A HANDBOOK FOR STUDENT TEACHERS AND UNIVERSITY … · F. You are required to prepare daily lesson plans for each lesson taught. The format will include the unit or daily objectives

SCHOOL OF EDUCATION

A HANDBOOK

FOR

STUDENT TEACHERS

AND

UNIVERSITY SUPERVISORS

1200 East Colton Avenue P. O. Box 3080

Redlands, CA 92373-0999

2016/17

Student Teaching Handbook 2016

TABLE OF CONTENTS Introduction 2 Section I The Student Teacher 3 General Policies 3 Orientation 4-5 The Student as the Teacher 6 Supplementary Experiences During Student Teaching 6 Weekly Student Teaching Schedule 7 Activities 8 Self-Checking Activity List 9 The Law 10-11 Certification/Sample Credential Application 12 Section II The Role of the Master Teacher 14 Selection Criteria 14 Role of the Master Teacher 15 Orientation of the Student 16 Induction Process 16 The Student as Teacher 17 Section III The Role of the Building Administration or Representative 18 Section IV The Role of the University Supervisor in Student Teaching 19 Section V Evaluation Documents

INTRODUCTION

The University of Redlands provides a multi-faceted Teacher Education Program. A specific description of the program can be found in the University of Redlands catalog and website. Admission to the program is granted by the faculty of the School of Education. After successful completion of the required course work and program requirements, students advance to student teaching.

This guide is designed to present a clear explanation of the program requirements for the student teacher as well as the master teacher, university supervisor, and site administrator. Please read it carefully before you begin participation in our student teaching program.

The regulations and requirements of our teacher education program are approved by the California Commission on Teacher Credentialing (CCTC).

For additional information, answers to your questions, or conferences please contact your advisor.


SECTION I

THE STUDENT TEACHER This section describes the role of the student teacher, expectations of the University, and requirements for the successful completion of student teaching. Plan to discuss the handbook with your master teacher and supervisor. If you are unclear about what is expected of you, ask your master teacher or University Supervisor. The ideas, suggestions, and requirements are designed to help you have a successful, educational, and positive experience. The University is committed to providing you with every opportunity for success.

GENERAL POLICIES FOR STUDENT TEACHING PROGRAM A. You are required to be at the school during the same hours as the regular teachers. Exceptions will be

made only with the permission of the university supervisor and master teacher. You will observe the holidays of the school in which you are a student teacher and not those of the University.

B. You will complete TPA 3 and TPA 4 during your 14 week student teaching assignment. Your student teaching placement must be in a classroom setting that provides opportunity for you to work with diverse populations that include EL and students with special needs.

C. You are expected to be on the job. The master teacher must know that you will be in attendance each

day. In case of illness, contact the following: master teacher, university supervisor, school site, and Director of Fieldwork experience.

D. You must recognize that as a student teacher you are a representative of the teaching profession. You

should manifest good taste in dress, etiquette, and general conduct. The policy of the school determines the mode of attire.

E. Your university supervisor will observe you bi-weekly. F. You are required to prepare daily lesson plans for each lesson taught. The format will include the unit

or daily objectives in terms of knowledge, skills, attitudes, and values; the teaching methods, activities, and materials along with the means of evaluation. Always have a copy of your lesson plan for your master teacher and university supervisor.

G. The University retains the authority to remove the student teacher from the class in the event of an

unsatisfactory adjustment to the teaching situation. Causes for removal include, but are not limited to, irregular attendance, unsatisfactory teaching, and failure to exemplify good conduct.

H. Evaluating and Grading Policy: Your master teacher and/or university supervisor will prepare a final

evaluation of your progress as a student teacher. The University Supervisor will write a report after each observation of your teaching and these reports will become part of your file. They are not available to hiring officials, but you will be given copies.

I. Counseling with the Master Teacher: You will have frequent counseling periods with the master

teacher. While many will be brief and informal, some will be lengthy. The master teacher and the university supervisor will rate your abilities on the student teacher evaluation forms and share those ratings with you.


ORIENTATION OF THE STUDENT TEACHER The first step in the student teaching program is orientation to the school. Your university supervisor

and master teacher will help you adjust to student teaching. You need to familiarize yourself with as much of the following as possible:

A. The Philosophy of the School B. The School Building Procedures

Times of opening and closing; times the teachers are expected to arrive and leave; recesses and lunch schedules; room schedule; bell system and its operation; fire drill and earthquake procedures; methods of checking and reporting attendance; procedures for handling a student injury; maintenance request procedure; evacuation of students with physical disabilities (wheel chairs, etc.)

C. The School Facilities Administration offices; teachers’ room; supply room; playground areas; cafeteria; library; lighting;

heating; ventilation; audio-visual aids room; transportation facilities; counseling suites; bookroom; resource centers; other pertinent areas.

D. The Special School Personnel School nurse; supervisors; counselors; curriculum directors; coordinator of audio-visual aids,

technology, materials, custodian, and office staff; resource personnel (e.g., special education); athletics/P.E.

E. The Central Administrative Services Curriculum guides and aids; audio-visual, technological resources; location of personnel offices. F. General Information and Organization Clerical duties; custodial duties; faculty responsibilities; faculty meetings; printed forms (collect

samples for your log book); nourishment periods; cumulative records; health referral forms and health cards; accident reports; registration cards; reporting practices; requisitions for materials; bus regulations.

G. The Classroom Basic texts; room décor; supplementary instructional materials (e.g., multicultural, spec. ed.); teaching

aids; files; seating plans; classroom equipment; accessibility for students with physical disabilities.

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H. Orientation to Class, the School, and the Community

1. As a way of introducing yourself to the class and the master teacher, please have an introductory letter available. You may be interviewed by a member of the student newspaper staff.

2. Initially, you will be expected to function as a skilled teacher aide. You may be asked to:

a. Learn the students’ names b. Check attendance and report absences c. Contribute personal experiences to discussions d. Search for articles, web sites, on-line materials, pictures, and other materials which will add to the effectiveness of the lessons e. Help plan and construct bulletin board displays f. Give individual help to students g. Help direct games and playground activities h. Help supervise students on field trips i. Participate in conferences with parents and school authorities j. Help prepare manipulatives and other hands-on materials k. Prepare bibliographies l. Assist with reports, grade cards m. Prepare case studies n. Learn to use student record files o. Discover what units students have recently studied p. Find out what students are studying in other subject areas

3. You must develop good working relationships. You will find that crucial aspects of teaching include the following:

a. Working with specialized school personnel b. Participating in various faculty activities c. Attending faculty meetings d. Understanding the importance of the custodial staff e. Working with the office staff in scheduling field trips f. Learning the views of the community g. Attending P.T.A. meetings h. Observing and recognizing your professional responsibilities regarding appearance, dress, social etiquette, and general conduct.


THE STUDENT AS THE TEACHER A. Look for evidence of growth and interests of your students. Students need strategies and techniques

designed to help them solve problems; effective teachers provide that guidance. Teaching involves more than simply “telling.”

B. Attempt to earn the respect of your students without being a “pal.” C. Allow yourself to “over-prepare” until you learn how much preparation time each phase of teaching

requires. D. Be prudent in matters of discipline. Maintain your poise with students and avoid threatening them; do not

try to “bluff.” E. Teachers are not expected to be able to answer all of the questions asked by students. If questioned about

something unfamiliar to you, indicate that you do not know the answer and refer the student to sources of information. Familiarize yourself with referral sources.

F. Do not hesitate to ask your master teacher or university supervisor for help in determining objectives,

planning appropriate activities, and finding instructional materials. G. As a source of teaching strategies for differentiating instruction, review notes from specific university

courses, the texts used, and the bibliographies supplied.

SUPPLEMENTARY EXPERIENCES DURING STUDENT TEACHING Take advantage of the following opportunities: A. Visitations and observations in other classrooms. Since everyone teaches differently, you should observe

methods and techniques used by other teachers. Ask your master teacher how and when you can visit other classes.

B. Visits to other classrooms in your school. These may include remedial classes, classes for the gifted,

experimental programs, or special ed. classes. C. Participation in parent-teacher conferences. Observe the approaches to reporting practices and public

relations used by your master teacher. D. Attendance at as many school activities as possible. Learn how to organize and supervise extra-curricular

activities; they play an important role in the community school.


WEEKLY STUDENT TEACHING SCHEDULE The following is a model of a typical schedule for a semester-long or 14 week student teaching experience. This model is representative of the type of progression that occurs from week one through week fourteen. Week 1 - Observation. Activities include: observing, getting acquainted with students, staff, building facilities and building/district policies. Assisting the master teacher, responding to papers, helping students, create a bulletin board, take roll, read a story. Visit other classrooms if possible. Work with master teacher to develop a Student Teaching Plan for progression of student teaching responsibilities. Week 2 - Introduction to Teaching. Student Teacher assumes partial responsibility for portions of instruction (e.g., opening teacher activities, spelling). Added responsibilities continue throughout the semester. The master teacher is present to give teacher candidate support and feedback. Possible observations in other classrooms. The initial 3-way meeting between the Master Teacher, Student Teacher, and University Supervisor should be scheduled within the first 7 days of the assignment. At this meeting, the Student Teaching Plan is reviewed and expectations and responsibilities are discussed. Weeks 3-6 - Part-time Teaching*. Student Teacher begins team teaching with the Master Teacher and creates lesson plans for lessons taught. Student Teacher gradually assumes responsibility for additional content areas. Master Teacher continues to supervise and model. The Student Teacher, Master Teacher, and University Supervisor should begin preparations for first progress-check evaluation. Weeks 7-11 - Increased Teaching*. Student Teacher assumes the planning and Master Teacher responsibilities for a significant portion of the school day. Master Teacher should continue to supervise and model for Student Teacher. Student Teachers may spend some time observing the room and in other classes and grade levels. A 3-way meeting should be held during the 7th week to discuss the final 7th week evaluation. At the 7th week and at 10 ½ week progress-check, Student Teacher should be provided with specific feedback and recommendations for continued improvement and teaching success. Student Teacher should self-evaluate and identify current strengths and areas for future growth. Weeks 12-13 - Complete Teaching Responsibility*. Student Teacher should assume full responsibility for planning and teaching for the entire day. Master Teacher should be in and out of the class periodically. Week 14 - Phase-Out. To ensure a smooth transition, Master Teacher reassumes primary teaching responsibilities for the class. Student Teacher spends some time observing in other grade levels present in school. The final 3-way meeting will usually be scheduled during this week. Master Teacher and University Supervisor will present letters of recommendation. Student Teacher Self-Evaluation form, Master Teacher and University Supervisor Evaluation form will be completed. * NOTE: Student Teacher should not be left alone for several hours. The Master Teacher should drop in and out of the room periodically even when the Student Teacher has full teaching responsibility. One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. Carl Jung


ACTIVITIES FOR STUDENT TEACHERS The following list of suggested activities for student teachers will vary according to the grade or level taught and the methods employed by the supervising teacher. There will also be some variation because of differences in classrooms. Please omit the items that do not apply to your class situation. Activity

Prepare daily lesson and unit plans Give individual instruction Assist with class routine Keep attendance records Prepare tests and examinations Administer tests and evaluations Discuss test results with students Correct and mark current papers Give demonstrations for class Check out equipment and supplies Use laboratory equipment Keep record of students’ written work Supervise study periods Prepare instructional material Assist with extra-curricular activities Study school administrative organization and school policies Conferences with master teacher Conferences with students Assist with reports, grade cards Diagnose student problems Help direct games and playground activities Supervise class projects Take charge of student make-up work Assist with class control Direct poster work, maps, charts Proctor exams and reviews Attend school department meetings Assist in giving achievement tests Accompany class on field trips Attend school and social events and PTA meetings Study health and cumulative student records Attend general faculty meetings Attend a school board meeting Observe other classes Assist other faculty members where appropriate

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SELF-CHECKING ACTIVITY LIST Summary of Teaching Competencies to be developed by Student Teachers. (This can be used as a self-checking activity.) Instructional and Classroom Management Skills A. Take responsibility for classroom atmosphere – physical aspects, learning climate, and sense of

orderliness. B. Delegate minor duties to students and involve students in active classroom participation. C. Assess learning needs of EL and students with special needs. D. Design curriculum goals and objectives within district and school guidelines to meet the needs of All

learners. E. Design curriculum that is consistent with California Standards for grade level and/or subject area. F. Use appropriate activities and materials to promote goals and objectives. G. Plan units, daily lessons, and procedures to carry out lessons effectively. H. Use a variety of methods to evaluate the teaching and learning process, and modify when appropriate. I. Use a variety of materials and media to address all learning styles. J. Use a variety of teaching strategies: questioning, inquiry, discussion, discovery, demonstration, etc. K. Demonstrate ability to manage small and large groups. L. Demonstrate ability to elicit, encourage, and accept student ideas. M. Show sensitivity, fairness, and firmness in dealing with students. N. Help students develop self-control and self-improvement.

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STUDENT TEACHING AND THE LAW While a student teacher in your assigned school, you have most of the legal protections afforded a regular classroom teacher. These derive primarily from two sources: the Civil Rights Acts of 1971, and the First Amendment of the Constitution. The former provides remedies for civil rights cases, while the latter establishes protection for private freedoms. The freedoms and limitations described in this section are based on a TEACHER’S LEGAL RIGHTS, not on a STUDENTS TEACHER’S LEGAL RIGHTS. However, many may be relevant to your performance in the classroom. In any situation where you suspect that your or someone else’s legal rights have been violated, discuss the issue first with your master teacher and/or supervisor. The First Amendment protects teachers from dismissal unless the incident or behavior in question affects their “fitness to teach.” There are, however, some limitations imposed on this basic right when it involves academic freedom in the classroom. 1. Teachers may express their own opinions as long as it is done fairly and opposing views are encouraged. 2. Public criticism of the administration is permissible as long as it does not disrupt the working relationships

of the administration or colleagues. A teacher should always avoid name calling or false statements. A teacher should always USE THE ACCEPTED GRIEVANCE PROCEDURE FIRST when seeking to remedy unfair practices.

In general, teachers may hold memberships in unions, participate in political activities, and decline to salute the flag or state their religion.

As a student teacher, you are likely to be more concerned with the violation of a student’s rights rather than with a violation of your own. A student is afforded the same constitutional rights as those enjoyed by private citizens unless the behavior results in a “material and substantial disruption of classroom procedure.” Since you are liable if you know, or should have known, that you violated the constitutional rights of a student, you should carefully study the following statements.


AS A TEACHER YOU: 1. Cannot apply different rules to athletes than to the rest of the student population. 2. Cannot expel a student without giving notice or providing a hearing. 3. Should never write down anything that you would not want a student/parent/lawyer to read, since school

records are open to students and their counsel. 4. Cannot prevent a student from participation in regular or school sanctioned extra-curricular activities

because that student is married or pregnant. If an accident occurs in your classroom you are liable if: 1. You were negligent in supervision. (Negligence is determined by considering whether a reasonable person

would have foreseen the accident.) 2. You fail to instruct your students in the appropriate use of tools or materials, or fail to call attention to a

present or potential danger. 3. You do not take reasonable action to correct a dangerous situation. (Reasonable action is considered to be

attempting to correct the situation yourself, if possible, or reporting the situation to a person who can.) 11


CALIFORNIA STATE CERTIFICATION

School of Education Commission on Teacher Credentialing

STATUTORY REQUIREMENTS FOR INTERNSHIP & PRELIMINARY CREDENTIAL

INTERNSHIP CREDENTIAL

1. B.A. or Higher Degree

2. Passage of CBEST

3. Subject Matter Competency (Subject Matter Competency Letter or CSET)

4. U.S. Constitution Requirement

5. Current teaching contract with a Public School District commensurate with the authorization of the recommended credential.

6. Successful completion of School of Education internship application process.

7. TPA I & II passed

8. Completion of pre-service requirement (17 semester units of coursework).

PRELIMINARY CREDENTIAL


2. Passage of CBEST



5. Passage of RICA (Multiple Subject Only)

6. Valid CPR Certification (Infant, Child and Adult)

7. Passage of all TPA’s (score of 3 or 4) Please sign below to verify that you have been advised of the above statutory requirements. Candidate Signature ____________________________________ Date __________________ 12


SECTION II

THE ROLE OF THE MASTER TEACHER This section describes the role of the master teacher. The tasks and responsibilities of the master teacher are varied and wide-ranging. The University chooses master teachers based on stringent criteria and trusts their professional judgement. The University is committed to providing both students and master teachers with a successful experience. The university supervisor is available to discuss responsibilities and concerns. Thank you for being part of a team which prepares our future professionals. Please read the handbook and discuss it with your student teacher.

CRITERIA FOR SELECTION OF MASTER TEACHERS 1. Demonstrated competence as a teacher, have a minimum of 3 years successful teaching experience, or

tenure and hold a valid CA teaching credential with the EL Authorization. 2. Achievement of full tenure and demonstration of continued professional growth through additional course

work and/or participation in school or district activities. Ability to model best professional practices in teaching and learning.

3. Interest in and commitment to the supervision and the development of student teachers. 4. Effective interpersonal relations with colleagues, children, and parents. 5. Demonstrated flexibility and adaptability in working with adults and All children. 6. Recommendations from building administrators, University supervisors, and/or former student teachers. 7. Agreement with the overall goals of the University of Redlands Teacher Education Program.

8. Participation in the University of Redlands Supervising Teacher Seminar.

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ROLE OF MASTER TEACHER IN STUDENT TEACHING I. Responsibilities in the Classroom:

1. Discuss purposes and objectives of lessons. 2. Require and discuss lesson plans.

3. Discuss scope and sequence of curriculum.

4. Provide time for cooperative planning and follow-up conferences.

5. Help student teacher identify problems and plan alternative solutions.

6. Help student teacher plan a variety of teaching techniques to successfully work with EL and students

with special needs.

7. Allow student teacher independence regarding decisions and actions.

8. Acquaint student teacher with teaching routines and details.

9. Give student teacher regular feedback regarding strengths and weaknesses.

10. Create an open and comfortable atmosphere in which to discuss problems.

11. Help student teacher to achieve good management control techniques.

12. Treat student teacher as a colleague.

13. Discuss progress of student teacher with the university supervisor. II. Record Keeping Responsibilities:

1. Complete a progress check (Blue Form) evaluation at 3½ weeks and 10½ weeks of the experience

and discuss with the student teacher and university supervisor. At the end of 7 weeks and 14 weeks complete final evaluations signed by the master teacher and the university supervisor and placed in the student's School of Education file. (Note: Master Teachers have reported that they find it valuable to take notes on the evaluation form during the entire assignment).

2. If requested by the student teacher at the end of the assignment, complete a letter of recommendation

for the student.

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ORIENTATION OF THE STUDENT TEACHER BY THE MASTER TEACHER A desirable introduction to student teaching is important. The student must become familiar with the physical surroundings, co-workers, and the philosophy of the school as soon as possible. Included are the following: staff, students, classroom, school system, and community served by the school. Orientation to the Class: Orientation of the student teacher should be planned and include time for conferences. The student’s progress depends greatly on a feeling of security. The following procedures have worked well for the classroom teacher.

Prepare the class for the arrival of the student teacher:

l. Explain to your students that an assistant is coming to work with them. 2. Refer to the student teacher as a “co-teacher.” 3. Demonstrate the attitude that the student teacher is a respected and welcomed co-worker. Orientation to the School System and the Community: The master teacher is in a position to help the student teacher learn how to become a contributing member of the faculty. Some successful supportive practices are listed below. 1. Introduce the student teacher to staff members and specialists. 2. Encourage the student teacher to participate in various staff and school activities. 3. Include the student teacher in conferences with parents. 4. Familiarize the student teacher with the philosophy, regulations, special requirements, and administrative

procedures of the school. 5. Arrange visits to other classrooms with the help and advice of the principal or department head

(secondary). 6. Inform the student teacher how you want to be notified in the rare event of an absence.

INDUCTION PROCESS Classroom observation can be done during the first week of student teaching. While the student teacher may be ready and eager for involvement in student management and instructional techniques, the University recommends a co-teaching induction process. Initially, the student teacher can be assigned duties to perform while the master teacher conducts the instruction. Gradually, the student teacher will assume more and more of the instructional responsibilities while the master teacher will assume the essential role of advisor and evaluator. During the developmental process, master-student teacher conferences should focus on the following: 1. Teaching techniques 2. Classroom management 16


THE STUDENT AS TEACHER

The University recognizes that the master teacher’s basic responsibility is the instruction of students; student teaching should enhance and reinforce this. In order to provide students with effective instruction, while at the same time enabling the student teacher to become a productive teacher, the following practices have been found to be efficacious. 1. The master teacher becomes a model for the student teacher by:

a. demonstrating new teaching techniques b. meeting individual differences c. recording and measuring behavior changes d. diagnosing problems and prescribing appropriate remedial activities

2. Student teachers should be permitted some latitude in implementing their own style and techniques of

teaching. Allowances should be made for individual differences. 3. The student teacher should be permitted to do all the teaching for a minimum period of approximately four

weeks, during which time the master teacher may observe. Please refer to the suggested timeline described on page 7. Frequent conferences should follow initial teaching experiences. The master teacher should also serve as a resource person.

4. In the event of an unsatisfactory adjustment, the university supervisor and the University maintain the

right to relocate the student teacher. Within the context of professional growth, the student teacher must also be involved in the decision and feel that the change is in her/his best interest. A conference involving the Director of Fieldwork Experiences along with the student teacher will be held to create a Plan of Assistance in the event of a relocation or change of status.

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SECTION III

ROLE OF BUILDING ADMINISTRATOR OR REPRESENTATIVE 1. Orientation of student teachers to the building. 2. Introduction of student teachers to the staff. 3. Creation of a warm, accepting, helpful atmosphere for student teachers. 4. Scheduling of regular, informal conferences with classroom supervisors regarding the progress of student

teachers. 5. Contacting of the master teacher and university supervisor if problems develop. 18


SECTION IV

ROLE OF UNIVERSITY SUPERVISORS IN STUDENT TEACHING Visitation Responsibilities: 1. Visit each student 7 times every other week throughout the 14 week assignment. 2. After each visitation the supervisor should attempt to have a conference with the student and/or the teacher,

and leave a written evaluation with the student. 3. Serve as a resource person in areas of curriculum, procedures, and classroom management. 4. Request written plans of lessons observed. Review and discuss them with the student. 5. Make appointments with the students to observe any special lessons, when possible.

6. Support student teacher with TPA3 and TPA4. Record Keeping Responsibilities: 1. Complete an observation on the Student Supervision Form at each visit. Distribute one to the master

teacher, one to the student teacher, one to the Department of Education, and keep one for your file. 2. Upon request by the student at the end of the term, write a recommendation for the student. 3. Complete an exit interview with the student at the completion of the entire assignment documenting

strengths and weaknesses of the student teacher. 4. Keep a record of your trips to schools for the purpose of travel reimbursement by the University. Communication Channels: 1. Facilitate communication between student teacher and master teacher. 2. Refer any serious problems concerning student teachers to the Director of Fieldwork Experiences. 3. All student evaluation forms should be turned in to the Director of Fieldwork Experiences for the student

teacher’s education file.

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SECTION V

EVALUATION DOCUMENTS

STUDENT TEACHER/INTERN TEACHER

ATTENDANCE PROCEDURE

When you are absent, you must make phone calls to the following people:

• Master Teacher

• University Supervisor

• School Site

• Your University of Redlands advisor

Be certain to always leave lesson plans whenever you are absent!


California Standards for the Teaching Profession STANDARD ONE: ENGAGING & SUPPORTING ALL STUDENTS IN LEARNING 1.1 Connecting students’ prior knowledge, life experience, and interests with learning goals 1.2 Using a variety of instructional strategies and resources to respond to students’ diverse needs 1.3 Facilitating learning experiences that promote autonomy, interaction, and choice 1.4 Engaging students in problem solving, critical thinking, and other activities that make subject matter meaningful 1.5 Promoting self-directed, reflective learning for all students

STANDARD TWO: CREATING & MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING 2.1 Creating a physical environment that engages all students 2.2 Establishing a climate that promotes fairness and respect 2.3 Promoting social development and group responsibility 2.4 Establishing and maintaining standards for student behavior 2.5 Planning and implementing classroom procedures and routines that support student learning 2.6 Using instructional time effectively

STANDARD THREE: UNDERSTANDING & ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING 3.1 Demonstrating knowledge of subject matter content and student development 3.2 Organizing curriculum to support student understanding of subject matter 3.3 Interrelating ideas and information within and across subject matter areas 3.4 Developing student understanding through instructional strategies that are appropriate to the subject matter 3.5 Using materials, resources, and technologies to make subject matter accessible to students

STANDARD FOUR: PLANNING INSTRUCTION & DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS 4.1 Drawing on and valuing students’ backgrounds, interests, and developmental learning needs 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing instructional activities and materials for student learning 4.4 Designing short-term and long-term plans to foster student learning 4.5 Modifying instructional plans to adjust for student needs

STANDARD FIVE: ASSESSING STUDENT LEARNING 5.1 Establishing and communicating learning goals for all students 5.2 Collecting and using multiple sources of information to assess student learning 5.3 Involving and guiding all students in assessing their own learning 5.4 Using the results of assessments to guide instruction 5.5 Communicating with students, families, and other audiences about student progress

STANDARD SIX: DEVELOPING AS A PROFESSIONAL EDUCATOR 6.1 Reflecting on teaching practice and planning professional development 6.2 Establishing professional goals and pursuing opportunities to grow professionally 6.3 Working with communities to improve professional practice 6.4 Working with families to improve professional practice 6.5 Working with colleagues to improve professional practice


School of Education

STUDENT TEACHER/INTERN SUPERVISION

Candidate’s Name Date Time in Time out Master/Mentor Teacher Grade Room # School District Assignment Start Date End Date CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION

Conference with Master Teacher Yes or No Conference with Principal Yes or No OBSERVATION:

COMMENDATIONS: STANDARDS TO DEVELOP: Supervisor Signature Candidate Signature

White - University Canary – Student Pink – Master Teacher

1. Engaging and supporting all students in learning. 2. Creating and maintaining effective environments for students in learning. 3. Understanding and organizing subject matter for student learning. 4. Planning instruction and designing learning experiences for all students. 5. Assessing student learning. 6. Developing as a professional educator.


School of Education Student Teacher/Intern Evaluation

Student Teacher/Intern Name________________________________________

Master Teacher Name______________________________________________

University Supervisor Name_________________________________________

School________________________ District School Phone

The following evaluation will help us assess student teaching performance of the above named student teacher. Please document your observations as accurately as possible. Thank you for the important service you provided by being a master teacher. Directions: The following outcomes are based on the California Standards for the Teaching Profession and program standards developed by the School of Education, University of Redlands. Use the four-point scale to rate each outcome and the overall performance in each of the six domains. 1=B (Below Novice Practice) Application of Standards not evident; Practice not consistent with Standards expectations. 2=N (Novice Practice) Application of Standards evident at a developing beginning level 3=PB (Proficient Beginning Practice) Application of Standards evident at a maturing level 4=EB (Exceptional Beginning Practice) Application of Standards evident at an exemplary level Standard One: Engaging & Supporting All Students In Learning Progress Rating Connecting students’ prior knowledge, life experiences, and interests with learning goals.

Using a variety of instructional strategies and resources to respond to students’ diverse needs.

Facilitating learning experiences that promote autonomy, interaction, and choice. Engaging students in problem solving, critical thinking, and other activities that make

subject matter meaningful. Promoting self-directed, reflective learning for all students. Comments, examples:

Interns Only Mid-Evaluation Final Evaluation

9 weeks 18 weeks

Assignment Beginning Date:

Single Subject Content Area ______________

Multiple Subject

Student Teachers Only Progress Check 3½ weeks Final Evaluation 7 weeks ____ Progress Check 10½ weeks Final Evaluation 14 weeks

(Complete in collaboration with University Supervisor)




Standard Two: Creating & Maintaining Effective Environments For Student Learning Progress Rating Creating a physical environment that engages all students. Establishing a climate that promotes fairness and respect. Promoting social development and group responsibility. Establishing and maintaining standards for student behavior.

Planning and implementing classroom procedures and routines that support student learning.

Using instructional time effectively. Comments, examples: Standard Three: Understanding & Organizing Subject Matter For Student Learning Progress Rating Demonstrating knowledge of subject matter content and student development. Organizing curriculum to support student understanding of subject matter. Interrelating ideas and information within and across subject matter areas. Developing student understanding through instructional strategies that are appropriate to

the subject matter. Using materials, resources, and technologies to make subject matter accessible to students. Comments, examples:


Standard Four: Planning Instruction & Designing Learning Experiences For All Students Progress Rating Drawing on and valuing students’ backgrounds, interests, and developmental learning needs. Establishing and articulating goals for student learning. Developing and sequencing instructional activities and materials for student learning. Designing short-term and long-term plans to foster student learning. Modifying instructional plans to adjust for student needs. Comments, examples: Standard Five: Assessing Student Learning Progress Rating Establishing and communicating learning goals for all students. Collecting and using multiple sources of information to assess student learning. Involving and guiding all students in assessing their own learning. Using the results of assessments to guide instruction. Communicating with students, families, and other audiences about student progress. Comments, examples:


Standard Six: Developing as a Professional Educator Progress Rating Reflecting on teaching practice and planning professional development. Establishing professional goals and pursuing opportunities to grow professionally. Working with communities to improve professional practice. Working with families to improve professional practice Working with colleagues to improve professional practice. Comments, examples: Signature Date Master Teacher/On-site support Signature Date University Supervisor Signature Date Student Teacher/Intern


UNIVERSITY OF REDLANDS School of Education

Student Teacher/Intern Self-Evaluation

Student Teacher/Intern Name____________________________________

School________________________

School Phone

Standard One: Engaging & Supporting All Students In Learning

Connecting students’ prior knowledge, life experiences, and interests with learning goals.

Using a variety of instructional strategies and resources to respond to students’ diverse needs.

Facilitating learning experiences that promote autonomy, interaction, and choice.

Engaging students in problem solving, critical thinking, and other activities that make

subject matter meaningful.

Promoting self-directed, reflective learning for all students.

Comments, examples:

Assignment Ending Date_____________

Single Subject Content Area ______________

Multiple Subject

For Student Teachers Only 1st Session Master Teacher’s Name: 2nd Session For Interns Only District Mentor’s Name:


Standard Two: Creating & Maintaining Effective Environments For Student Learning

Creating a physical environment that engages all students.

Establishing a climate that promotes fairness and respect.

Promoting social development and group responsibility.

Establishing and maintaining standards for student behavior.

Planning and implementing classroom procedures and routines that support student learning.

Using instructional time effectively.

Comments, examples: Standard Three: Understanding & Organizing Subject Matter For Student Learning

Demonstrating knowledge of subject matter content and student development.

Organizing curriculum to support student understanding of subject matter.

Interrelating ideas and information within and across subject matter areas.

Developing student understanding through instructional strategies that are appropriate to the subject matter.

Using materials, resources, and technologies to make subject matter accessible to students.

Comments, examples:


Standard Four: Planning Instruction & Designing Learning Experiences For All Students

Drawing on and valuing students’ backgrounds, interests, and developmental learning needs.

Establishing and articulating goals for student learning.

Developing and sequencing instructional activities and materials for student learning.

Designing short-term and long-term plans to foster student learning.

Modifying instructional plans to adjust for student needs.

Comments, examples: Standard Five: Assessing Student Learning

Establishing and communicating learning goals for all students.

Collecting and using multiple sources of information to assess student learning.

Involving and guiding all students in assessing their own learning.

Using the results of assessments to guide instruction.

Communicating with students, families, and other audiences about student progress. Comments, examples:


Standard Six: Developing as a Professional Educator

Reflecting on teaching practice and planning professional development.

Establishing professional goals and pursuing opportunities to grow professionally.

Working with communities to improve professional practice.

Working with families to improve professional practice

Working with colleagues to improve professional practice. Comments, examples: Signature Date Master Teacher Signature Date University Supervisor Signature Date Student Teacher/Intern


School of Education

Evaluation of University Supervisor

University Supervisor _________________________________Date

School and Grade _________________________________________________________

Master Teacher ___________________________________________________________

Rate each item on a 4-point scale: 4 Most of the time 3 Satisfactory 2 Inadequate 1 Almost never

My University Supervisor

1. Discussed purposes and objectives of lessons. 4 3 2 1

2. Required and discussed lesson plans. 4 3 2 1 3. Helped me identify problems and plan alternative solutions. 4 3 2 1 4. Allowed me independence of decisions and actions. 4 3 2 1 5. Gave me regular feedback on my strengths and weaknesses. 4 3 2 1 6. Created an open environment for the discussion of problems. 4 3 2 1 7. Treated me as a colleague. 4 3 2 1 8. Visited me often enough to adequately assess my teaching ability. 4 3 2 1 9. Observed me teach in a variety of situations. (small group, large group, individual work, different subjects, etc.) 4 3 2 1 10. Encouraged my development from observation to full time teaching. 4 3 2 1 My University Supervisor was most helpful by: (use the other side of this page if necessary)


SECTION VI

CREDENTIAL REQUIREMENTS


School of Education Commission on Teacher Credentialing

REQUIREMENTS FOR PRELIMINARY CREDENTIAL


2. Passage of CBEST



5. Passage of RICA (Multiple Subject Only)

6. Valid CPR Certification (Infant, Child and Adult)

7. Completion of all Basic Teaching Credential Program coursework with a cumulative GPA of 3.0 or above; no grade below 2.0.

8. Passage of all TPA’s (score of 3 or 4)

IMPORTANT INFORMATION CONCERNING YOUR CREDENTIAL

CLAD/English Learner (EL) Authorization If you have or will complete the University of Redlands’ Multiple or Single Subject credential program, you have or will have earned the S.B. 2042 credential which covers all competencies for English Learner and CLAD. Your credential will indicate that you have a “2042” credential; school districts will be aware that 2042 covers EL and CLAD competencies. Be sure to indicate to prospective employers that you hold a 2042 credential. (You do not hold a CLAD certificate, but you have met the equivalent of CLAD and more with your 2042 credential.)