School of EducationField Placement Office

Practicum Student Handbook2013 - 2014

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TABLE OF CONTENTS

1.0 Holy Family University1.1 Mission Statement1.2 Core Values

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2.0 Introduction2.1 The Practicum Experience2.2 Evaluation and Grading2.3 Submission of Work Products

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3.0 School of Education Program Outcomes3.1 Program Outcomes 7-8

4.0 PDE Practicum Student Competencies 9-10

5.0 The Role and Responsibilities of the Practicum Student5.1 General 5.2 Relationships5.3 Preparedness5.4 Attendance5.5 Professional Conduct5.6 Liability Insurance5.7 Clearances5.8 Problem Resolution5.9 Withdrawal from Practicum5.10 Change of Assignment5.11 Practicum Student Evaluation and Grading5.12 Related Documents

5.12.1 Code of Professional Practice and Conduct for Educators (pp. 14-16)

5.12.2 Clearance Requirements (pp. 17-19)

11-19

6.0 The Role and Responsibilities of the Cooperating Teacher6.1 Requirements6.2 Responsibilities6.3 Problem Solving6.4 Benefits6.5 Related Documents

6.5.1 Survey of Professional Attributes (pp. 22-23)6.5.2 Cooperating Teacher Evaluation of Practicum Program (p. 24)

20-24

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7.0 The Role and Responsibilities of the University Supervisor7.1 Overview7.2 Orientation and Coordination7.3 Supervision7.4 Evaluation and Grading7.5 Program Improvement7.6 Related Documents

7.6.1 Lesson Observation Form, Long Format (pp. 27-29)7.6.2 Lesson Observation Form, Narrative Format (p. 30)7.6.3 Lesson Observation Form, Quadrant Format (p. 31)7.6.4 Practicum Student Evaluation Form (pp. 32-33)7.6.5 End-of-Semester Documentation Form (p. 34)

25-34

8.0 Practicum Student Requirements 359.0 Course Requirements: Student Binder

9.1 Description9.2 Evaluative Criteria9.3 Related Documents

9.3.1 Emergency Contact Information (p. 38)9.3.2 Practicum Requirements Checklist (p. 39)

36-39

10.0 Course Requirements: Lesson Planning and Delivery10.1 Description10.2 Related Documents

10.2.1 Holy Family University Daily Lesson Plan Template (p. 42)10.2.2 Daily Lesson Plan: Instructions for Completion (pp. 43-44)10.2.3 Daily Lesson Plan Reflection Form (p. 45)10.2.4 Sample Daily Lesson Plan (pp. 46-49)10.2.5 PSSA Domain Rubric for Writing (p. 50)

10.3 Associated PDE Competencies10.4 Evaluative Criteria

40-50

11.0 Course Requirements: Experienced Teacher Lesson Observations11.1 Description11.2 Related Documents

11.2.1 Experienced Teacher Observation Analysis Guide (p. 53)11.2.2 PSSA Domain Rubric for Writing (p. 50)

11.3 Associated PDE Competencies11.4 Evaluative Criteria

51-53

12.0 Course Requirements: Choice Projects12.1 Description12.2 Related Documents

12.2.1 Choice Project Proposal (p. 56)12.2.2 Choice Project Reflection (p. 57)12.2.3 Choice Project Rubric (p. 58)12.2.4 PSSA Domain Rubric for Writing (p. 50)

12.3 Associated PDE Competencies12.4 Evaluative Criteria

54-58

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13.0 Course Requirements: Focused Investigation on Assessment Practices13.1 Description13.2 Related Documents

13.2.1 Assessment Inquiry Form (p. 60)13.3 Associated PDE Competencies13.4 Evaluative Criteria

59-60

14.0 Course Requirements: Focused Investigation on the Role of the Family 14.1 Description14.2 Related Documents

14.2.1 PSSA Domain Rubric for Writing (p. 50)14.3 Associated PDE Competencies14.4 Evaluative Criteria

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15.0 Course Requirements: Self-Assessment and Professional Development Plan15.1 Description15.2 Related Documents

15.2.1 Self-Assessment and Professional Development Form (p. 63)15.2.2 PSSA Domain Rubric for Writing (p. 50)

15.3 Associated PDE Competencies15.4 Evaluative Criteria

62-63

LIST OF DOCUMENTS AND FORMSCode of Professional Practice and Conduct for Educators 14-16Clearance Requirements 17-19Survey of Professional Attributes 22-23Cooperating Teacher Evaluation of Practicum Program 24Lesson Observation Form, Long Format 27-29Lesson Observation Form, Narrative Format 30Lesson Observation Form, Quadrant Format 31University Supervisor Practicum Student Evaluation Form 32-33End-of-Semester Documentation Form 34Emergency Contact Information 38Practicum Requirements Checklist 39Holy Family University Daily Lesson Plan Template 42Daily Lesson Plan: Instructions for Completion 43-44Daily Lesson Plan Reflection Form 45Sample Daily Lesson Plan 46-49PSSA Domain Rubric for Writing 50Experienced Teacher Observation Analysis Guide 53Choice Project Proposal 56Choice Project Reflection 57Choice Project Rubric 58Assessment Inquiry Form 60Self-Assessment and Professional Development Form 63

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1.0 HOLY FAMILY UNIVERSITY

1.1 Mission Statement

Holy Family University, a ministry of the Sisters of the Holy Family of Nazareth, offers education in the liberal arts and professions through graduate, undergraduate, and non-degree programs. As a Catholic University, Holy Family seeks direction and inspiration from the life and teaching of Jesus Christ, affirms the values of the Judeo-Christian tradition, and witnesses to the dignity of each person and the oneness of the human family. Holy Family University educates students to assume lifelong responsibility towards God, society and self.

1.2 Core Values

Family. Holy Family University welcomes and cares for students, faculty, and staff as members of a diverse but interconnected family. A community united by a common mission, the University promotes an atmosphere of mutual concern and attention to the spiritual, intellectual, social, emotional, and physical needs of all those whom it serves.

Respect. Holy Family University affirms the dignity of the human person through openness to multiple points of view, personalized attention, and collaborative dialogue in the learning process and in the interaction among members of the University community. The University seeks to instill appreciation of and respect for differences so that its graduates can function successfully in multicultural contexts.

Integrity. Intent upon forming persons of integrity who recognize the importance of lifelong learning, Holy Family University advocates free and conscientious pursuit of truth and the responsible use of knowledge. It bases education upon a foundation in the liberal arts that highlights the humanities and the natural and social sciences. In keeping with the teachings of the Catholic Church, concern for moral values and social justice guides the University in designing programs and activities.

Service and Responsibility. Holy Family University incorporates its motto, teneor votis ("I am bound by my responsibilities"), into curricular, co-curricular, and extracurricular programs. Reflecting this motto, educational experiences at the University apply theory to practice and course content to serving human needs. The University educates individuals to become competent professionals and responsible citizens.

Learning. Holy Family University seeks to instill in its students a passion for truth and a commitment to seeking wisdom. It promotes values-based education, creative scholarship, informed and imaginative use of research and technology, and practical learning opportunities such as cooperative-education and internship programs. The University seeks to strengthen ethical, logical, and creative thinking; to develop effective communication skills; to nurture an aesthetic sense; and to deepen global, social, and historical awareness.

Vision. Holy Family University envisions learning as a dynamic and fruitful exchange between traditional sources of wisdom and contemporary developments in knowledge. Throughout the teaching and learning process the University seeks to embody Christian philosophical and theological perspectives. It offers an education grounded in a Judeo-Christian worldview that serves as a foundation upon which to address contemporary problems and to build a vision for the future.

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2.0 INTRODUCTION

2.1 The Practicum Experience

The Practicum experience entails a one-day per week field placement in a PreK-12 instructional setting appropriate to the student’s program. Undergraduate students are required to complete two semesters of Practicum. Graduate students are required to complete one semester. To the extent possible, undergraduate students will alternate between urban and suburban settings for the two semesters in order to expose them to a variety of instructional environments.

The purpose of the Practicum experience is to immerse students in a school environment under structured conditions. The Practicum student will observe and work with an experienced teacher as a means of advancing his/her understanding of best instructional practices. These experiences are designed to reinforce concepts introduced in program course work. Practicum students will have the opportunity to apply theory to practice as they assume limited classroom responsibilities under controlled and supervised conditions. The Practicum course experience is intended to serve as a developmental bridge between field observations and classroom study and the challenges of student teaching. The Practicum requirements are closely aligned with the field experience competencies published by the Pennsylvania Department of Education and the goals of the University’s teacher certification programs.

The Practicum is a minimum fourteen (14) week experience and is a requirement of all teacher certification programs. Practicum placements are intended to provide authentic experiences that are closely aligned with the student’s desired area of certification.

2.2 Evaluation and Grading

Practicum is a PASS/FAIL course. The University supervisor will evaluate the Practicum student on the basis of direct observations of performance, review and timeliness of work products, and feedback from the cooperating teacher and other school professionals. A student earns a grade of PASS (P) by unquestionably meeting each of the following criteria.

Punctual arrival for all scheduled events Meeting all course requirements Timely and satisfactory or better completion of all assignments Demonstration of a professional disposition Professional dress and decorum

A student who unquestionably fails to meet these criteria will be awarded a grade of FAIL (F). A student who marginally meets the criteria will be awarded a grade of PASS (P) with RESERVATION. In this circumstance, a grade of PASS (P) is entered on the transcript and the reservation is noted in the student’s file.

2.3 Submission of Work Products

The Practicum student’s work products are to be submitted to the University supervisor in accordance with his/her instructions. The University supervisor is free to request digital and/or hard copies of work products. All timelines and requirements are to be honored.

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3.0 SCHOOL OF EDUCATION PROGRAM OUTCOMES

3.1 Program Outcomes

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

1. Commit to lifelong intellectual growth by demonstrating initiative as a learner and providing evidence of a vibrant intellectual life. They:

think critically and engage in problem-solvingcommunicate ideas fluently, accurately and in standard Englishcalculate and compute at the university and professional levelset and monitor goals for their own learning

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

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

apply or promote the principles of democratic classroom communitiescreate or facilitate inclusive learning environments that provide equal access to education

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

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

interact effectively with families, colleagues, and supervisorsparticipate actively in classroom discussions and group work with their peerscreate or promote a warm and safe learning community in their professional setting, one

that is respectful of all diverse groups

4. Demonstrate content knowledge in their field of study as well as in the technology they can use for learning and teaching. They:

demonstrate knowledge of the cognitive, physical, social, cultural, emotional, language, and moral development of all learners

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

evaluate and select appropriate information technology and multimedia tools and use these to support instructional goals

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

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

reflect critically about their teaching and/or learning effectivenessaccept and use feedback to modify their approaches to instruction and/or learning

6. Implement or facilitate constructivist teaching.

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As teachers, they:

o plan, implement, and evaluate learning experiences that encourage the active involvement of all students

o implement appropriate strategies that communicate the importance of deep exploration and integration of ideas as well as appreciation for the ideas of others

o evaluate and use a variety of formal and informal assessment tools (e.g., observations, portfolios, interviews, rubrics, tests, etc.) to inform teaching and learning

As leaders, they:

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

o promote and model respect for ideas of otherso encourage and model the use of personal attributes to achieve individual potential

and to serve the human family

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4.0 PDE PRACTICUM STUDENT COMPETENCIES

The Pennsylvania Department of Education (PDE) has published competencies that are designed to inform the development of teacher preparation programs and the evaluation of students engaged in clinical experiences in the field. The competencies are organized under seven headings that parallel and extend the domains in Charlotte Danielson’s framework for enhancing professional practice.

Below are the Practicum field experience competencies as published by PDE. University supervisors will evaluate Practicum students by matching their performance against the competencies.

A. Planning and Preparation

A.1: Demonstrates adequate knowledge of content and related research-based pedagogy, based on sound educational psychology principles.A.2: Demonstrates adequate knowledge of PA Pre-K-12 Academic Standards and the ability to use them to guide instructional planning.A.3: Demonstrates adequate knowledge of the age and/or related characteristics of their students and the ability to use this knowledge to plan instruction.A.4: Demonstrates the ability to use formative and summative assessments to adapt learning goals that match individual student needs.A.5: Demonstrates the ability to plan instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning based on their instructional goals.

B. Classroom Environment

B.1: Maintains a culture which values the development of meaningful, caring, and respectful relationships between teacher and students, and among students.B.2: Recognizes and supports the role of the prepared classroom environment as a necessary element to support optimal learning opportunities.B.3: Uses classroom resources to support equity and maximize learning opportunities, which are age-, gender-, individually-, culturally- and ability-appropriate.B.4: Assesses classroom resources in order to make adaptations and accommodations required to differentiate instruction for all learners.B.5: Identifies opportunities for productive family and community contact.B.6: Demonstrates knowledge of and acts to support systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities.

C. Instructional Delivery

C.1: Uses effective verbal and non-verbal communication techniques.C.2: Uses effective questioning and discussion techniques.C.3: Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional strategies, which reflect evidence of student engagement, new learning and assessment.C.4: Uses technology as an effective teaching and learning tool.C.5: Provides appropriate progress feedback to students in a timely manner.C.6: Uses active student engagement during instructional delivery.

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C.7: Uses formal and/or informal assessment to measure student responsiveness to instruction.C.8: Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which learning goals were achieved and can offer alternative courses of action.C.9: Clearly communicates instructional goals, procedures and content.

D. Professional Conduct

D.1: Initiates communication with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs.D.2: Demonstrates knowledge of and participate in district, college, regional, state and/or national professional development growth and development opportunities.D.3: Exhibits integrity, ethical behavior and professional conduct as stated in the “PA Code of Professional Practice and Conduct for Educators,” as well as local, state and federal laws and regulations.D.4: Applies safety precautions and procedures.D.5: Complies with school policies and procedures regarding professional dress, attendance, punctuality and the use of technology.D.6: Develops and maintain professional relationships with school colleagues.

E. Assessment

E.1: Identifies and reports on various kinds of assessments used in instruction including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.E.2: Makes norm-referenced and criterion-referenced interpretations of assessment results.E.3: Applies interpretations to inform planning and instruction for groups and individual students.E.4: Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform planning and instruction for groups and individual students.E.5: Constructs assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals.E.6: Constructs assessments to match curricular goals along a continuum of complexity (e.g. Bloom’s taxonomy).E.7: Assesses their own professional growth through focused self-reflection.

F. Knowledge of Diverse Learners

F.1: Reports on the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom.F.2: Recognizes and supports elements of a positive learning environment that values and models respect for all students.F.3: Differentiates instruction to meet the needs of diverse learners that promotes successful educational performance.F.4: Recognizes policies and procedures designed to ensure that all students, particularly those traditionally underserved, are valued in the school.F.5: Reports on effective practices and opportunities designed to communicate with and engage families, caregivers, and the broader community.

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5.0 THE ROLE AND RESPONSIBILITIES OF THEPRACTICUM STUDENT

5.1 General

The Practicum student is expected to be a positive contributor to the learning experience of the students placed in his/her charge and to the school community of which he or she is a part. The Practicum student is to be immediately responsive to his/her cooperating teacher, respectful of students and their differences, sensitive to the culture of the host school, and committed to an ethic of service. The Practicum student will behave at all times in a manner consistent with University and professional standards.

5.2 Relationships

The Practicum student will assume responsibility for creating and maintaining growth-enhancing relationships with the cooperating teacher, students and University supervisor. This will require open, honest and frequent communication.

5.3 Preparedness

The Practicum student will arrive punctually to school each day with all needed materials and with all assignments thoroughly completed.

The Practicum student will arrive to school dressed in a manner that meets or exceeds host school requirements. For males, the minimum standard is dress shirt, dress slacks and dress shoes. For females, the minimum standard is a dress or skirt at knee length (or) dress pants, dress blouse that covers the chest and midriff, and heelless dress shoes. Tattoos should be hidden and student teachers should avoid excessive jewelry and makeup. If a host school has a dress-down day, the Practicum student may then participate with the prior approval of his/her University supervisor.

5.4 Attendance

The Practicum student will follow the host school’s daily schedule when in the field. The Practicum student will be present each scheduled day. If there is a need to be absent, the Practicum student will provide his or her cooperating teacher and University supervisor with advance notice of the absence and will document the necessity of the absence with a written statement or doctor’s note.

If there is a conflict between the host school calendar and the University calendar, the Practicum student will follow the University calendar. That is, the Practicum student will not report to the field on any date on which the University is closed. For example, the Practicum student will not report to the field during the University’s spring break.

5.5 Professional Conduct

The Practicum student will honor the spirit of his/her cooperating teacher, students and host school by refraining from any speech or action that can be characterized as disapproval. Such behavior would be a breach of etiquette and professional courtesy.

The Practicum student will honor the right to confidentiality that is held by every student and parent. Student names and personal details will not be shared outside the school setting.

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The Practicum student will behave in accordance with the Code of Professional Practice and Conduct for Educators found in the Pennsylvania School Code (see pages 14-16). The code can also be viewed at http://www.pacode.com/secure/data/022/chapter235/chap235toc.html.

5.6 Liability Insurance

Practicum students are encouraged to purchase professional liability insurance. Please note that the University does not provide liability coverage for students in the field. An easy and cost-effective means of purchase is to join the Student PSEA or Student NJEA, depending on the state in which the student is placed.

Visit http://www.psea.org/uploadedFiles/Student/SPSEA_2011_TopTen.pdf for information on PSEA membership and http://www.njea.org/members/student-members for information on NJEA membership. Both state organizations offer $1,000,000 of liability coverage with membership. The cost of membership is very reasonable.

5.7 Clearances

Practicum students must have current copies of the following documents on file in the Field Placement Office prior to the start of the Practicum experience.

Tuberculosis (PPD) Test Pennsylvania Child Abuse Clearance (Act 151) Pennsylvania Criminal History Background Check (Act 34) Federal Criminal History Record/Fingerprinting (Act 114) Arrest/Conviction Report and Certification Form (Act 24)

See pages 17-19 for additional details.

5.8 Problem Resolution

Practicum students may encounter professional or personal problems throughout the semester that require the intervention and assistance of school or University officials. In these instances, the Practicum student is to proceed in accordance with the following general outline.

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

If a personal problem, speak with the University supervisor. If the problem requires the attention of the cooperating teacher and/or Director of Field Placement, the University supervisor will guide the student teacher.

5.9 Withdrawal from Practicum

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

Illness or emergency Inappropriate conduct Failing to meet minimal performance standards On request of the school administration or the cooperating teacher and with the approval of the

Director of Field Placement

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5.10 Change of Assignment

The Field Placement Office is responsible for Practicum assignments and reserves the right to make changes in assignment at its discretion. Factors that might contribute to a change in assignment include but are not limited to the following.

Extended illness or resignation of the cooperating teacher Request by the cooperating teacher to be relieved of responsibility for the Practicum student Request by the school administration for a change in Practicum student assignment A report by the University supervisor that such a change is in the best interest of the Practicum

student As a result of a work stoppage

5.11 Practicum Student Evaluation and Grading

The University supervisor will assess the Practicum student’s performance by means of observations and review of work products at regular intervals throughout the semester and will measure this performance against state-required competencies. The University supervisor will share these assessments of performance with the Practicum student both orally and/or in writing. The purpose of this feedback is to encourage the student’s growth and to track improvements in his/her performance.

The University supervisor will complete an end-of-course evaluation of the Practicum student using the criteria outlined in Section 2.0 (see page 6). The evaluation will be shared with the Practicum student and will be used as a means of highlighting strengths and identifying areas in need of growth.

The University supervisor will issue the Practicum student a grade of record. This grade will be PASS or FAIL and will be based on the sum of the University supervisor’s experience with the Practicum student. The grade will be consistent with the substantive feedback given the student over the course of the semester and will factor in formal and informal feedback from the cooperating teacher. The Practicum student should not be surprised by the final grade.

5.12 Related Documents

Code of Professional Practice and Conduct for Educators (pp. 14-16) Clearance Requirements (pp. 17-19)

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CODE OF PROFESSIONAL PRACTICE AND CONDUCT FOR EDUCATORS

Section 1. Mission

The Professional Standards and Practices Commission is committed to providing leadership for improving the quality of education in this Commonwealth by establishing high standards for preparation, certification, practice and ethical conduct in the teaching profession.

Section 2. Introduction

(a) Professional conduct defines interactions between the individual educator and students, the employing agencies and other professionals. Generally, the responsibility for professional conduct rests with the individual professional educator. However, in this Commonwealth, a Code of Professional Practice and Conduct (Code) for certificated educators is required by statute and violation of specified sections of the Code may constitute a basis for public or private reprimand. Violations of the Code may also be used as supporting evidence, though may not constitute an independent basis, for the suspension or revocation of a certificate. The Professional Standards and Practices Commission (PSPC) was charged by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251 - 12-1268), known as the Teacher Certification Law, with adopting a Code by July 1, 1991. See 24 P. S. § 12-1255(a)(10).(b) This chapter makes explicit the values of the education profession. When individuals become educators in this Commonwealth, they make a moral commitment to uphold these values.

Section 3. Purpose

(a) Professional educators in this Commonwealth believe that the quality of their services directly influences the Nation and its citizens. Professional educators recognize their obligation to provide services and to conduct themselves in a manner which places the highest esteem on human rights and dignity. Professional educators seek to ensure that every student receives the highest quality of service and that every professional maintains a high level of competence from entry through ongoing professional development. Professional educators are responsible for the development of sound educational policy and obligated to implement that policy and its programs to the public.(b) Professional educators recognize their primary responsibility to the student and the development of the student's potential. Central to that development is the professional educator's valuing the worth and dignity of every person, student and colleague alike; the pursuit of truth; devotion to excellence; acquisition of knowledge; and democratic principles. To those ends, the educator engages in continuing professional development and keeps current with research and technology. Educators encourage and support the use of resources that best serve the interests and needs of students. Within the context of professional excellence, the educator and student together explore the challenge and the dignity of the human experience.

Section 4. Practices

(a) Professional practices are behaviors and attitudes that are based on a set of values that the professional education community believes and accepts. These values are evidenced by the professional educator's conduct toward students and colleagues, and the educator's employer and community. When teacher candidates become professional educators in this Commonwealth, they are expected to abide by this section.(b) Professional educators are expected to abide by the following:(1) Professional educators shall abide by the Public School Code of 1949 (24 P. S. § § 1-101 - 27-2702), other school laws of the Commonwealth, sections 1201(a)(1), (2) and (4) and (b)(1), (2) and (4) of the

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Public Employee Relations Act (43 P. S. § § 1101.1201(a)(1), (2) and (4) and (b)(1), (2) and (4)) and this chapter.(2) Professional educators shall be prepared, and legally certified, in their areas of assignment. Educators may not be assigned or willingly accept assignments they are not certified to fulfill. Educators may be assigned to or accept assignments outside their certification area on a temporary, short-term, emergency basis. Examples: a teacher certified in English filling in a class period for a physical education teacher who has that day become ill; a substitute teacher certified in elementary education employed as a librarian for several days until the district can locate and employ a permanent substitute teacher certified in library science.(3) Professional educators shall maintain high levels of competence throughout their careers.(4) Professional educators shall exhibit consistent and equitable treatment of students, fellow educators and parents. They shall respect the civil rights of all and not discriminate on the basis of race, national or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest. This list of bases or discrimination is not all-inclusive.(5) Professional educators shall accept the value of diversity in educational practice. Diversity requires educators to have a range of methodologies and to request the necessary tools for effective teaching and learning.(6) Professional educators shall impart to their students principles of good citizenship and societal responsibility.(7) Professional educators shall exhibit acceptable and professional language and communication skills. Their verbal and written communications with parents, students and staff shall reflect sensitivity to the fundamental human rights of dignity, privacy and respect.(8) Professional educators shall be open-minded, knowledgeable and use appropriate judgment and communication skills when responding to an issue within the educational environment.(9) Professional educators shall keep in confidence information obtained in confidence in the course of professional service unless required to be disclosed by law or by clear and compelling professional necessity as determined by the professional educator.(10) Professional educators shall exert reasonable effort to protect the student from conditions which interfere with learning or are harmful to the student’s health and safety.

Section 5. Conduct

Individual professional conduct reflects upon the practices, values, integrity and reputation of the profession. Violation of § § 235.6-235.11 may constitute an independent basis for private or public reprimand, and may be used as supporting evidence in cases of certification suspension and revocation.

Section 6. Legal obligations

(a)The professional educator may not engage in conduct prohibited by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251-12-1268), known as the Teacher Certification Law.(b)The professional educator may not engage in conduct prohibited by:(1) The Public School Code of 1949 (24 P. S. § § 1-101-27-2702) and other laws relating to the schools or the education of children.(2) The applicable laws of the Commonwealth establishing ethics of public officials and public employees, including the act of October 4, 1978 (P. L. 883, No. 170) (65 P. S. § § 401-413), known as the Public Official and Employee Ethics Law.(c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline.

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Section 7. Certification

The professional educator may not:(1) Accept employment, when not properly certificated, in a position for which certification is required.(2) Assist entry into or continuance in the education profession of an unqualified person.(3) Employ, or recommend for employment, a person who is not certificated appropriately for the position.

Section 8. Civil Rights

The professional educator may not:(1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status; disabling condition or vocational interest against a student or fellow professional. This list of bases of discrimination is not all-inclusive. This discrimination shall be found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline.(2) Interfere with a student's or colleague's exercise of political and civil rights and responsibilities.

Section 9. Improper personal or financial gain

(1) Accept gratuities, gifts or favors that might impair or appear to impair professional judgment.(2) Exploit a professional relationship for personal gain or advantage.

Section 10. Relationships with students

The professional educator may not:(1) Knowingly and intentionally distort or misrepresent evaluations of students.(2) Knowingly and intentionally misrepresent subject matter or curriculum.(3) Sexually harass or engage in sexual relationships with students.(4) Knowingly and intentionally withhold evidence from the proper authorities about violations of the legal obligations as defined within this section.

Section 11. Professional relationships

The professional educator may not:(1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a professional right or privilege in being an educator.(2) Knowingly and intentionally distort evaluations of colleagues.(3) Sexually harass a fellow employee.(4) Use coercive means or promise special treatment to influence professional decisions of colleagues.(5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to a governing agency actual or suspected violations of law, agency regulations or standards.

The Code of Professional Practice and Conduct for Educators can be found at22 Pa. Code §§235.1 - 235.11.

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SCHOOL OF EDUCATIONField Placement Office

Clearance Requirements

Introduction

The Commonwealth of Pennsylvania’s School Code requires that students in teacher preparation programs have current background checks prior to entering a school building. This applies to all field experiences, classroom observations, practicum experiences and student teaching inclusive.

Therefore, Holy Family University students must have copies of the following documents on file in the Field Placement Office before entering a school building.

Tuberculosis (PPD) Test

Pennsylvania Child Abuse Clearance (Act 151)

Pennsylvania Criminal History Background Check (Act 34)

Federal Criminal History Record/Fingerprinting (Act 114)

Arrest/Conviction Report and Certification Form (Act 24)

Students are to retain the originals of all documents in their possession! Documents should be secured in a safe place. Students should be prepared to produce them at school or district sites upon demand.

More detail on each requirement appears below. Each document must be kept current and up-to-date in accordance with University guidelines. Maintaining current and up-to-date documents will require the student to reapply for clearances in a timely manner. This is the student’s sole responsibility! As clearances are renewed, students are to provide the Field Placement Office with a copy and are to retain the original in their possession.

Tuberculosis (PPD) Test

Students must have this test administered and confirmed by their family physician. Results are to be submitted to the Field Placement Office over the physician’s signature. Each test is valid for one year from the date of issue.

Pennsylvania Child Abuse Clearance (Act 151)

The student must complete and mail an application to the Department of Welfare. A money order must be enclosed with the application in the amount of $10.00, payable to the Department of Welfare. This clearance is valid for one year from date of issue. Processing time is approximately four to six weeks. Questions can be directed to (717) 783-6211. A copy of the application can be retrieved from the following site.

http://www.dpw.state.pa.us/ucmprd/groups/webcontent/documents/form/s_001762.pdf

Pennsylvania Criminal History Background Check (Act 34)

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The student must complete an application online. The student must pay a processing fee by credit card. The fee is currently $10.00. This clearance is valid for one year from date of issue. Questions can be directed to (1-888-783-7972). The link to the application site appears below.

http://www.portal.state.pa.us/portal/server.pt? open=512&objID=4451&&PageID=458621&level=2&css=L2&mode=2

Federal Criminal History Record/Fingerprinting (Act 114)

The student must register and pay a fee online. The fee is currently $28.75. This clearance is valid for one year from date of issue. Proceed as follows.

Register and pay online. A credit card is needed. Visit http://www.pa.cogentid.com/index.htm and click on the Department of Education link.

Print the receipt after paying the fee. Take the receipt and a photographic identification card to a Cogent fingerprinting site. Nearby

sites are listed below. Retain possession of the receipt. Print the report online. Or, alternatively, take the receipt to the Field Placement Office. If the

Assistant to the Director is present, he/she will print the results as you wait. Cogent fingerprinting sites in proximity to Holy Family University:

Know It All Intelligence Group South Street Business Center1950 Street Road, Suite 402 744 South StreetBensalem, PA 19020 Philadelphia, PA 19147Hours: M-F, 9:00 – 4:00 PM Hours: M-F, 9:00 – 7:00PM; Sat., 888-281-9535, extension #3 11:00-4:00PM, 215-592-8200

Goin Postal UPS Store #24732058 County Line Road 3720 Spruce StreetHuntingdon Valley, PA 19006 Philadelphia, PA 19104Hours: M-F, 10:00 – 6:00PM; Sat., 10:00 – 3:00PM Hours: M –F, 10:00 – 4:00PM215-674-9796 215-222-2840

Penndel Hardware Store UPS Store #3263119 Bellevue Avenue 1735 Market Street, JFK EntrancePenndel, PA 19047 Philadelphia, PA 19103Hours: M-TR, 8:30 – 5:30PM Hours: M-F, 10:00 – 4:00PMSAT, 8:30 – 4:30PM, SUN, 10:30-2:30PM 215-567-6006215-757-2711

A Second Chance, Inc.Penn Treaty Park Place1341 North Delaware Avenue, Suite #101Philadelphia, PA 19125Hours: M, T, TR, F, 10:00-1:00PM, W, 3:00-6:00PM, First SAT of month, 10:00-2:00PM267-597-3990

Please note that students seeking placement in New Jersey must also undergo fingerprinting in that state. Visit http://www.nj.gov/education/educators/crimhist/forms.htm for more information.

Arrest/Conviction Report and Certification Form (Act 24)

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Act 24 of 2011 requires the student to complete an Arrest or Conviction Report and Certification Form known as PDE-6004. This form must be completed and submitted to the Field Placement Office prior to entering a school building. The student is also required to use this form to report subsequent arrests or convictions of Section 111(e) crimes within seventy-two (72) hours of the occurrence of such arrest or conviction. A copy of the PDE-6004 form can be retrieved from the link below. A listing of applicable Section 111(e) crimes is included on the form. http://www.portal.state.pa.us/portal/server.pt/community/background_checks_%28act_114%29/7493

Questions may be directed to the Field Placement Office, ETC 441/442, (267) 341-3439/3666

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6.0 THE ROLE AND RESPONSIBILITIES OF THECOOPERATING TEACHER

6.1 Requirements

Three or more years of successful teaching experience. Principal and/or district approval. State certification in assigned teaching role. Desire to actively mentor and guide an aspiring teacher. Willingness to coordinate the Practicum experience with a University supervisor.

6.2 Responsibilities

Assist the student in acclimating to the classroom, school and community.o Introduce the student to significant others in the school setting.o Familiarize the student with classroom and school requirements and routines.

Assist the student in coordinating observations of other certified teachers, the purpose of which is to broaden the student’s exposure to varied instructional approaches and methodologies.

Share your thought processes relative to instructional planning and delivery. Students will learn a great deal from you as you think out loud!

Permit the student to engage in limited classroom assignments and responsibilities in accordance with his/her interest and aptitude and consistent with your instructional needs.

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

Monitor the student’s progress and mentor with intent to build his/her professional capacity. Expect and demand a high standard of performance, while keeping in mind that the student is an inexperienced pre-professional.

Maintain regular contact with the University supervisor. View the supervisor as your collaborator and partner.

Complete the Survey of Professional Attributes for the student in week 8 of the semester in accordance with the University supervisor’s instructions. See pages 22-23. Discuss the completed evaluation with the Practicum student, secure his/her signature and submit the signed copy to the University supervisor.

Complete the Cooperating Teacher Evaluation of the Practicum Program. See page 24. Your feedback is welcomed. Your ideas for improvement will help the University better meet the needs of its students.

6.3 Problem Solving

If there is a concern with the performance and, or, disposition of the student teacher, please advise your school administrator and take the following steps.

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

If the concern continues after discussing the matter with the student teacher and University supervisor, request a meeting with the Director of Field Placements. This request can be made through the University supervisor or directly with the Field Placement Office by telephoning that office at 267-341-3666 or 267-341-3439.

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6.4 Benefits

Cooperating teachers benefit from mentoring in several ways. The act of mentoring invites the cooperating teacher to formulate and express the reasoning

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

The act of mentoring is a gift to the profession. By mentoring, the cooperating teacher is helping to shape and inform the next generation of teachers.

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

The act of mentoring affords the cooperating teacher the opportunity to be invigorated by a pre-service teacher’s enthusiasm and passion.

The act of mentoring affords the cooperating teacher the opportunity to distribute and heighten instructional services to students.

6.5 Related Documents

Survey of Professional Attributes (pp. 22-23) Cooperating Teacher Evaluation of Practicum Program (p. 24)

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HOLY FAMILY UNIVERSITYSurvey of Professional Attributes

To the Cooperating Teacher: The purpose of this survey is to take the measure of the Practicum student’s progress in meeting the identified PDE competencies and to recommend strategies for improvement. Please complete this survey in week 8 in accordance with the instructions of the University supervisor. Discuss your rating with the Practicum student, secure his/her signature, and submit the completed form to the University supervisor. Thank you!

PDE Competencies The student teacher exhibited

behaviors that reflect the

attainment of this competency.

Recommendations for Strengthening Performance

YES NOB.1: Maintains a culture which values the development of meaningful, caring, and respectful relationships between teacher and students, and among students.

B.6: Demonstrates knowledge of and acts to support systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities.

D.1: Initiates communication with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs.D.3: Exhibits integrity, ethical behavior and professional conduct as stated in the “PA Code of Professional Practice & Conduct for Educators,” as well as local, state and federal laws and regulations.

D.4: Applies safety precautions and procedures.

D.5: Complies with school policies and procedures regarding professional dress, attendance, punctuality and the use of technology.

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

F.4: Recognizes policies and procedures designed to ensure that all students, particularly those traditionally underserved, are valued in school.

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Cooperating Teacher Name: Signature: Date:

Practicum Student Name: Signature: Date:

To the Cooperating Teacher: Please submit the completed and signed survey to the student teacher’s University supervisor in accordance with his/her instructions.

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

Supervisor’s Name: Signature: Date:

To the University Supervisor: Please attach this completed form to the student’s End-of-Semester Documentation Form and submit to the Field Placement Office in accordance with established timelines.

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COOPERATING TEACHER EVALUATION OF

PRACTICUM PROGRAMTeacher Name: Date:

School: Practicum Student:

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

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

form to the University supervisor for processing.

Check the column that most nearly captures your assessment of each program element Poor Fair Average Good Excellent

1. Sequence and organization of experiences developed for the Practicum program

2. Goals and objectives of the Practicum program

3. Orientation, guidance, and support given to the cooperating teacher

4. Supervision and guidance of the Practicum student provided by the University supervisor

5. Effect of the Practicum student on pupil learning

6. Effect of the Practicum student on classroom discipline and pupil behavior

What are the strengths of the Practicum program?

How could the Practicum program be improved?

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7.0 THE ROLE AND RESPONSIBILITIES OF THEUNIVERSITY SUPERVISOR

7.1 Overview

The Practicum supervisor is the University’s administrative agent. The supervisor is the liaison between the University and the host school. The supervisor is charged with the primary responsibility for planning, coordinating and overseeing the Practicum experience. The supervisor discharges this responsibility in close collaboration and communication with the cooperating teacher, other host school officials, and the University’s Director of Field Placement.

7.2 Orientation and Coordination

The University supervisor will act to ensure that the Practicum student and cooperating teacher understand their respective roles and the goals and requirements of the Practicum experience.

The University supervisor will coordinate and oversee the Practicum experience by means of frequent visits and contacts. The University supervisor will treat the cooperating teacher as a partner in this endeavor.

The University supervisor will maintain regular contact with the Practicum student in order to monitor progress, identify problems, and facilitate growth and improvements.

The University supervisor will keep the Director of Field Placement informed of problems in the field that require his/her attention and/or intervention.

7.3 Supervision

The University supervisor will routinely consult with the cooperating teacher on the subject of the Practicum student’s performance.

The University supervisor will observe the Practicum student a minimum of three times during the semester at appropriate intervals.

The University supervisor will review the student’s written work and offer constructive feedback in a timely manner.

The University supervisor will provide the Practicum student with oral and/or written feedback following each observation and/or review of work products.

The University supervisor will act to assist the student in setting and achieving goals related to the attainment of program competencies.

The University supervisor will confer routinely with the student on the subject of his/her progress and will offer assistance as needed to encourage the student’s continual growth and development.

The University supervisor will keep the Director of Field Placement informed of any concerns relative to student placement and/or performance.

7.4 Evaluation and Grading

The University supervisor will assess the Practicum student’s performance by means of observations at regular intervals and will measure the student’s performance against state-required competencies. The University supervisor will complete a minimum of three observations in the semester. The University supervisor will share these assessments of performance with the student both orally and in writing. The purpose of this practice is to encourage the student’s growth and to track improvements in his/her performance.

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The University supervisor will complete a final evaluation of the student at the end of the semester. This evaluation will be shared with the student and will reflect the student’s performance for the entirety of the semester. The final grade of record will be either PASS or FAIL. The University supervisor will evaluate the Practicum student on the basis of direct observations of performance, review and timeliness of work products, and feedback from the cooperating teacher and other school professionals. A student earns a grade of PASS (P) by unquestionably meeting each of the following criteria.

o Punctual arrival for all scheduled eventso Meeting all course requirements o Timely and satisfactory or better completion of all assignmentso Demonstration of a professional disposition o Professional dress and decorum

A student who fails to meet these criteria will be awarded a grade of FAIL (F). A student who marginally meets the criteria will be awarded a grade of PASS (P) with RESERVATION. In this circumstance, a grade of PASS (P) is entered on the transcript and the reservation is noted in the student’s file.

The University supervisor will use the “University Practicum Student Evaluation Form” for formal feedback to the student and the “End-of-Semester Documentation Form” for reporting student status and submitting related documents to the Field Placement Office.

7.5 Program Improvement

The University supervisor is encouraged to develop formal and informal sources of feedback on program effectiveness. Suggestions for accentuating the positive and managing the negative aspects of program delivery are to be shared with the Director of Field Placement.

The University supervisor is encouraged to nurture relationships and build alliances in the field in order to enhance the University’s image and to grow the University’s pool of cooperating teachers and host schools.

7.6 Related Documents

Lesson Observation Form, Long Format (pp. 27-29) Lesson Observation Form, Narrative Format (p. 30) Lesson Observation Form, Quadrant Format (p. 31) University Supervisor Practicum Student Evaluation Form (pp. 32-33) End-of-Semester Documentation Form (p. 34)

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HOLY FAMILY UNIVERSITYLesson Observation Form

Long FormatStudent: Date:

Cooperating Teacher: School:

Subject: Grade: Time:

University Supervisor:

Category I: Planning and PreparationDescriptor On Target Developing Not Evident

Uses Holy Family School of Education lesson template

Writes objectives that reflect state or local standards

Writes objectives that reflect expectations for students written in measureable termsProvides assessment that is aligned with the instructional objectives and adapted as required for students’ needs

Displays knowledge of content being taught

Applies child growth and development theory to the construction of the lesson plan

Applies learning theory to the construction of the lesson plan

Constructivist pedagogy is evident in the activities that are planned for the studentsUses resources, materials, or technology available through the school or districtComments:

Category II: Classroom EnvironmentDescriptor On Target Developing Not Evident

Displays a positive rapport with students

Demonstrates a classroom presence as the teacher

Moves around the room during the entire lesson

Communicates clear standards of behavior and value of quality work

Practices “withitness” and overlapping

Uses non-verbal cues when needed

Interacts with and among all students

Intervenes when misbehavior occurs without interrupting instructionIs aware of learning and behavioral needs of all students in the classroom, paying attention to equitable learning opportunities for all

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Is attentive to the safety needs of students

Comments:

Category III: Instructional DeliveryDescriptor On Target Developing Not Evident

Begins lesson with clear statement of objective(s) in terms the students understandSpeaks in an assertive voice and uses a volume that all students can hearUses questioning and discussion strategies to encourage all students to participate

Directions are given in both oral and written format

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

Students have opportunities to repeat directions or to ask questions

A model is provided when applicable

The pacing of the lesson allows for change of activity and involvement of all studentsGrouping patterns vary with time for whole class, small group, and individual activitiesFeedback is provided to the students and comments reflect learning that is taking placeFormal and informal assessment techniques are incorporated to monitor student learning

Provides for the learning needs of all students in the classroom

Provides lesson closure that allows students to reflect on learning that took place

Preparation for the lesson is evident with all materials readily available

Comments:

Category IV: ProfessionalismDescriptor On Target Developing Not Evident

Knowledge of school procedures and regulations related to attendance

Knowledge of school requirements for maintaining accurate records and communicating with families

Knowledge of school and/or district events

Knowledge of district or university’s professional growth and development opportunities

Ability to cultivate professional relationships with school personnel

Effective oral communication in all school-related contexts

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Effective written communication in all school-related contexts

Exhibits professional and ethical conduct consistent with the Pennsylvania Code of Professional Practice and Conduct for Educators and local, state and federal regulationsKnowledge of Commonwealth requirements for continuing professional development and licensureComments:

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HOLY FAMILY UNIVERSITYLesson Observation Form

Narrative FormatStudent Teacher Name Cooperating Teacher Name

School University Supervisor

Date: Time: Grade: Subject:

30

HOLY FAMILY UNIVERSITYLesson Observation Form

Quadrant FormatStudent Teacher Name Cooperating Teacher Name

School University Supervisor

Subject: Grade: Date:Planning & Preparation Classroom Environment

Instructional Delivery Professionalism

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HOLY FAMILY UNIVERSITYUniversity Supervisor Practicum Student Evaluation Form

The University supervisor is to complete this evaluation form at the end of the semester. The evaluation form is to be shared and discussed with the Practicum student. The University supervisor and student should sign and date the form. The completed form is to be submitted to the Field Placement Office. If a student failed to

meet expectations and/or requirements in any category, steps for improvement are to be identified in the comments section. The purpose of the evaluation is both formative and summative.

Student: Supervisor:

Cooperating Teacher: School:

Grade/Subject: Date:

Expectations & RequirementsMet Expectations & Requirements

YES NO

Personal Attributes

1. Attended regularly

2. Professional dress & demeanor

3. Participated actively

4. Communicated effectively

5. Established effective relationships

6. Responsive to supervision/coaching

Performance Indicators

7. Lesson planning

8. Lesson delivery

9. Lesson reflection

10. Cooperating Teacher Observation

11. Experienced Teacher Observation(s)

12. Choice Project(s) Proposal

13. Choice Project(s) Delivery

14. Choice Project(s) Reflection

15. Self-Assessment & Professional Development Plan

Comments:

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Final Grade (Check Below Appropriate Entry)

PASS PASS with Reservation FAIL

Supervisor: Date:

Student: Date:

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HOLY FAMILY UNIVERSITYPracticum

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

University Supervisor:

Practicum Student:

Date:

Directions

Submit the documents listed below – in the order presented – as a collated and bound packet to the Field Placement Office within one week of the last scheduled Practicum meeting date in the semester. Enter a final grade for the student by no later than the due date announced by the University.

Document Handbook Page Reference

1. University Supervisor Practicum Student Evaluation Form 32-33

2. Practicum Observation Forms (for the lesson observed by the supervisor) 27-31

3. Completed Survey of Professional Attributes 22-23

4. Student’s “Self-Assessment & Professional Development Form” 61

5. Cooperating Teacher Evaluation of Practicum Program 24

Final Grade (Check Appropriate Entry)

PASS PASS with Reservation FAIL

Supervisor: Date:

Student: Date:

If there are any concerns about the readiness of the student for his/her next Practicum experience or student teaching, direct these concerns in writing to the Director of Field Placement.

8.0 PRACTICUM STUDENT REQUIREMENTS2013-2014

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Student Deliverables Role Completion/ Due Date

PageReference(s)

CooperatingTeacher

UniversitySupervisor

01. Binder N/A Review & Evaluate 36-39

02. Cooperating Teacher Observation Discuss Evaluate 51-53

03. Lesson Plans (2) Review & Approve Evaluate 40-50

04. Lesson Delivery, Cooperating Teacher Discuss Evaluate 40-50

05. Lesson Delivery, University Supervisor Discuss Discuss &

Evaluate 40-50

06. Lesson Reflections (2) Discuss Discuss & Evaluate 40-50

07. Experienced Teacher Observation & Reflection(s) Facilitate Evaluate 51-53

08. Choice Project Proposal & Reflection(s)

Review & Approve Evaluate 54-58

09. Focused Investigation on Assessment Practices Consult Evaluate 59-60

10. Focused Investigation on the Role of the Family & Community

Consult Evaluate 61

11. Self-Assessment & Professional Development Plan

Consult Evaluate 62-63

12. Survey of Professional Attributes

Complete & Discuss Review 22-23

Note that due dates will be determined and announced by the University supervisor.

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9.0 COURSE REQUIREMENTSStudent Binder

9.1 Description

The Practicum student will create and maintain a three-ring binder with labeled sections for the purpose of collecting and organizing important artifacts related to the Practicum experience. This binder is to be routinely updated and made available to the University supervisor for review upon request. A tab is to be created for each of the following sections.

Tab 1: Personal Data Place a copy of the Emergency Contact Information in the binder and give one copy to the

University supervisor. Place copies of all required clearances in the binder.

o Emergency Contact Information (p. 38)o Clearance Requirements (pp. 17-19)

Tab 2: Requirements Checklist This checklist will be completed by the University supervisor as a means of tracking

completion of assignments.o Practicum Requirements Checklist (p. 39)

Tab 3: Lesson Plans Place completed lesson plans in the binder. Place the lesson reflections in the binder. Place copies of cooperating teacher & University supervisor feedback in the binder.

o Holy Family University Lesson Plan Template (p. 42)o Lesson Plan Reflection Form (p. 45)

Tab 4: Experienced Teacher Observations Place a copy of the completed Experienced Teacher Lesson Observation Analysis Guide(s)

in the binder.o Experienced Teacher Observation Analysis Guide (p. 53)

Tab 5: Choice Project(s) Place your Choice Project Proposal(s) and Reflection(s) in the binder. Include written

feedback.o Choice Project Proposal (p. 56)o Choice Project Reflection (p. 57)o Choice Project Rubric (p. 58)o PSSA Domain Rubric for Writing (p. 50)

Tab 6: Assessment Practices Place the completed Assessment Inquiry Form in the binder. Include written feedback.

o Assessment Inquiry Form (p. 60)

Tab 7: Family& Community Place a copy of your summary of findings in the binder. Include written feedback.

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Tab 8: Evaluations Place a copy of the cooperating teacher’s completed Survey of Professional Attribute in the

binder.o Survey of Professional Attributes (pp. 22-23)

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

o Self-Assessment & Professional Development Form (p. 63) Place a copy of the University Supervisor’s Evaluation in the binder.

o Practicum Student Evaluation Form (pp. 32-33)

Tab 9: Miscellaneous Include under this tab any additional artifacts or documents that capture the

Practicum experience.

9.2 Evaluative Criteria

The binder is a repository of student-related documents and work products. The binder will be evaluated for completeness in the context of the criteria outlined above.

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HOLY FAMILY UNIVERSITYPRACTICUM STUDENT

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

supervisor.Student Name:

Address:

City: State: Zip Code:

[H] [W] [M]

Host School:

Cooperating Teacher: Room Number:

Emergency Contact InformationList primary and secondary persons to be contacted in the event of an emergency.

The primary contact should be a spouse or legal guardian.

Primary Contact Information

Name: Relationship:

Address:

City: State: Zip Code:

[H] [W] [M]

Secondary Contact Information

Name: Relationship:

Address:

City: State: Zip Code:

[H] [W] [M]Medical Information

Please list below any medical conditions, physical limitations, allergies, and medications you are currently taking. If none, please indicate none.

[Enter medical information here]

To the host school:Please notify the Field Placement Office at (267) 341-3666 or (267) 341-3439

in the event of an emergency.

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HOLY FAMILY UNIVERSITYPracticum Requirements Checklist

Student Deliverables Role Date of Completion

PageReference(s)

CooperatingTeacher

UniversitySupervisor

Binder N/A Review & Evaluate 36-37

Cooperating Teacher Observation Discuss Evaluate 49-51

Lesson Plans (2) Review & Approve Evaluate 38-48

Lesson Delivery, Cooperating Teacher Discuss Evaluate 38-48

Lesson Delivery, University Supervisor Discuss Discuss &

Evaluate 38-48

Lesson Reflections (2) Discuss Discuss & Evaluate 38-48

Experienced Teacher Observation & Reflection(s) Facilitate Evaluate 49-51

Choice Project Proposal & Reflection(s)

Review & Approve Evaluate 52-56

Focused Investigation on Assessment Practices Consult Evaluate 57-58

Focused Investigation on the Role of the Family & Community Consult Evaluate 59

Self-Assessment & Professional Development Plan Consult Evaluate 60-61

Survey of Professional Attributes Complete & Discuss Review 22-23

Cooperating Teacher Evaluation of Practicum Program

Complete and Submit

Review and Forward 24

University Supervisor Evaluation Consult Complete 32-33

Please note that due dates will be announced by the University supervisor.

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10.0 COURSE REQUIREMENTSLesson Planning & Delivery

10.1 Description

The Practicum student is to prepare and deliver two lessons, the first to be observed by the cooperating teacher and the second by the University supervisor. In both instances, the student is to proceed in accordance with the following steps.

In consultation with the cooperating teacher and University supervisor, identify two target lessons for preparation and delivery. Determine dates for the lessons in consultation with the cooperating teacher and University supervisor.

Complete a detailed lesson plan for each lesson using the University Daily Lesson Plan template. Secure the approval of the cooperating teacher for the completed lesson plan prior to the date of delivery. Forward an electronic copy of the approved lesson plan to the University supervisor prior to the date of delivery.

The first lesson is to be observed by the cooperating teacher and should be completed no later than the conclusion of week 5 or in accordance with the University supervisor’s instructions.

o Complete a Daily Lesson Reflection Form following the delivery of the lesson. Forward a copy of this to the University supervisor within three days of the lesson’s delivery.

o Use the prompts on the Daily Lesson Reflection Form to guide a discussion about the lesson’s strengths and weaknesses with the cooperating teacher.

The second lesson is to be observed by the University supervisor and should be completed no later than the conclusion of week 12 or in accordance with the University supervisor’s instructions.

o Complete a Daily Lesson Reflection Form following the delivery of the lesson. Forward a copy of this to the University supervisor within three days of the lesson’s delivery.

o Use the prompts on the Daily Lesson Reflection Form to guide a discussion about the lesson’s strengths and weaknesses with the University supervisor.

o In the course of the conversation with the University supervisor, identify a topic(s) on which to write a one to two-page reflection. This written reflection is to be submitted to the University supervisor in accordance with his/her instructions.

10.2 Related Documents

Holy Family University Daily Lesson Plan Template (p. 42) Daily Lesson Plan: Instructions for Completion (pp. 43-44) Daily Lesson Reflection Form (p. 45) Sample Daily Lesson Plan (pp. 46-49) PSSA Domain Rubric for Writing (p. 50)

10.3 Associated PDE Competencies

A.1: Demonstrates adequate knowledge of content and related research-based pedagogy, based on sound educational psychology principles.A.2: Demonstrates adequate knowledge of PA Pre-K-12 Academic Standards and the ability to use them to guide instructional planning.A.3: Demonstrates adequate knowledge of the age and/or related characteristics of their students and the ability to use this knowledge to plan instruction.A.4: Demonstrates the ability to use formative and summative assessments to adapt learning goals that

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match individual student needs.A.5: Demonstrates the ability to plan instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning based on their instructional goals.B.3: Uses classroom resources to support equity and maximize learning opportunities, which are age-, gender-, individually-, culturally- and ability-appropriate.B.4: Assesses classroom resources in order to make adaptations and accommodations required to differentiate instruction for all learners.C.1: Uses effective verbal and non-verbal communication techniques.C.2: Uses effective questioning and discussion techniques.C.3: Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional strategies, which reflect evidence of student engagement, new learning and assessment.C.4: Uses technology as an effective teaching and learning tool.C.5: Provides appropriate progress feedback to students in a timely manner.C.6: Uses active student engagement during instructional delivery.C.7: Uses formal and/or informal assessment to measure student responsiveness to instruction.C.8: Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which learning goals were achieved and can offer alternative courses of action.C.9: Clearly communicates instructional goals, procedures and content.F.1: Reports on the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom.F.3: Differentiates instruction to meet the needs of diverse learners that promotes successful educational performance.

10.4 Evaluative Criteria

All written submissions will be evaluated using the PSSA Domain Rubric for Writing. Additionally, this assignment will be evaluated against the following criteria: (a) the degree to which the elements of the lesson plan template are appropriately addressed, (b) the quality of thought behind the planning as evidenced in the annotation, (c) the degree to which the associated competencies are evidenced, and (d) the match between the written plan and the lesson delivery, keeping in mind that the flexible and purposeful adjustment of the lesson’s delivery is a commonplace, but must always be instructionally justified.

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HOLY FAMILY UNIVERSITYDaily Lesson Plan Template

Demographic Information

Student’s Name:

Cooperating Teacher’s Approval: Date:

Subject: Topic: Grade:

Allocated Time: Student Population:

State Standards and/or District Requirements

State Standards

Specific Number Exact Wording

District core curriculum, benchmarks or standards if required by the district.

Specific Number Exact Wording

Instructional Elements

Goal for Understanding

Instructional Objective Statement Student Behaviors Sources of Evidence Criteria for

Evaluation

Teaching to the Objective Estimated Time Teaching to the Objective

Introduction/Motivation/Prior Knowledge:

Developmental Activities:

Assessment:

Closure:

Differentiation(Required for Each Section)

Follow-up:

Materials:

Resources:

References:

Technology:

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HOLY FAMILY DAILY LESSON PLAN TEMPLATEInstructions for Completion

Demographic Information

Student: Enter your name.

Cooperating Teacher’s Approval: Secure your cooperating teacher’s initials as a symbol of his/her approval of your lesson plan.

Date: Enter the date on which the lesson will be delivered.

Subject: Enter the lesson’s subject area – e.g., Math, Reading, English Language Arts, Science, Social Studies. If the lesson is multidisciplinary, enter each subject area.

Topic: Enter the topic within the subject area(s) that is the focal point of the lesson.

Grade: Enter the grade level(s) of the target student population.

Allocated Time: Enter the amount of time that will be dedicated to the lesson.

Student Population: Describe the demographic and learning characteristics of the target student population.

State Standards and/or District Requirements

State Standards/Specific Number: Refer to the Pennsylvania Department of Education standards. Visit http://www.pdesas.org for assistance. Enter the number or numbers of the standards to which the lesson is aligned.

State Standards/Exact Wording: Enter the exact wording for each standard identified by number.

Core Curriculum, Benchmarks, or District Standards/Specific Number: Enter this information if required by the school or district.

Core Curriculum, Benchmarks, or District Standards/Exact Wording: Enter this information if required by the school or district.

Instructional Elements

Goal for Understanding: Lessons are designed to move students through a progression of experiences leading to an enduring understanding or mastery of specific concepts or skills. Identify this understanding goal or goals here, recognizing that the lesson objective is very likely a step on the journey to understanding. Be mindful, too, that understanding is commonly thought of as the flexible use of knowledge and/or skills and that understanding goals should therefore be represented in terms of a performance.

Instructional Objective Statement: Instructional objectives should be written in the form “The student will be able to [identify the behavior] under [identify the conditions] with [identify the evaluative criteria]. For example, “Students will be able to complete a 10-question set of two-digit multiplication independently with 80% accuracy.” For useful information on the writing of instructional objectives, visit http://www2.gsu.edu/~mstmbs/CrsTools/Magerobj.html

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Student Behaviors: Elaborate on the target behaviors here. With reference to the above example, “Students will complete a ten-question worksheet of two-digit multiplication problems at their desks independently.”

Sources of Evidence: Identify the specific source(s) of evidence that you will use to evaluate the success of the lesson. With reference to the above example, “(a) The ability to work independently. (b) The completed worksheet.”

Criteria for Evaluation: For each source of evidence, identify the criterion (performance standard) that signals mastery. With reference to the above example, “(a) The percentage of correct responses on each child’s worksheet. (b) A correct-response rate of 80% will represent mastery.”

Teaching to the Objective: Note the three columns under this heading – “Estimated Time”, “Teaching to the Objective”, and “Differentiation”. Note, too, that there are four sub-categories in the “Teaching to the Objective” column. Each of these four sub-categories represents an instructional element. You are to identify the instructional activities you have planned for each of these four elements. And, for each of the four elements, you are to enter the approximate time in the first column. The total estimated time should equal the “Allocated Time” that you entered above. Additionally, for each of the four elements, you are to identify the strategies you intend to use to differentiate instruction for your students. This information – time allocation, activities, and strategies for differentiation – will provide your cooperating teacher and University supervisor with a script for your lesson.

Follow-up: Enter here any activities or actions you have planned as a means of following-up on the completed lesson. If, for example, the lesson is one in a series, the follow-up activities might include a reflection on the success of the lesson and consideration of the need for re-teaching before introducing the next concept or skill.

Materials: List here all the materials that will use in conjunction with the lesson.

Resources: List here all the resources that you used in helping you prepare for the lesson.

References: List here in APA format references for resources used, if applicable.

Technology: Identify here any technology that you intend to use in conjunction with the delivery of your lesson.

HOLY FAMILY UNIVERSITYSchool of Education

Daily Lesson Reflection Form

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Student: Lesson Date:1. What went well in the lesson? Why? Enter text below.

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

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

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

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

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

7. What will you do differently in preparing and delivery your next lesson, if anything? Why? Enter text immediately below.

Sample Daily Lesson Plan

Presenter: Dr. Joergensen Student: _______________ Cooperating Teacher’s Approval: ________ Date: _______

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Subject: Language Arts Topic: Reading Grade: 1Allocated Time: 50 minutesStudent Population: 25 students: 10 girls and 15 boys. 4 ELL students and 2 students identified with ADHD.State Standards:

Specific Number: _______ Exact wording: _________________________

1.1.3.B Preview the text formats (e.g., title, headings, chapters and table of contents).

1.1.3.G Demonstrate after reading understanding and interpretation of both fiction and nonfiction text. Retell or summarize the major ideas, themes or procedures of the text. Connect the new information or ideas in the text to known information. Clarify ideas and understandings through rereading and discussion. Make responsible assertions about the text by citing evidence from the text.

1.3.3.B Identify literary elements in stories describing characters, setting and plot.

1.6.3.B Listen to a selection of literature (fiction and/or nonfiction). Relate it to similar experiences. Predict what will happen next.

Retell a story in chronological order. Recognize character and tone. 1.8.3.C Organize and present the main ideas from research.

Take notes from sources using a structured format. Summarize, orally or in writing, the main ideas.

and/orCore curriculum, benchmarks, or district standards if required by the district:

Specific Number: _______ Exact wording: _________________________

Goal for Understanding: By learning to identify the literary elements of a story, students will be better prepared to read and comprehend stories independently.

Instructional Objective (Statement): Students will draw scenes to convey literary elements of a story and then use this information to retell the story.

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Student BehaviorsStudents will complete 1 row of the story chart by drawing the given literary element (Title, Character(s), Setting, Problem, Solution, or Ending).

Students will retell the story.

Sources of EvidenceChart completed for each group

Students will verbally retell the story.

Criteria for EvaluationTeacher-completed chart with the Criteria defined in a teacher-made rubric.(Score of 5/6 on Rubric)

Are the major elements of the story present in the child's retelling? (Teacher check list – score of at least 15/18.)

Teaching to the ObjectiveEstimated

Time:

15 minutes

25 minutes

Teaching to the Objective

Introduction/Motivation/ Prior Knowledge

Have several of Leo Lionni books available. Tell students that we will be listening to a book by Leo Lionni. Tell students that they will be completing a chart to remember the important parts of the story.

Tell students that Leo Lionni was an artist before he was a writer. His 1st book Little Blue and Little Yellow was a story told to his grandchildren. He created the characters using torn paper from magazines.

Show the students the cover of Swimmy and ask for predictions about the story.

Introduce the book by explaining that it is a story of a little fish who solves a big problem. Ask the students, “What do you think might happen in this story?”

Developmental Activities: Read the book aloud to the children. (On a rug.) As you read model “thinking aloud,” questioning and

predicting strategies.Ask, “What is the setting of this story?” (Where does this story take place?) I wonder what will happen to Swimmy now that his school is gone?½ way through the book: What did Swimmy see on his travels? What else do you think he might see?

Elicit student reactions to the text.How do you think Swimmy feels when he meets another school of red fish?

Ask questions about the character, setting, problem,

Differentiation: Required for each section.

- Write Leo Lionni's name on the board.

- Have multiple copies of Swimmy available if a student needs to look more closely at the cover to make a prediction.

-Seat student close to you who would be distracted if further away. Have chairs available in the back so that students in the back will be able to see the pictures. The chairs are also for those students who would benefit from sitting in a chair.- Have several pictures from the story so that students can fill the class chart with prepared pictures that will reinforce the story.

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10 minutes

solution, and ending.What's the problem? What could be a possible solution? Did Swimmy’s solution work? Why or How? Do you think Swimmy’s travels helped him think of a solution? Why or why not?Call student attention to the chart and discuss how to fill it in. Explain to students that they will work together to work on a picture for the chart. Have students (together as a class) fill one block, (eg. theTitle)

Using the chart, ask students to retell the main parts of the story. (Whole Group – you may have several pictures from the story to complete a class chart.)

Break students into groups of 3. Each student is assigned 2 chart blocks to complete. (Draw a picture and paste it in the block.) After the group’s chart is completely filled in, each student will retell the story by referring to the chart.

The teacher will circulate to insure students are on task and to listen to student retellings of the story.

Assessment: Are the major elements of the story present in each child’s retelling? (Teacher check list)

Closure:

- Call the class together. Ask a few students to retell the story using their chart. Review the parts of the chart. What did your group have in the Title block? All groups had the same things. The title is important for a story; it’s the story’s name.- What did your group have in the Character block?

Swimmy is the main character. How do we know? (He’s the only one with a name. He’s in almost every picture. He thinks up the solution.)

- Continue for Setting, Problem, Solution, and Ending.- Remember how ____ used the chart to help retell the

story. The title, character, setting, problem, solution and ending all are important parts of a story. We can use them to retell a story. The chart helped us to organize and remember these important parts of a story. I will give you a copy of the chart that your group made so that you can tell the story of Swimmy to an adult at home.

Before the class discussion, (while circulating during the group work) let students who do not usually volunteer to speak in the wider whole class setting know that you will ask them a question. Tell them the question. What (pictures) did your group have for the setting?

Follow-up: Make enough copies of each group’s chart so that each group member can take home a chart and tell the story of Swimmy to an adult family member.

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Materials: At least 2 copies of Swimmy by Leo LionniCrayons and a Story Chart for each groupA large Story Chart for the classPhotocopies of some of the scenes, events and characters from the story

Resources:Goularte, Renee (2007). Building a matrix for Leo Lionni books: An author study. Retrieved November 2, 2007, from http://www.readwritethink.org.

Lionni, L. (1963). Swimmy. New York: Pantheon.

Pennsylvania Department of Education. (n.d.). Academic standards for reading, writing, speaking and listening. Retrieved November 2, 2008, from http://www.pde.state.pa.us.

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PSSA Domain Rubric for WritingDomain Descriptors

NOTE: A score of 3 or 4 in each Category represents Satisfactory or Better PerformanceFocus Content Organization Style Conventions

The single controlling point made with an awareness of task (mode) about a specific topic

The presence of ideas developed through facts; examples, anecdotes, details, opinions, statistics, reasons and/or explanations

The order developed and sustained within and across paragraphs using transitional devices and including introduction and conclusion

The choice, use and arrangement of words and sentence structures that create tone and voice

Grammar, mechanics, spelling, usage and sentence formation

Domain Scoring Points and DescriptionsPoints Focus Content Organization Style Conventions

4

Sharp, distinct controlling point made about a single topic with evident awareness of task

Substantial, specific; and/or illustrative content demonstrating strong development and sophisticated ideas

Sophisticated arrangement of content with evident and/or subtle transitions

Precise, illustrative use of a variety of words and sentence structures to create consistent writer’s voice and tone

Evident control of grammar, mechanics, spelling, usage and sentence formation

3

Apparent point made about a single topic with sufficient awareness of task (mode)

Sufficiently developed content with adequate elaboration or explanation

Functional arrangement of content that sustains a logical order with some evidence of transitions

Generic use of a variety of words and sentence structures that may or may not create writer’s voice and tone appropriate to audience

Sufficient control of grammar, mechanics, spelling, usage and sentence formation

2

No apparent point but evidence of a specific topic

Limited content with inadequate elaboration or explanation

Confused or inconsistent arrangement of content with or without attempts at transition

Limited word choice and control of sentence structures that inhibit voice and tone

Limited control of grammar, mechanics, spelling, usage and sentence formation

1Minimal evidence of a topic

Superficial and/or minimal content

Minimal control of intent arrangement

Minimal variety in word choice and minimal control of sentence structure

Minimal control of grammar, mechanics, spelling, usage and sentence formation

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11.0 COURSE REQUIREMENTSExperienced Teacher Lesson Observations

11.1 Description

The Practicum student is required to complete a formal lesson observation of his/her cooperating teacher on the date of his/her first visit to the classroom. Additionally, the Practicum student is required to complete two additional assignments drawn from one or both of the following categories: (a) experienced teacher observation and/or (b) choice project (see Section 12.0). Coordinate the scheduling and completion of these assignments with the cooperating teacher and University supervisor.

The purpose of lesson observations is to expose the Practicum student to a variety of teaching styles and methodologies. These observations are to be coordinated and scheduled under the advisement of the cooperating teacher. The Practicum student is to complete the Experienced Teacher Observation Analysis Guide following each observation. This completed form is to be submitted to the University supervisor in accordance with his/her instructions.

Review the Experienced Teacher Observation Analysis Guide before completing these observations as a means of focusing attention.

11.2 Related Documents

Experienced Teacher Observation Analysis Guide (p. 53) PSSA Domain Rubric for Writing (p. 50)

11.3 Associated PDE Competencies

A.1: Demonstrates adequate knowledge of content and related research-based pedagogy, based on sound educational psychology principles.B.2: Recognizes and supports the role of the prepared classroom environment as a necessary element to support optimal learning opportunities.C.8: Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which learning goals were achieved and can offer alternative courses of action.D.1: Initiates communication with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs.D.6: Develops and maintains professional relationships with school colleagues.E.1: Identifies and reports on various kinds of assessments used in instruction including formative, summative benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.E.7: Assesses their own personal growth through focused self-reflection.F.2: Recognizes and supports elements of a positive learning environment that values and models respect for all students.F.4: Recognizes policies and procedures designed to ensure that all students, particularly those traditionally underserved, are valued in the school.

11.4 Evaluative Criteria

All written submissions will be evaluated using the PSSA Domain Rubric for Writing. Additionally, this assignment will be evaluated by the University supervisor against the following criteria: (a) the extent to

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which the prompts on the Experienced Teacher Observation Analysis Guide are answered with pedagogical insight and supportive detail and (b) the depth and clarity of personal reflection.

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HOLY FAMILY UNIVERSITYExperienced Teacher Observation Analysis Guide

Student Teacher’s Name:

Observation Date: Grade:

Classroom Teacher: Subject:

School: Time:

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

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

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

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

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

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

effective or in need of improvement? Explain!

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12.0 COURSE REQUIREMENTSChoice Projects

12.1 Description

As noted in Section 11.0, the Practicum student is required to complete a formal lesson observation of his/her cooperating teacher and two additional assignments drawn from one or both of the following categories: (a) experienced teacher observation [see Section 11.0] and/or (b) choice projects.

The purpose of the Choice Project option is to provide the Practicum student with opportunities to exercise choice in instructional planning and delivery and to advance his/her understanding of effective instructional practices.

If choosing this option, the Practicum student, in consultation with his/her cooperating teacher, is to identify one or two mini-projects for planning and delivery. Coordinate the scheduling and completion of these assignments with the cooperating teacher and University supervisor. The following are but a few examples of possible projects. Notice that the focus is on instruction.

Create and deliver a learning game that will reinforce a skill or concept. Create and use a Prop Box that contains cultural artifacts or other hands-on materials. Create and use resource materials as a follow-up to a lesson. Create and deliver a presentation on a curricular topic. Read a book to a small group or whole class. Tutor an individual student in an area needing strengthening. Work with a small group of students to reinforce a skill or concept. Write a letter to parents/guardians. Create and complete a bulletin board. Read and comment on the faculty handbook.

Proceed in accordance with the following steps.

Discuss project options with the cooperating teacher. Complete a Choice Project Proposal and secure the cooperating teacher’s signature. Deliver the Choice Project Complete a Choice Project Reflection Form Submit the completed Choice Project Reflection Form to the University supervisor in accordance

with his/her instructions.

12.2 Related Documents

Choice Project Proposal (p. 56) Choice Project Reflection (p. 57) Choice Project Rubric (p. 58) PSSA Domain Rubric for Writing (p. 50)

12.3 Associated PDE Competencies

Associated competencies will vary in accordance with project details.

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12.4 Evaluative Criteria

The University supervisor will evaluate Choice Project Reflections using the Choice Project Rubric and the PSSA Domain Rubric for Writing.

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CHOICE PROJECT PROPOSAL FORMTo be completed by the Practicum Student and Approved by the Cooperating Teacher

Student Name: Date of Submission:

Proposed Date of Delivery:Describe the proposed project.

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

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

How will you assess the success of the project?

Approval by the Cooperating Teacher

Approval Granted (Signature):

Date: Comments:

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CHOICE PROJECT REFLECTION FORMTo be completed by the Practicum Student and Submitted to the University Supervisor.

Student Name: Date of Submission:

Cooperating Teacher: Grade Level:

Project Delivery Date:Describe the project in detail.

What was the relationship of the project to the curriculum?

What was the relationship of the project to student learning?

How did you assess the success of the project?

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

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

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HOLY FAMILY UNIVERSITYChoice Project Rubric

Choice Project Rating Target Performance Criteria

Project Information ___ Teacher signed off ___ Addresses a teaching domain ___ Description provided

(“+” indicates a strength and “-” indicates an area that needs improvement.)

1: Meets criteria0: Does not meet criteria

The student picks a choice project that addresses a teaching domain (re: Danielson). The topic is integral to the teaching/learning process. These ideas are clearly communicated in standard written English and contain no grammatical errors.

Rationale for Choice ___ Provides a coherent reason for the selection of this project.

(“+” indicates a strength and “-” indicates an area that needs improvement.)

1: Meets criteria0: Does not meet criteria

The student provides a rationale that is coherent and indicates the importance of the particular project. The student clearly states what he/she would like to learn from this experience. These ideas are clearly communicated in standard written English and contain no grammatical errors.

Summary ___ Describes what happened. ___ Discusses impact on students.

(“+” indicates a strength and “-” indicates an area that needs improvement.)

4: Acceptable3: Passable2: Unsatisfactory1: Minimal0: Missing

The summary must be described in sufficient detail as to make it accessible to the reader. That is, the reader must be able to sympathetically enter the action. This summary should address “what happened” and the impact or possible impact on student learning. These ideas are clearly communicated in standard written English and contain no grammatical errors.

Reaction/Response ___ Provides personal reaction and thoughts ___ Suggests related ideas for use with students or ideas for further investigation

(“+” indicates a strength and “-” indicates an area that needs improvement.)

4: Acceptable3: Passable2: Unsatisfactory1: Minimal0: Missing

The pre-service teacher’s response is sufficiently reflective in explaining how the choice project connects to personal knowledge/growth in understandings about becoming a teacher. The response includes ideas for further study or action. These ideas are clearly communicated in standard written English and contain no grammatical errors.

Beyond the requirement: (exceptional depth, quality, creativity)

Score: /10Comments/Notes:

Holy Family University Grading Scale

[A = 94-100] [B+ = 90-93] [B = 86-89] [C = 77-80] [C+ = 81-85] [D+ = 73-76] [D = 70-72] [F = <70]

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13.0 COURSE REQUIREMENTSFocused Investigation on Assessment Practices

13.1 Description

The Practicum student is required to complete an investigation into the assessment practices of his/her cooperating teacher. The purpose of this assignment is to satisfy PDE competency requirements and to advance the understanding of the Practicum student relative to the relationship between assessment, curriculum, instruction, and student growth.

The Practicum student is to complete the Assessment Inquiry Form as fulfillment of this requirement. The Assessment Inquiry Form is to be completed in paragraph form and the completed form is to be submitted to the University supervisor in accordance with his/her instructions.

The Practicum student can conduct internet searches as needed to help define the assessment terms found on the Assessment Inquiry Form. These informational sources can be useful to the Practicum student in constructing his/her answers to the prompts.

13.2 Related Documents

Assessment Inquiry Form (p. 60)

13.3 Associated PDE Competencies

E.1: Identifies and reports on various kinds of assessments used in instruction including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.E.2: Makes norm-referenced and criterion-referenced interpretations of assessment results.E.3: Applies interpretations to inform planning and instruction of groups and individual students.E.4: Applies interpretations of status (PSSA) and growth (PVAAS) assessment models to inform planning and instruction for groups and individual students.E.5: Constructs assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals.E.6: Constructs assessments to match curricular goals along a continuum of complexity (e.g., Bloom’s taxonomy).

13.4 Evaluative Criteria

The University supervisor will evaluate this assignment against the following criteria: (a) accuracy in definition and uses, (b) thoroughness, and (c) clarity, coherence and insightfulness of the writing.

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HOLY FAMILY UNIVERSITYSchool of Education

Assessment Inquiry Form

Introduction

Answer the following prompts from the perspective of your classroom placement. The accurate and thorough completion of this form will require the Practicum student to collaborate with the cooperating teacher and, perhaps, complete a more detailed investigation into the Pennsylvania State System of Assessment (PSSA), Keystone Exams, and the Pennsylvania Value-Added Assessment System (PVAAS). Information on these systems can be found on the PDE website. Note that each prompt is related to a PDE field experience competency.

Identify the kinds of assessments used by your cooperating teacher for instructional purposes (including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor) and explain their uses/value.

What is the difference between a “norm-referenced” and “criterion-referenced” interpretation of assessment results?

How are (or can) norm-referenced and/or criterion-referenced interpretations be used to inform planning and instruction for groups and/or individual students?

How are (or can) PSSA, Keystone, and PVAAS assessment models used to inform planning and instruction for groups and/or individual students?

Cite an example in which the cooperating teacher constructed an assessment to match one or more cognitive, affective, behavioral and/or psychomotor curricular goal.

Cite an example in which the cooperating teacher constructed an assessment to match one or more curricular goal along a continuum of complexity (e.g., Bloom’s taxonomy).

NOTE: For those placed in New Jersey schools, please focus on the New Jersey Assessment of Skills and Knowledge (NJ ASK/grades 3-8) and the High School Proficiency Assessment (HSPA/grades 11-12).

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14.0 COURSE REQUIREMENTSFocused Investigation on the Role of the Family & Community

14.1 Description

The Practicum student is required to complete an investigation on the role of the family and community in supporting the developmental progress of students. The purpose of this assignment is to satisfy PDE field competency requirements and to encourage the Practicum student to recognize the value of partnering with family members and other caregivers in the service of students. The Practicum student is to proceed as follows.

Interview the cooperating teacher on his/her practices relative to family and community contact and involvement. Review related documents. Generate three questions based on your findings and answer these questions in paragraph form.

Interview the cooperating teacher on the school’s outreach efforts to families and community. Review related documents. Generate three questions based on your findings and answer these questions in paragraph form.

Submit a summary of your findings with related questions and answers to the University supervisor in accordance with his/her instructions.

14.2 Related Documents

PSSA Domain Rubric for Writing (p.50)

14.3 Associated PDE Competencies

B.5: Identifies opportunities for productive family and community contact.F.5: Reports on effective practices and opportunities designed to communicate with and engage families, caregivers, and the broader community.

14.4 Evaluative Criteria

The University supervisor will evaluate the submission using the PSSA Domain Rubric for Writing. Additionally, this assignment will be evaluated against the following criteria: (a) the quality and depth of the investigation into local practices and (b) the clarity, coherence and insightfulness of the reflection on local practices and their significance.

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15.0 COURSE REQUIREMENTSSelf-Assessment & Professional Development Plan

15.1 Description

This assignment will be due to the University supervisor late in the semester in accordance with his/her instructions. The purpose of this assignment is to encourage the Practicum student to reflect honestly on his/her performance and to identify strategies to accentuate strengths and mitigate weaknesses in anticipation of student teaching.

The Practicum student is to complete the Self-Assessment & Professional Development Form as a vehicle for self-assessment and reflection. Written entries are to be in paragraph form.

In completing this assignment the Practicum student is to reflect on his/her performance during the entirety of the semester. Consider the sum of the feedback offered to you by the cooperating teacher, University supervisor, and others (students inclusive).

15.2 Related Documents

Self-Assessment & Professional Development Form (p. 63) PSSA Domain Rubric for Writing (p. 50)

15.3 Associated PDE Competencies

D. 2: Demonstrates knowledge of and participate in district, college, regional, state and/or national professional development growth and development opportunities.E.7: Assesses their own professional growth through focused self-reflection.

15.4 Evaluative Criteria

The University supervisor will evaluate the submission using the PSSA Domain Rubric for Writing. Additionally, this assignment will be evaluated on the basis of (a) authenticity, (b) personal insight, and (c) the relationship between projected actions and perceived strengths and weaknesses.

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HOLY FAMILY UNIVERSITYSchool of Education

Self-Assessment and Professional Development FormWhat are your strengths as a pre-service teacher and how will you utilize these as a student teacher?

What are your relative weaknesses as a pre-service teacher and how will you strengthen these areas in preparation for student teaching?

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

What other related thoughts/comments come to mind?

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