KUTZTOWN UNIVERSITY OF PENNSYLVANIA

OFFICE OF STUDENT TEACHING

BEEKEY EDUCATION CENTER, ROOM 224

KUTZTOWN, PA 19530

TEL: 610-683-4256

FAX: 610-683-4287

August, 2004

Website: http://www.kutztown.edu/acad/studentteaching

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DEDICATION

The College of Education at Kutztown University offers certification programs in art

education, elementary education, early childhood education, library science, secondary

education (English, foreign language, mathematics, science and social studies – citizenship

education & social sciences) and special education (mentally-physically handicapped, speech-

language pathology and visually impaired). Student teaching is the culminating experience

for each of these programs. The student teacher grows professionally and personally through

the developmental process of student teaching. Instructional and classroom management

strategies are refined in a collaborative partnership that involves student teachers, cooperating

teachers and university supervisors. This handbook has been designed to assist these partners

in attaining the objectives of the student teaching experience.

During each academic year, 400 - 500 experienced teachers, librarians and clinicians in

the seven county Kutztown University service area perform a significant professional

service by opening their classrooms to a student teacher. Selection as a cooperating

teacher gives tacit endorsement of an educator’s competence, skill in human relations and

interest in teacher education. For this willingness to serve, we are deeply grateful!

Our graduates report that the student teaching experience at Kutztown University is one of

the most productive components in the teacher education program. This assessment is a

tribute to the skill and commitment of the cooperating teachers who play such an essential

role in our student teaching program.

We dedicate this handbook to our cooperating teachers in recognition of their service to

the Kutztown University student teachers and their commitment to the future of the

teaching profession.

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TABLE OF CONTENTS

Dedication 2 Foreword 5 Student Teaching Program Model 7 Student Teaching Policies 10 Absence and Attendance 10

Academic Eligibility 10 Calendar 11 Criminal Record and Child Abuse Background Clearance 11 Grooming 12 Health Status 12 Liability Insurance 12

Observation, Evaluation and Grading 13 Placements 13 Professionalism 14 Serving as a Cooperating Teacher 15 Strike and Work Stoppage by Cooperating Teachers 16 Using Student Teachers as Substitute Teachers 16

Withdrawing from Student Teaching 17 Role of the Student Teacher 19 Responsibility to the Cooperating School or Agency 19 Responsibility to the Cooperating Teacher 20 Responsibility to the University Supervisor 22

Student Teacher’s Responsibility 23 Evaluation of a Student Teacher’s Progress 24 Role of the Cooperating Teacher 27 Importance of the Role 27 Preparation for the Student Teacher 27 Developing a Positive Working Relationship 28

Maintaining the Relationship 28 Timetable for Participation 29 Preparing for Teaching Responsibilities 30 Weekly Schedules 30 Evaluation 31 Role of the University Supervisor 34

Primary Duties 34 Observation and Evaluation 34 Continued on page 4

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TABLE OF CONTENTS (Continued)

Role of the School or Agency Administrator 37 Instructional or Clinical Practices Leader 37 Liaison 37 Orientation 38 Appendix A Teacher Certification Programs at Kutztown University 39

Appendix B Kutztown University Service Area 41 Appendix C Generic In Progress Evaluation Form 43 Appendix D Generic Final Evaluation Form 45 Appendix E Descriptors for Generic Student Teaching Evaluation Forms 47 Appendix F Guidelines for Writing Narrative Evaluations or Recommendations 55 Appendix G Library Science In Progress Evaluation Form 59 Appendix H Library Science Final Evaluation Form 61

Appendix I Speech Language Pathology In Progress Evaluation Form 63 Appendix J Speech Language Pathology Final Evaluation Form 65 Appendix K Descriptors for Speech Language Pathology Student Teaching Evaluation Forms 67 Appendix L Pennsylvania Statewide Evaluation Form (PDE 430) 77 Appendix M Mid-Assignment Review Form 87 Appendix N Weekly Teaching Schedule Form 89 Appendix O INTASC Standards for Beginning Teachers 91

Appendix P Cooperating Teacher’s Information Form 93

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FOREWORD

The Office of Student Teaching facilitates the culminating experience that has characterized

teacher education programs since the Normal School Act of 1857. In the nineteenth century,

student teaching (or practice teaching as it was formerly known) was accomplished at a facility

on the normal school campus. Each normal school was required by law to have a “model

school” in which the “prescribed common school subjects were taught” to students ranging in

age from six to sixteen. “All teaching, except that done by the model school superintendent [i.e.

principal], was conducted by the senior practice teaching students, who usually taught forty-five

minutes per day for twenty-one weeks while carrying nearly a full load of normal school

subjects.” 1 When the number of teacher candidates exceeded the capacity of the model school,

student teaching spread into the primary and secondary schools in the communities surrounding

the teacher preparation institution.

The mission of the Office of Student Teaching is to facilitate this “capstone experience” for

candidates enrolled in the 21 areas in which Kutztown University (KU) is approved by the

Pennsylvania Department of Education (PDE) to offer certification. (see Appendix A) This

effort supports the Mission of the College of Education, which is “… to provide preparation

programs that blend a strong knowledge base in the content area, an understanding of human

development and a grounding in pedagogy with frequent and continuous field experiences.” In

the past five years, the Office of Student Teaching has facilitated the placement of more than

2,000 student teachers.

Whereas the campus “model school” once provided all of the necessary sites for student

teachers, the 2,000 student teachers that were placed by the Office of Student Teaching in the last

five years were placed in a service area that has been expanded into a seven county area in

southeast Pennsylvania. (see Appendix B) Placements in this service area include public, private

and parochial schools, vocational-technical schools, special education schools, health agencies,

1 Lee Graver, Beacon on the Hill: A Centennial History of Kutztown State College. (Kutztown Bulletin, vol. 99, no.1, 1966). p. 19.

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clinics and museums. Placements for a small number of students are available in England

through a partnership with the College of St. Mark and St. John in Plymouth, England.

This endeavor could not succeed without the carefully crafted affiliation agreements and

collaborative relationships that have been developed over time. We are dedicated to refining this

program through regular discourse with our partners. The university supervisors and student

teachers of the College of Education at Kutztown University value these relationships and realize

that without them, our program would cease to exist.

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STUDENT TEACHING PROGRAM MODEL

PUBLIC SCHOOLS PAROCHIAL & PRIVATE SCHOOLS

STUDENT TEACHERS

OFFICE

OF STUDENT TEACHING

COOPERATING TEACHERS UNIVERSITY SUPERVISORS CLINICS & AGENCIES MUSEUMS The Student Teaching Program at Kutztown University, as depicted in the above graphic, is

viewed as a collaborative partnership. The coordination of this program is the responsibility of

the Office of Student Teaching. This office consists of a full time coordinator and a full time

secretary. The Office of Student Teaching organizes and facilitates the activities of the three

partners in this program – the student teachers, the university supervisors and the cooperating

teachers, librarians and clinicians. The focus of this program is, of course, to assure that each

student teacher has a successful culminating experience in his/her pre-service teacher education

program.

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The university supervisors provide support, guidance and sense of continuity with the KU pre-

service teacher education program. All supervisors are faculty members in the College of

Education or the College of Visual and Performing Arts at Kutztown University. All supervisors

have basic education classroom experience and are certified in the area in which they supervise.

Also supporting and guiding the student teachers from the field is a cadre of classroom teachers,

librarians and clinicians. These educators willingly open their classrooms, libraries and clinics to

our novices out of commitment to the future of their profession.

These partners work collaboratively in a wide variety of sites – public schools, private schools,

parochial schools, agencies, clinics and museums – to provide a high quality culminating

experience for the teacher candidates. The Kutztown University service area includes more than

50 affiliated partners in the seven county area in southeast Pennsylvania. Each semester, one

international placement is available to a select group of candidates through a partnership with the

College of St. Mark and St. John in Plymouth, England.

Thirty hours of required observations and a professional semester (or an early field experience)

prior to student teaching provide the student teacher with a preliminary impression of the “real

world” of the professional educator. Student teaching at KU is a full-time, semester long

experience that can be scheduled during either the fall or spring semester. Candidates receive

two separate eight-week placements at different grade levels and in different school districts or

agencies. Each placement constitutes a separate seven-credit course and requires attendance at a

two hour, weekly practicum (seminar) that is scheduled on Tuesday from 3:00 – 5:00 PM. The

practicum is usually held on the KU campus but supervisors are free to move it off-campus as

needed.

The university supervisor and the cooperating teacher or clinician collaborate regularly as they

observe, critique, develop, and evaluate the skills of each candidate. The university supervisor,

as the professor of record for the student teaching course, has the ultimate responsibility for

assigning the letter grade for each of the student teaching courses (placements). However,

frequent communication among the three partners - the student teacher, the university supervisor

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and the cooperating teacher - ensures that the teacher candidate reaches his/her highest potential.

With diligence and effort on the part of all three members of the team, a “novice teacher” will

emerge ready to assume a position in the corps of professional educators.

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STUDENT TEACHING POLICIES

ABSENCE AND ATTENDANCE

The Student Teaching Program at Kutztown University requires the completion of two eight-

week placements in a school or agency. Student teachers are expected to be in attendance all

day, every day during their assignment. They are to follow the school district or agency calendar

and the cooperating teacher’s daily schedule. Arrival and departure times are to mirror those

required of the cooperating teacher by the school district. Student teachers are required to attend

an orientation program prior to reporting to their assigned schools. In addition, they also must

attend weekly practicums with their university supervisor. Practicums are scheduled on campus

from 3:00 to 5:00 PM every Tuesday. Early departure from the assigned school will be required

on Tuesday to allow enough time for student teachers to travel safely to Kutztown University.

Although daily attendance is expected, personal emergencies, serious illness, deaths within the

family, attendance at professional conferences or job interviews might warrant an occasional

absence. Student teachers do not have a specified number of sick days or personal days and

there are no excused absences for student teachers. The university supervisor is the only person

who can approve an absence and the only person who can decide if or how an absence will be

made up. In the event of such an unusual circumstance, the student teacher must notify both the

cooperating teacher and the university supervisor as soon as possible. Prior approval of absences

related to interviews or conferences must be secured from the university supervisor. The student

teacher shall have plans and materials for any assigned lessons delivered to the cooperating

teacher prior to the beginning of the school day on which the absence is to occur.

ACADEMIC ELIGIBILTY

In order to be eligible for student teaching, each student must complete at least 90 credit hours

including all courses required for student teaching. Required courses differ among the

certification programs, but always include both content and methods courses. In addition, all

candidates for student teaching must pass the three PRAXIS I – Pre-Professional Skills Tests.

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The provisions of Chapter 354 of Pennsylvania’s General Standards for the Institutional

Preparation of Professional Educators (2000), specify a change in the minimum quality point

average (QPA) required of all candidates for student teaching. Prior to fall 2001, students were

required to have a 2.5 QPA in order to qualify for student teaching. In fall 2001, students

reaching a total of 48 credits were required to achieve and maintain a 2.6 overall QPA. This

minimum will rise by 0.20 quality points each year until fall 2003. At that time, a state

mandated minimum 3.0 QPA will be required of students as an entry and exit requirement for all

teacher education programs.

Successful completion of a professional semester or other early field experience is also required

of all candidates for student teaching. A satisfactory recommendation from the cooperating

teacher and university coordinator will verify that this requirement has been attained. Finally,

each student must receive a positive recommendation from the departmental chair or department

screening committee. This recommendation will be withheld if three letters are received from

KU faculty or school personnel documenting a student’s unsuitability for teaching.

CALENDAR

During the student teaching semester, student teachers will follow the school district or agency

calendar to determine days of attendance, early dismissals or late starts. Arrival and departure

times for student teachers will match the expectations that the school district or agency has for

the cooperating teachers. Student teachers are expected to attend any professional development

activities scheduled for cooperating teachers for which classes in the host school are dismissed.

CRIMINAL RECORD AND CHILD ABUSE BACKGROUND CLEARANCE

Prior to registering for the student teaching semester, all student teachers must present

verification of totally clear criminal records and child abuse background clearance reports as

generated under Pennsylvania’s Act 34, Criminal Record Check, and Act 151, Child Abuse

History Clearance. Students who are not residents of Pennsylvania must also obtain a clear

background check from the Federal Bureau of Investigation. Clearances are valid for one year

and must remain in effect throughout the student teaching semester.

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There will be no student teaching assignments made that are contingent on a student teacher

securing clearances “sometime in the near future.” Students unable to obtain totally clear

criminal record and/or child abuse background reports will not be permitted to register for

student teaching until the following semester, provided they are able to produce clear reports.

School districts are reluctant to accept student teachers whose background checks contain any

entries regardless of whether those entries would prevent employment under the Pennsylvania

School Code regulations. Students convicted of any offense during the student teaching semester

may be removed from their student teaching assignment.

GROOMING

Conservative dress and exquisite grooming are expected of all student teachers at all times. The

guideline for fashion should always be to dress for the next job that is sought. It is therefore

suggested that the school or agency administrators be used as the standard for grooming and

fashion. These administrators will be making the personnel decisions that will influence the

student teacher’s future in the profession.

HEALTH STATUS

Prior to the beginning of the student teaching semester, all student teachers must present

verification of a physical examination and screening for tuberculosis to the Office of Student

Teaching. The purpose of this verification from a physician is to confirm that each student

teacher is able to successfully perform the duties of a teacher and does not pose a threat to the

health of others.

LIABILITY INSURANCE

Legal liability results from acts of negligence. A person is said to be negligent when failing to

act as a reasonably prudent person would act under the same or similar circumstance. Therefore,

it is incumbent upon student teachers to be diligent and prudent in the performance of their

duties.

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In order to protect themselves in the event of a claim of negligence, all student teachers must

secure professional liability insurance coverage for student teaching. Professional liability

insurance is available to student teachers through membership in the student chapter of the

Pennsylvania State Education Association (PSEA). This insurance is also available from a

family insurance carrier and other professional organizations, such as the American Federation

of Teachers (AFT), Council for Exceptional Children (CEC) or the Association for Childhood

Education International (ACEI).

OBSERVATION, EVALUATION AND GRADING

The observation and evaluation of a student teacher’s performance are activities that involve

both the cooperating teacher and the university supervisor. Both the cooperating teacher and the

university supervisor write three formative (in-progress) evaluations using KU evaluation forms

during each eight-week assignment. (see Appendix C, G or I) Based on these formative

evaluations, as well as other informal observations, both the cooperating teacher and the

university supervisor write a summative (final) evaluation. The cooperating teacher uses KU

evaluation forms. (see Appendix D, H or J). The university supervisor uses the Pennsylvania

Statewide Evaluation Form, PDE 430. (see Appendix L). An explanation of the descriptors used

on the KU evaluation forms is also included in the appendix. (see Appendix E or K)

As the instructor of record for the student teaching and practicum course, the university

supervisor has the sole responsibility for assigning a final letter grade to the student teacher for

each assignment. Because of the guidelines established by the Family Educational Rights and

Privacy Act (FERPA), copies of evaluations shall not be distributed to individuals or outside

agencies without a written request from the student teacher.

PLACEMENTS

Student teaching at Kutztown University consists of two separate eight-week assignments

pertinent to the certification or certifications sought by a student. Usually these assignments are

in different schools and in different districts. An attempt is made to provide variety in terms of

school location and the grade or age level of the students for the two separate placements.

Students in dual certification programs will receive one placement in each area of certification.

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The Office of Student Teaching will attempt to make placements within roughly a 30-mile radius

of the KU campus. A student’s place of residence, transportation needs and family

responsibilities will be taken into consideration whenever possible. Placements will not be made

in schools that the student teacher attended, or where the student teacher’s siblings or children

now attend. In addition, placements will not be made in schools or agencies where a student

teacher has been employed or where family members are now employed.

PROFESSIONALISM

Attention by the student teacher to daily duties, as assigned by the cooperating teacher and

university supervisor, is a matter of professional responsibility as well as an academic

expectation. Student teaching is a full-time responsibility and must take precedence over other

commitments. Student teachers follow a full day, five day a week schedule. Each student

teacher reports to and departs from the school (or agency) on the same schedule required of the

cooperating teacher. In addition, the student teacher must be prepared to spend additional time

before or after school in order to plan with the cooperating teacher. Student teachers are

expected to attend school open house programs, parent-teacher conferences, professional

development programs, faculty meetings and other activities unless specifically prohibited by the

school administration.

The maintenance of confidentiality is expected of all student teachers during the student teaching

experience. Student teachers shall not discuss confidential information about students or school

issues in public places or with individuals that do not have a need to know.

Student teachers are expected to be professional in their conversation and their relationships with

administrators, teachers, and students in the school or agency to which they are assigned.

Conservative dress and exquisite grooming are expected of all student teachers at all times.

Good grooming includes avoiding the lingering aromas of smoking and alcohol. Legal and

acceptable activities from the night before, such as alcohol and tobacco use, can impact the

perception of the student teacher if the odor lingers. Drug use at any time will not be tolerated

and will lead to the application of full legal sanctions.

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Receiving calls on a cell phone during the school day is not considered an acceptable

professional practice. Personal cell phones must be turned off during school hours.

SERVING AS A COOPERATING TEACHER

Criteria Established by the Pennsylvania Department of Education require that a

cooperating teacher:

• Holds Pennsylvania certification in the subject area taught

• Possesses a minimum of three full years of teaching experience

• Possesses a minimum of one year experience in the present school

• Agrees to participate in an orientation program for cooperating teachers at KU

Criteria Established by Kutztown University require that a cooperating teacher:

• Has expertise in her/his area of teaching

• Models the philosophy of “lifelong learning”

• Utilizes current teaching strategies

• Be committed to the process of mentoring student teachers

• Be willing to have the student teacher participate fully in the teaching process

• Be willing to provide an equal educational opportunity to all student teachers

Compensation

• Stipend rates are set annually by the Pennsylvania State System of Higher Education

• Stipends are paid for each eight week assignment and are based on a two-step scale

• First time cooperating teachers are paid a first step stipend

• Stipends increase to the second step for the second student teacher (and all subsequent

student teachers) if the cooperating teacher participates in an orientation session at KU

• Attendance at the New Cooperating Teacher Orientation is a one-time only requirement

• Stipends for all fall cooperating teachers are all paid in February and stipends for all

spring cooperating teachers are paid in July

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• Payroll information forms need to be updated whenever pertinent information changes

(see Appendix P)

Selection and Participation

• Receiving schools agree to have only one teacher candidate assigned to a classroom

where a KU student teacher is placed

• Receiving schools agree not to use a student teacher as a substitute teacher

• Placement of a student teacher with a particular cooperating teacher must be confirmed

by the administrator designated by the district (i.e. central office administrator or building

principal) and the Office of Student Teaching at Kutztown University

• Frequency with which a student teacher can be placed with an individual cooperating

teacher is decided by district policy

STRIKE OR WORK STOPPAGE BY COOPERATING TEACHERS

Student teachers are forbidden from participating in any activities within a school district during

a strike or work stoppage. The student teacher should contact the university supervisor for

instructions as soon as such an event occurs. Student teachers are not to report to the schools

during a strike or work stoppage by teachers. Student teachers shall not participate as substitute

teachers and they shall not participate in picket lines or similar activities.

If the strike or work stoppage lasts more than three days, the Office of Student Teaching will

pursue placements for student teachers in another school district. Every effort will be made not

to inconvenience the student teachers or the university supervisors. The time lost due to a strike

or work stoppage will not have to be made up by the student teachers.

USING STUDENT TEACHERS AS SUBSTITUTE TEACHERS

The affiliation agreements that are signed by all schools and agencies working with KU student

teachers state that: “The__________________ (school district or agency) agrees that no

student teacher shall be used as a substitute at any time during his/her student teaching

assignment. This provision recognizes that the student teacher is uncertified and by

Pennsylvania law cannot function as a substitute teacher.”

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In most cases, a substitute teacher must have a college degree and a valid Pennsylvania

certificate to teach in Pennsylvania public schools. Since student teachers normally do not hold

college degrees and valid certificates, their assignments as substitute teachers violate the school

code. In the event that a cooperating teacher is absent, a qualified substitute teacher must be

assigned to his/her duties. In the event of another teacher’s absence (not the cooperating teacher)

student teachers should not be assigned to cover that teacher’s classroom schedule or duties

(i.e. lunch, hall, bus, or study hall). University policy prohibits the release of a student teacher to

accept a teaching position prior to the successful completion of student teaching. Receiving

compensation for student teaching is likewise prohibited.

WITHDRAWAL FROM STUDENT TEACHING

• When a problem develops with a student teacher that has the potential to be serious, the

University Supervisor shall alert the Coordinator of Student Teaching as soon as possible.

• The Coordinator will then alert the department chair(s) and the Dean of the College of

Education.

• If a situation deteriorates to the point that a student teacher decides to withdraw, is asked

to leave by the receiving school or is recommended for withdrawal by the supervisor, it is

the responsibility of the University Supervisor to notify the Coordinator of Student

Teaching immediately.

• The Coordinator will then notify the student’s department chair(s) and the Dean of the

College of Education of the pending withdrawal.

• As soon as possible, an appointment must be made for the student teacher to meet with

the Coordinator of Student Teaching and the University Supervisor. Options for the

student will be discussed at this meeting and the next step will be determined.

• The process of withdrawal from student teaching requires that the student meets with a

counselor at the University Counseling Center and with a staff member in the Registrar’s

Office. The Coordinator of Student Teaching will facilitate these meetings for the

student. Contact with the Office of Career Services is also suggested.

• The Coordinator of Student Teaching will be responsible for preparing a letter

summarizing the agreements made with the student, securing the student’s signature and

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distributing the letter to the student’s department chair(s) and other KU offices on a need

to know basis.

• At the conclusion of the withdrawal process, the Coordinator of Student Teaching will

notify the receiving school(s) and the student’s department chair of the student’s

withdrawal from student teaching.

Policies Approved by COE Executive Committee: 10/15/01

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ROLE OF THE STUDENT TEACHER

Student teaching is reported by former students as one of the most significant components of

the KU pre-service teacher education program. During this experience, a student teacher

occupies the dual role of a teacher charged with professional responsibilities and a student who

is preparing for entry into the profession as a novice teacher.

Experiences in student teaching range from those that seem routine to those that challenge

one’s energy, resources and talents. The student teacher should accept each task as a potential

learning experience and devote his/her best effort to accomplishing the task. In addition, the

student teacher should strive to realistically assess his/her own performance, develop an

educational philosophy consistent with the principles of a democratic society and begin to

acquire an effective, personalized teaching style.

Success in student teaching is predicated on how well a student teacher can apply the concepts of

planning and classroom management to deliver instruction to a diverse population of learners

based on predetermined content standards. It is expected that the student teacher will utilize the

preparation that he/she received in the various methods and content courses required prior to

student teaching. If gaps in any of these areas become apparent, they should be filled through

individual research or through consultation with the cooperating teacher and university

supervisor.

RESPONSIBILITY TO THE COOPERATING SCHOOL OR AGENCY

A student teacher is essentially a part of the professional team at the cooperating school or

agency; however, he/she is there as an invited guest. Because the student teacher is there by

invitation, he/she is expected to:

• Show loyalty and respect for the policies of the school or agency

• Be conscientious in observing school rules and regulations

• Follow the calendar and daily schedule of the school or agency staff

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• Take proper care of all school equipment and facilities

• Observe dress and grooming patterns in accordance with the standards of the cooperating

school

• Be discreet in conversations about students, teachers and other staff members

• Discuss any problems that arise with the cooperating teacher and the university

supervisor

• Attend meetings, conferences and professional development programs that are required

of the cooperating teachers

• Demonstrate a positive professional attitude by expressing a willingness to help in any

way, at any time

If at any time, the school or agency determines that the presence of a student teacher is

detrimental to the main functions of the school or agency, the Coordinator of Student Teaching

will remove the student teacher from the placement

.

The student teacher’s associations with the administration and faculty members should be

friendly, courteous and professional. The relationship with the pupils should reflect the same

respect and courtesy given to the cooperating teacher. In a sense, student teachers are

ambassadors from Kutztown University. The University and future students are judged by past

and present student teachers’ performances.

RESPONSIBILITY TO THE COOPERATING TEACHER

The cooperating teacher will be the person with whom student teachers will be most closely

associated during the student teaching experience. This added responsibility requires additional

time and effort on the part of a professional who already has a full time job. Therefore, student

teachers must demonstrate a willingness to contribute and provide assistance. Student teachers

are expected to work within the cooperating teacher’s instructional and organizational model,

while at the same time showing initiative and a willingness to experiment. This is not an easy

task and can only be accomplished if open lines of communication are established. Some helpful

suggestions follow:

• Contact each cooperating teacher as soon after receiving the assignments as possible

• Visit the school and cooperating teacher well before the first day of student teaching

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• From the first contact, convey a sincere desire to learn, a willingness to cooperate and

an appreciative attitude toward suggestions and constructive criticism

• Develop an overall picture of the school or agency including: arrival and dismissal

times; discipline policies – classroom rules and consequences, role of student teacher

in administering consequences, handling disruptions and violent behavior; emergency

procedures – fire drill, bomb threats, “lock-downs” and universal precaution/first aid

procedures

• Bring to the student teaching experience a deep understanding of the basic subject

matter, principles of human growth and development, instructional design strategies,

teaching techniques and classroom management strategies

• Make every effort to implement theory into sound classroom practice

• Make every effort to gain insights from the observation phase of student teaching

• Realize that the management of the classroom or clinic setting is ultimately the

responsibility of the cooperating teacher

• When teaching, use a variety of instructional techniques in order to develop an

individual style

• Variations from the usual procedures should be discussed in advance with the

cooperating teacher

• Present all lesson and unit plans to the cooperating teacher for review and approval

prior to the implementation of the plans

• Take the initiative by offering to assume responsibility

• Seek the advice of the cooperating teacher on a regular basis. Plan a time for daily

conferences (if possible) to discuss progress

• Be frank and honest when discussing your teaching performances

• Be on time and be well prepared

• Demonstrate responsibility by accepting and completing assigned tasks on schedule

• Display enthusiasm and interest in student teaching

• Notify the cooperating teacher (and university supervisor) of any absence, as soon as

it is known

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• Be sure that the cooperating teacher has everything necessary to cover your

responsibilities prior to the beginning of the day of an absence

It is very important that the student teacher and the cooperating teacher maintain a positive

relationship. The student teacher must take the initiative in promoting an open and cooperative

relationship. Remember that others have gone this way before. Student teachers must build on

the experience of the triad – cooperating teacher, university supervisor and the student teacher.

RESPONSIBILITY TO THE UNIVERSITY SUPERVISOR

The university supervisor is the liaison between the University and the school or agency for the

student teacher. The supervisor will make a minimum of three visits to the classroom to observe

the student teacher teaching, discuss progress and address possible concerns with the student

teacher and cooperating teacher. Because the supervisor does not have daily contact with the

student teacher and might have teaching or other responsibilities on the KU campus, it is

essential that the student teacher:

• Keep the supervisor informed of any difficulties encountered in the classroom

• Help the university supervisor arrange his/her observation schedule by providing a

weekly schedule indicating when the student teacher will be teaching

• Submit the weekly schedule at the beginning of practicum each Tuesday

• Notify the supervisor if a major change is made to the schedule after it is submitted

• Have plans for all lessons taught since the last visit by the supervisor available in the

classroom for review

• Expect to have a conference with the supervisor after each observation

• Provide the supervisor with Sources of Evidence for the PDE 430 on a regular basis

The supervisor is also responsible for a weekly practicum on Tuesdays from 3:00 – 5:00 PM,

usually on the KU campus. Topics pertinent to needs and interests of student teachers will be

discussed. Student teachers must have a schedule for the next week’s teaching to present to the

university supervisor at the beginning of practicum. In practicum, student teachers will be guided

in the refinement of instructional plans for lessons and units as well as other requirements.

Periodically, large group presentations, outside speakers or off-campus visits will be utilized

during practicum.

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STUDENT TEACHER’S RESPONSIBILITIES

The student is expected to be familiar with all of the policies listed in the KU Student Teaching

Handbook. Attitude, preparation and initiative are keys to success in student teaching.

However, the primary responsibility for meeting success in these three vital areas rests solely

with the student teacher. Maintaining open lines of communication with the cooperating teacher

and university supervisor can provide an invaluable resource for the student teacher. A

suggested schedule for a student teacher’s assumption of responsibility is listed below.

Week One – More observation than teaching

• Learn the pupils’ names, their strengths and needs, medical concerns, IEP’s etc.

• Observe the teaching style of the cooperating teacher

• Become aware of the teaching methods used in the various classes or subject areas noting

where experimentation would be possible and/or appreciated

• Offer to assist the cooperating teacher during his/her lessons

• Help to prepare materials

• Attend to housekeeping duties

• Become familiar with the daily and weekly class schedules

• Confer with the cooperating teacher on standards, curriculum objectives and topics on

which instruction will focus during the eight-week assignment

• Decide on the area in which the first lesson will be taught during week two

• Help students with assignments

• Work with individual pupils or small groups

Weeks Two – Five: Teaching involvement increases gradually

• Teaching responsibilities increase by at least one major subject or one additional class per

week until 75 - 100% of cooperating teacher’s schedule is assumed

• Avoid scheduling lessons for late Tuesday afternoon because of Practicum

• Prepare formal lesson plans using the format approved by your department or program

• Lesson plans must be submitted two days in advance for the cooperating teacher to

review

• After lessons are taught, they must be critiqued in writing by the student teacher

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• This should entail assessing the pupils’ performance in terms of the lesson’s objectives

and reflection by the student teacher on his/her performance as a teacher

• With approval from the university supervisor, the student teacher may begin to use a

shortened (or block) form of lesson plans

Week Six and Seven: Maximum teaching responsibility

• Student teacher is responsible for planning, implementing and assessing lessons for

75 – 100% of the cooperating teacher’s classes

Week Eight: Maximum teaching responsibility, closure and orderly departure

• Complete all themes and units of instruction

• Grade all tests or projects, record scores and return tests or projects

• Possibly return teaching responsibilities for all classes or subject areas to the cooperating

teacher per cooperating teacher’s directions

EVALUATION OF A STUDENT TEACHER’S PROGRESS

Evaluation of a student teacher’s progress is a joint responsibility of the student teacher, the

cooperating teacher and the university supervisor. However, the university supervisor has the

sole responsibility for assigning the final grade and the PDE 430 rating for each eight-week

assignment. This decision is based on the formal and informal evaluations of the persons

involved in the supervision of the student teacher’s work.

Self-evaluation. Self-evaluation is an important component of the student teaching experience.

It is through a student teacher’s personal analysis of and reflection on his/her teaching

experiences that optimal progress can be made. Both the cooperating teacher and the university

supervisor are available to assist the student teacher in evaluating his/her work. It is the

cultivation of this self-evaluation skill that will enable novice teachers to become independent in

growth and ensure that subsequent experiences will also lead to greater teaching effectiveness.

Self-evaluation is largely a matter of one’s attitude.

The student teacher should review the evaluation forms that will be utilized by both the

university supervisors and the cooperating teachers. (see Appendix C & D, G & H, I & J and L)

An explanation of the descriptors used on the KU evaluation forms is also included in this

- 24 -

Handbook. (see Appendix E or K) In addition, he/she should review the ten INTASC Standards

for Beginning Teacher Licensing and Development. These are the standards that were presented

in EDU 100 – Perspectives on American Education and around which the professional portfolio

can be organized. (see Appendix O)

The student teacher should receive periodic evaluations (e.g. daily, weekly, mid-term and final)

of his/her teaching from the cooperating teacher and/or university supervisor in terms of the

above competencies. Performance also will be judged in terms of how well the student teacher

can verify that s/he has had a positive impact on the learning or growth of pupils or clients.

The following suggestions may be helpful:

• Prepare each teaching or learning experience carefully in terms of measurable objectives

based on approved curriculum standards (state, district or professional organization) that

the pupils will be expected to accomplish

• Evaluate the achievement of these objectives at the end of each teaching experience

• Collect tangible evidence (artifacts) that show the positive impact of a lesson, theme or

unit on the pupils

• Test scores are not enough

• Keep anecdotal records of the behavior of one pupil. Look for reasons to explain the

pupil’s behavior and try to develop a plan to help the pupil modify his/her behavior

Cooperating Teacher/Supervisor Evaluation

• The cooperating teacher and the university supervisor will evaluate the progress a student

teacher is making through formal and informal observations

• A minimum of three formal evaluations of lessons taught by the student teacher will be

made by the cooperating teacher and by the university supervisor using the KU

In-progress evaluation form (see Appendix C, G or I)

• The student teacher should confer frequently with the cooperating teacher and the

university supervisor inviting frank, constructive criticism

• The expectation is that suggestions made by the cooperating teacher and the university

supervisor will be implemented

- 25 -

• The building or agency administrator can be invited to observe and evaluate a lesson as

he/she would a first year teacher

At the end of each student teaching assignment period, the cooperating teacher and the university

supervisor will each complete a final student teaching evaluation. The cooperating teacher uses

KU evaluation forms. (see Appendix D, H or J). The university supervisor uses the Pennsylvania

Statewide Evaluation Form, PDE 430. (see Appendix L). An explanation of the descriptors used

on the KU evaluation forms is also included in the appendix. (see Appendix E or K) A template

for the final evaluation form, in MS Word format, is available for cooperating teachers and

university supervisors to use in preparing this important document.

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ROLE OF THE COOPERATING TEACHER

IMPORTANCE OF THE ROLE

The cooperating teacher is the person with whom the student teacher will be associated most

closely during student teaching. It is important that a positive relationship between the student

teacher and the cooperating teacher be established and maintained. Research shows that an

individual is best able to influence the development of the understandings, skills and dispositions

of another when they are involved in a common endeavor. The assistance that the cooperating

teacher provides is therefore invaluable.

An effective partnership among the student teacher, cooperating teacher and university

supervisor is characterized by a mutual exchange of information, ideas and concerns. The

cooperating teacher should not hesitate to call upon the university supervisor for consultation

whenever any concern arises. If a situation arises that needs immediate attention and the

university supervisor is not available, the cooperating teacher should contact the Coordinator of

Student Teaching.

PREPARATION FOR THE STUDENT TEACHER

Before the student teacher arrives, it is important for the cooperating teacher to prepare the pupils

and the classroom space for an additional professional. The sooner the pupils realize that this

new individual is to be treated as a teacher, the sooner the student teacher will be able to perform

as a professional. It is suggested that a desk or table be available for the student teacher prior to

his/her arrival and that the student teacher’s name be added to the room door or to the board.

Introduce the student teacher to the pupils as soon as possible the first day. Allow the student

teacher to “break the ice” by making a brief statement to the class. A welcoming atmosphere

will facilitate the student teacher’s adjustment.

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DEVELOPING A POSITIVE WORKING RELATIONSHIP

The relationship between the cooperating teacher and the student teacher is a key to the success

of the student teacher and to the positive impact of the student teacher on the students in the

classroom. Prior to beginning the student teaching experience, the cooperating teacher will

receive the student teacher’s vita. The student teacher will also arrange to make a preliminary

visit to the classroom. At the preliminary visit, the cooperating teacher should share curricular

standards, goals and objectives with the student teacher. This is also an opportunity for the

cooperating teacher to discuss the curricular topics (or choices of topics) on which the student

teacher will be expected to do in-depth teaching. Arrival and dismissal times, daily sign-in

procedures, use of security badges, parking regulations, weather delays or cancellation

information and food services for faculty also can be discussed unless the administrator conducts

an orientation for student teachers in which these items are covered.

MAINTAINING THE RELATIONSHIP

The success of the student teacher will rely on the day-to-day communication with the

cooperating teacher. The cooperating teacher will provide insight and feedback to the student

teacher in formal and informal settings.

Formal Communication. The cooperating teacher will observe and evaluate a minimum of

three lessons using the KU in progress evaluation form. (see Appendix C, G or I) The

evaluations are usually of a specific lesson independent from the lessons observed by the

university supervisor. However, the first evaluation could be used to provide an overall

evaluation of the student teacher’s progress during the first week or two.

Informal Communication. Informal feedback should occur on a frequent basis. The

cooperating teacher and student teacher may choose to communicate through a journal, in which

the cooperating teacher will provide feedback about specific lessons and allow the student

teacher to raise questions or to reflect on the day’s activities. Student teachers are encouraged to

initiate discussions whenever and wherever possible (i.e. prior to the beginning of the school

day, during preparation periods and/or after school.)

Beginning the Experience. Most student teachers approach their student teaching assignments

with a degree of uncertainty. The first few days will be important in setting a positive tone for

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the experience. The cooperating teacher may help the student teacher ease into the student

teaching experience in the following ways:

• Find time for informal conversations

• Provide an overall picture of the school and classroom including: arrival and dismissal

times; discipline policies – classroom rules and consequences, place of student teacher in

administering consequences, handling disruptions and violent behavior; emergency

procedures – fire drill, bomb threats, “lock-downs”, universal precaution/first aid

• Discuss standards, curriculum objectives and topics for the eight-week assignment

• Explain information pertinent to the teaching processes used in the various classes or

subject areas noting where experimentation would be possible and/or appreciated.

• Introduce the student teacher to colleagues

• Take time to acquaint the student teacher with the school facilities: labs, library, faculty

lavatory, lunchroom etc.

TIMETABLE FOR PARTICIPATION

Individual differences will determine the speed with which the student teacher will assume

responsibility for teaching lessons. Generally, the sooner the student teacher begins teaching, the

better the experience. All student teachers will have completed some type of pre-student

teaching field experience prior to student teaching. The student teacher should take on teaching

responsibilities gradually with the goal of teaching 75 - 100% of their cooperating teacher’s

schedule for at least three weeks.

Involvement during the first week may be devoted to observing pupils and routines, assisting

with administrative details (i.e. attendance and lunch count) and analyzing lessons presented by

the cooperating teacher. Most student teachers will be ready to begin teaching by the second

week. Initial teaching could involve co-teaching with the cooperating teacher, teaching a lesson

later in the day after first observing the cooperating teacher present the lesson or following the

routine for a lesson previously observed.

During the second week, the student teacher should assume responsibility for teaching a subject

or class that was observed several times during the first week. Before the end of the first week,

- 29 -

the cooperating teacher should alert the student teacher to the subject or class in which the first

lesson will be taught. Discussions about the curriculum topics, methods and materials used by

the cooperating teacher while teaching in this area should occur prior to assigning the first lesson

to the student teacher. The student teacher should continue with the teaching responsibility for

this subject or class for the duration of the assignment.

It is recommended that the student teacher increase his/her teaching load each week by adding a

subject or class until the student teacher is teaching as close to full time as is practical. Full time

teaching usually should occur for at least three weeks; however, some extremely capable student

teachers may be able to take full responsibilities earlier and for a longer period of time.

PREPARING FOR TEACHING RESPONSIBILITIES

The student teacher must submit lesson plans to the cooperating teacher two days prior to

implementation so that the cooperating teacher has ample time to review the plans and to make

suggestions as necessary. The university supervisor will explain the lesson plan format that is

required by the department or certification program during his/her first visit. No student teacher

is permitted to teach without a lesson or unit plan that has been approved by the cooperating

teacher. Adhering to the “two day prior approval” schedule permits time for the student teacher

to revise a lesson plan before actually teaching a lesson.

The cooperating teacher should encourage the student teacher to try as wide a variety of teaching

methods as possible in light of the curriculum standards and the needs of the students. An

effective cooperating teacher demonstrates sound teaching methods and models the use of a

variety of instructional resources and media. Cooperative planning and teaching involving the

student teacher and cooperating teacher are encouraged.

WEEKLY SCHEDULES

The supervisor builds his/her visitation schedule around the teaching schedule of his/her

student teachers. Weekly schedules are turned in each Tuesday at the on-campus practicum.

(see Appendix N) Please try to supply your student teacher with an accurate projection of

his/her teaching responsibilities on a Wednesday to Tuesday cycle. The university supervisor

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will collect schedules for the next week at the required weekly practicum on Tuesday

afternoon.

Last minute changes in schedule are at times unavoidable but changes that occur soon after

the weekly schedule is turned in, must be communicated to the supervisor via a telephone call

or e-mail message by the student teacher. Because of the supervisors’ large number of student

teachers or split schedules, every minute of available supervisory time is precious. Wasted

trips to a school by a university supervisor can often be prevented if the student teacher is

attentive to schedule changes and communicates these changes to the university supervisor in

a timely manner. Repeated wasted visits to a particular student teacher’s classroom will be

viewed as a lapse in professionalism and may impact on the student teacher’s final grade.

EVALUATION

The observation and evaluation of a student teacher’s performance are activities that involve

both the cooperating teacher and the university supervisor. Both the cooperating teacher and the

university supervisor write three formative (in-progress) evaluations using KU evaluation forms

(see Appendix C, G or I) during each eight-week assignment. These evaluations should be done

at regular intervals spaced throughout the assignment as listed on the calendar that are contained

in the packet that each cooperating teacher receives from the Office of Student Teaching. Copies

of each evaluation should be provided for the student teacher and university supervisor. An

explanation of the descriptors used on the evaluation form is included in the appendix. (see

Appendix E or K)

Many supervisors and cooperating teachers use a modified “clinical supervision model”. This

involves a pre-observation conference in which the nature of the lesson is discussed, possible

areas of concerns of the student teacher are noted and/or the cooperating teacher reviews targets

or goals with the student teacher. These targets could be skill based (e.g. oral language,

questioning, management, etc.), content based (e.g. depth of information, organization of

concepts, etc.) or based on anything else that the student teacher is working to develop. The

targets are a carryover from the previous lesson observation/evaluation. During the actual

observation the student teacher’s performance is carefully viewed and pertinent events are

- 31 -

recorded in detail. The earlier concerns voiced by the student teacher are noted and movement

toward the targets is assessed. The final step in this process is the post-observation conference.

Together the student teacher and the cooperating teacher review the observation report. The

cooperating teacher should encourage the student teacher to make inferences about his/her

effectiveness. As the student teacher reviews the observation report, the post-observation

conference turns into a planning conference. At this point the cooperating teacher and the

student teacher plan targets for future refinement of the student teacher’s skills. Experience

shows that focusing on a small number of targets after each observation is more effective in

facilitating improvements than identifying many targets. The student teacher will be guided

through this improvement process and the movement toward the targets will be evaluated during

the next formal observation.

If problems are perceived and the student teacher is not responding to the suggestions of the

cooperating teacher, the university supervisor should be apprised of the situation before it

develops into a major issue. This could involve instructional, professional or personal issues.

The use of a “three-way conference” (student teacher, cooperating teacher and university

supervisor) is often helpful in clarifying situations, offering suggestions and establishing a

timeline for change. Some cooperating teachers have found that a written “mid-assignment

review” of the student teacher’s performance is helpful. A form is provided in the appendix and

requires input from the student teacher, cooperating teacher and university supervisor. (see

Appendix M)

If needed, the Coordinator of Student Teaching is available to mediate serious problems and

must collaborate with the university supervisor, cooperating teacher and administrator if the

removal of a student teacher from a placement is imminent.

Based on these formative (lesson) evaluations, as well as other informal observations, both the

cooperating teacher and the university supervisor write a final (summative) evaluation. The

cooperating teacher uses KU evaluation forms. (see Appendix D, H or J). The university

supervisor uses the Pennsylvania Statewide Evaluation Form, PDE 430. (see Appendix L).

- 32 -

It is important to remember that potential employers will read the summative evaluations as a

part of the process of screening candidates. The contents and appearance of the final evaluation

are important. In addition, the INTASC Standards can be used to frame the narrative statements

required on the final evaluation. (see Appendix O) Guidelines for Writing Narrative Evaluations

or Recommendations are included in the packet distributed at the New Cooperating Teachers

Meeting as well in this handbook. (see Appendix F) A template for preparing the final evaluation

is available on disk and can be secured from a university supervisor or by contacting the Office

of Student Teaching.

As the instructor of record for the student teaching and practicum course, the university

supervisor has the sole responsibility for assigning a final letter grade and the PDE 430 rating for

each eight-week assignment.to the student teacher. Because of the guidelines established by the

Family Educational Rights and Privacy Act (FERPA), copies of evaluations shall not be

distributed to individuals or outside agencies without a written request from the student teacher.

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ROLE OF THE UNIVERSITY SUPERVISOR

PRIMARY DUTIES

The university supervisors provide support, guidance and sense of continuity with the KU pre-

service teacher education program. All supervisors are faculty members in the College of

Education or the College of Visual and Performing Arts at Kutztown University. All supervisors

have basic education classroom experience and are certified in the area in which they supervise.

Although some university supervisors are assigned a full complement of student teachers (i.e. 20

by the faculty collective bargaining agreement), most have a split-load. That is, most have one to

three undergraduate or graduate courses to teach in addition to their supervision duties. The

position of faculty member also requires that supervisors provide academic advisement for

students on campus, attend department, college and university meetings and participate in

professional development activities.

As an integral part of the student teaching team, the university supervisor acts as a liaison

between the university and the cooperating school or agency. The university supervisor makes

the cooperating school or agency aware of the College of Education’s goals and expectations.

He or she in turn, keeps the College of Education appraised of the cooperating school district’s

or agency’s program objectives and overall educational philosophy. The supervisor

communicates suggestions from the schools or agencies to the Office of Student Teaching in

order to facilitate the continuous improvement of the student teaching program

OBSERVATIONS AND EVALUATIONS

The university supervisor makes a minimum of three formal visits to the cooperating school to

observe the student teacher at work in the classroom or clinic setting. These visits might all be

unannounced or a mix of announced and unannounced. During the observation/evaluation visits,

the university supervisor will try to meet with the student teacher prior to the lesson (and if

possible with the cooperating teacher) to discuss progress since the last visit. If the supervisor

uses the “clinical supervision” model this meeting would constitute the pre-observation

- 34 -

conference. The supervisor then observes the lesson, carefully recording key features of the

lesson and evaluates the student teacher’s skills using the KU in progress evaluation form. (see

Appendix C, G or I) An explanation of the descriptors used on the evaluation form is included in

the appendix. (see Appendix E or K)

The university supervisor conducts a post-observation conference with the student teacher as

soon as possible after an observed lesson. This could be a “two-way conference” between the

university supervisor and the student teacher or a “three-way conference” with the university

supervisor, cooperating teacher and the student teacher. During the post- observation

conference, the university supervisor encourages an open, honest exchange of ideas that

should result in the development and refinement of the student teacher’s skills. Reflection and

self-evaluation by the student teacher should be encouraged throughout the student teaching

experience. Student teachers are guided through the tactful and forthright use of constructive

criticism. Evaluation in student teaching is a continuous process that involves the student

teacher, the cooperating teacher and the supervisor. Copies of the evaluation form should be

supplied to both the student teacher and the cooperating teacher by the university supervisor

as soon as possible after the lesson.

Some supervisors have adopted the use of mid-assignment review that involves written input

from all three partners. (see Appendix M) The university supervisor, as the KU faculty

member assigned to the student teaching course, has the sole responsibility for assigning a

final grade for each student teaching assignment. However, consultation with the cooperating

teacher should always be a part of this decision making process.

The supervisor builds his/her visitation schedule around the teaching schedule of his/her

student teachers’ weekly schedules that are turned in each Tuesday at the on-campus

practicum. (see Appendix N) Last minute changes in schedule are at times unavoidable but

changes that occur soon after the weekly schedule is submitted, must be communicated to the

supervisor via a telephone call or e-mail message by the student teacher. Because of the

supervisors’ large number of student teachers or split schedules, every minute of available

supervisory time is precious. Wasted trips to a school can often be prevented for a supervisor

- 35 -

by the student teacher’s careful attention to schedule changes and the communication of these

changes to the university supervisor. Repeated wasted visits to a particular student teacher’s

classroom will be viewed as a lapse in professionalism and may impact on the student

teacher’s final evaluation.

Weather related late starts and early dismissals, security alerts, fire drills, illness (on either the

supervisor’s or student teacher’s part) can all play havoc with a supervisor’s schedule. There

could be times when it might be impossible for a supervisor to make three lesson observations

during an eight-week assignment. If this situation should occur, the supervisor could, after

consulting with the cooperating teacher and the student teacher, use the in-progress evaluation

form to make an “overall assessment” in place of a lesson observation during one of the three

visits.

As the instructor of record for the student teaching and practicum course, the university

supervisor has the sole responsibility for assigning a final letter grade and the PDE 430 rating for

each eight-week assignment.to the student teacher. Because of the guidelines established by the

Family Educational Rights and Privacy Act (FERPA), copies of evaluations shall not be

distributed to individuals or outside agencies without a written request from the student teacher.

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ROLE OF THE SCHOOL OR AGENCY ADMINISTRATOR

The role of the school or agency administrator can best be described as an instructional or

clinical practices leader and liaison. Limited contact between a student teacher and the

administrator may make it difficult for the student teacher to fully comprehend the responsibility

of this position. However, a basic understanding of the administrator’s responsibilities is

essential in providing the student teacher with a perspective of the relationships among the

classroom teacher or clinician, student teacher and administrator.

INSTRUCTIONAL OR CLINICAL PRACTICES LEADER

As an instructional or clinical practices leader, the administrator is aware of the caliber of

instructional and clinical practice in his/her facility. The administrator supervises such areas as:

curriculum; instructional materials and resources; psychosocial environment; physical facilities;

staff development and budget. This process requires a continual focus on and active

communication effort with teachers or clinicians, pupils or clients and all support personnel.

The student teacher, as a guest of the school or agency, is regarded as a member of the faculty or

clinic staff. Each student teacher is responsible for interacting with the administrator to an extent

that will result in a professional and cooperative working relationship.

LIAISON

The role of the administrator also includes an obligation to ensure that the classroom teachers or

clinicians understand the expectations that the Kutztown University student teaching program

places on them. The observation and evaluation of student teachers are part of the cooperating

teacher’s commitment to the development of the student teacher’s or clinician’s skills and

professionalism. Although observation and evaluation are primarily the cooperating teacher’s or

clinician’s responsibilities, administrators welcome invitations to observe and evaluate student

teachers whenever time permits. Administrators are also good individuals with whom to discuss

interviewing and hiring practices.

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ORIENTATION

The university encourages administrators to provide an orientation for student teachers at the

beginning of their assignment. A welcome to the facility that includes logistics for parking, food

services, suggestions for dress and grooming, arrival and departure times and district or agency

calendars can be presented at this time. This is also an excellent time for the administrator to

convey to the student teachers any other expectations that s/he has for all professional employees.

Without the support of our host schools and agencies, the student teaching program at KU could

not exist. The coordinator of student teaching, university supervisors and student teachers all

realize that we are invited guests in the host schools and agencies. We are grateful for the

opportunity to participate in this partnership and dedicated to maintaining it. Please feel free to

communicate your concerns and commendations to the Coordinator of Student Teaching at any

time.

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APPENDIX A

- 39 -

TEACHER CERTIFICATION PROGRAMS AT

KUTZTOWN UNIVERSITY The Office of Student Teaching is charged with securing student teaching placements for candidates who are pursuing certification in the following areas available at Kutztown University: Art (K – 12) Elementary Education (K – 6) Early Childhood Education (N – 3)*

Library Science (K – 12) Music (K – 12) Secondary Education

Biology (7 – 12) Chemistry (7 – 12)

Citizenship Education (7 – 12) Communication (7 – 12) Earth & Space Science (7 –12) English (7 – 12) Foreign Language (K – 12)

French German

Russian Spanish

General Science (7 – 12) Mathematics (7 – 12) Physics (7 – 12)

Social Sciences (7 –12) Social Studies (7 – 12)

Special Education (N – 12) Mentally & Physically Handicapped*

Speech Language Pathology#

Visually Impaired*

* Available only as dual certification programs with Elementary Education at KU # PDE will stop issuing Speech Language Pathology certificates in 2006. Starting in Fall 2002, entering students will no longer be able to complete this certification at KU. A Master’s degree is now required for this certification.

- 40 -

APPENDIX B

- 41 -

KUTZTOWN UNIVERSITY SERVICE AREA The following school districts and agencies in Kutztown University’s nine county service area provide placements for student teachers: Berks Cty. Bucks Cty Carbon Cty Chester Cty. Lehigh Cty. Antietam Central Bucks Lehighton Owen J. Roberts Allentown Berks CTI Palisades Catasauqua Boyertown Pennridge East Penn Brandywine Heights Quakertown Lehigh CTI Conrad Weiser Northern Lehigh Daniel Boone Northwestern Lehigh Exeter Parkland Fleetwood Salisbury Governor Mifflin Whitehall-Coplay Hamburg Kutztown Muhlenberg Oley Valley Reading Reading-Muhlenberg AVTS Schuylkill Valley Tulpehocken Twin Valley Wilson (West Lawn) Wyomissing Montgomery Cty. Northampton Cty. Philadelphia Cty. Schuylkill Cty. Methacton Bangor Philadelphia Blue Mountain North Penn Bethlehem Pottsville Perkiomen Valley Easton Saint Clair Pottsgrove Nazareth Schuylkill Haven Pottstown Northampton Tamaqua Souderton Saucon Valley Spring-Ford Wilson Area Upper Perkiomen Allentown Archdiocese Schools Allentown Art Museum Intermediate Units #14, 15, 20, 21, 22, 23, 29 Plymouth Education Authority Schools (England) Private Agencies & Clinics Private Schools – Hillside, Kidspeace, Swain

- 42 -

APPENDIX C

- 43 -

KUTZTOWN UNIVERSITY OF PENNSYLVANIA IN PROGRESS STUDENT TEACHING EVALUATION FORM

Lesson Observation Conference Only Overall Assessment

Student Teacher Time Date Subject Cooperating School KU Supervisor Cooperating Teacher This evaluation of a student teacher serves as a tangible basis for discussion among the cooperating teacher, the university supervisor and the student teacher. Ratings are as follows. 5 - Superior; 4 - Above Average; 3 - Average; 2 - Below Average; 1 - Unsatisfactory; NA - Not Applicable. I. COMMUNICATION SKILLS --WRITING AND SPEAKING A. Uses Standard Oral English B. Uses Standard Written English C. Employs Appropriate Penmanship D. Utilizes Effective Voice Qualities II. TEACHING ATMOSPHERE A. Demonstrates Effective Classroom Organization B. Demonstrates Effective Discipline Strategies C. Demonstrates Positive Rapport With Students D. Promotes Pupil Interaction E. Demonstrates Awareness of Diversity III. SUBJECT MATTER, KNOWLEDGE, AND TEACHING TECHNIQUE A. Demonstrates Knowledge of Subject Matter B. Plans and Organizes Effective Lessons C. Utilizes Teaching Techniques Effectively D. Delivers Lessons with Enthusiasm E. Uses Appropriate Technology and Resources F. Initiates a Variety of Creative Teaching Strategies G. Evaluates Student Learning and Utilizes Feedback H. Adjusts Teaching to Meet the Situation IV. PROFESSIONAL ATTITUDES A. Reflects Critically on Performance B. Accepts and Implements Recommendations C. Meets Assigned Professional Responsibilities D. Displays Strong Work Ethic, Takes Initiative E. Presents a Professional Appearance F. Demonstrates Poise and Confidence Comments: Evaluator’s Signature: Revised: 07-19-02

For additional copies of any evaluation form (hard copy or on disk) contact your University Supervisor or the Office of Student Teaching

- 44 -

APPENDIX D

- 45 -

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

FINAL STUDENT TEACHING EVALUATION FORM The cooperating teacher or the university supervisor for the teacher candidate named below has completed this evaluation. The candidate is rated only with contemporaries, thus this evaluation is not meant to be used as a comparison with experienced teachers. Candidate’s Name Grade Level(s) Subject(s) Taught

5= Superior 1 = Unsatisfactory

5 4 3 2 1 A B C D

I. COMMUNICATION SKILLS - WRITING AND SPEAKING A. Uses Standard Oral English B. Uses Standard Written English C. Employs Appropriate Penmanship D. Utilizes Effective Voice Qualities

II. TEACHING ATMOSPHERE

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A B C D E

A. Demonstrates Effective Classroom Organization B. Demonstrates Effective Discipline Strategies C. Demonstrates Positive Rapport With Students D. Promotes Pupil Interaction E. Demonstrates Awareness of Diversity III. SUBJECT MATTER, KNOWLEDGE, AND TEACHING TECHNIQUE A. Demonstrates Knowledge of Subject Matter A

B C D E F G H

B. Plans and Organizes Effective Lessons C. Utilizes Teaching Techniques Effectively D. Delivers Lessons with Enthusiasm E. Uses Appropriate Technology and Resources F. Initiates a Variety of Creative Teaching Strategies G. Evaluates Student Learning and Utilizes Feedback H. Adjusts Teaching to Meet the Situation

IV. PROFESSIONAL ATTITUDES A B C D E F

A. Reflects Critically on Performance B. Accepts and Implements Recommendations C. Meets Assigned Professional Responsibilities D. Displays Strong Work Ethic, Takes Initiative

E. Presents a Professional Appearance F. Demonstrates Poise and Confidence

Comments about the candidate’s professional qualifications:

Please see attached sheet

Evaluator Position Telephone

Signature Evaluator’s School Date

Revised 07-19-02 For additional copies of any evaluation form (hard copy or on disk)

contact your University Supervisor or the Office of Student Teaching

APPENDIX E

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DESCRIPTORS FOR GENERIC

STUDENT TEACHING EVALUATION FORMS I. COMMUNICATION SKILLS- WRITING AND SPEAKING

A. USES STANDARD ORAL ENGLISH SUPERIOR: Consistently models Standard English usage. Expresses ideas clearly and concisely. ABOVE AVERAGE: Usually models Standard English. Uses Standard English in teaching situations. Expresses ideas clearly. AVERAGE: Makes some errors in standard English usage, but is aware of mistakes. Usually expresses ideas clearly. BELOW AVERAGE: Lacks knowledge of Standard English usage. At times, has difficulty presenting ideas clearly. UNSATISFACTORY: Is unable to use standard English. Is a poor example for students.

B. USES STANDARD WRITTEN ENGLISH SUPERIOR: Displays an excellent use of language. Consistently uses correct spelling, grammar and punctuation. Presents ideas clearly and concisely. Constructs well-organized paragraphs. ABOVE AVERAGE: Displays appropriate use of language. Uses correct spelling, grammar, and punctuation in most situations. Expresses ideas clearly. Organizes paragraphs appropriately. AVERAGE: Displays adequate vocabulary. Needs to proofread work more carefully to correct errors in spelling, grammar and punctuation. Usually presents ideas clearly. Organization, structure and spelling are adequate. Some errors reoccur. BELOW AVERAGE: Displays inadequate vocabulary and does not adhere to many rules of formal grammar. Needs to organize written work so that it can be more clearly understood. Makes numerous errors in written work. UNSATISFACTORY: Lacks adequate grasp of vocabulary. Makes many errors in written communication. Work lacks clarity.

C. EMPLOYS APPROPRIATE PENMANSHIP SUPERIOR: Handwriting is consistently an excellent model. It is correct in all aspects of form. ABOVE AVERAGE: Handwriting usually shows correct form and is consistent with what pupils are taught. AVERAGE: Handwriting is legible. Form taught to students generally is followed in teaching situations. BELOW AVERAGE: Handwriting is weak in many areas of form. Students find many inconsistencies from what they are taught. UNSATISFACTORY: Handwriting is not legible.

D. UTILIZES EFFECTIVE VOICE QUALITIES SUPERIOR: Voice is clear and well modulated. Use of voice greatly enhances presentation. Projection is skillfully geared to the size and needs of the group. ABOVE AVERAGE: Voice is pleasant, distinct and reasonably flexible. Projection is usually appropriate. AVERAGE: Voice conveys thoughts adequately. Projection is usually appropriate. Tone and pitch do not hamper effectiveness. BELOW AVERAGE: Speech problems affect clarity. Tone and pitch detract from presentation. Voice may be inappropriately harsh, loud, soft or monotonous. UNSATISFACTORY: Speech is difficult to understand. Tone, pitch and projection are not satisfactory.

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II. TEACHING ATMOSPHERE A. DEMONSTRATES EFFECTIVE CLASSROOM ORGANIZATION

SUPERIOR: Carefully observes existing classroom organization procedures of the cooperating teacher. With insight and care, maintains existing organizational procedures. Willingly develops modifications and new organizational patterns and procedures with the full approval of the cooperating teacher. Is fully attentive to the organization of the physical environment, organization of activities, and to the overall organization of all procedures. ABOVE AVERAGE: Observes existing classroom organization. Usually strives to maintain the existing organizational procedures. Is forthcoming with some modifications and new ideas for organizational patterns and procedures. Is usually attentive to the organization of activities and to the overall organization of all procedures. AVERAGE: Is not always consistent in observing the existing classroom organization procedures established by the cooperating teacher. Offers few ideas regarding organizational procedures. Is not always well organized for optimum teaching effectiveness. BELOW AVERAGE: Is inconsistent in following existing classroom organizational procedures. Offers ideas regarding classroom organization. Lacks the ability to fully organize a classroom and procedures to achieve and maintain optimum teaching effectiveness. UNSATISFACTORY: Is unable or unwilling to follow existing organizational procedures. Cannot maintain the sufficient organization for effective teaching. Is disorganized relative to the physical environment, activities, and overall procedures.

B. DEMONSTRATES EFFECTIVE DISCIPLINE STRATEGIES SUPERIOR: Establishes clear standards for pupil behavior, which are appropriate for the age and experiences of the students. Encourages students to exercise choice and self-control. Applies appropriate consequences for inappropriate behavior. Applies standards fairly and consistently at all times. Maintains excellent atmosphere and spirit of cooperation in the classroom. Deals with students as individuals and respects their dignity. ABOVE AVERAGE: Establishes standards for pupil behavior, which are appropriate for the age and experiences of the students. Usually is consistent with behavior expectations. Applies appropriate consequences fairly and consistently. Maintains good classroom atmosphere. Fosters cooperation and respect. AVERAGE: Establishes appropriate standards but has difficulty maintaining them. Generally maintains a favorable classroom atmosphere. Needs some assistance from the cooperating teacher to avoid disruptions that inhibit the learning process. UNSATISFACTORY: Lacks appropriate standards and the ability to maintain a healthy classroom atmosphere. Needs continual assistance from cooperating teacher.

C. DEMONSTRATES POSITIVE RAPPORT WITH STUDENTS SUPERIOR: Has the full respect of the students. Is perceived as a role model by students. Promotes an

interactive environment, encouraging students’ questions. Students actively seek assistance and professional support from this student teacher.

ABOVE AVERAGE: Usually has the respect and cooperation of students. Is often seen as a role model by students. Often promotes an interactive environment, which usually encourages students’ questions. Students often seek assistance and professional support from this student teacher.

AVERAGE: Does not always have the full respect of students and consequently does not always have their cooperation. Is not always seen as a role model and perceived as the teacher “in charge”. Sometimes promotes an interactive environment and sometimes permits students to ask questions and express opinions. Students are reserved and sometimes are uncomfortable in seeking assistance and support from this student teacher.

BELOW AVERAGE: Often does not have the respect and cooperation of students. Is usually not perceived as a role model by students. Usually does not accommodate students to ask questions and express their opinions. Students do not seek assistance and support from this student teacher.

UNSATISFACTORY: Is not respected by students and rarely has their cooperation. Is not seen as a role model by the students and is not perceived as “the teacher in charge.” Does not promote an interactive environment and rarely allows students to ask questions or express their opinions. Students never seek assistance and support from this student teacher.

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D. PROMOTES PUPIL INTERACTION SUPERIOR: Consistently encourages students to appropriately express their opinions and explore their talents and abilities. Develops a trusting atmosphere in which pupils are willing to take risks to learn. Frequently provides opportunities for pupil interaction. ABOVE AVERAGE: Fosters an open learning atmosphere in which student input is solicited. Pupils are motivated to learn but sometimes hesitant to take risks. Provides opportunities for pupil interaction. AVERAGE: Promotes a positive, but teacher-dominated atmosphere. Provides for little interaction. Fosters minimal risk-taking among students. BELOW AVERAGE: Learning atmosphere fluctuates between positive and negative. The classroom is teacher dominated. Attempts to encourage pupil participation are inconsistent or poorly constructed. Positive motivation is lacking. Mechanisms to encourage pupil responsiveness produce the opposite effect. UNSATISFACTORY: Learning atmosphere is closed and negative. Classroom is teacher dominated or completely unstructured. Negative incentives are used to entice pupil involvement. Mechanisms to encourage positive pupil responses are not present.

E. DEMONSTRATES AWARENESS OF DIVERSITY SUPERIOR: Consistently displays a substantial awareness and acceptance of diversity. Demonstrates a sense of efficacy and the belief that all children are capable of learning. Displays a keen awareness of the culture of the classroom. Utilizes instructional materials and methods to enrich students’ cultural awareness. ABOVE AVERAGE: Displays awareness and acceptance of diversity. Usually demonstrates a sense of efficacy. Displays some awareness of the culture of the classroom. Tries to enrich students’ cultural awareness. AVERAGE: Displays some awareness and acceptance of diversity. Demonstrates the belief that all children are capable of learning. Needs some guidance to understand the culture of the classroom and enrich students’ cultural awareness. BELOW AVERAGE: Lacks the awareness and acceptance of diversity that is necessary to providing multicultural education. Needs frequent guidance to understand the culture of the classroom. UNSATISFACTORY: Does not accept other cultures nor respect diversity.

III. SUBJECT MATTER, KNOWLEDGE, AND TEACHING TECHNIQUE A. DEMONSTRATES KNOWLEDGE OF SUBJECT MATTER

SUPERIOR: Shows mastery of subject matter and an understanding of overall aims of education. Displays a high level of general knowledge and a strong foundation of teaching skills. ABOVE AVERAGE: Shows a solid understanding of the subject matter. Displays a background of knowledge and applies this knowledge to teaching situations. Demonstrates knowledge of accepted teaching techniques. AVERAGE: At times, needs help in mastering and/or conveying subject matter. Seeks help when necessary. BELOW AVERAGE: Displays major gaps in knowledge and mastery of subject matter. UNSATISFACTORY: Shows minimal knowledge of subject matter and accepted procedures. Requires extensive guidance.

B. PLANS AND ORGANIZES EFFECTIVES LESSONS SUPERIOR: With insight, uses diagnostic information obtained from observations, assignments, quizzes, etc., to develop and revise objectives and/or tasks. Plans clear, purposeful, varied and motivating lessons in which procedures support the objectives. Includes appropriate resources to support instructional plans. ABOVE AVERAGE: Plans lessons that align objectives, instructional procedures and assessment. Meets student needs at the appropriate level of difficulty. Uses resources to support the instructional plan. AVERAGE: Plans lessons that attempt to match objectives, instructional procedures and assessment. Usually relies on the textbook as the sole resource. BELOW AVERAGE: Has difficulty developing thorough, purposeful plans. Requires assistance to adequately meet students’ needs. UNSATISFACTORY: Is unable to plan thorough, purposeful lessons that meet pupil needs.

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C. UTILIZES TEACHING TEACHNIQUES EFFECTIVELY SUPERIOR: Skillfully utilizes a variety of effective teaching techniques that promote active student involvement, understanding of concepts and skill development. Executes components of the lesson plan with proper sequence and smooth transitions. Analyzes the student responses and adjusts plans during the lesson to successfully meet pupil needs. ABOVE AVERAGE: Uses effective teaching techniques that promote active student involvement, understanding of concepts and development of skills. Executes plans with proper sequence and smooth transitions. AVERAGE: Satisfactorily follows plans to deliver lessons. Tries to utilize teaching techniques that promote understanding of concepts and the development of skills. BELOW AVERAGE: Follows plans but often has difficulty with sequencing, keeping students on task and meeting objectives. Utilizes few effective teaching techniques. Requires a great deal of assistance. UNSATISFACTORY: Does not utilize effective teaching techniques.

D. DELIVERS LESSONS WITH ENTHUSIASM SUPERIOR: Employs a dynamic and enthusiastic presence in all aspects of teaching. ABOVE AVERAGE: Displays well-directed enthusiasm during lesson delivery. AVERAGE: Generally demonstrates enthusiasm during lesson delivery. BELOW AVERAGE: Shows little enthusiasm. UNSATISFACTORY: Fails to show enthusiasm.

E. USES APPROPRIATE TECHNOLOGY AND RESOURCES SUPERIOR: Uses excellent judgment in selecting resources and media. Creates teacher-made materials to enhance lessons. Seeks out available school and community resources. ABOVE AVERAGE: Selects appropriate materials that enhance lessons. Displays some initiative in utilizing school and community resources. AVERAGE: Generally selects appropriate material. With assistance from the cooperating teacher, uses school and community resources. BELOW AVERAGE: Needs to improve selection of materials and make better use of resources. UNSATISFACTORY: Lacks the ability to select and properly use resources and materials.

F. INITIATES A VARIETY OF CREATIVE TEACHING STRATEGIES SUPERIOR: Consistently displays ingenuity in lesson planning, implementation of lessons, and selection of materials. Independently constructs useful teaching aids. ABOVE AVERAGE: Generally reflects creativity in planning, lesson implementation and selection of materials. Independently constructs useful teaching aids. AVERAGE: Displays sporadic creativity in planning, lesson implementation and selection of materials. BELOW AVERAGE: Lacks variety and creativity in lesson planning lesson implementation and selection of materials. Lessons are often dull. UNSATISFACTORY: Does not plan or instruct creatively.

G. EVALUATES STUDENT LEARNING AND UTILIZES FEEDBACK SUPERIOR: Demonstrates insight into the needs of students. Consistently employs accurate formal and informal methods and materials for evaluation. Utilizes teacher-made tests. Usually provides prompt feedback to students. ABOVE AVERAGE: Employs appropriate formal and informal methods and materials for evaluation. Develops teacher-made tests. Usually provides prompt feedback to students. AVERAGE: Utilizes formal and informal methods and materials for evaluation. Provides some feedback. BELOW AVERAGE: Needs to increase use of evaluative tools and provisions for feedback. UNSATISFACTORY: Lacks ability to evaluate student learning.

H. ADJUSTS TEACHING TO MEET THE SITUATION SUPERIOR: Readily adapts schedule and instruction when necessary. Handles unexpected situations with ease. ABOVE AVERAGE: Alters schedule and instructional plans when necessary. Handles unexpected situations in an acceptable fashion. AVERAGE: Generally can alter plans without disruptive results. BELOW AVERAGE: Has difficulty adjusting to changes in schedules and unexpected situations. UNSATISFACTORY: Is unable to adjust to change.

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IV. PROFESSIONAL ATTITUDES A. REFLECTS CRITICALLY ON PERFORMANCE

SUPERIOR: Consistently reflects critically on teaching performance without help or encouragement from the cooperating teacher. Makes revisions to instructional plans based on insights gained from reflection. ABOVE AVERAGE: Displays the ability to reflect on teaching performance. Some help from the cooperating teacher is needed to analyze in depth. AVERAGE: With guidance, is able to reflect on teaching performance, but has some difficulty analyzing in depth. BELOW AVERAGE: Is unable to judge the effectiveness of instructional techniques. UNSATISFACTORY: Shows no interest in reflecting on lesson performance.

B. ACCEPTS AND IMPLEMENTS RECCOMENDATIONS SUPERIOR: Seeks out constructive criticism and readily implements suggestions. ABOVE AVERAGE: Is receptive to constructive criticism. Tries to implement suggestions. AVERAGE: Listens to constructive criticism. Tries to implement suggestion. BELOW AVERAGE: Is not open to constructive criticism. Is often unsuccessful with implementation of suggestions. UNSATISFACTORY: Displays a negative attitude toward constructive criticism.

C. MEETS ASSIGNED PROFESSIONAL RESPONSIBILITIES SUPERIOR: Completes all assigned tasks promptly and professionally. Acts responsibly in a wide range of settings. Responds to situations without direction. ABOVE AVERAGE: Completes assigned tasks in a timely fashion. Fulfills responsibilities in an appropriate manner. AVERAGE: Requires direction before responsibilities are fulfilled. At times reminders are needed. BELOW AVERAGE: Often neglects to complete assigned tasks. Needs frequent reminders to fulfill responsibilities. UNSATISFACTORY: Displays unwillingness to complete assigned tasks.

D. DISPLAYS STRONG WORK ETHIC, TAKES INITIATIVE SUPERIOR: Is always fully prepared for all lessons and activities. Is always punctual and is highly dependable. Initiates and develops activities and materials to enhance learning and the classroom environment. Models ethical, moral and professional attitudes at all times. ABOVE AVERAGE: Is usually prepared for lessons and activities. Is punctual and is usually dependable. Often initiates and develops activities and materials to enhance learning and the classroom environment. Usually models ethical, moral and professional attitudes. AVERAGE: Is not always consistent in preparing for lessons and activities. Is usually punctual but not always dependable. Demonstrates some initiative in the development of activities and materials. Is not always consistent in modeling ethical, moral and professional attitude. BELOW AVERAGE: Is often not fully prepared for lessons and activities. Is sometimes late and is often not fully dependable. Demonstrates limited initiative. Exhibits some nonprofessional attitudes and behaviors. UNSATISFACTORY: Lacks the knowledge and/or initiative to prepare for lessons and activities. Is often late and is not dependable. Lacks the commitment to do more than is minimally required. Is often nonprofessional in attitudes and behaviors.

E. PRESENTS A PROFESSIONAL APPEARANCE SUPERIOR: Is consistently well groomed and professionally dressed. ABOVE AVERAGE: Is well groomed and appropriately dressed. AVERAGE: Is satisfactorily groomed and dressed. BELOW AVERAGE: Seldom displays appropriate grooming and dress. UNSATISFACTORY: Does not display professionally acceptable grooming and attire.

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D. DEMONSTRATES POISE AND CONFIDENCE SUPERIOR: Responds to classroom situations in a calm, positive way and self-assured manner. Exercises appropriate judgments. Does not show signs of being unnerved or unduly frustrated. ABOVE AVERAGE: Is usually well composed and self-assured. Generally exercises appropriate judgments regarding classroom situations. AVERAGE: Maintains a reasonable level of composure. Is able to return to appropriate classroom decorum after upsetting situations. BELOW AVERAGE: Has difficulty maintaining composure. UNSATISFACTORY: Does not attempt to maintain composure

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APPENDIX F

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KUTZOWN UNIVERSITY OF PENNSYLVANIA

OFFICE OF STUDENT TEACHING

GUIDELINES FOR WRITING NARRATIVE EVALUATIONS OR RECOMMENDATIONS

1. Evaluate the competence of your student teacher in relation to the effectiveness of other student teachers. By using a beginner as a model, cooperating teachers will be setting realistic and similar expectations for all student teachers.

2. Use a logical format for structuring your paragraphs. One possibility would consist of four paragraphs: one describing the assignment, one on personal qualities, one on scholarship and education, and a final paragraph on instructional competence. 3. Be certain that all sentences in each paragraph support or further explain the topic sentence. It is usually helpful to cite a few descriptive examples, which support your general statements. 4. It is important for written recommendations to be professionally accurate and specific.

5. Powerful words, which are appropriate to use, include: articulate, intelligent, expressive, cooperative, dependable, effective, observant, creative, imaginative, mature, efficient, assertive, respectful and innovative.

6. Avoid bland words such as: nice, good, decent, fairly and satisfactory.

7. The following attributes are often listed by employers as characteristics on which they base eventual selection of candidates: ability to communicate; ability to handle conflict; abstract thinker; intelligent; confident; creative; flexible; goal oriented; high energy level; leadership potential; strong interpersonal skills; shows initiative; team player and willing to accept responsibility. 8. Do not reference characteristics that could be the basis for discrimination, (i.e. race, nationality, gender, religion, age, appearance, handicapping condition, marital or parental status.) NOTE: Retain a copy of all evaluations/recommendations for your file.

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SAMPLE EVALUATIVE STATEMENTS

The following list of evaluative statements is designed to give ideas, but not intended to cover all possible areas of concern. Items may be added, deleted or subdivided to fit the situation. The level of performance on each item may be indicated by careful choice of words. I. Personal Qualities

A. Appears to be resourceful and/or creative B. Demonstrates dependability C. Displays a conscientious attitude D. Is tactful E. Appears enthusiastic about teaching F. Maintains rapport with students and staff G. Is flexible H. Reacts with sensitivity to the needs and feelings of others I. Establishes an atmosphere of mutual respect and cooperation with students J. Enjoys working with students K. Seeks and accepts criticism

II. Scholarship/Education

A. Communication skills 1. Writes clearly, legibly and in a correct, organized manner 2. Uses standard spoken and written English 3. Gives clear, concise directions and instructions 4. Adjusts voice projection and inflection to classroom needs 5. Uses effective non-verbal communication techniques/behaviors

B. Knowledge of subject matter C. Knowledge of curricular standards and objectives D. Knowledge of various teaching strategies

III. Instructional Competence A. Planning and organizing

1. Selects/develops instructional materials designed to emphasized basic concepts and generalizations

2. Selects instructional content to arouse interest and challenge students 3. Selects and uses instructional content that indicates an in-depth knowledge of the teaching

specialty 4. Plans daily to achieve long-range goals and objectives 5. Organizes instruction around appropriate goals and objectives and the needs of students 6. Sequences learning activities and experiences logically and psychologically 7. Develops/selects instructional materials which can be used by students with different

abilities, interests, learning styles, personality characteristics and cultural backgrounds 8. Completes self-assessment of lessons taught and alters instruction as warranted by the needs

of the students and the nature of the content being presented B. Presentation

1. Conveys enthusiasm for learning 2. Uses variety of appropriate teaching strategies based on sound learning theory and

appropriate to the curriculum standards 3. Utilizes a variety of instructional materials and resources

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4. Uses questioning strategies that develop independent thinking 5. Individualizes instruction as warranted by the needs of the students and the nature of the

content being presented 6. Groups students flexibility into effective learning environments 7. Accepts and uses student ideas and options, where warranted, in lesson planning and

daily instruction C. Classroom control D. Evaluation of student growth and achievement

1. Gathers information on individual differences among students that relate to effective instruction

2. Constructs and selects tests which are well designed to measure instructional objectives 3. Uses test results for instructional purposes 4. Effectively uses a variety of evaluation techniques 5. Utilizes information about individual differences in planning instructional endeavors

SAMPLE RECOMMENDATIONS Comments on the Candidate’s Professional Qualifications

Example #1 (positive) Miss Smith exemplified confidence, resourcefulness and creativity in her fifth grade experience. Lesson plans were superbly organized and implemented. She never seemed at a loss for new ideas, teaching techniques, or ways to incorporate technology. Her ability to add literature throughout the curriculum in a natural way was impressive. Novel approaches to teaching fractions and awareness of the new math standards reflected her math concentration. Miss Smith’s calm, pleasing personality drew the students to her. They showed her respect and willingly worked well with her. Miss Smith was always there for them, willing to give individual help where needed. She was competent, dependable, and always professional. I feel that Miss Smith would be a welcomed addition to any teaching staff. Therefore, it is without reservation that I give her my highest recommendation.

Example #2 (negative) During this first grade student teaching assignment, Miss Smith remained supportive of her pupils and respectful to those of us who worked with her. From the very beginning of this assignment, Miss Smith encountered considerable difficulty in the area of classroom management. Some of this difficulty stemmed from her lack of a clear understanding of the leadership role she needed to take and from her uncertainty as to the kinds of activities that are appropriate for this grade level. At times she seemed overwhelmed by the depth of planning that is necessary to design lessons for first graders. Close supervision from her university supervisor and me resulted in some improvement in her overall performance. It is felt that Miss Smith now has a better idea of the amount of diligence and persistence that is essential if one is to be successful as an elementary teacher.

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APPENDIX G

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APPENDIX H

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APPENDIX I

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APPENDIX J

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APPENDIX K

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DESCRIPTORS FOR SPEECH LANGUAGE PATHOLOGY STUDENT TEACHING EVALUATION FORMS

I. DIAGNOSIS AND REPORTING SKILLS

A. Use of diagnostic tools Superior – Independently selects and administers diagnostic tools. Test results are accurate. Above Average – Selects and administers tools with minimal assistance. Minimal scoring errors are evident. Average – Administers tools as directed by cooperating clinician. Many scoring errors are evident. Below Average – Administers tools only with direct assistance from cooperating clinician. Scoring is not accurate. Unsatisfactory – Is unable to effectively administer and accurately score diagnostic tools.

B. Observational ability Superior – Independently notices all communicative behavior of client in testing and informal assessment situations. Above Average – Notices most communicative behavior of client during testing and informal assessment situations. Average – Notices communicative behavior of client in testing and informal assessment situations when prompted by cooperating clinician. Below Average – Requires assistance of cooperating clinician to notice communicative behaviors of client during testing and informal assessment situations. Unsatisfactory – Does not notice communicative behaviors of client in testing and informal assessment situations.

C. Interpretation of diagnostic information Superior – Independently provides all short and long term goals with rationale based upon formal and informal diagnostic information. Above Average – Provides most short and long term goals with rationale based on formal and informal diagnostic information. Average – Provides short and long term goals with rationale based on formal and informal diagnostic information with some assistance from cooperating clinician. Below Average – Requires significant direction from cooperating clinician to develop short and long term goals based upon formal and informal diagnostic information. Unsatisfactory – Unable to develop short and long term goals based upon formal and informal diagnostic information.

II. DEVELOPING AND PLANNING THEORY A. Knowledge and application of theory

Superior – Demonstrates clear and thorough understanding of theory and easily incorporates it into clinical practice. Above Average – Demonstrates a general understanding of theory and incorporates it into clinical practice. Average – Demonstrates a general understanding of theory and sometimes incorporates it into clinical practice. Below Average Demonstrates weakness in understanding and implementing theory. Requires much assistance. Unsatisfactory – Demonstrates significant lack of understanding of theory.

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B. Ability to establish appropriate goals Superior – Independently establishes appropriate session goals from theoretical perspective specific to client needs. Above Average – Establishes appropriate session goals from theoretical perspective with minimal assistance. Average – Establishes appropriate session goals from theoretical perspective with more assistance of cooperating clinician. Below Average – Requires significant assistance to establish session goals from theoretical perspective. Unsatisfactory – Unable to establish appropriate goals.

C. Ability to develop and write lesson plans in behavioral terms Superior – Independently writes plans including functional outcome, performance, condition, and criterion. Above Average – Independently writes plans including most information required. Average – Writes plans including some information required. Below Average – Requires assistance to generate plans with required information. Unsatisfactory – Unable to write acceptable lesson plans in behavioral terms.

D. Utilization of suggestions Superior – Consistently and successfully incorporates suggestions from cooperating clinician/supervisor in subsequent sessions. Above Average – Usually incorporates suggestions from cooperating clinician/supervisor successfully in subsequent sessions. Average – Sometimes attempts to incorporate suggestions from cooperating clinician/supervisor in subsequent sessions. Below Average - Rarely attempts to incorporate suggestions from cooperating clinician/supervisor in subsequent sessions. Unsatisfactory – Does not attempt to incorporate suggestions from cooperating clinician/supervisor in subsequent sessions.

E. Proficiency using equipment and/or materials Superior – Independently and effectively manipulates materials/equipment to accomplish therapeutic objectives. Above Average – With minimal direction, effectively manipulates materials/equipment to accomplish therapeutic objectives. Average – Following demonstration, manipulates materials/equipment to accomplish therapeutic objectives. Below Average – Is inconsistent in effectively manipulating materials/equipment to accomplish therapeutic objectives. Unsatisfactory – Unable to effectively use materials/equipment to accomplish goals.

F. Resourcefulness in obtaining additional information or materials Superior – Independently creates materials and/or researches information pertinent to the case. Above Average – When suggested, creates materials and researches information pertinent to the case. Average – When requested, creates materials and researches information pertinent to the case. Below Average – Requires significant prompting to create materials and/or research information. Unsatisfactory – Does not demonstrate ability to create materials or research information pertinent to the case.

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III. EFFECTIVENESS IN THERAPY A. Ability to create and maintain an effective working relationship

Superior – Easily establishes authority/control in friendly manner in clinician/client relationship. Above Average – Establishes authority/control in clinician/client relationship with assistance and direction after a reasonable period of acclimation. Average – Effective working relationship established and maintained only with redirection and prompts from the cooperating clinician. Below Average – Relationship established not conducive to effective therapy -- authoritarian and/or social. Unsatisfactory – Demonstrates no awareness of importance of establishing effective working relationship.

B. Ability to deal with client motivation and resistance Superior – Independently able to motivate client to participate in therapy tasks, revising tasks as needed. Above Average – Able to motivate client to participate with occasional direction. Average – Able to motivate client to participate with moderate direction. Below Average – Dependent upon cooperating clinician to motivate client to participate. Unsatisfactory – Unable to motivate client to participate.

C. Ability to set and enforce limits Superior – Independently conducts session whereby behavioral limits are known to client and consequences consistently follow. Above Average – Conducts session with behavioral limits but occasional inconsistency is found in following through with consequences. Average – Conducts session with inconsistent behavioral limits and inconsistent follow through with consequences. Below Average – Requires assistance of cooperating clinician to set and enforce limits. Unsatisfactory – Unable to set and enforce behavioral limits in therapy.

D. Ability to execute therapy plans Superior – Independently able to implement goals in logical, organized fashion. Above Average – Able to implement most goals in logical, organized fashion. Average – With assistance, able to implement goals in logical, organized fashion. Below Average – Dependent upon cooperating clinician to implement goals in logical, organized fashion. Unsatisfactory – Unable to implement goals in a logical, organized fashion.

E. Ability to elicit desired responses Superior – Independently able to vary stimuli and provide hierarchy of cues to elicit responses required. Above Average – Usually able to vary cues to elicit responses required. Average – Able to provide intermittent cues to elicit responses required. Below Average – Requires assistance to elicit responses. Unsatisfactory – Unable to elicit responses in therapy.

F. Sensitivity and responsiveness to client reactions and responses Superior – Independently notes behavioral responses of client and restructures therapy session to accommodate same. Above Average – Notes most behavioral responses of client and is able to restructure therapy with occasional prompting. Average – Recognizes some behavioral responses of client when pointed out by the cooperating teacher or supervisor and restructures therapy with prompts and occasional assistance.

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Below Average – Requires assistance to recognize client’s behavioral responses and to restructure therapy when indicated. Unsatisfactory – Unable to recognize client’s behavioral responses and use them to restructure therapy.

G. Flexibility – able to restructure goals for client’s performance Superior – Independently able to increase or decrease the complexity of the goals when the client is successful or unsuccessful, respectively. Above Average – With minimal assistance is able to increase or decrease the complexity of the goals when the client is successful or unsuccessful, respectively. Average – With significant assistance is able to increase or decrease the complexity of the goals when the client is successful or unsuccessful, respectively. Below Average – Dependent upon cooperating clinician for guidance to increase or decrease the complexity of the goals. Unsatisfactory – Has no insight into how to increase or decrease the complexity of the goals.

H. Flexibility – able to alter presentation to attain goals Superior – Independently attempts varied means of presenting stimulus items to attain goals in therapy. Above Average – Recognizes need to attempt varied means of presentation and does so with minimal prompts. Average – Recognizes need to attempt varied means of presentation but not always successfully executed. Below Average – Dependent upon cooperating clinician to alter means of presentation of stimuli to attain goals in therapy. Unsatisfactory - Unable to alter presentation of stimulus items.

I. Keeps consistent records Superior – Records are clear, concise, and easily interpreted by others involved in clinical care. Above Average – Records are usually clear and concise. Average – Records are clear and concise when frequently reminded by cooperating clinician. Below Average – Has difficulty keeping records in a clear, concise manner. Unsatisfactory – Does not keep clear, concise records.

J. Draws inferences from recorded data Superior – Independently determines appropriate course of clinical decision making from clinical data. Above Average – Determines appropriate course of clinical decision making from clinical data with minimal direction. Average – Requires assistance to determine appropriate course of clinical decision making from clinical data. Below Average – Inconsistently aware of need to utilize clinical data in clinical decision making. Unsatisfactory – Unable to see correlation between clinical data and decision making.

K. Ease in clinical situations Superior – Readily assumes role of clinician and creates atmosphere of friendly yet goal directed activity. Above Average – Assumes role of clinician and creates appropriate atmosphere with occasional direction. Average – Requires prompting to maintain appropriate role of clinician in clinical situation.

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Below Average – Behavior sometimes shows either discomfort in role of authority or obvious nervousness after reasonable period of acclimation. Unsatisfactory - Behavior generally exhibits either discomfort with role of authority or obvious nervousness after reasonable period of acclimation.

L. Effective use of time Superior – Independently redirects session, multitasks clerical and clinical responsibilities in work day, and minimizes use of social verbalizations to maximize responses in session. Above Average – Achieves high number of responses; has some difficulty with combining clerical and clinical tasks in work day, minimizes use of social verbalizations. Average – Achieves acceptable number of responses, requires assistance with clerical duties and must reduce social verbalizations. Below Average - Unable to combine clerical duties with clinical tasks; unable to reduce social verbalizations to degree that acceptable number of responses is achieved. Unsatisfactory – Poor management of time during work day.

M. Ability to apply ingenuity to techniques Superior – Independently utilizes materials and verbal cues to maintain client interest and provide novel cues. Above Average – With minimal assistance, able to use materials and provide verbal cues in creative means. Average – With strong assistance, will attempt to use materials and verbal cues in creative means. Below Average – Typically utilizes materials and verbal cues in prescribed traditional fashion. Unsatisfactory – Does not attempt creative and novel means of using materials and verbal cues.

N. Ability to give clear, concise appropriate directions. Superior – Independently stated directions for tasks are clear, to the point, and free from extraneous and unnecessary social information. Above Average – With occasional assistance, directions for tasks are clear, to the point, and free from extraneous and unnecessary social information. Average - Directions for tasks are clear, generally to the point, but do contain extraneous and unnecessary social information. Below Average - Aware of need for concise directions, but does not follow through on suggestions to so provide. Unsatisfactory – Does not demonstrate understanding of need for concise and clear directions.

IV. PERSONAL AND PROFESSIONAL QUALITIES

A. Dependability Superior – Extremely prompt and reliable, with assignments and preparation completed in timely fashion requiring a minimum of direct supervision/revision. Above Average – Prompt and reliable with assignments and preparation completed in timely fashion requiring some direct supervision/revision. Average – Usually prompt and reliable with assignments and preparation usually completed in timely manner. Below Average - Frequently not prompt or reliable with regard to preparation and completion of assigned tasks. Unsatisfactory – Cannot be relied upon to complete assigned tasks.

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B. Cooperation

Superior – Independently seeks to function as team player within organization. Above Average – Usually functions as team player within organization. Average – Requires assistance to function as team player. Below Average – Dependent on cooperating clinician to maintain role in department as team member. Unsatisfactory – Unaware and does not contribute to department as team member.

C. Enthusiasm Superior – Consistently displays level of enthusiasm appropriate for setting. Above Average – Usually displays level of enthusiasm appropriate for setting. Average – With encouragement, displays level of enthusiasm appropriate for setting. Below Average – Occasionally displays level of enthusiasm appropriate for setting. Unsatisfactory – Despite counseling and direction, does not display level of enthusiasm appropriate for setting.

D. Initiative Superior – Independently, eagerly and appropriately assumes responsibilities not assigned by the cooperating clinician. Requests responsibilities and independently generates materials/therapy activities. Above Average – Eagerly assumes all responsibilities assigned by the cooperating clinician. Requests responsibilities and generates materials/therapy activities. Average – Assumes all responsibilities assigned by the cooperating clinician. Generates materials and therapy activities when requested. Below Average – Requires reminders to fulfill responsibilities assigned by the cooperating clinician. Unsatisfactory – Does not assume responsibilities nor exhibit interest in assuming tasks suggested by the clinician.

E. Oral communication skills Superior – Independently and effectively conveys ideas verbally using appropriate vocabulary, grammar, and pragmatics. Is an outstanding model of oral language use. Above Average – Usually effectively conveys ideas verbally using appropriate vocabulary, grammar, and pragmatics. Is generally a good model of oral language use. Average – Conveys ideas verbally using accceptable vocabulary and grammar. Pragmatic errors corrected with reminders. Below Average – Grammar and usage errors noted in oral communication. Pragmatic errors not corrected with reminders. Unsatisfactory – Unable to effectively communicate ideas orally. Language use inappropriate for setting.

F. Written communication skills Superior – Independent written work is clear, legible, concise, grammatical, and free of spelling errors. Format of the setting is followed independently. Above Average – Written work is clear, legible, concise, grammatical, and free of spelling errors with occasional reminders from cooperating clinician. Format of setting is followed with minimal assistance. Average - Written work is usually clear, legible, concise, grammatical, and free of spelling errors with occasional reminders and revisions from cooperating clinician. Below Average - Written work is generally not clear, legible or concise. Grammatical and spelling errors are noted, with minimal effort to correct. Unsatisfactory - Written work is generally not acceptable.

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G. Maintains and continues to develop professional skills Superior – Independently takes responsibility for growth and development of clinical expertise in setting. Aware of regulatory issues and how they impact care in setting. Above Average – Aware of need for and initiates growth and development of clinical expertise in setting. Aware of regulatory issues and how they impact care in setting. Average - Aware of need for growth and development of clinical expertise in setting but does not actively pursue. Some awareness of regulatory issues and how they impact care in setting. Below Average – Minimal growth and development of clinical expertise in setting. Minimal awareness of regulatory issues and how they impact care in setting. Unsatisfactory – Growth and development of clinical expertise were not evident in this setting.

H. Ability to assess own strengths and weaknesses Superior – Independently assesses own skills in a realistic and in depth manner and modifies performance as needed. Above Average – With minimal assistance, assesses own skills in a realistic and in depth manner and independently modifies performance as needed. Average – With much assistance, assesses own skills in a realistic and in depth manner and modifies performance as needed. Below Average – Accepts others assessments of own skills, requires prompting to modify behaviors as a result. Unsatisfactory – Is not able to realistically assess own strengths and weaknesses.

I. Emotional stability (n/a unless evidence of a personal problem) Superior – Independently able to maintain clinical and interpersonal performance despite presence of personal problem. Above Average – Able to maintain clinical and interpersonal performance despite presence of personal problem with occasional assistance of cooperating clinician. Average – Usually able to maintain clinical and interpersonal performance despite presence of personal problem with assistance of cooperating clinician. Below Average – Personal problems affect clinical and interpersonal performance despite assistance from cooperating clinician/supervisor. Unsatisfactory – Unable to successfully complete responsibilities of placement secondary to personal issues.

J. Professional appearance (n/a unless evidence of a personal problem) Superior – Appearance, body language and overall manner are consistently appropriate for setting. Above Average – Appearance, body language and overall manner are usually appropriate for setting. Average – Appearance, body language and overall manner are appropriate for setting with reminders. Below Average – Appearance, body language and overall manner negatively impact on clinical and interpersonal performance. Unsatisfactory –Unable to successfully complete responsibilities of placement secondary to professional appearance.

K. Response to supervisory evaluation Superior – Accepts constructive feedback, eagerly implements all suggestions, and views supervisory process as means for improvement. Above Average - Accepts constructive feedback and implements most suggestions. Average - Accepts constructive feedback and implements suggestions with reminders. Below Average – Difficulty accepting constructive criticism; does not implement suggestions unless directed.

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Unsatisfactory – Unable to accept constructive feedback or implement suggestions despite direction.

L. Interpersonal relationships (staff, supervisors, etc.) Superior – Independently establishes and maintains positive working relationships with cooperating clinician, supervisor, co-workers, and caseload. Above Average - Establishes and maintains positive working relationships with cooperating clinician, supervisor, co-workers, and caseload with occasional reminders. Average - Establishes and maintains positive working relationships with cooperating clinician and supervisor with reminders. Requires assistance for maintaining relationships with other co-workers. Below Average – Requires constant reminders to maintain positive working relationships with cooperating clinician and supervisor and caseload. Does not establish or maintain positive relationships with other co-workers. Unsatisfactory - Does not establish or maintain positive relationships with cooperating clinician, supervisor, other co-workers and caseload.

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APPENDIX L

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APPENDIX M

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KUTZTOWN UNIVERSITYOF PENNSYLVANIA OFFICE OF STUDENT TEACHING

MID-ASSIGNMENT REVIEW

Teacher Candidate: Assignment: 1st 2nd School: Grade/subject: Cooperating Teacher: University Supervisor: What’s going well? Priorities for the rest of this assignment? Signed: Date:

Teacher Candidate What’s going well? Priorities for the rest of this assignment? Signed: Date:

Cooperating Teacher Performance so far has been assessed as: SATISFACTORY

GIVING CAUSE FOR CONCERN Comments: Signed: Date: University Supervisor

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APPENDIX N

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APPENDIX O

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STANDARDS FOR BEGINNING TEACHER LICENSING AND DEVELOPMENT

Interstate New Teacher Assessment and Support Consortium (INTASC)

1. Understands Content

The professional educator understands the central concepts, tools of inquiry and the structures of the discipline(s)

he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for

students.

2. Understands Development

The professional educator understands how children learn and develop and can provide learning opportunities that

support their intellectual, social, and personal development.

3. Understands Difference The professional educator understands how students differ in their approaches to learning and creates instructional

opportunities that are adapted to diverse learners.

4. Designs Instructional Strategies

The professional educator understands and uses a variety of instructional strategies to encourage students’

development of critical thinking, problem solving and performance skills.

5. Manages and Motivates

The professional educator uses an understanding of individual and group motivation and behavior to create a

learning environment that encourages positive social interaction in the classroom.

6. Communicates

The professional educator uses knowledge of effective verbal, nonverbal, and media communication techniques

to foster active inquiry, collaboration and supportive interaction in the classroom.

7. Plans and Integrates

The professional educator plans instruction based upon knowledge of subject matter, the community and

curriculum goals.

8. Evaluates

The professional educator understands and uses formal and informal assessment strategies to evaluate and ensure

the continuous intellectual, social and physical development of the learner.

9. Reflects on Practice

The professional educator is a reflective practitioner who continually evaluates the effects of his/her choices on

others (students, parents and other professionals in the learning community) and who actively seeks out

opportunities to grow professionally.

10. Participates in the Professional Community

The professional educator fosters relationships with school colleagues, parents and agencies in the larger

community to support students’ learning and well-being.

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APPENDIX P

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Cooperating Teacher Information Form Kutztown University Office of Student Teaching Kutztown, PA 19530

____________________________ ___ __ Name: Social Security Number:

Home Mailing Address:

Telephone Number: E-Mail:

Area(s) of Certification:

School District: Subject: School Name: Grade:

Number of Years in Present District/Agency: Years of Experience Prior to Current Year:

We are upgrading our current information for all cooperating teachers. Please review the above information and correct, add, or delete any information that needs to be updated. Please sign, date and return this form to the Office of Student Teaching. In order to properly upgrade our information system we are asking that everyone return this form in the enclosed postage paid envelope.

Date:

Signature of Cooperating Teacher:

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