supervisor handbook · 4. encourage good planning and organization. 5. encourage independent,...

Supervisor

Handbook

2019-2020

OFFICE OF TEACHER EDUCATION

OFFICE OF TEACHER EDUCATION | TEACHERS COLLEGE | www.tc.edu/ote | [email protected] |411 Zankel

mailto:[email protected]

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Table of Contents

Introduction .............................................................................................. 3

School Visit Protocols .................................................................................. 3

A Conceptual Framework for Professional Education at Teachers College ................... 4

The Student Teaching Experience .................................................................... 5

Information for the Field Supervisor ................................................................. 6

Elements of an observation ......................................................................... 6

Protocols and scheduling ............................................................................ 6

Maintaining high quality supervision .............................................................. 7

Establishing channels of communication .......................................................... 7

Assessing teaching readiness and fit ................................................................ 7

Guidelines for Communicating with Student Teachers ........................................... 8

Problem Solving Guidelines and Protocols ......................................................... 9

Triad Meetings .......................................................................................... 10

Payment and Travel FAQs ............................................................................ 11

Appendix A: Sample Student Teacher Observation Template ................................. 12

Appendix B: edTPA ................................................................................... 13

Appendix C: Student Teaching Evaluation ........................................................ 14

Appendix D: Forms for Supervisors ................................................................ 23

Please visit www.tc.edu/ote for supervisor forms

http://www.tc.edu/ote

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Introduction

The Office of Teacher Education aims to provide information, support and resources to faculty,

staff and students engaged in Professional Education Programs that lead to initial and professional certification.

Our purpose is also to work in partnership with faculty colleagues to address program, practice, research and policy issues relevant to the preparation of teachers and other educational specialists. We invite you to visit us in Zankel 411, call us at 212.678.4057, or email us at [email protected] with inquiries regarding student teaching and supervision materials and procedures or other questions related to professional education at Teachers College.

School Visit Protocols All public schools in New York City require visitors to sign in at a security desk and show a photo ID. Please be sure to follow these protocols in addition to any others that the school may require.


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A Conceptual Framework for Professional Education at

Teachers College

Consistent with the College’s long tradition of serving the needs of urban and suburban schools in the United States and around the world, the vision and purpose of professional education at Teachers College is to establish and maintain programs of study, service, and research that prepare competent, caring, and qualified professional educators (teachers, counselors, psychologists, administrators, and others). This vision is based on three shared philosophical stances that underlie and infuse the work we do:

Inquiry stance: We are an inquiry-based and practice-oriented community. We and our students and graduates challenge assumptions and complacency and embrace a stance of inquiry toward the inter-related roles of learner, teacher, and leader in P-12 schools. Curricular stance: Negotiating among multiple perspectives on culture, content, and context, our graduates strive to meet the needs of diverse learners, both students and other adults, in their school communities. Social justice stance: Our graduates choose to collaborate across differences in and beyond their school communities. They demonstrate a commitment to social justice and to serving the world while imagining its possibilities.

The three philosophical stances provide the context for developing and assessing candidates’ proficiencies based on professional, state, and institutional standards. There are five TC standards: Standard 1: Inquirers and Reflective Practitioners: Our candidates are inquirers/ researchers who have breadth of knowledge and a variety of tools to ask questions about educational environments. They reflect on and continually evaluate the effects of their choices on others (children, families, and other professionals in the learning community). Standard 2: Lifelong Learners: Our candidates are continually engaged in learning and research. They take responsibility for their professional growth and seek/create learning opportunities for themselves and others. Standard 3: Learner-Centered Educators/Professionals: Our candidates understand their subject matter/disciplines, learners and learning, and curriculum and teaching. They create learning experiences that foster development and achievement in all students. Standard 4: Effective Collaborators: Our candidates actively participate in the community or communities of whom they are a part to support students’ learning and well-being. Standard 5: Advocates of Social Justice and Diversity: Our candidates are familiar with legal, ethical, and policy issues. They provide leadership in advocating for children, families, and themselves in a variety of professional, political, and policy-making contexts.

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The Student Teaching Experience Informed by a strong focus on social justice, curriculum and inquiry, our mission is to prepare teachers who understand the political nature of schooling, are able to recognize and interrupt deficit views of children, and have the skills, knowledge and dispositions to advocate for all students so that each has access to the quality education and care she/he deserves. However, learning to teach is much more than strategies and techniques. Instead, teaching to meet the complex needs presented by a diverse student population demands the ability to ask critical questions, to “invent” practice by learning from children and listening to them, and to operate from a stance characterized by capacity and possibility, not limitations and low expectations. The student teaching experience provides pre-service teachers the space and opportunity to learn how to ask important questions about teaching and learning, come to know children and adolescents by observing and interacting with them consistently over time, apply newly acquired knowledge, theories, strategies and models in a variety of contexts within and across classrooms, and experiment with, design and adapt practice according to learners’ needs. As such, student teaching takes place in a wide variety of classroom settings located in an equally wide variety of schools including urban and suburban public schools, private schools, alternative schools, and specialty schools. Each student can expect to complete a minimum of two student teaching placements, each in a different grade level according to the requirements of the specific teaching certificate for which she or he is preparing. For example, if a student is working toward initial certification in childhood education--grades 1-6, one student teaching experience must be in grades 1-3, the other in grades 4-6. Students can also expect to be learning to teach in the discipline or subject area (English, mathematics, music, biology, etc.) for which they are seeking certification. During the student teaching experience, pre-service teachers are guided and instructed by two key individuals—the cooperating or mentor teacher and the university supervisor. While both work collaboratively to support the growth and development of the student teacher, each assumes a very specific role.

Field supervisors:

are a liaison between the school and the university

serve as critical friends by observing student teachers’ work in classrooms several times each semester

provide feedback and suggestions to student teachers to help them improve, analyze or re-think their practice

offer experienced and objective perspectives on overall classroom effectiveness, including classroom management, student response and the student teacher's presence and instruction in the classroom

work in concert with student teachers to identify specific areas of challenge or interest On days that student teachers are scheduled to be visited and observed by their supervisor, they should plan to be actively teaching and fully engaged with the students; instruction and direct interaction with students is where student teachers will be most challenged and benefit from a supervisor’s perspective and feedback

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Information for the Field Supervisor First, thank you for working with a student teacher from Teachers College. Your willingness to work with us to support the learning, growth and development of preservice students underscores your commitment to quality teaching and a qualified teacher for every child/adolescent. Supervisors are critical to student teacher success because they guide preservice teachers to think not only about the “what” or “doing” of teaching, but also the “why” or thinking of teaching. As a supervisor, you are responsible for moving new teachers from a focus on themselves to a focus on student learning. Teachers College depends on you—your careful observation, astute judgment, fair and candid feedback and informed assessment—to be able to confidently recommend our graduates for teacher certification. Below are some suggestions, guidelines and basic procedural information that we trust will support the important work you do with our students.

Elements of an observation While Teachers College does not necessarily subscribe to a particular model of supervision, nor do we tightly regulate the supervision process, we do feel that an observation should constitute:

o A pre-observation conference to discuss the student teacher’s lesson plan and any other details pertaining to the lesson. We suggest reviewing the student teacher’s lesson plan prior to your discussion so you can offer feedback and suggestions from an informed perspective.

o The observation of an actual lesson or teaching episode/interaction where the student teacher is actively engaged with learners. Your observation should last the entire period so you are able to gather assessment data from lesson initiation to closure.

o A post-observation discussion should follow the lesson. This meeting gives you and your student teacher the opportunity to review, reflect upon, and assess the lesson together. Through the use of careful questioning, you can help student teachers think about what they did and why, the decisions and pedagogical choices they made, and the consequences of their instruction on students’ understanding. Again, this discussion could take place at the school site (if convenient), at TC, or over the phone.

o Sequential observations of two lessons should not be counted as two “visits.” While unusual circumstances may occasionally (and very rarely) require back-to-back observations that are then counted as separate visits, this practice is strongly discouraged because it does not meet the spirit and substance of observation requirements, and denies student teachers the ongoing support they require over time.

The number of observations required by each program may vary, so be sure to check with the program with which you are working. However, the Teacher Education Policy Committee at Teachers College and the Office of Teacher Education and School-Based Support Services strongly and unanimously recommend a minimum of three (3) observations per student teaching experience. It is important to spread out observations over the course of the student teaching period (beginning, middle and end).

Protocols and scheduling Like our student teachers, supervisors are also guests in cooperating teachers’ classrooms and in schools and representatives of TC. Thus, we recommend the following actions to ensure the best relationship and open lines of communication.

acquaint yourself with school protocols governing entry into the school, dress and professional demeanor and cooperating teachers’ expectations.

get a sense of the rhythms and schedule of the classroom in which your student teacher is placed

meet with the cooperating teacher to explain your supervisory role and discuss how and when observations will occur.

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Maintaining high quality supervision Below are some guidelines for ensuring that the supervision you provide your student teachers is beneficial to their learning:

1. Observe the student teacher on a regular basis over time and in a variety of situations/subjects. 2. Provide specific and descriptive feedback on the student teacher's execution of professional

responsibilities (lesson planning, implementation and assessment, classroom interaction, maintenance of records).

3. Help the student teacher relate teaching theory to classroom practice (e.g., discuss reasons for selecting materials and methods).

4. Encourage good planning and organization. 5. Encourage independent, creative thinking in planning, use of materials, motivation, and teaching and

assessment approaches. 6. Help the student teacher develop consistent classroom management practices conducive to learning,

which promote respect for others and for cultural and linguistic diversity. 7. Encourage the habit of constant self-assessment, including post-lesson analyses, and the use of self-

assessments for subsequent improvement. 8. Maintain a professional working relationship with the student teacher and cooperating teacher. 9. Encourage and support good rapport between the student teacher and her/his students.

Establishing channels of communication Open communication between supervisors and cooperating teachers enhances and supports their work as colleagues and partners. Get to know the cooperating teacher.

Exchange phone numbers to facilitate opportunities to confer and discuss progress between observations.

Encourage cooperating teachers to observe alongside you and to participate in subsequent post-observation conferences with student teachers.

Share your insights and solicit theirs. While the observations you conduct are critical to student teacher development, they still represent snap-shots of practice.

Develop a professional relationship with the cooperating teacher to support observations and triangulate data

Assessing teaching readiness and fit An important aspect of your supervision work involves assessing student teachers’ readiness for teaching and for certification. Learning to teach is never easy and most student teachers experience road bumps, a crisis of confidence and moments of questionable practice. However, we want to ensure that candidates are fully prepared for a career, whether it be teaching or otherwise, by the time they graduate. Below are some guidelines to help support this task:

Provide candid feedback grounded in careful observation

Use observations and assessments to design additional supports that may be needed

Evaluate students with a high standard of teacher quality; be fair but rigorous

The Assessment Taskforce and the Office of Accreditation and Assessment developed a Student Teaching Evaluation form to help improve supervision and assessment practices and, ultimately, make student teaching experiences more effective and consistent across the programs. The form represents the knowledge, skills, and dispositions that the Taskforce felt were essential for all student teachers. Individual programs may have added discipline specific content based on program philosophy/values or specialty professional standards. (See Appendix C for evaluation form.)

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Guidelines for Communicating with Student Teachers

1. Focus feedback on behavior rather than the person.

It is important that we refer to what a person does in the classroom rather than a personal trait. Thus, we might say a person "talked considerably at the meeting" rather than that this person is "a loudmouth."

2. Focus feedback on observations rather than inferences.

Observations refer to what we can see or hear in the behavior of another person, while inferences refer to our interpretation of the behavior (as in "you were defensive"). The sharing of inferences or conclusions may be valuable, but it is important that they be supported by observations and facts.

3. Focus feedback on description rather than judgment.

The effort to describe represents a process for reporting what occurred, while judgment refers to an evaluation in terms of good or bad, right or wrong. The judgments arise out of a personal frame of reference or value grid, whereas description represents more neutral reporting.

4. Focus feedback on the sharing of ideas and information rather than on giving advice.

By sharing ideas and information we leave the receivers free to decide for themselves in the light of their own goals, in a particular situation at a particular time how to use the ideas and information. When we give advice, we tell them what to do with the information, and in that sense we take away the freedom to determine the most appropriate course of action as well as reducing their responsibility for their own behavior.

5. Focus feedback on exploration of alternatives rather than answers or solutions.

The more we can focus on a variety of procedures and means for the attainment of a particular goal, the less likely we are to accept prematurely a particular answer or solution which may or may not fit a particular problem.

*If an issue or problem arises, please speak openly with the student teacher about your concerns.

http://www.udel.edu/dcte/ocs/superhandbook/qanda.htm#guide

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Problem Solving Guidelines and Protocols

Establishing and maintaining relationships are key pieces of a productive learning community. Individuals may come to

the situation with different beliefs, values, prior experiences and behaviors and perceive the same event differently.

These problems and conflicts can be positive learning experiences, fostering collaboration as individuals learn to

communicate and problem solve together.

General Guidelines for Problem Solving and Conflict Management

1. Understand that problems may not be seen as such by everyone involved based on personal experiences and their

perceptions

2. Most problems are best solved by those in the situation, not those on the outside.

3. Most problems are best solved when they are addressed as soon as possible. Let student teachers know that

professional development includes learning how to solve problems.

4. When problems are well-defined, resolutions often follow more easily. The following steps may be

helpful in addressing a problem:

The problem should be defined as clearly as possible. What is occurring? How often? Under what

circumstances?

Consider who/what is contributing to the problem. Is everyone working from the same observations, facts,

and vocabulary? Does everyone share the same values and beliefs? Do roles, responsibilities, or

expectations need to be clarified? What are the honorable intentions of those involved? How might they

be contributing to the problem?

What is within one’s control? What is within others’ control? If the problem is outside the control of both

parties, who should deal with it or take it to the next level?

Stop and check behavior as the problem is addressed. Are people listening to the point of view of the other

person? What is the other person’s perception of the problem? Does anyone feel attacked?

In cases where student teachers are experiencing difficulties with their cooperating teacher, encourage them to

identify the problem in objective terms and brainstorm ways to address the problem in a respectful manner.

Consider using the following steps:

Timing: Consider when to meet with the person. It is best to meet in private during an agreed upon

time rather than in front of others or at an inopportune time.

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Approach: Start with a positive comment and then share perceptions of the problem before

suggesting a solution(s). Listen carefully and objectively and focus on the facts.

Tone: The level of calmness will influence the outcome of the meeting.

Solution and acknowledgment: If a solution is agreed upon, acknowledging the other person

in his/her effort can help everyone put their best foot forward.

Triad Meetings Triad meetings with the cooperating teacher and student teacher are vital to relationship building. A strong foundation in the beginning of the semester will lead to a strong sense of collaboration throughout. Initial Triad Meeting: We encourage supervisors to conduct an initial triad meeting at the beginning of the semester in order to begin building a strong relationship and ensure that expectations for all parties involved are set. Supervisors should also remind everyone of their role as liaison between the school and Teachers College, mediator, and evaluator. Possible items for discussion: -Roles and responsibilities of each person -Level of responsibilities student teacher will take on as semester progresses -Possible goals and objectives for the student teacher -Frequency and timeline of observations by supervisor to the classroom -Level of participation/attendance by cooperating teacher in post conferences following observations Triad meetings during the course of the semester are also an opportunity to discuss the following:

1) What's Working? Provide 1-2 specific areas of success

2) What can be improved? Provide 1-2 specific areas of focus, challenge, or concern

3) Student Teacher’s Next Steps--What are specific steps that the student teacher will take to address the areas for growth?

4) Cooperating Teacher's Next Steps--What are specific next steps that the cooperating teacher will take to address the areas for growth?

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Payment and Travel FAQs

Please use the information below as a guide for payments and reimbursements for visits to student teachers. Questions and concerns can be directed to (212) 678-8219 or [email protected] .

Q: How much will I be paid for observations of student teachers?

A: Supervisors are paid $120 per observation, with a maximum of 5 observations per student teacher, per semester ($600 per student teacher). However, programs set their own requirements for how many times student teachers should be observed each semester; check with your Student Teaching Coordinator for details on your program.

Q: How will I be paid for observations of student teachers? And when can I expect payment?

Your program’s student teaching coordinator has been asked to share your anticipated number of observations with the Office of Teacher Education. Payment for half of your anticipated fall earnings will be distributed via your semi-monthly paychecks. Payment for the other half of your earnings will be issued at the end of the semester, after the Office of Teacher Education receives your List of Visits form. The disbursement of the first paycheck will vary, depending on when OTE received your anticipated observation information as well as the payroll schedule. We strongly recommend that you enroll in direct deposit, for ease of payments.

Q: Will I be reimbursed for travel expenses?

A: Yes, supervisors are paid a maximum of $50 per student teacher, per semester, for qualified travel expenses such as bus fare, subway fare, and mileage (for drivers). OTE does not reimburse for taxis or parking expenses. Payment for travel expenses is separate from payment for observations; all requests for travel reimbursement must be submitted through the Chrome River system.

Q: What is Chrome River?

A: Chrome River is the new travel reimbursement platform required for all employees of Teachers College. To learn how to use Chrome River, please explore our Chrome River Guide. Be sure to note the following: 1) all requests for reimbursements must be substantiated by a receipt; 2) all receipts must be uploaded into the Chrome River system within 90 days of the travel date. Receipts submitted after 90 days result in a tax for the individual. Q: I don’t have receipts for my supervision-related use of the New York City Public Transportation System. What do I do? Good news! For New York City public transportation (MTA subway and bus system), we were able to work with Accounts Payable to approve the use of our NYC MTA Travel Log in lieu of traditional receipts. When entering travel reimbursement information into Chrome River for NYC public transportation, upload a completed NYC MTA Travel Log form to substantiate your request for reimbursement.


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Appendix A: Sample Student Teacher Observation Template

Notes from Observation

Name of Student Teacher: Date of Observation:

Name of Supervisor: Lesson Plan Submitted: Yes or No

Danielson Domains: 1) Planning and Preparation (Demonstrates knowledge of content and pedagogy, students’ needs, skills,

etc.; purpose of lesson is clear; appropriate use of materials and resources; instruction is coherent; assessments are congruent

with instructional outcomes)

2) Classroom Environment (Classroom interactions are respectful; energy level for learning is high; students take pride in work;

routines and transitions occur smoothly; student behavior is monitored; physical space is conducive to learning; technology is

used skillfully)

3) Instruction (Expectations, directions, and procedures for learning are clear; questions are at high cognitive level with sufficient

time for students to answer; pacing is appropriate, students are engaged; assessment is used in instruction with high quality

feedback to students; teacher adjusts lesson accordingly)

4) Professional Responsibilities (Reflects on teaching; maintains accurate records; communicates with families; shows

professionalism)

Time/Duration (Pace)

Actions/Quotes/Questions by Student Teacher (Facts and observations only)

Actions/Quotes/Questions by PreK-12 Students

Questions/Comments/ Concerns by Supervisor

Domain (if applicable)

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Appendix B: edTPA

edTPA (Teacher Performance Assessment) Authored and developed by a team of Stanford University researchers, with substantive advice from teachers and teacher educators, edTPA is designed to be used as a portfolio-based assessment for pre-service teacher candidates. Aligned with the Common Core and InTASC Standards, the edTPA assesses high leverage teaching behaviors that focus on student learning. The edTPA is intended as a multiple measure system to assess teacher quality.

The edTPA, identifies and collects subject specific evidence of effective teaching that is drawn from a learning segment—3-‐5 lessons from a

unit of instruction for one class of students. Teacher candidates submit authentic artifacts from their actual teaching during a clinical field

experience. Candidates also submit commentaries that provide a rationale to support their instructional practices based on student learning

strengths and needs. Candidates’ evidence is evaluated and scored on multiple measures within five dimensions of teaching.

1. Planning Instruction and Assessment establishes the instructional and social context for student learning and includes

lesson plans, instructional materials, student assignments/assessments, as well as a planning commentary that justifies the plans

based on the candidate’s knowledge of

diverse students’ learning strengths and needs. Candidates demonstrate how their plans are aligned

with content standards (e.g. Common Core), build upon students’ prior learning and development to deepen subject matter

knowledge, and how instruction is differentiated to address varied student needs.

2. Instructing and Engaging Students in Learning includes one or two unedited video clips of 15-‐20 minutes from lessons

taught in the learning segment, and an instruction commentary analyzing how the candidate engages students in learning tasks and

activities. Candidates also demonstrate how they elicit and monitor student responses to develop deep subject matter

understandings.

3. Assessing Student Learning includes classroom based assessment (evaluation criteria), student work samples, evidence of

teacher feedback, and a commentary analyzing patterns of student learning. Candidates summarize the performance of the whole

class, analyze the specific strengths and needs of two focus students, explain how their feedback guides student learning, and how

the assessment results inform teaching next steps for individuals and groups with varied learning needs.

4. Analysis of Teaching Effectiveness includes a commentary explaining which aspects of the learning segment were effective

(for whom and why), and what the candidate would change across the lessons to improve student learning.

5. Academic Language Development is evaluated based on the candidate’s ability to support students’ use of language (subject

specific vocabulary and processing and production of oral/written texts) to deepen subject matter understandings. Candidates

explain how students demonstrate academic language using student work samples or video recordings of student engagement.

Unacceptable Forms of Candidate Support during the

Assessment The following provides examples of unacceptable types of support for candidates within the edTPA process:

• Offering recommendations for specific instructional and assessment strategies in response to knowledge or a description of the candidate’s students

• Editing a candidate’s edTPA drafts prior to submission • Offering critique of candidate edTPA drafts prior to submission for official scoring that provides specific,

alternative responses • Telling candidates which video clips or work samples to select for submission • Uploading candidate edTPA responses (written responses or videotape entries) on public access social media websites or uploading them to the scoring platform for the candidate.

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Appendix C: Student Teaching Evaluation The purpose of the Student Teaching Evaluation (STE) rubric is to assess a candidate’s cumulative performance and provide him or her with feedback in relation to a set of 17 indicators within five domains of teaching: Content Knowledge, Planning, Learning Environment, Instruction, and Professional Responsibilities. The results of the first evaluation are used to determine a candidate’s eligibility to continue to the second student teaching placement. The results of the second evaluation are intended to be used to determine readiness to teach (i.e., program completion and recommendation for certification). Each STE indicator is rated on a four-point scale. The four proficiency level descriptors are generally defined as follows.

1 Unacceptable: The ST does not demonstrate essential knowledge, skills, and dispositions necessary for working with learners and/or demonstrates inability or lack of commitment to acquire such knowledge, skills and dispositions.

2 Emerging: The ST demonstrates basic knowledge, skills, or dispositions necessary for beginning teachers. Such knowledge, skills, and dispositions may be incomplete or applied inconsistently or inappropriately.

3 Building: The ST demonstrates adequate knowledge, skills, and dispositions expected of beginning teachers. Such knowledge, skills, and dispositions are applied consistently and appropriately.

4 Refining: The ST demonstrates knowledge, skills, and dispositions above and beyond (as described in the comments) what is expected of beginning teachers. The ST expands on the knowledge, skills, and dispositions in level 3.

The STE form qualitatively defines the four proficiency level descriptors for each of the 17 indicators. The proficiency levels represent a developmental sequence. The highest level descriptor (“refining”) includes all criteria in the previous level descriptor (“building”) plus additional criteria indicating refinement of knowledge and skills. Questions regarding the rubric should be directed to the Student Teaching Coordinator for the academic program.

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End-of-Placement Student Teaching Evaluation Form

Student Teacher’s Name: ……………………………………………………………………..…..….

Program: …………………………

Placement School: ……………………………………………….... Grade Level ………........... Semester & Year: ……………....

Reviewer’s/Supervisor’s Name: …………………………………………………………..…..…….. Review Date: …………………....

Which student teaching placement/phase is this? 1st Placement 2nd Placement 3rd Placement

Content Knowledge

(1) Demonstrates knowledge of subject matter/discipline Rating =

1 - Unacceptable 2 - Emerging 3 - Building 4 - Refining

The ST consistently makes

content errors or does not correct errors made by learners.

The ST demonstrates basic knowledge of

the central concepts, tools of inquiry, and structures of the discipline(s) he or she

teaches and/or may lack of awareness of

how these relate to each other.

The ST demonstrates solid

knowledge of the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teaches and

how these relate to each other.

Please explain in text box below what

ST’s practice(s) warrant the rating of

4. For eg:

The ST demonstrates extensive

knowledge of the central concepts, tools of inquiry, and structures in the

discipline(s) and how these relate to

each other, other disciplines and/or contemporary issues.

(2) Demonstrates pedagogical content knowledge Rating =


The ST has little understanding of

learning progressions related to

the content.

The ST demonstrates knowledge of

learning progressions although some of

this knowledge may be inaccurate or incomplete.

The ST demonstrates understanding

of learning progressions related to the

content and uses multiple representations and explanations.

Please explain in text box below what

ST’s practice(s) warrant the rating of

4. For eg:

The ST anticipates common learner

misconceptions and is proactive in addressing them.

The ST does not recognize learner

misconceptions or does not address them.

The ST recognizes learner

misconceptions but is not sure how to address them.

The ST recognizes common learner

misconceptions and guides learners to accurate conceptual understanding.

The ST uses instructional strategies inappropriate for the

subject matter/discipline.

The ST uses limited instructional strategies or some strategies may not be

appropriate for the subject matter/

discipline.

The ST uses a range of instructional strategies appropriate for the subject

matter/discipline.

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Content Knowledge: Comments or Rating “4” Explanation

Planning

(3) Uses knowledge of learners in planning instruction Rating =


The ST does not understand child or adolescent development

characteristics and has unrealistic

expectations for learners.

The ST understands child or adolescent development but may have trouble

integrating this knowledge into planning.

The ST’s plans and expectations for learners are developmentally appropriate.

Please explain in text box below what ST’s practice(s)

warrant the rating of 4. Eg:

The ST uses formal and

informal assessment to

ascertain learners’ prior knowledge, interests,

strengths, and needs.

The ST invites learners to

pursue their own inquiries

and guide their own learning,

drawing from the interests

and cultural repertoires that

are meaningful to them.

The ST does not try to ascertain learners’ prior knowledge, interests,

strengths, or needs.

The ST attempts to ascertain learners’ prior knowledge, interests, strengths, or

needs.

The ST attains information about learners’ prior knowledge, interests, strengths, or

needs.

The ST is not aware of different learners’ needs (including but not

limited to needs of learners with

disabilities, giftedness, and ELLs).

The ST is aware of different learners’ needs (including but not limited to needs

of learners with disabilities, giftedness,

and ELLs) but tends to use a “one-size fits

all” approach to planning.

The ST has a good understanding of the range of learners’ needs (including but not

limited to needs of learners with

disabilities, giftedness, and ELLs) and

plans instruction to address these needs.

The ST is not aware of learners’ cultural identities.

The ST recognizes that learners have different cultural identities but rarely

differentiates materials and instruction to

attend to these differences.

The ST is well informed about learners’ cultural identities and differentiates

materials and instruction to attend to these

differences.

(4) Sets instructional goals and objectives Rating =


The goals and objectives are not appropriate for learners.

Some goals and objectives are not appropriate for learners.

The goals and objectives are appropriate for learners.


warrant the rating of 4. For

eg:

The ST plans with short and

long-term goals in mind.

The goals and objectives do not

represent important learning in the

discipline; no connection to

standards is made.

Some goals and objectives reflect

important learning in the discipline;

general reference to standards is made.

The goals and objectives are related to

“big” ideas of the discipline and linked to

appropriate standards.

The goals and objectives are vague

and do not lend themselves to

assessment.

Some goals and objectives are clear and

suggest viable forms of assessment.

The goals and objectives are clear and

suggest viable forms of assessment.

The goals and objectives reflect only

one type of learning.

The goals and objectives reflect several

types of learning but there is little

coordination.

The goals and objectives reflect different

types of learning and opportunities for

coordination.

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(5) Uses a variety of resources in planning instruction Rating =


The ST uses irrelevant, inappropriate or tangential materials

that detract from the lessons.

The ST uses materials that are readily available but does not modify or seek out

additional resources as appropriate for the

lessons or the learners.

The ST seeks out, modifies, and uses appropriate materials and resources

beyond those provided by the cooperating

teacher/school.


warrant the rating of 4. Eg:

The resources are often

multidisciplinary and

matched to learners’ skill levels and backgrounds.

The ST plans for learners’ use of technologies and

community resources in and

outside the classroom.

There is no evidence that the ST

considers the use of Internet,

multimedia and other technologies, or community resources.

The ST considers the use of Internet,

multimedia and other technologies, or

community resources but such use is limited or not always related to goals and

objectives.

The ST seeks out and purposefully uses

Internet, multimedia and other

technologies, and community resources in planning.

(6) Designs coherent learning experiences Rating =


Learning activities and materials are

not aligned with instructional goals and objectives.

Some learning activities and materials are

aligned with instructional goals and objectives.

Learning activities and materials are

aligned with instructional goals and objectives.

Please explain in text box

below what ST’s practice(s) warrant the rating of 4. For

eg:

The ST uses a variety of

learning activities and

materials permitting learners’ choice.

Learning activities and materials do

not make content relevant to

learners.

The ST occasionally uses learning

activities and materials that make content

relevant to learners.

The ST uses learning activities and

materials that make content relevant to

learners.

Instructional groups do not support learning.

Instructional groups partially support the activities, with some variety.

Instructional groups are organized thoughtfully to maximize learning and

build on learners’ strengths.

Lesson plans are not structured or

sequenced and are unrealistic in

their expectations.

Lesson plans have recognizable structure

but the progression of activities in uneven,

with only some reasonable time allocations.

Lesson plans are well structured with

reasonable time allocations.

(7) Plans for assessment Rating =


Assessments do not match instructional goals and objectives.

Assessments address only easy-to-assess or peripheral goals and objectives.

Assessments address central goals and objectives.



eg:

Assessments provide

opportunities for learners’ choice.

Assessments lack criteria. Assessment criteria are vague. Assessment criteria are clear.

No formative assessments are

planned.

Formative assessments are not fully

developed.

Formative assessments are fully

developed.

Assessments do not include

accommodations for learners, even

when the need for accommodations

is obvious.

The ST attempts to provide

accommodations for learners.

Assessments include accommodations for

specific learners as needed.

18

Planning: Comments or Rating “4” Explanation

Learning Environment

(8) Contributes to a positive learning environment and demonstrates inclusivity Rating =


The ST is unfair towards learners.

The ST is generally fair to learners but may occasionally display inconsistencies

or favoritism.

The ST demonstrates fairness towards all learners.

Please explain in text box below what ST’s

practice(s) warrant the

rating of 4. For eg:

The ST encourages

learner reflection and

metacognition on their

relationships with other

learners.

The ST communicates in ways that are

insensitive to learners’ experiences,

cultural identities, or developmental

needs.

The ST occasionally communicates in

ways that are insensitive or inappropriate

for learners’ experiences, cultural

identities, or developmental needs.

The ST communicates in ways that are

sensitive to learners’ experiences, cultural

identities, and developmental needs.

The ST is not attentive to fostering

positive relationships among learners.

The ST attempts to foster positive

relationships among learners.

The ST encourages positive and constructive

relationships among learners.

The ST ignores the signs of learners not being included within learning

environment.

The ST attempts to include all learners within learning environment.

The ST includes all learners within learning environment.

(9) Contributes to an organized and safe environment Rating =


Much instructional time is lost due to

inefficient classroom routines,

procedures, and transitions. The handling of materials and supplies is

inefficient or unsafe.

Some instructional time is lost due to

partially effective classroom routines,

procedures, and transitions. The handling of materials and supplies is

inconsistent.

The ST works to manage routines,

procedures and transitions effectively. The

handling of materials and supplies is efficient and safe.


below what ST’s

practice(s) warrant the rating of 4. For eg:

The ST engages learners in efficient and safe

handling of materials and

supplies.

The ST scans for potential

triggers; monitoring of student behavior is subtle

The ST does not check if visual and

oral communications are accessible to all learners.

The ST occasionally checks if visual or

oral communications are accessible to all learners.

The ST works to make visual and oral

communications accessible to all learners.

The ST does not monitor learner

behavior.

The ST attempts to keep track of learner

behavior, but with no apparent system.

The ST is aware of what is going on in the

classroom (“the eyes in the back of the

head”).

19

The ST is either unaware of

challenging behavior or responds to it

ineffectively.

The ST’s response to challenging

behavior is inconsistent (e.g., sometimes

harsh, other times lenient).

The ST uses positive, encouraging strategies

to work with learners. The ST’s response to

challenging behavior is consistent,

proportionate, and respectful to learners.

and preventative.

Learning Environment: Comments or Rating “4” Explanation

Instruction

(10) Communicates lesson expectations and content Rating =


The ST does not make lesson

expectations, directions, or procedures clear to learners.

The ST causes learners’ confusion

and misconceptions.

The ST’s communication of lesson

expectations, directions, or procedures is sometimes confusing or inaccurate.

The ST generally makes content clear to

learners but occasionally gives confusing or inaccurate information.

The ST makes lesson expectations,

directions, and procedures clear to learners. When appropriate, the ST models the

process to be followed in the task or

activity.

The ST makes content clear to learners.



eg:

The ST models academic

language and provides

opportunities for learners to practice and master it.

The ST’s communications include

errors of vocabulary or usage or

imprecise use of academic language.

The ST’s use of academic language is

mostly clear but ST rarely takes

opportunities to explain academic vocabulary to learners.

The ST’s use of academic language is

precise and serves to extend learners’

understanding.

(11) Uses questioning and discussion techniques Rating =


Questions do not invite learner thinking; require a single correct

answer.

Some questions are designed to promote learner thinking but many have a single

correct answer.

The ST uses a variety of questions, inviting learners to think and/or offer multiple

possible answers.



eg:

The ST encourages learners

to formulate questions, initiate topics, challenge

one another’s thinking, and

make unsolicited contributions.

All discussion is between the ST and

learners; learners are not invited to speak directly to one another.

The ST invites learners to respond

directly to one another’s ideas but does not connect discussion to teaching.

The ST invites learners to respond directly

to one another’s ideas and connects discussion to teaching.

20

(12) Engages all learners in learning Rating =


The ST ignores learners that are not

productively engaged.

The ST attempts to engage all learners.

The ST works to engage all learners during

small-group or independent work.



eg:

The ST is reflective of

causes of learners’ lack of engagement and tries varied

strategies to engage all

learners.

Learning activities and materials require only recall or have a single

correct response or method.

Learning activities and materials are a mix of those requiring thinking and those

requiring recall.

Most learning activities and materials have multiple correct responses or approaches

and/or encourage higher-order thinking.

The ST does not invite learners to explain their thinking.

The ST occasionally invites learners to explain their thinking as part of

completing tasks.

The ST invites learners to explain their thinking as part of completing tasks.

The lessons are either too slow or

rushed.

The pacing of the lessons is uneven—

suitable in parts but slow or rushed in

others.

The pacing of the lessons provides learners

the time needed to be intellectually

engaged.

(13) Uses assessment in instruction Rating =

1 - Unacceptable

2 - Emerging

3 - Building

4 - Refining

The ST gives learners no indication of assessment criteria.

The ST gives learners little information about how their work will

be assessed.

The ST makes assessment criteria clear to learners.



eg:

The ST is constantly “taking

pulse” of the class; monitoring of learners’

understanding is

sophisticated and continuous.

The ST makes no effort to determine

learners’ understanding.

The ST occasionally uses questions

and assessments to ascertain learners’ understanding.

The ST regularly uses questions and

assessments to ascertain learners’ understanding.

The ST provides no feedback to

learners, or feedback is global or directed to only one learner.

Feedback to learners is vague and not

oriented toward future improvement of work.

Feedback includes specific and timely

guidance for learners.

The ST does not invite learners to assess their own or classmates’ work.

The ST makes only minor attempts to engage learners in self- or peer-

assessment.

The ST invites learners to assess their own or peers’ work and make

improvements.

(14) Demonstrates flexibility and responsiveness Rating =


The ST ignores learners’ boredom or

lack of understanding; brushes aside

learners’ questions.

The ST attempts to incorporate

learners’ questions and interests into

the lessons.

The ST incorporates learners’ questions

and interests into the lessons.


below what ST’s practice(s)


eg:

The ST identifies learners

who may need extra time or

teaching and makes a plan for them.

The ST blames learners or their home

environment for their lack of success.

The ST accepts responsibility for

learners’ confusion or lack of success but is uncertain how to assist them.

The ST accepts responsibility for

learners’ confusion or lack of success and tries alternative approaches to assist

them.

The ST makes no attempt to adjust the

lessons in response to learners’ confusion.

The ST’s attempts to adjust the

lessons are partially successful.

The ST makes on the spot adjustments

to the lessons as needed.

21

Instruction: Comments or Rating “4” Explanation

Professional Dispositions

(15) Analyzes student learning Rating =


The ST does not analyze learning

(performance data) over time.

The ST attempts to analyze learning

(performance data) over time but not consistently.

The ST consistently analyzes learning

(performance data) over time.



eg:

The ST’s assessment of the

effectiveness of instruction is

detailed and includes specific

examples of instructional

outcomes that were achieved

or not achieved.

The ST draws incorrect conclusions about effectiveness of instruction.

The ST has a general sense of whether or not instructional practices were effective.

The ST accurately assesses the effectiveness of instruction.

The ST makes no suggestions for

improvement.

The ST offers general modifications for

future instruction.

The ST identifies specific ways in which

instruction might be improved.

(16) Positions oneself as a learner Rating =


The ST’s ideas about learners, learning

and teaching are rigid and/or biased.

The ST attempts to reflect on his or her

ideas about learners, learning and teaching

but does not always see their impact on practice.

The ST reflects on his her ideas about

learners, learning and teaching and their

impact on practice.


below what ST’s practice(s)

warrant the rating of 4. For eg:

The ST actively seeks feedback from supervisors and

colleagues and uses such

feedback to improve teaching.

The ST resists discussing performance with supervisors or colleagues or

makes no changes/shows no growth in

response to feedback.

The ST reluctantly accepts feedback from supervisors and colleagues and makes

some changes/shows limited growth in

response to such feedback.

The ST welcomes feedback from supervisors and colleagues and makes

appropriate changes/shows growth in

response to such feedback.

The ST is hostile to different viewpoints, backgrounds, and belief

systems.

The ST is somewhat defensive in response to different viewpoints,

backgrounds, and belief systems.

The ST is open to different viewpoints, backgrounds, and belief systems and

engages in pursuit of common

understandings.

(17) Demonstrates professionalism Rating =


22

The ST is unprofessional in appearance

(e.g., inappropriate clothes, etc.) or

conduct (e.g., lateness or unexcused

absences, disorganized or unprepared).

The ST is generally professional in

appearance and conduct but may

occasionally lack initiative or maturity.

The ST is professional in appearance and

conduct and demonstrates dependability,

maturity, and initiative.



eg:

The ST’s relationships with

the cooperating teacher(s),

supervisor(s), and colleagues are characterized by mutual

respect and collaboration.

The ST is rude or dishonest in

interactions with learners, colleagues,

and supervisors.

The ST is polite and honest in interactions

with learners, colleagues, and supervisors.

The ST shows honesty, integrity, and

confidentiality in interactions with

learners, colleagues, and supervisors.

The ST willfully disregards school or district regulations.

The ST is inconsistent in his/her compliance with school and district

regulations.

The ST complies with school and district regulations.

The ST’s relationships with the

cooperating teacher(s), supervisor(s),

or colleagues are characterized by negativity or combativeness.

The ST has cordial relationships with the

cooperating teacher(s), supervisor(s), and

colleagues.

The ST has productive relationships with

the cooperating teacher(s), supervisor(s),

and colleagues.

Professional Dispositions: Comments or Rating “4” Explanation

23

Appendix D: Forms for Supervisors

Included Forms:

Supervisor Survey which must be filled out before first visit for accreditation purposes

List of Visits to document when you visit student teachers

NYC MTA Travel Log to document NYC MTA travel expenses for a Chrome River travel reimbursement

24

SUPERVISOR SURVEY

IMPORTANT: This form is due BEFORE the FIRST VISIT each academic year for accreditation purposes. Please

email to [email protected] or drop off at Zankel Hall, Room 411 or mail to 525 West 120 Street, Box 97, New York, NY

10027. For your convenience, an online version of this form can be completed at:

http://tinyurl.com/m3o7twl

Name: ___________________________________ Email: __________________________ Please indicate the highest degree earned. ___ Bachelor’s Degree ___ Master’s Degree ___ Doctoral Degree Are you currently enrolled in a degree program? If yes, please indicate the degree program and institution.

Please select the grade levels in which you have taught in a public or non-public school setting. ___ Early Childhood ___ Elementary (Grades 1-6) ___ Secondary (Grades 7-12) ___ Other: ________

Please select the subject areas in which you have taught. ___ Arts ___ Early Childhood ___ Elementary ___ English ___ Math ___ Science ___ Social Studies ___ Other: _______

Please provide the TOTAL number of years of teaching/professional experience in a school setting. __________ Please list teaching certificates, licenses, and credentials related to the subject area you will be hosting a student teacher. ______________________________________________________________ Please select the program at Teachers College for which you will be or currently are a supervisor. *

___ Art ___ Bilingual/Bicultural Education ___ Early Childhood ___ Elementary Inclusive ___ English ___ Intellectual Disability/Autism ___ Math ___ Science ___ Social Studies ___ Other: _____________________

Please indicate the number of years supervising student teachers and the institution through which you were hired. ________ Please indicate any other current positions held at TC or NYCDOE in the space below. Note: Full-time staff cannot serve as supervisors.


http://tinyurl.com/m3o7twl

25

LIST OF VISITS

Directions: Please submit this form via email to [email protected] or drop off at Zankel Hall, Room 411. This form must be submitted by December 15th for the fall semester and by May 10th for the spring semester.

Name of Supervisor: TC ID Number: Email: Phone:

TC Program of Supervision: Semester and Year:

Notes: A pre-observation meeting of approximately 30 minutes and a post-observation conference is recommended at the school site or over the phone. A supervisor will be paid $120 per visit per student for a maximum of $600 per student per student teaching experience Requests for more than $600 must be put in writing with appropriate documentation.

Name of Student Teacher D

ate

of

Vis

it 1

Dat

e o

f

Vis

it 2

Dat

e o

f

Vis

it 3

Dat

e o

f

Vis

it 4

Dat

e o

f

Vis

it 5

Payment for attendance at department meetings

and Office of Teacher Education professional

development sessions

Office of Teacher Ed PD Session Date ($50 per

session, maximum 2 sessions per year)*

Department/Program Meeting Dates ($50 per

meeting, maximum 2 meetings per semester)

T o t a l A m o u n t $

The information on the above chart is accurate and complete. SUPERVISOR Signature ____________________________________________ Date ________________ STUDENT TEACHING COORDINATOR Signature _______________________ Date ________________

* N e w s u p e r v i s o r s m u s t a t t e n d a n O T E P D S e s s i o n o n t h e S t u d e n t T e a c h i n g E v a l u a t i o n f o r m .


26

NYC MTA Travel Log

Name of Supervisor: ________________________ Semester and Year: ____________________

This form MUST be completed and uploaded to Chrome River for New York City subway and bus fare (in lieu of

receipts).

Teachers College policy requires all reimbursements to be submitted within a 90 day window. If the reimbursement is

submitted after 90 days, it will be taxed as income. In order to meet the 90 day requirement and allow for proper

processing time, all supervisors must abide by the deadlines indicated below.

VISIT LOG

Date Name of School Borough or

Town

NYC

Subway or

Bus Cost

Other Total

Amount

Grand Total:

*Only amounts actually paid and occasioned by official business should be listed on this form.

Reimbursements for travel MUST be uploaded to Chrome River every 2 months:

Sep-Oct Visits-- Due Date: Oct. 30 Nov-Dec Visits-- Due Date: Dec. 15 Jan-Mar Visits—Due Date: Mar. 15 Mar-May Visits – Due Date: May 10

supervisor handbook · 4. encourage good planning and organization. 5. encourage independent,...

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