accurately assessing current performance on all the Kentucky Teacher Standards

4 3 2 1 9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues

4 3 2 1 9.3 Designs a professional growth plan that addresses identified priorities Designs a clear, logical professional growth plan that addresses all priority areas

4 3 2 1 9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning Shows clear evidence of professional growth and reflection relative to the identified priority areas and impact on instructional effectiveness and student learning

4 3 2 1 STANDARD IX HOLISTIC SCORE

STANDARD X: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION

RANK INDICATOR EVIDENCE FOR SCORES 4 3 2 1 10.1 Identifies leadership opportunities that enhance student

learning and/or professional environment Identifies leadership opportunities in the school, community, or professional organizations and selects one with the potential for positive impact on learning or the professional environment and is realistic in terms of knowledge, skill, and time required

4 3 2 1 10.2 Develops a plan for engaging in leadership activities Develops a leadership work plan that describes the purpose, scope, and participants involved and how the impact on student learning and/or the professional environment will be assessed

4 3 2 1 10.3 Implements a plan for engaging in leadership activities Implements the approved leadership work plan that has a clear timeline of events/actions and a clear description of how impact will be assessed

4 3 2 1 10.4 Analyzes data to evaluate the results of planned and executed leadership efforts Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed leadership efforts

4 3 2 1 STANDARD X HOLISTIC SCORE

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Cooperating Teacher Summative Evaluation

Rubric

STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL Student Teacher/Teacher Candidate Interns /Certified Personnel representing University of Cumberlands shall:

• strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship and safeguard the freedom to learn and to teach.

• believe in the worth and dignity of each human being and in educational opportunities for all. • strive to uphold the responsibilities of the education profession.

RANK INDICATORS TO STUDENTS EVIDENCE FOR SCORES 4 3 2 1 Provides students with professional education services in a non-

discriminatory manner and in consonance with accepted best practice known to the educator; Respect the constitutional rights of all students; Take reasonable measures to protect the health, safety and emotional well-being of students; Shall not use professional relationships or authority with students for personal advantage; Keep in confidence information about students which has been obtained in the course of professional service, unless disclosure serves professional purposes or is required by law; Shall not knowingly make false or malicious statements about students or colleagues; Refrains from subjecting students to embarrassment or disparagement;

Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a professional approach with students. Sexually related behavior shall include such behaviors as sexual jokes; inappropriate physical touching, kissing or grabbing; rape; threats of physical harm or sexual assault.

STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL INDICATORS TO PARENTS

4 3 2 1 Make reasonable effort to communicate to parents information which should be revealed in the interest of the student; Endeavor to understand community cultures and diverse home environments of students; Shall not knowingly distort or misrepresent facts concerning educational issues; Distinguish between personal views and the views of the employing educational agency; Shall not interfere in the exercise of political and citizenship rights and responsibilities of others; Shall not use institutional privileges for private gain, for the promotion of political candidates or for partisan political activities; Shall not accept gratuities, gifts or favors that might impair or appear to impair professional judgment and shall not offer any of these to obtain special advantage.

STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL INDICATORS TO THE EDUCATION PROFESSION

4 3 2 1 Shall exemplify behaviors which maintain the dignity and integrity of the profession; Shall accord just and equitable treatment to all members of the profession in the exercise of their professional rights and responsibilities; Shall keep in confidence information acquire about colleagues in the course of employment, unless disclosure serves professional purposes or is required by law; Shall not use coercive means or give special treatment in order to influence professional preparation and legal qualifications; Shall not knowingly falsify or misrepresent records of facts relating to the educator’s own qualifications or those of other professions.

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Cooperating Teacher Summative Evaluation

Rubric Please identify specific strengths demonstrated by the student teaching / professional experience candidate. 1.

2.

Please identify specific growth areas for the student teaching / professional experience candidate. 1. 2.

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Reading Reflections

All reading/writing assignments are due on Sunday at midnight. Week 1 begins on the first day of student teaching. The reflection will be due in iLearn each Sunday at midnight. The assignment grid follows:

Book(s) Week Chapter(s) Assignment

Stiggins Classroom Assessment for Student Learning (CASL)

1 1 - 2 You will complete 12 Reflection Papers of at least 2 typed pages with cited references from the literature. Connect the reading to classroom experiences from the week. The reflection journal entry must show a clear connection to the text(s)

Marzano 2 10 Stiggins 2 3 Marzano 3 1 – 2 Stiggins 3 4 - 5 Marzano 4 3 – 4 Stiggins 4 6 – 7 - 13 Marzano 5 5 Stiggins 5 8 Marzano 6 9 Stiggins 6 9 Fay and Funk Teaching With Love and Logic

7 1 - 2

Fay and Funk 8 3 - 4 Fay and Funk 9 5 - 6 Fay and Funk 10 7 - 8 Fay and Funk 11 9 - 10 Fay and Funk 12 11 - 13 Stiggins 12 11 - 12

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Reading Reflections

Rubric Reflection Journal Rubric Score 20 The Reflection Journal Entry:

• Has collegiate level idea development. • Has multiple references between course readings and classroom activities. • Contains multiple personal reflections. • Uses correct spelling and grammar throughout. • Is logically organized, with control and variety in sentence structure. • Responded to two peers demonstrating evidence of critical thinking. The student exhibits no major errors or omissions.

Score 16-19 The Reflection Journal Entry: • Has multiple references between course readings and classroom activities. • Contains multiple personal reflections. • Uses correct spelling and grammar throughout. • Is logically organized, with control and variety in sentence structure. • Responded to two peers demonstrating evidence of critical thinking. The student exhibits no major errors or omissions.

Score 10-15 There are no major errors or omissions regarding the simpler details and processes as the Reflection Journal Entry: • Has some references between course readings and classroom activities. • Contains some personal reflections. • Has a few minor spelling and/or grammar errors. • Has a few lapses in organization and/or lacks control of sentence structure. • Responded to one peer with evidence of critical thinking or responded to two with minimal

evidence of critical thinking. However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Score 1-9 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The Reflection Journal Entry: • Has few references between course readings and classroom activities. • Contains few personal reflections. • Has several spelling and/or grammar errors. • Has weak organization and/or has ineffective or incorrect sentence structure. • Responded to one peer with little evidence of critical thinking or did not respond to peers.

Score 0 Even with help, no understanding or skill demonstrated. (BACK)

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Collaboration Journal

Collaboration Journal Template Date Started: _________ Date Ended: _________ Student Teacher/Teacher Candidate Intern Name: ________________________ University Supervisor: _____________________________________ Cooperating Teacher: ___________________________________

Date Time Purpose Documentation

Notes, emails, photos,

agenda, text

Collaborator Impact

Example. 9-2-14

3:00 – 4:00

Ideas for helping students with disabilities with note-taking

Email to set up meeting; email with follow-up questions

Mr. Jones/ special education collaborator

Implemented strategy for note-taking which allowed students with disabilities to use guided notes. Also, student with written expression was given copy of notes to high-light the important terms. Student engagement for students with disabilities increased and less behavior problems during note-taking.

Signatures: __________________________________ ____________ ________________________________________ ________________ Student Teacher/ Teacher Candidate Intern Date Cooperating Teacher Date BACK

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Technology Log Please document significant uses of technology throughout the placement. Make sure to include both student and teacher use of a variety of technology.

Student Teacher/Teacher Candidate Intern Name: _______________________________

University Supervisor:___________________________

Cooperating Teacher:_____________________________

Date Topic Technology Used Teacher Use/

Student Use

________________________________ _________________________________ Student Teacher/Teacher Candidate Intern Date Cooperating Teacher Date (Back)

Technology Log

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Document your use of Co-teaching Strategies during the Student Teaching/Professional Experience. Include a brief description and the outcome. Be ready to substantiate these with your lesson plans. You must document using at least strategy for each placement or two during the semester. Co-teaching Strategy # Lesson Topic/Date Description/Outcome

(Back)

Co-teaching Strategies Log

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Intern Performance Record (IPR) Observation Evidence and Ratings for Domains 1, 2, 3, AND 4

Teacher Intern __________________________________________________________________________________

SSN ____________________________________

School __________________________________________ District _______________________________________

Observer Name _________________________________________________________________________________ Cycle 1 (Classroom observations and second committee meeting shall be held between one (1) and sixty (60) instructional days

after the orientation meeting.) Date of Observation _________________

Subject Area Observed _____________________________________ Type of Classroom ___________________

Ages/Grades Number of Number of Number of Number of of Students in Students Students Students Students ________ Class ________ having IEP ________ having GSSP ________ having LEP ________ The signatures below verify that the rating and related evidence for each Component have been discussed with the intern.

Observer's Signature ___________________________________________________________________________

Intern's Signature ______________________________________________________________________________ Cycle 2 (Classroom observations and third committee meeting shall be held between sixty-one (61) and 110 instructional days after

the orientation meeting.) Date of Observation _________________

Subject Area Observed _______________________________________ Type of Classroom ___________________

Ages/Grades Number of Number of Number of Number of of Students in Students Students Students Students ________ Class ________ having IEP ________ having GSSP ________ having LEP ________ The signatures below verify that the rating and related evidence for each Component have been discussed with the intern.

Observer's Signature____________________________________________________________________________

Intern's Signature ______________________________________________________________________________ Cycle 3 (Video or classroom observations and fourth committee meeting shall be held between 111 and 140 instructional days after

the orientation meeting.) Date of Observation _________________

Subject Area Observed _____________________________________ Type of Classroom ___________________

Ages/Grades Number of Number of Number of Number of of Students in Students Students Students Students ________ Class ________ having IEP ________ having GSSP ________ having LEP ________ The signatures below verify that the rating and related evidence for each Component have been discussed with the intern.

Observer's Signature ___________________________________________________________________________

Intern's Signature ______________________________________________________________________________

Cycle 4 (Classroom observations and second committee meeting shall be held between one (1) and sixty (60) instructional days after the orientation meeting.)

Kentucky Teacher Internship Program Intern Performance Record

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Date of Observation _________________

Subject Area Observed _____________________________________ Type of Classroom ___________________

Ages/Grades Number of Number of Number of Number of of Students in Students Students Students Students ________ Class ________ having IEP ________ having GSSP ________ having LEP ________

The signatures below verify that the rating and related evidence for each Component have been discussed with the intern.

Observer's Signature ___________________________________________________________________________

Intern's Signature ______________________________________________________________________________

DOMAIN 1: PLANNING AND PREPARATION Component: 1A – Demonstrating Knowledge of Content and Pedagogy

Source(s) of Evidence: Context Lesson Plan Observations of Teaching

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher’s plans and practice display little understanding of prerequisite relationships important to student’s learning of the content.

Teacher displays little or no understanding of the range of pedagogical approaches suitable to student’s learning of the content.

Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another. Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete.

Teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.

Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another. Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts.

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches to the discipline.

Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines. Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts and provide a link to necessary cognitive structures needed by students to ensure understanding.

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning. _____1.5 Identified and addresses students’ misconceptions of content. _____4.5 Implements and manages instruction in ways that facilitate higher order thinking. Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning. _____1.5 Identified and addresses students’ misconceptions of content. _____4.5 Implements and manages instruction in ways that facilitate higher order thinking.

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Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning. _____1.5 Identified and addresses students’ misconceptions of content. _____4.5 Implements and manages instruction in ways that facilitate higher order thinking. Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning. _____1.5 Identified and addresses students’ misconceptions of content. _____4.5 Implements and manages instruction in ways that facilitate higher order thinking. Component: 1B – Demonstrating Knowledge of Students Source(s) of Evidence: Context Lesson Plan Observation of Teaching

Student Voice Ineffective

Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Teacher demonstrates little or no understanding of how students learn and little knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and does not seek such understanding.

Teacher indicates the importance of understanding how students learn and the students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge about the class as a whole.

Teacher understands the active nature of student learning and attains information about levels of development for groups of students.

The teacher also purposefully seeks knowledge from several sources of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and attains this knowledge about groups of students.

Teacher actively seeks knowledge of students’ levels of development and their backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources. This information is acquired for individual students.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.2 Connects content to life experiences of students. _____2.2 Uses contextual data to design instruction relevant to students. _____3.3 Values and supports student diversity and addresses individual needs. _____4.2 Implements instruction based on diverse student needs and assessment data. _____8.1 Identifies students whose learning could be enhanced by collaboration.

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Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.2 Connects content to life experiences of students. _____2.2 Uses contextual data to design instruction relevant to students. _____3.3 Values and supports student diversity and addresses individual needs. _____4.2 Implements instruction based on diverse student needs and assessment data. _____8.1 Identifies students whose learning could be enhanced by collaboration. Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.2 Connects content to life experiences of students. _____2.2 Uses contextual data to design instruction relevant to students. _____3.3 Values and supports student diversity and addresses individual needs. _____4.2 Implements instruction based on diverse student needs and assessment data. _____8.1 Identifies students whose learning could be enhanced by collaboration. Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.2 Connects content to life experiences of students. _____2.2 Uses contextual data to design instruction relevant to students. _____3.3 Values and supports student diversity and addresses individual needs. _____4.2 Implements instruction based on diverse student needs and assessment data. _____8.1 Identifies students whose learning could be enhanced by collaboration.

DOMAIN 1: PLANNING AND PREPARATION Component: 1C – Setting Instructional Outcomes Source(s) of Evidence: Lesson Plan

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Outcomes represent low expectations for students and lack of rigor, and not all of them reflect important learning in the discipline.

Outcomes are stated as activities rather than as student learning.

Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students.

Outcomes represent moderately high expectations and rigor.

Some outcomes reflect important learning in the discipline and consist of a combination of outcomes and activities.

Outcomes reflect several types of learning, but teacher has made no attempt at coordination or integration.

Most of the outcomes are suitable for most of the students in the class in accordance with global assessments of student learning.

Most outcomes represent rigorous and important learning in the discipline.

All the instructional outcomes are clear, are written in the form of student learning, and suggest viable methods of assessment.

Outcomes reflect several different types of learning and opportunities for coordination.

Outcomes take into account the varying needs of groups of students.

All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration.

Outcomes take into account the varying needs of individual students.

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Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____2.1 Develops significant objectives aligned with standards. _____2.5 Plans instructional strategies and activities that facilitate multiple levels of learning. Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____2.1 Develops significant objectives aligned with standards. _____2.5 Plans instructional strategies and activities that facilitate multiple levels of learning. Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____2.1 Develops significant objectives aligned with standards. _____2.5 Plans instructional strategies and activities that facilitate multiple levels of learning. Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____2.1 Develops significant objectives aligned with standards. _____2.5 Plans instructional strategies and activities that facilitate multiple levels of learning.

Component: 1D – Demonstrating Knowledge of Resources Source(s) of Evidence: Context Lesson Plan

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Teacher is unaware of school or district resources for classroom use, for the expansion of his or her own knowledge, or for students.

Teacher displays basic awareness of school or district resources available for classroom use, for the expansion of his or her own knowledge, and for students, but no knowledge of resources available more broadly.

Teacher displays awareness of resources – not only through the school and district but also through sources external to the school and on the Internet – available for classroom use, for the expansion of his or her own knowledge, and for students.

Teacher displays extensive knowledge of resources – not only through the school and district but also in the community, through professional organizations and universities, and on the Internet—for classroom use, for the expansion of his or her own knowledge, and for students.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____6.1 Uses available technology to design and plan instruction. _____6.3 Integrates student use of technology into instruction. _____6.4 Uses available technology to assess and communicate student learning. Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____6.1 Uses available technology to design and plan instruction. _____6.3 Integrates student use of technology into instruction. _____6.4 Uses available technology to assess and communicate student learning.

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Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____6.1 Uses available technology to design and plan instruction. _____6.3 Integrates student use of technology into instruction. _____6.4 Uses available technology to assess and communicate student learning. Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____6.1 Uses available technology to design and plan instruction. _____6.3 Integrates student use of technology into instruction. _____6.4 Uses available technology to assess and communicate student learning.

DOMAIN 1: PLANNING AND PREPARATION Component: 1E – Designing Coherent Instruction Source(s) of Evidence: Lesson Plan

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure.

The activities are not designed to engage students in active intellectual activity and have unrealistic time allocation. Instructional groups do not support the instructional outcomes and offer no variety.

Some of the learning activities and materials are suitable to the instructional outcomes and represent a moderate cognitive challenge but with no differentiation for different students. Instructional groups partially support the instructional outcomes, with an effort by the teacher at providing some variety.

The lesson or unit has a recognizable structure; the progression of activities is uneven, with most time allocations reasonable.

Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students.

The lesson or unit has a clear structure, with appropriate and varied use of instructional groups.

Plans represent the coordination of in- depth content knowledge, understanding of different students’ needs, and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity. Learning activities are differentiated appropriately for individual learners. Instructional groups are varied appropriately with some opportunity for student choice.

The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____2.4 Plans instructional strategies and activities that address learning objectives for all students. _____6.2 Uses available technology to design and plan instruction _____8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort. Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____2.4 Plans instructional strategies and activities that address learning objectives for all students. _____6.2 Uses available technology to design and plan instruction _____8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort.

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Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____2.4 Plans instructional strategies and activities that address learning objectives for all students. _____6.2 Uses available technology to design and plan instruction _____8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort. Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____2.4 Plans instructional strategies and activities that address learning objectives for all students. _____6.2 Uses available technology to design and plan instruction _____8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort. Component: 1F – Designing Student Assessments Source(s) of Evidence: Lesson Plan

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Assessment procedures are not congruent with instructional outcomes; the proposed approach contains no criteria or standards.

Teacher has no plan to incorporate formative assessment in the lesson or unit nor any plan to use assessment results in designing future instruction.

Some of the instructional outcomes are assessed through the proposed approach, but others are not. Assessment criteria and standards have been developed, but they are not clear. Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes.

Teacher intends to use assessment results to plan for future instruction for the class as a whole.

Teacher's plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. Teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used.

Teacher intends to use assessment results to plan for future instruction for groups of students.

Teacher's plan for student assessment is fully aligned with the instructional outcomes and has clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies have been adapted for individual students, as needed.

The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Teacher intends to use assessment results to plan future instruction for individual students.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____2.3 Plans assessments to guide instruction and measure learning objectives.

Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____2.3 Plans assessments to guide instruction and measure learning objectives.

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Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____2.3 Plans assessments to guide instruction and measure learning objectives.

Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____2.3 Plans assessments to guide instruction and measure learning objectives.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component: 2A – Creating an Environment of Respect and Rapport Source(s) of Evidence: Observations of Teaching

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students' ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict.

Teacher does not deal with disrespectful behavior.

Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students' ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another.

Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict.

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful.

Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal.

Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals.

Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.4 Fosters mutual respect between teacher and students and among students.

Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.4 Fosters mutual respect between teacher and students and among students.

Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.4 Fosters mutual respect between teacher and students and among students.

Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.4 Fosters mutual respect between teacher and students and among students.

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Component: 2B – Establishing a Culture for Learning Source(s) of Evidence: Observations of Teaching

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

The classroom culture is characterized by a lack of teacher or student commitment to the learning and/or little or no investment of student energy into the task at hand. Hard work is not expected or valued.

Medium or low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students

The classroom culture is characterized by little commitment to learning by teacher or students. The teacher appears to be only going through the motions, and students indicate that they are interested in completion of a task, rather than quality.

The teacher conveys that student success is the result of natural ability rather than hard work; high expectations for learning are reserved for those students thought to have a natural aptitude for the subject.

The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning being the norm for most students. The teacher conveys that with hard work students can be successful. Students understand their role as learners and consistently expend effort to learn.

Classroom interactions support learning and hard work.

The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work.

Students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.2 Establishes a positive learning environment.

Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.2 Establishes a positive learning environment.

Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.2 Establishes a positive learning environment.

Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.2 Establishes a positive learning environment.

Component: 2C – Managing Classroom Procedures Source(s) of Evidence: Observations of Teaching

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Much instructional time is lost through inefficient classroom routines and procedures. There is little or no evidence that the teacher is managing instructional groups, transitions, and /or the handling of materials and supplies

Some instructional time is lost through only partially effective classroom routines and procedures. The teacher’s management of instructional groups, transitions, and/or the handling of materials and supplies is inconsistent, the result being some

There is little loss of instructional time because of effective classroom routines and procedures. The teacher’s management of instructional groups and the handling of materials and supplies are

Instructional time is maximized because of efficient routine and procedures. Students contribute to the management of instructional groups, transitions, and the handling of materials and supplies.

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effectively.

There is little evidence that students know or follow established routines.

disruption of learning.

With regular guidance and prompting¸ students follow established routines.

consistently successful.

With minimal guidance and prompting students follow established classroom routines.

Routines are well understood and may be initiated by students.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____4.3 Uses time effectively.

Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____4.3 Uses time effectively.

Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____4.3 Uses time effectively.

Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____4.3 Uses time effectively.

Component: 2D – Managing Student Behavior Source(s) of Evidence: Observations of Teaching

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

There appear to be no established standards of conduct and little or no teacher monitoring of student behavior. Students challenge the standards of conduct.

Response to students’ misbehavior is repressive or disrespectful of student dignity

Standards of conduct appear to have been established, but their implementation is inconsistent. Teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior.

There is inconsistent implementation of the standards of conduct.

Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct.

Teacher response to student misbehavior is consistent, proportionate, respectful to students, and effective.

Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of other students against standards of conduct. Teachers’ monitoring of student behavior is subtle and preventative.

Teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.4 Fosters mutual respect between teacher and students and among students.

Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.4 Fosters mutual respect between teacher and students and among students.

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Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.4 Fosters mutual respect between teacher and students and among students.

Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.4 Fosters mutual respect between teacher and students and among students.

Component: 2E – Organizing Physical Space Source(s) of Evidence: Observations of Teaching

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

The physical environment is unsafe, or many students don’t have access to learning resources.

There is poor coordination between the lesson activities and the arrangement of furniture and resources, including computer technology.

The classroom is safe, and essential learning is accessible to most students. The teacher’s use of physical resources, including computer technology, is moderately effective.

Teacher makes some attempt to modify the physical arrangement to suit learning activities, with partial success.

The classroom is safe, and learning is accessible to all students; teacher ensures that the physical arrangement is appropriate to the learning activities.

Teacher makes effective use of physical resources, including computer technology.

The classroom is safe, and learning is accessible to all students, including those with special needs. Teacher makes effective use of physical resources, including computer technology. The teacher ensures the arrangement is appropriate to the learning activities.

Students contribute to the use or adaptation of the physical environment to advance learning.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.5 Provides a safe environment for learning. _____4.4 Uses space and materials effectively. Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.5 Provides a safe environment for learning. _____4.4 Uses space and materials effectively. Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.5 Provides a safe environment for learning. _____4.4 Uses space and materials effectively. Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____3.5 Provides a safe environment for learning. _____4.4 Uses space and materials effectively.

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DOMAIN 3: INSTRUCTION

Component: 3A – Communicating with Students Source(s) of Evidence: Observations of Teaching

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors. The teacher’s spoken or written language contains errors. The teacher’s spoken or written language contains errors of grammar or syntax

The teacher’s vocabulary is inappropriate, vague, or used incorrectly, leaving students confused.

The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear; other portions are difficult to follow. The teacher’s explanation consists of a monologue, with no invitation to the students for intellectual engagement.

Teacher’s spoken language is correct; however, his or her vocabulary is limited, or not fully appropriate to the students’ ages or backgrounds.

The teacher clearly communicates instructional purpose of the lesson, including where it is situated within the broader learning, and explains procedures and directions clearly. Teacher’s explanation of content is well scaffolded, clear and accurate, and connects with students’ knowledge and experiences. During the explanation of content, the teacher invites student intellectual engagement. Teacher’s spoken and written language is clear and correct and uses vocabulary appropriate to the students’ ages and interests.

The teacher links the instructional purpose of the lesson to the students’ interests; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with students’ interest. Students contribute to extending the content and help explain concepts to their classmates.

The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.1Communicates concepts, processes, and knowledge. _____3.1 Communicates high expectations. _____5.5 Communicates learning results to students and parents. Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.1Communicates concepts, processes, and knowledge. _____3.1 Communicates high expectations. _____5.5 Communicates learning results to students and parents. Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.1Communicates concepts, processes, and knowledge. _____3.1 Communicates high expectations. _____5.5 Communicates learning results to students and parents.

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Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.1Communicates concepts, processes, and knowledge. _____3.1 Communicates high expectations. _____5.5 Communicates learning results to students and parents.

Component: 3B – Questioning and Discussion Techniques Source(s) of Evidence: Observations of Teaching

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Teacher’s questions are of low cognitive challenge, require single correct responses, and are asked in rapid succession. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.

A few students dominate the discussion.

Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved.

Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.

Although the teacher may use some low- level questions, he or she asks the students questions designed to promote thinking and understanding. Teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate.

Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, and make unsolicited contributions.

Students themselves ensure that all voices are heard in the discussion.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.4 Guides students to understand content from various perspectives.

Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.4 Guides students to understand content from various perspectives.

Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.4 Guides students to understand content from various perspectives.

Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____1.4 Guides students to understand content from various perspectives.

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Component: 3C – Engaging Students in Learning Source(s) of Evidence: Observations of Teaching

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

The learning tasks and activities, materials, resources, instructional groups and technology are poorly aligned with the instructional outcomes or require only rote responses. The pace of the lesson is too slow or too rushed.

Few students are intellectually engaged or interested.

The learning tasks and activities are partially aligned with the instructional outcomes but require only minimal thinking by students, allowing most to be passive or merely compliant.

The pacing of the lesson may not provide students the time needed to be intellectually engaged.

The learning tasks and activities are aligned with instructional outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher scaffolding.

The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.

Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and suitable scaffolding by the teacher and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry and of student contribution to the exploration of important content. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning and to consolidate their understanding.

Students may have some choice in how they complete tasks and may serve as resources for one another.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students. _____8.3 Implements planned activities that enhance student learning and engage all parties. Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students. _____8.3 Implements planned activities that enhance student learning and engage all parties. Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students. _____8.3 Implements planned activities that enhance student learning and engage all parties. Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students. _____8.3 Implements planned activities that enhance student learning and engage all parties.

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Component: 3D – Using Assessment in Instruction Source(s) of Evidence: Observations of Teaching

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

There is little or no assessment or monitoring of student learning; feedback is absent or of poor quality.

Students do not appear to be aware of the assessment criteria and do not engage in self-assessment.

Assessment is used sporadically by teacher and/or students to support instruction through some monitoring of progress in learning. Feedback to students is general, students appear to be only partially aware of the assessment criteria used to evaluate their work, and few assess their own work.

Questions, prompts, and assessments are rarely used to diagnose evidence of learning.

Assessment is used regularly by teacher and/or students during the lesson through monitoring of learning progress and results in accurate, specific feedback that advances learning. Students appear to be aware of the assessment criteria; some of them engage in self-assessment

Questions, prompts, assessments are used to diagnose evidence of learning.

Assessment is fully integrated into instruction through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students self-assess and monitor their progress. A variety of feedback, from both their teacher and their peers, is accurate, specific, and advances learning.

Questions, prompts, assessments are used regularly to diagnose evidence of learning by individual students.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____5.1 Uses pre-assessments. _____5.2 Uses formative assessments. _____5.3 Uses summative assessments. _____5.6 Allows opportunity for student self-assessment. Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____5.1 Uses pre-assessments. _____5.2 Uses formative assessments. _____5.3 Uses summative assessments. _____5.6 Allows opportunity for student self-assessment. Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____5.1 Uses pre-assessments. _____5.2 Uses formative assessments. _____5.3 Uses summative assessments. _____5.6 Allows opportunity for student self-assessment.

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Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____5.1 Uses pre-assessments. _____5.2 Uses formative assessments. _____5.3 Uses summative assessments. _____5.6 Allows opportunity for student self-assessment.

Component: 3E – Demonstrating Flexibility and Responsiveness Source(s) of Evidence: Observations of Teaching

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Teacher adheres to the instruction plan in spite of evidence of poor student understanding or lack of interest.

Teacher ignores student questions; when students experience difficulty, the teacher blames the students or their home environment.

Teacher attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success.

Teacher accepts responsibility for student success but has only a limited repertoire of strategies to draw upon.

Teacher promotes the successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests.

Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning.

Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings.

Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students.

Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students.

Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students.

Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students.

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DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component: 4A – Reflecting on Teaching Source(s) of Evidence: Post-Observation Reflections Professional Growth

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Teacher does not know whether a lesson was effective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson

Teacher has no suggestions for how a lesson could be improved.

Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met.

Teacher makes general suggestions about how a lesson could be improved.

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

Teacher makes a few specific suggestions of what could be tried another time the lesson is taught.

Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each.

Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probable success of different courses of action.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____7.2 Uses data to reflect on and evaluate instructional practice. _____7.3 Uses data to reflect on and identify areas of professional growth. _____9.1 Self assesses performance relative to Kentucky’s Teacher Standards. Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____7.2 Uses data to reflect on and evaluate instructional practice. _____7.3 Uses data to reflect on and identify areas of professional growth. _____9.1 Self assesses performance relative to Kentucky’s Teacher Standards. Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____7.2 Uses data to reflect on and evaluate instructional practice. _____7.3 Uses data to reflect on and identify areas of professional growth. _____9.1 Self assesses performance relative to Kentucky’s Teacher Standards. Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____7.2 Uses data to reflect on and evaluate instructional practice. _____7.3 Uses data to reflect on and identify areas of professional growth. _____9.1 Self assesses performance relative to Kentucky’s Teacher Standards.

Component: 4B – Maintaining Accurate Records Source(s) of Evidence: Records and Communication

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

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Teacher’s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray.

Teacher’s records for non-instructional activities are in disarray, resulting in errors and confusion.

Teacher’s system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially effective.

Teacher’s records for non-instructional activities are adequate but require frequent monitoring to avoid errors.

Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective.

Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective.

Students contribute information and participate in maintaining the records.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____5.4 Describes, analyzes, and evaluates student performance data. _____7.1 Uses data to reflect on and evaluate student learning. Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____5.4 Describes, analyzes, and evaluates student performance data. _____7.1 Uses data to reflect on and evaluate student learning. Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____5.4 Describes, analyzes, and evaluates student performance data. _____7.1 Uses data to reflect on and evaluate student learning. Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____5.4 Describes, analyzes, and evaluates student performance data. _____7.1 Uses data to reflect on and evaluate student learning.

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component: 4C – Communicating with Families Source(s) of Evidence: Records and Communication

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Teacher communication with families— about the instructional program, about individual students—is sporadic or culturally inappropriate.

Teacher makes no attempt to engage families in the instructional program.

Teacher makes sporadic attempts to communicate with families about the instructional program and about the progress of individual students but does not attempt to engage families in the instructional program. Communications are one-way and not always appropriate to the cultural norms of those families.

Teacher communicates frequently with families about the instructional program and conveys information about individual student progress. Teacher makes some attempts to engage families in the instructional program.

Information to families is conveyed in a culturally appropriate manner.

Teacher’s communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Response to family concerns is handled with professional and cultural sensitivity.

Teacher’s efforts to engage families in the instructional program are frequent and successful.

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Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____5.5 Communicates learning results to students and parents.

Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____5.5 Communicates learning results to students and parents.

Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____5.5 Communicates learning results to students and parents.

Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____5.5 Communicates learning results to students and parents.

Component: 4D – Participating in a Professional Community Source(s) of Evidence: Professional Involvement Log

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Teacher’s relationships with colleagues are negative or self-serving. Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved.

Teacher avoids becoming involved in school events or school and district projects

Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Teacher becomes involved in the school’s culture of professional inquiry when invited to do so.

Teacher participates in school events and school and district projects when specifically asked to do so.

Teacher’s relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry.

Teacher volunteers to participate in school events and in school and district projects, making a substantial contribution.

Teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. Teacher takes a leadership role in promoting a culture of professional inquiry.

Teacher volunteers to participate in school events and district projects making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____8.4 Analyzes data to evaluate the outcomes of collaborative efforts.

Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____8.4 Analyzes data to evaluate the outcomes of collaborative efforts.

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Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____8.4 Analyzes data to evaluate the outcomes of collaborative efforts.

Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____8.4 Analyzes data to evaluate the outcomes of collaborative efforts.

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component: 4E – Growing and Developing Professionally Source(s) of Evidence: Professional Growth

Post-Observation Reflections Collaborative Leadership Project

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues.

Teacher makes no effort to share knowledge with others or to assume professional responsibility.

Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and colleagues.

Teacher finds limited ways to contribute to the profession.

Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues—either when made by supervisors or when opportunities arise through professional collaboration.

Teacher participates actively in assisting other educators.

Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues.

Teacher initiates important activities to contribute to the profession.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____9.3 Designs a professional growth plan that addresses identified priorities. _____9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student

learning. _____10.2 Develops a plan for engaging in leadership activities. _____10.3 Implements a plan for engaging in leadership activities. Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____9.3 Designs a professional growth plan that addresses identified priorities. _____9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student

learning. _____10.2 Develops a plan for engaging in leadership activities. _____10.3 Implements a plan for engaging in leadership activities.

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Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____9.3 Designs a professional growth plan that addresses identified priorities. _____9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student

learning. _____10.2 Develops a plan for engaging in leadership activities. _____10.3 Implements a plan for engaging in leadership activities. Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____9.3 Designs a professional growth plan that addresses identified priorities. _____9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student

learning. _____10.2 Develops a plan for engaging in leadership activities. _____10.3 Implements a plan for engaging in leadership activities.

Component: 4F – Showing Professionalism Source(s) of Evidence: Professional Involvement Log Collaborative Leadership Project

Ineffective Cycle 1 I I+ Cycle 2 I I+ Cycle 3 I I+

Developing Cycle 1 D- D D+ Cycle 2 D- D D+ Cycle 3 D- D D+

Accomplished Cycle 1 A- A A+ Cycle 2 A- A A+ Cycle 3 A- A A+

Exemplary Cycle 1 E- E Cycle 2 E- E Cycle 3 E- E

Teacher displays dishonesty in interactions with colleagues, students and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some students being ill-served by the school.

Teacher makes decisions and recommendations based on self-serving interests. Teacher does not comply with school and district regulations.

Teacher is honest in interactions with colleagues, students and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some students being ill-served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations.

Teacher complies minimally with school and district regulations, doing just enough to get by

Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision-making.

Teacher complies fully with school and district regulation.

Teacher takes a leadership role with colleagues and can be counted on to hold the highest standards of honesty, integrity and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted effort to challenge negative attitude or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. Teacher takes a leadership role in team or departmental decision-making and helps ensure that such decisions are based on the highest professional standards.

Teacher complies fully with school and district regulations, taking a leadership role with colleagues.

Cycle 1 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____6.5 Demonstrates ethical and legal use of technology. _____9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues. _____10.1 Identifies leadership opportunities that enhance student learning and/or professional environment of the school. _____10.4 Analyzes data to evaluate the results of planned and executed leadership efforts.

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Cycle 2 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____6.5 Demonstrates ethical and legal use of technology. _____9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues. _____10.1 Identifies leadership opportunities that enhance student learning and/or professional environment of the school. _____10.4 Analyzes data to evaluate the results of planned and executed leadership efforts. Cycle 3 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____6.5 Demonstrates ethical and legal use of technology. _____9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues. _____10.1 Identifies leadership opportunities that enhance student learning and/or professional environment of the school. _____10.4 Analyzes data to evaluate the results of planned and executed leadership efforts. Cycle 4 Evidence/KTS – D – Demonstrated; PD – Partially Demonstrated; ND – Not Demonstrated; NA – Not Applicable _____6.5 Demonstrates ethical and legal use of technology. _____9.2 Identifies priorities for professional development based on data from self-assessment, student performance and feedback from colleagues. _____10.1 Identifies leadership opportunities that enhance student learning and/or professional environment of the school. _____10.4 Analyzes data to evaluate the results of planned and executed leadership efforts. Use the 4 point system to score the Dispositions below.

• 4 - Exemplary • 3 – Accomplished • 2 – Developing • 1- Ineffective

Holistic Score for each of the 3 areas:

Communication 1.0 Holistic Score _____

Critical & Creative Thinking 2. Holistic Score ______

Professionalism 3.0 Holistic Score _____

1.1 Verbal Skills __ 1.2 Writing Skills ___ 1.3 Social Skills ___ 1.4 Collaboration ___

2.1 Problem-Solving Skills _ 2.2 Innovative Thinking ___ 2.3 Personal Reflection ___ 2.4 Self-Directed Learning ___

3.1 Leadership Skills ___ 3.2 Ethical Conduct ___ 3.3 Equitable Treatment of Other ___ Initiative ___

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CYCLE ________ OBSERVATION EVIDENCE TO SUPPORT RATINGS FOR DOMAINS 2 AN

RELATED COMPONENTS

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OBSERVER’S SIGNATURE _______________________________________ DATE____________________

INTERN’S SIGNATURE __________________________________________ DATE____________________

CYCLE ________ OBSERVATION EVIDENCE TO SUPPORT RATINGS FOR DOMAINS 2 AN

RELATED COMPONENTS

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OBSERVER’S SIGNATURE _______________________________________ DATE____________________

INTERN’S SIGNATURE __________________________________________ DATE____________________

CYCLE ________ OBSERVATION EVIDENCE TO SUPPORT RATINGS FOR DOMAINS 2 AN

RELATED COMPONENTS

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OBSERVER’S SIGNATURE _______________________________________ DATE_________________

INTERN’S SIGNATURE __________________________________________ DATE_________________ (Back)

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Please record evidence of observed behaviors that correlate with the standards and indicators below as you can. Your evidence of content knowledge and pedagogy will help them develop as teachers. Thank you for your help! Observer’s name: Date: Teacher Candidate:

Kentucky Teacher Standards KTS Standard and Indicators Evidence

Standard 1: Demonstrates Applied Content Knowledge 1.1 Communicates concepts, processes, and knowledge

1. 2.

1.2 Connects content to life experiences of students

1. 2.

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning

1. 2.

1.4 Guides students to understand content from various perspectives

1. 2.

1.5 Identifies and addresses students’ misconception of content

1. 2.

Standard 3: Creates and Maintains Learning Climate 3.1 Communicates high expectations 1.

2. 3.2 Establishes a positive learning environment

1. 2.

3.3 Values and supports student diversity and addresses individual needs

1. 2.

3.4 Fosters mutual respect between teacher and student and among students

1. 2.

3.5 Provides a safe environment for learning 1. 2.

Standard 4: Implements and Manages Instruction 4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students

1. 2.

4.2 Implements instruction based on diverse student needs and assessment data

1. 2.

4.3 Uses time effectively 1. 2.

4.4 Uses space and materials effectively 1. 2.

4.5 Implements and manages instruction in ways that facilitate higher order thinking

1. 2.

Standard 5: Assesses and Communicates Learning Results 5.2 Uses formative assessments 1.

KTIP Content and Video Observation Guide

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2. 5.4 Describes analyzes and evaluates student performance data.

1. 2.

5.5 Communicates learning results to students and parents

1. 2.

6: Demonstrates the Implementation of Technology 6.1 Uses available technology to design and plan

1. 2.

instruction 1. 2.

6.2 Uses available technology to implement instruction that facilitates student learning

1. 2.

6.3 Integrates student use of available technology into instruction

1. 2.

6.4 Uses available technology to assess and communicate student learning

1. 2.

6.5 Demonstrates ethical and legal use of technology

1. 2.

Please evaluate the candidate using the Kentucky Teacher Standards, based on the evidence above. SCORING: 4 – Exemplary 3 – Accomplished 2 – Developing 1- Ineffective

4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1

Standard 1: Applies Content Knowledge (Conceptual/Communicative) Standard 3: Creates/Maintains Learning Climate (Strategic) Standard 4: Implements/Manages Instruction (Strategic) Standard 5: Assesses/Communicates Learning Results (Evaluative) Standard 6: Implements Technology (Strategic)

Strengths: 1. 2. Suggestions for Growth: 1. 2. Comments:

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Professional Growth and Effectiveness System (PGES Teacher Evaluation System)

Please record evidence of observed behaviors that correlate with as many standards and indicators as you can. Your evidence of content knowledge and pedagogy will help them develop as teachers. Thank you for your help!

PGES Domain and Indicators Evidence Domain 2: Classroom Environment

2A – Creating an Environment of Respect and Rapport Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal.

1. 2.

2B – Establishing a Culture of Learning The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning being the norm for most students. The teacher conveys that with hard work students can be successful. Students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning and hard work.

1. 2.

2C – Managing Classroom Procedures There is little loss of instructional time because of effective classroom routines and procedures. The teacher’s management of instructional groups and the handling of materials and supplies are consistently successful. With minimal guidance and prompting students follow established classroom routines

1. 2.

2D – Managing Student Behavior Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, respectful to students, and effective.

1. 2.

2E – Organizing Physical Space The classroom is safe, and learning is accessible to all students; teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes effective use of physical resources, including computer technology.

1. 2.

Domain 3: Instruction 3A – Communicating with Students The teacher clearly communicates instructional purpose of the lesson, including where it is situated within the broader learning, and explains procedures and directions clearly. Teacher’s explanation of content is well scaffolded, clear and accurate, and connects with students’ knowledge and experiences. During the explanation of content, the teacher invites student intellectual engagement. Teacher’s spoken and written language is clear and correct and uses

1. 2.

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vocabulary appropriate to the students’ ages and interests. 3B – Using Questioning and Discussion Techniques Although the teacher may use some low- level questions, he or she asks the students questions designed to promote thinking and understanding. Teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

1. 2.

3C – Engaging Students in Learning The learning tasks and activities are aligned with instructional outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher scaffolding. The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.

1. 2.

3D – Using Assessment in Instruction Assessment is used regularly by teacher and/or students during the lesson through monitoring of learning progress and results in accurate, specific feedback that advances learning. Students appear to be aware of the assessment criteria; some of them engage in self-assessment Questions, prompts, assessments are used to diagnose evidence of learning.

1. 2.

3E – Demonstrating Flexibility and Responsiveness Teacher promotes the successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning.

1. 2.

Please evaluate the candidate using the Kentucky Teacher Standards, based on the evidence above. I – Ineffective D – Developing A – Accomplished E - Exemplary I D A E I D A E

Standard 2: Classroom Environment (Strategic) Standard 3: Instruction (Strategic)

Strengths: 1. 2. Suggestions for Growths 1. 2. Comments: (Back)

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Student Teaching/Professional Experience Do not complete until the last day of the placement

Teacher Candidate:____________________________________________ ____________________________ ____________ LAST FIRST MIDDLE Placement 1 or 2 (cooperating teacher name):___________________________________________________________ LAST FIRST MIDDLE District:______________ School:____________________________ Start Date:__________ Ending Date:__________ Total Days:_____

This is to verify that I completed the requirements of student teaching by completing _______ days.

_________________________________________________ _______________ Teacher Candidate Signature Date _________________________________________________ _______________ Cooperating Teacher Signature Date _________________________________________________ _______________ Authorized Administration Signature Date (Back)

Attendance Verification

Clinical Placement 2015

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UNIVERSITY SUPERVISOR’S SUMMATIVE EVALUATION

*Signatures indicate that both parties have discussed the evaluation.

The Supervisor’s Summative Evaluation will be completed at the conclusion of the student teaching semester. The rubric assesses the student teacher / teacher candidate intern’s ability to conceptualize, communicate, strategize and evaluate.

Rating Scale: Grade: Satisfactory Performance on the Standards (Exceptional) 100-90 A

Making Progress Toward the Standards (Satisfactory) 89-80 B

Making Progress Toward the Standards (Needs Improvement) 79-70 C

Not Making Progress Toward the Standards (Unsatisfactory) 69-60 D

Not Making Progress Toward the Standards (Unsatisfactory) 59-below F

Total points from the university supervisor Summative Evaluation (25%) iLearn Assignments (25%) ________________________

First Placement Score (25%)

Second Placement Score (25%) Final Cumulative Grade

Date___________

Student Teacher (Print) Student Teacher (Signature)

University Supervisor

(Signature)

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UNIVERSITY SUPERVISOR’S SUMMATIVE EVALUATION

Attendance Plan of Evaluation – Points will be deducted from the university supervisor’s Summative Evaluation score according to the following: Unexcused tardy to or early departure from public school 1 point for each incident

Unexcused absence, tardy or early departure from weekly seminar 1 point for each incident

Satisfactory Performance on

Standards

Making Progress Toward

Standards

Not Making Progress

Toward Standards Attendance 20-18 17-14

14-10

Attendance (Work Ethic) Comments: Sub Score________ *Loss of one point for each tardy or early departure, and two points for each absence.

Completion of at least 70 days in the classroom;

Attended all seminars

See Attendance Plan of Evaluation below

Completion of at least 70 days in the classroom;

Attended most seminars

See Attendance Plan of Evaluation below

Completion of at least 70 days in the classroom;

Attended a few seminars

See Attendance Plan of Evaluation below

iLearn Requirements 20-18

17-14

14-10

iLearn Requirements (Excellence and Professional Integrity) Comments: Sub Score________

All Observation Cycle requirements were meticulously and accurately completed in a timely fashion; well organized; evidence of self-directed, continuous progress; modifications were congruent with the PGP

All Observation Cycle requirements were completed in a timely fashion; neatly organized; evidence of continuous progress; modifications were congruent with the PGP

Some Observation Cycle requirements not included or requirements had inaccuracies and/or omissions; failure to adhere to all due dates; some PGP actions incomplete

100

UNIVERSITY SUPERVISOR’S SUMMATIVE EVALUATION

(Back)

Satisfactory Performance

on the Standards

Making Progress Toward

the Standards

Not Making Progress Toward the Standards

Observations/ Conferences

30-26 25-21 21-0

Observations/ Conferences (Excellence, Caring, Critical/Creative Thinking) Comments: Sub Score________

Consistently demonstrated a high degree of mastery for all KT/UC standards; evidence of continuous progress; receptive of and implemented constructive suggestions; all University requirements meticulously completed/submitted exhibiting a high degree of excellence

Final observation/ conferences gave evidence of competency in all KT/UC standards; demonstrated continuous progress; receptive of and implemented constructive suggestions; all University requirements completed/submitted

Evidence of weakness in one or more KT/UC standards with failure to demonstrate continuous progress in those areas; failed to implement necessary actions for improvement as identified on the PGP and supervisor/Supervisor feedback; and/or failure to complete/submit one or more University requirement

Reading Reflections 10-8 7-5 4-0 Reading Reflections in iLearn Sub Score________

All reflections completed on time and demonstrate in-depth understanding of the reading concepts

Most reflections completed on time and demonstrate limited understanding of the reading concepts

Few reflections completed on time or demonstrate in-depth understanding of the reading concepts

10-8 7-5 4-0 Written Communication Skills Sub Score________

Writing was free of surface and structural errors with sequential, clear communication of ideas; writing demonstrated diverse experiences and perceptions

Writing had some surface or structural errors but a logical coherent organization of ideas was clearly communicated

Writing had multiple surface and/or structural errors and/or inconsistencies that detracted from clear communication of ideas

10-8 7-5 4-0 Dispositions University of the Cumberlands’ Standards Sub Score________

Clear, consistent, and continuous evidence of caring, critical and creative thinking, a strong work ethic, and excellence in professional and ethical behavior was demonstrated

Evidence of caring, critical and creative thinking, a strong work ethic, and excellence in professional and ethical behavior was demonstrated

Behaviors evidenced a lack of caring, critical and creative thinking, a strong work ethic, and/or excellence in professional and ethical behavior was demonstrated

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My electronic signature verifies I have read and understand the contents of this handbook.. Candidate Signature ______________________________________________ Candidate Student ID #____________________________________________