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Table of Contents

An Introduction to Orlean Beeson School of Education………………………… 04 Conceptual Framework: The basic structure on which we are built Assessment: How we ensure quality…………………………………………...05 Dispositions: Putting our values into action Teacher Education………………………………………………………………………06 Programs Offered for Class B (Initial) Certification Goals of Field Experience and Clinical Internship……………………………. 07 Transition Points

Field Experience Overview ………………………………………………08 Dispositions……………………………………………………………………….. 10

Disposition Procedures Performance Standards…………………………………………………………. 11 Field Experience and Clinical Internship Placements Clinical Internship Overview…………………………………………………….. 13

Responsibilities of Students, Candidates and

Teacher Education Field Experience and Clinical Internship Undergraduate Policies and Practices

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Interns in Field Experiences and Clinical Internships………………..14 Professional Conduct Professional Appearance Confidentiality of School Information……………………………………16 Use of Digital and Social Media …………………………………………17 Emergency Procedures Notes and Records Use of Personal Vehicles Use of Corporal Punishment Liability Insurance Clinical Internship………………………………………………………………… 18 Clinical Interns Rigor of the Clinical Internship Semester Expectations Attendance…………………………………………………………………19 School Calendar ..………………………………………………………...20 Evaluation Forms and Surveys Teaching Lesson Planning Lesson Observations……………………………………………………..21 Unit Planning Assuming Full Teaching Responsibility Assigning Grades to Students………………………………………….. 22 Classroom Supervision and Management References………………………………………………………………...24 Evaluation Final Grades……………………………………………………………….25 Criteria for Successful Completion of Internship Appeal Process Guide to Clinical Internship Assessment Forms……………………… 26 Opportunities Interview Day Oral Defense Presentation and Appreciation Event The Cooperating Teacher…………………………………………………………….. 27 Role of the Cooperating Teacher Responsibilities of the Cooperating Teacher Orientation Observation Period……………………………………………………… 28 Lesson Planning Grading…………………………………………………………………… 29 Conferencing Classroom Supervision and Management……………………………. 30 Emergency Procedures…………………………………………………. 31 Lesson Observations Unit Planning Calendar………………………………………………………………….. 32 Student Information Assessment Data The University Supervisor……………………….…………………………………… 33

Initial Meeting with Interns Professional Development Seminars Extension of Samford……………………………………………………………. 34 Observations, Evaluations and Conferences

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Informal School Visits/Observations Procedures for Addressing Challenges During Clinical Internship………………………………………………. 35 Midterm Evaluations Midterm Conferences …………………………………………………….37 Additional Observations Final Evaluations Final Conferences………………………………………………………... 38

Submitting Grades for Interns Travel Reimbursement Process for Submitting Performance and Disposition Data Related to Performance…………………………………………… 39

Glossary…………………………………………………………………………………. 40 Appendix A: Field Experience Observation documents

An Introduction to Orlean Beeson School of Education Mission The Orlean Beeson School of Education will empower individuals to educate, lead, and serve; preparing our students to impact the lives of others and make a positive difference in the world.

Vision The vision of Orlean Beeson School of Education is to be distinguished for excellence as a committed, Christian community, widely recognized for quality education and well-prepared graduates.

Values / Beliefs Orlean Beeson School of Education bases its mission on the following beliefs, supported in the knowledge that our students are the primary focus:

• Education has worth and power to change individuals and the world.

• Continuous, lifelong learning is vital to academic and spiritual growth.

• Learning is inclusive in practice, intended for everyone, and experienced in a variety of ways.

• Innovation, while continuously improving practice, benefits an organization.

• Service leadership and collaboration foster a strong, positive working environment.

Strategic Principles

In Orlean Beeson School of Education:

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We commit to exemplify our Christian faith through our professional responsibilities. We will expand the culture of expected excellence. We will engage in rigorous data-informed continuous improvement. We will provide the valued support necessary for the accomplishment of our mission.

Conceptual Framework

The ability to Reflect upon their daily interactions with learners in classrooms for the purpose of improving their educational achievement is an essential teacher skill. To reflect is to think about all the factors that interact within any learning situation, to view knowledge coming from many sources—human development, learning theory, content expertise, research-based instructional theories, knowledge of planning, and cultural and heritage knowledge—and to use all of this background of information to make sound decisions that will help learners attain the knowledge and skills to be successful learners.

Teachers must also be able to Respond to the contingencies of daily interaction with learners, which they do continually as they translate their broader and deeper knowledge of content so that learners may grasp that content regardless of their backgrounds or levels of development. Teachers choose strategies for delivering content effectively to learners in particular situations and continually adjust their strategies in-process of teaching as they perceive changing conditions and learner reactions. To make the kinds of educational decisions that result in higher achievement requires an internalized ability to consider multiple responses to human and environmental conditions within their classrooms. All of these actions teachers engage in daily for one reason: to impact student achievement positively. Teachers are committed to helping ALL learners to Achieve. Teachers help the learners in their classrooms to achieve academically as learners who have knowledge and skills that will aid them in being capable of sustaining themselves in life within our complex society and holistically to help them achieve their full potential as persons. This responsibility and purpose extends to all learners who will come within the teacher’s care throughout her or his professional career.

Reflecting . . . Responding . . . Achieving Impacting Achievement for ALL Learners!

Conceptual Framework Orlean Beeson School of Education 2012

Assessment We ensure that our programs and graduates are of the highest quality through the use of planned assessments embedded throughout our programs. Data are collected, analyzed, and used for continuous improvement for our unit and programs.

Dispositions

Dispositions are defined as the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues and communities, and that impact student learning, motivation and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility and social justice. For example, a belief that all students can learn, a vision of high expectations or a commitment to a safe and supportive learning environment.

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The dispositions supported by Orlean Beeson School of Education, Department of Teacher Education are in alignment with the standards set forth by national and state accrediting agencies, employers and education professionals.

Teacher Education is an academic department, which houses the undergraduate programs that lead to teacher certification within Orlean Beeson School of Education.

Programs Offered for Class B (Initial) Certification

Teacher education degrees are offered in the following certification areas:

1. Early Childhood/Early Childhood Special Education/Elementary/Elementary Collaborative ESEC (combined major):

• Early Childhood Education (P-3)

• Early Childhood Special Education (P-3)

• Elementary Education (K-6)

• Elementary Collaborative Education (K-6)

2. Elementary Education (K-6) with a concentration in Christian Education and Missions

3. Secondary Education (SEED) – Double Majors (Grades 6-12) (128 hrs.)

• English major/Secondary Education major

• History major/Secondary Education major

• Math major/Secondary Education major

• Spanish major/Secondary Education major

• French major/Secondary Education major

• German major/Secondary Education major 4. Secondary Education (Grades 6-12) (132-144 hrs.)

• History and General Social Science

• History

• Mathematics

5. P-12 Education Certification may be earned in the following areas:

• World Language (French, German, Spanish)

• Music Education: Instrumental

• Music Education: Choral Each certification program complies with teacher certification requirements prescribed by the Alabama State Department of Education. A summary of special requirements for students seeking teacher certification in general may be noted:

1. Early Childhood Education/Early Childhood Special Education/Elementary Education/Elementary Collaborative Education majors are not required to earn additional majors or minors.

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2. Teacher education majors may choose to earn a Christian Education and Missions concentration by taking 3 additional courses in Summer or January terms.

3. An additional major or minor is not required of those earning P-12 or 6-12 secondary certification; however, in order to receive a double major, all requirements for each major must be met. Certification to teach high school requires a major in a certifiable field.

4. First Day of School Placement required before clinical internship.

Goals of Field Experience and Clinical Internship

These standards outline the knowledge, skills and dispositions that enable teachers to make teacher – learning connections for the students they will teach. Students, candidates and interns are expected to demonstrate continued growth in relation to these standards during the clinical practice experience. We recognize that mastery of the standards is a career long enterprise. Transition Points in Teacher Education Transition points are benchmarks within each Teacher Education program. Candidates are

assessed at each point to ensure that they have acquired the necessary competencies and

expertise to become an effective educator. At each transition point, progress within the degree

program will be evaluated using assessments aligned with state and national professional

standards. Transition points allow faculty to collect essential data for candidate progress and

program improvement.

First Field Experience

Transition Point #1

Transition Point #2

Transition Point #3

Program Completer

EDUC 200 Acceptance to Professional

Program

Admission to Clinical

Internship

End of Program In-service

Years 1-3

Field Experiences Overview Field experiences in P-12 schools and other learning settings are essential components in the learning process of becoming a professional educator. Field experiences occur in Transition Point I and Transition Point II of teacher education programs. It is the philosophy of the teacher education faculty that candidates be placed in school settings and other authentic learning environments early and often in their programs of study. It is in these settings that they will be able to practice their future profession.

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Through these experiences, students and candidates are able to gain a realistic view of schools and classrooms. The field experiences range from observation opportunities in P-12 classrooms to teaching small groups of students. All education majors are afforded the opportunity to complete a variety of field experiences in a range of settings with diverse populations of students. Field experience placements will be within driving distance from the university campus. Some EDUC courses fully integrate field experiences and hold classes off campus at partner schools. Field experience sessions will be held by course professors, academic advisers or certification officers in any course where a field experience component is included. The seminar will prepare students and/or candidates for the specific setting, student demographics, assignments, etc. Transition Point 1: Acceptance to Teacher Education is Transition Point 1. To be admitted, candidates must:

o Earn sixty (60) credits (including transfer credits) o Complete introductory education courses o Pass the Praxis Core Academic Skills for Educators o Complete background clearance o Successfully complete an interview with a faculty panel o Complete thirty (30) convocation credit hours o Complete a formal admission application o Participate in new candidate orientation o Have background clearance and fingerprinting evidence on file with the certification

officer o Have a satisfactory EDA #2 o Have a minimum GPA of 2.75

Transition Point 2: The time period prior to clinical internship is Transition Point 2 and requires candidates to:

o Maintain an overall GPA of 2.75 o Have successfully completed required field experiences o Have earned no lower than a C- in required Teaching Field, Professional and

General Education courses o Complete an application to Clinical Internship o Have a satisfactory EDA #3

Transition Point 3:

At this point, candidates have completed their program of study in Teacher Education. Candidates must have:

o Maintained an overall GPA of 2.75 o Successfully completed Clinical Internship

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o Earned no lower than a C- in required Teaching Field, Professional and General Education courses

o Completed a satisfactory EDA #4 * Specifics regarding Teacher Education requirements are included below. * Click here to review the full Transition Points Tables.

Undergraduate Courses and Associated Field Experiences

Course Number Field Experience Level

EDUC 200 1

EDUC 202 1

EDUC 204 2

EDUC 300 1

EDUC 302 1

EDUC 303 2

EDUC 315 2

EDUC 321 2

EDUC 322 2

EDUC 326 2

EDUC 331 3

EDUC 403 SPED Internship

EDUC 414 3

EDUC 415 2

EDUC 421 3

EDUC 426 – 429 3

EDUC 473 – 476 Internship

Field Experience Levels Level 1: Field experiences at this stage include multiple opportunities to observe and work in diverse classrooms in the appropriate grade level ranges for certification areas to develop knowledge, skills, and dispositions through experiences working with individuals and/or small groups of P-12 students. Level 2: Field experiences at this level provide teacher candidates opportunities to practice what they have learned and observed while being closely mentored/coached in diverse classrooms in the appropriate grade level ranges for certification areas to develop knowledge, skills, and dispositions. Level 3: This level provides teacher candidates opportunities to participate in extended field experiences in the P-12 classroom/learning setting where they assume responsibilities for independent planning and teaching and/or co-teaching using evidence-based practices that positively impact student learning. Professional Dispositions

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The faculty and staff understand a disposition to be a value, a commitment or an ethic that is internally held and externally demonstrated. Our dispositions influence our actions and our behavior towards students, families and communities as well as towards our colleagues and our profession. As professional educators, we believe there is a set of dispositions we hold for ourselves and for our candidates in order to make the teaching-learning connection a reality for all students. In our statement of dispositions, we make public the values and the character of our teacher education program. The dispositions supported by the teacher education department are in alignment with the standards set forth and upheld by national and state accrediting agencies, employers and education professionals. Dispositions are observed and evaluated throughout the education programs, and are aligned to the expectations of students and/or candidates at various program levels. Dispositions Procedures It is the intent of the teacher education faculty to evaluate the dispositions of teacher education students, candidates and interns to:

• Select and retain students demonstrating the professional behaviors and ethical qualities consistent with Samford’s mission and Christian values.

• Maintain the integrity of the teacher education program by holding students, candidates and interns accountable for behaviors becoming of a professional educator.

• Collect dispositional data for analysis and reporting purposes. Teacher education students, candidates and interns will be subject to disposition evaluation on a regular basis, and the evaluations will become a part of the student’s departmental records. It is the opinion of the faculty that any course of action affecting teacher education students will be a more informed one if many sources of data are collected and reviewed.

Course Number Professional Dispositions Assessed

EDUC 200 *Gen ed and TEd faculty – Phase I

EDUC 315 TEd faculty – Phase II (Secondary)

EDUC 321 TEd faculty – Phase II (ESEC/ELEM)

EDUC 473/474/475 University Supervisors – Phase III

Performance Standards

Along with professional disposition, performance standards are assessed and evaluated throughout each teacher education program following a developmental progression. There are two types of instruments, one is used to support the candidate’s growth as they are learning to teach and the second is used to evaluate progress toward meeting those standards. A Field Experience Observation form will be used by the supervisor and/or the cooperating teacher to provide the candidate with specific evidence observed, demonstrating the listed standards or lack thereof. There will not be a grade assigned or data reported following each

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observation, rather the feedback will be formative with the goal being to encourage discourse and inform the candidate or intern of areas of strength and areas for improvement. It is also the aim to familiarize the candidate with the Final Evaluation form, as it will be completed at the end of the experience as a summative evaluation as to whether or not performance standards have been met. The summative field experience evaluation will be a collaborative effort between the cooperating teacher and university supervisor, and shared with the candidate or intern. This form will indicate whether or not the candidate has met the defined criteria in each performance area.

Field Experience and Clinical Internship Placements

1. Orlean Beeson School of Education, through the Student Support Office, places all

students, candidates and interns in schools and other learning settings within driving distance from the University. (Certain special circumstances may apply)

2. Orlean Beeson School of Education, through the Student Support Office, completes a Letter of Agreement through district superintendents annually, requesting permission to place students, candidates and interns in school systems and learning settings appropriate for field experiences and clinical internships. It is critical that no student, candidate or intern attempt to arrange placements for themselves, as this requires official agreements that are maintained by the Student Support Office. The Student Support Office and course professors also work through school or site administrators to identify cooperating teachers for all placements.

3. Field experiences are designed so that during the chosen program of study, students and candidates have the opportunity to observe and work with teachers and students in a variety of settings. Candidates are encouraged and supported through reflective writing, discourse with peers, professors and university supervisors, and are given purposeful feedback in order to begin making thoughtful decisions about their own personal philosophy of education and about their own teaching practice.

4. Professors and the department chair will work with the clinical coordinator and the university supervisor regarding any issues or concerns of students, candidates or interns during field experiences or clinical internships. The first point of contact should be the university supervisor. The course professor should be notified by the university supervisor; the department chair and the clinical coordinator will work with the team to address any areas of concern.

5. Orlean Beeson School of Education is responsible for the supervision of students, candidates and interns while they are in the field; however, if properly qualified personnel are available, this supervision may be delegated to partner schools or departments of the university for candidates in specialized fields. Professors of the field experience courses will supervise students and/or candidates or assign qualified personnel. A university supervisor, which may be a faculty member or qualified designee, will supervise interns. In addition, during the clinical internship and in some field experiences, a cooperating in-service teacher will be assigned to aide in supervision.

6. Orlean Beeson School of Education seeks to place one student, candidate or clinical intern per setting (classroom); however, in some circumstances a maximum of two students, candidates or interns may be placed in a learning setting.

7. Orlean Beeson School of Education complies with the Alabama State Department of Education requirements applicable to cooperating teachers working with interns. Cooperating teachers must hold a class A Professional Education Certificate, have three years of teaching experience, be recommended by the partner school administrator and be agreeable to mentoring a clinical intern. (Occasionally, there

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may be exceptions) The primary goal when placing a clinical intern is the selection of a setting where maximum professional growth can occur.

8. The university faculty member(s) serving as professor of record will be responsible for assigning or collecting the final evaluation of the student’s, candidate’s or intern’s performance. The cooperating teacher (if applicable) will provide feedback and collaborate with the university supervisor to assign a grade. The final field experience or clinical internship grade is a composite of various assignments and performance evaluations.

9. It is imperative that all students in Teacher Education courses, having a field experience component, complete the process for fingerprinting and background check through the ABI/FBI. This is a requirement that must be completed prior to visiting any school or other learning setting where children are present. This applies to all students, not just those whose major is “Education”. The expense is minimal and is the responsibility of the student. The Teacher Education certification officer will provide information needed to complete the process. This requirement is in place for the safety of P-12 student and for Samford University students.

Clinical Internship Overview Clinical internships are designed to be capstone experiences in teacher education. Clinical internship immerses interns in a school culture, and affords them the opportunity to teach in a partner school classroom or learning setting, while receiving support from an in-service teacher and a university supervisor. Clinical interns will receive formative feedback and a final summative evaluation using the same process as in field experiences. An application for Clinical Internship must be completed by all candidates one year prior to expected internship. Clinical Internship Orientation is held at the beginning of the internship semester. The agenda for the orientation session includes, but is not limited to:

• Comprehensive explanation of performance and dispositional standards.

• Detailed information on the clinical internship requirements and assignments.

• A presentation on roles, responsibilities and practical suggestions for the clinical interns.

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• Explanation of state certification forms and procedures.

• Initial cohort meeting with university supervisor.

Interns in the ESEC program will participate in a clinical internship beginning Senior I semester. A special education internship during the first semester of senior year will include an opportunity to teach for at least 7 weeks in a special education setting. Therefore, ESEC interns should plan schedules for this semester to include a full day internship experience during the second half of Senior I semester. ESEC interns will also complete a full semester internship in the Senior II semester in the remaining areas of certification. Interns will register for internship courses specific to their program of study. Internship courses are Pass/Fail. All interns will register for internship seminar. This is a seminar course for clinical internship, for which a letter grade will be assigned. Interns should expect to return to campus for regularly scheduled afternoon seminars throughout this semester.

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INSERT PASS/FAIL CRITERIA (Currently being rewritten) Committed to the mission of positively affecting the student learning of P-12 students, candidates will align teaching practice with Alabama Core Teaching Standards based on the Model Core Teaching Standards developed by the Interstate Teacher Assessment and Support Consortium. Responsibilities of Students, Candidates and Interns in Field Experiences and Clinical Internships Teacher education students, candidates and interns are expected to:

• Read and become familiar with all materials provided by the Student Support Office and professors. The student is responsible for the content.

• Attend all scheduled seminars and professional development opportunities.

• Fulfill the mandated number of days of the internship experience.

• Recognize and respect the status of “guest” in the school or learning setting.

• Understand that the final authority for classroom procedures rests with the cooperating teacher.

• Volunteer for additional responsibilities when appropriate.

• Conduct teaching experiences which attempt to impact student learning.

• Behave in a professional manner at all times.

• Complete all assignments and activities assigned by the cooperating teacher, university supervisor and professor in a timely manner.

• Serve as a representative and ambassador of Samford University and Orlean Beeson School of Education by:

1. Clearly identifying yourself by wearing the appropriate identification badge when on K-12 school sites or in other learning settings.

2. Following school or site policy regarding taking any medication. 3. Meeting all performance standards and dispositional expectations as monitored and

evaluated by the cooperating teacher, university supervisor and other university or school personnel.

Professional Conduct It is the expectation that Samford teacher education students serve as role models as they exhibit and practice the professional dispositions that will become a part of their daily lives. The student is a guest of the school or learning site and a representative of Samford University; each requires a superior level of professionalism. It is the expectation that students will conduct themselves as professionals when in the presence of students, educators, parents and members of the community. Professional conduct includes thoughtful consideration of areas such as, but not limited to: speech, conversation, dress, punctuality, attendance, fraternization with students in social situations, appropriate use of social media, etc. Once familiar with Orlean Beeson School of Education dispositions, students will be solely responsible for their professional behaviors and choices. Teacher education students should also become familiar with the “Alabama Code of Ethics” and those of the professional organization that represents his or her licensure area. Professional Appearance

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To maintain an atmosphere conducive to teaching and learning, it is the expectation that all students, candidates and interns present themselves as professionals representing Samford University, serving as an extension of its Christian mission and values with regard to personal appearance. Along with a myriad of other things to consider, personal appearance is one of the most obvious. Be reminded that as a guest in the school or at the learning site, school/district dress code policies for faculty apply with possible exceptions listed below. A general rule of thumb is, “When in doubt, rule it out!”. The cooperating teacher, professor and university supervisor can offer added clarification and guidance as needed. Items concerning dress and grooming are as follows:

1. Any clothing, personal appearance or personal hygiene and/or grooming practices that draw an inordinate amount of attention to the individual student, candidate or intern are considered inappropriate for school. The dress and/or grooming style of any student, candidate or intern must not interfere with the educational process of any school system. Attire perceived as disruptive, distracting or unsuitable for the setting is not appropriate.

2. Students, candidates and interns are to wear clothing in the manner they were designed to be worn. Specifically, pants worn too low (low riders), too long or excessively large clothing are not permitted.

3. Students, candidates and interns are not to wear clothing revealing the body in an inappropriate manner. For example, clothing which is too tight, too short, baring skin at the midriff or sides, revealing sun dresses, “spaghetti strap” type tops, low-cut front or back tops, sheer or see-through clothing, etc., are not permitted.

4. All clothes should be in a state of good repair. 5. Shorts are not appropriate with the exception of PE candidates and/or interns, and

in that case, interns should select shorts that are appropriate for wear in a K-12 setting. Inappropriate examples would be: too short, too tight, in disrepair, etc. Physical education candidates and/or interns should consult the cooperating teacher and university supervisor for guidance in appropriate gym or outdoor wear.

6. Dresses and skirts should be long enough so that it is possible to bend over or sit on the floor to assist students without revealing undergarments. If long shirts are worn over “legging” type pants or tights, the top should be long enough to present a professional appearance.

7. Students, candidates and interns are not to wear jewelry, ornaments or accessories that are distracting, i.e. jewelry and/or belts, heavy metal chains. All should be tasteful and appropriate for the setting.

8. Facial and/or tongue jewelry is not allowed for males or females. Discreet facial piercings can and must be covered. Tattoos should be completely covered by clothing.

9. Any clothing or personal item bearing a reference to alcoholic beverages, tobacco products, drugs, drug-related slogans and/or other wording, drawing, pictures, etc., which in any way can be interpreted as being suggestive, obscene or offensive, or relating to death, the occult, Satanism, etc., are not permitted.

10. Clothing and/or accessories which are disruptive or distracting to the learning environment, or which identifies a student, candidate or intern as being a member of a gang or any subversive or unlawful organization are not permitted.

11. During the school day, candidates should not wear caps, hats, bandannas, sunglasses or other headwear.

12. Outerwear, such as coats, gloves, etc., should be worn to the school site as necessary, but not during the school day.

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13. Hair should be worn and styled in such a manner that it is not typically considered unkempt, unclean or impairing vision. Candidates are not to wear hair dyed in unusual colors, spiked hair, shave head areas or shaved head patterns (numbers, names, symbols, designs, etc.).

14. Facial make-up should be tasteful and not distracting. 15. Appropriate footwear is required. Boots with chains, steel toes or other metal

reinforcements or decorations are not allowed. Flip-flops designed for beach or pool wear are not appropriate. Excessively high heels are not appropriate.

16. Clothing and/or accessories designed for concealment are prohibited. Such items may include, but are not limited to, knives concealed in belt buckles, flasks hidden in shoes, etc.

17. Blue jeans, t-shirts and other clothing typically worn in more casual settings are not to be worn unless the school administration extends this opportunity on special days or for school events. In such an instance, discretion is necessary in maintaining a professional appearance.

In many school and learning settings, in-service teachers might have permission or prefer to dress in casual clothing daily. While we desire candidates and interns to become a member of the school culture while a visitor at the school, it is important to remember that you are not yet an employee of the school system. The impression that you make while at each placement is a reflection of you, Orlean Beeson School of Education and Samford University. Confidentiality of School Information All teacher education representatives must adhere to strict confidentiality on any and all schools or learning sites, teacher and/or student matters throughout the placement, inside and outside of the classroom. The importance of the adherence of the confidentiality expectations must be clearly understood. Consequently, students, candidates and interns will be required to review and sign the Confidentiality Agreement. Use of Digital/Social Media Digital/social media technologies can serve as powerful tools to enhance education, communication and learning. These technologies can provide both educational and professional benefits, including preparing Samford teacher education students to succeed in their educational and career endeavors. However, when misused or used in an irresponsible manner, irreparable damage can occur. Students, candidates and interns will be required to review and sign the Digital Social Media Policy. Emergency Procedures It is important to know what to do if there is an emergency, or if an unusual situation arises. This is particularly important so that you will be prepared in the event that the cooperating teacher is away from the classroom. Familiarize yourself upon your first visits to any placement with the emergency routines that affect you and/or the students with which you will work at the school or learning site. Notes and Records Any observational notes interns take must be kept confidential, and should not be shared with anyone. Interns should not identify the school or site by name or any persons (adults or students) by name at any time. Using first initials is appropriate.

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Use of Personal Vehicles Transportation to and from the partner school or learning site is the responsibility of the student. Furthermore, students, candidates or interns should not, under any circumstances, transport P-12 students in his or her personal vehicle. This includes, but is not limited to, field trips sanctioned by the school. Use of Corporal Punishment Under no circumstance may any teacher education student, candidate or intern use corporal punishment, threaten to use corporal punishment, cause corporal punishment to be used or be an official witness to corporal punishment. Liability Insurance Tort liability and litigation are a valid concern for anyone working in public school classrooms. For this reason, students preparing to become teachers are strongly encouraged to have professional liability insurance. Professional organizations offering liability insurance for members are included on the Clinical Practice Orientation agenda. Interns are strongly encouraged to join an organization in order to have professional liability coverage. A copy of the Liability Insurance Waiver form must remain on file in the Student Support Office.

Clinical Internship

Clinical Interns The clinical intern has been formally admitted into a teacher education program and has met all criteria for admission to clinical internship. The intern has been assigned to a school or learning site to complete the internship semester by Orlean Beeson School of Education and the Alabama State Department of Education. The university supervisor is responsible for the intern’s clinical experience. The university supervisor works collaboratively with the cooperating teacher to provide supervision and support to the intern. At times, the university supervisor may call upon other qualified personnel for assistance. Rigor of the Clinical Internship Semester Clinical internship is an exciting time in the journey of becoming a teacher! It is also a full-time responsibility; therefore, interns should give thoughtful consideration to additional responsibilities, such as work or extra-curricular activities, during the internship semester. It is critical that interns realize that the internship requirements at the cooperating school or learning site are Monday through Friday, and that they can, and often do, extend beyond typical school hours. It is imperative that the clinical interns attend fully to the internship semester. Clinical internship is rigorous and is physically, mentally and emotionally demanding. It is important to eat healthy and establish a routine that allows for rest and time for relaxation. It is necessary to be present in the moment, and be reminded that the work done this semester goes beyond classroom assignments, is authentic and affects “real” students and impacts their learning. Be aware that there are no days allotted for holiday week travel or travel to interview sites necessitating absence from a clinical internship day. To discuss permission to attend an interview that requires absence from your clinical internship, an Interview Day Verification form must be submitted and approved by the professor, the cooperating teacher and the university supervisor no less than one (1) week prior to the requested absence.

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Expectations The intern must complete all activities listed within the course syllabi for clinical internship. These activities include, but are not limited to:

• Attend the internship orientation.

• Obtain contact information of the cooperating teacher, the university supervisor and the office number of the partner school or learning site. Keep the information accessible, in case of emergency or the need arises to make contact.

• Become familiar with and comply with all policies and practices of the cooperating school or learning site.

• Submit a schedule to the university supervisor and notify the university supervisor of any schedule changes as soon as possible. (Note: University supervisors can and will make unannounced visits, so it is critical that he or she is informed of any schedule changes.)

• Prepare lesson plans in advance as required by the university supervisor and professor; have plans approved by the cooperating teacher prior to submission to the university supervisor and implementation of the lesson.

• Become familiar with the technology systems and protocols used by teachers for grading, attendance, assessments and other recordkeeping as well as for instructional use.

• Develop the practice of seeking and accepting constructive feedback and suggestions for improvement from the cooperating teacher and the university supervisor so as to continuously evaluate one’s own teaching performance.

• Become familiar with all technology beyond the teacher’s classroom that is available for use. The cooperating school’s library or media specialist may also assist with this responsibility.

• Maintain accurate records as required by the cooperating school and Orlean Beeson School of Education.

• Adhere to the daily schedule of the cooperating teacher. Interns are required to participate in all duties, school meetings and activities in which the cooperating teacher is involved. Interns are not required, but encouraged, to participate in activities or duties for which the cooperating teacher is paid an additional stipend.

• Participate in parent/teacher conferences, team meetings, faculty meetings and professional development opportunities (as permissible) conducted or attended by the cooperating teacher.

• Participate in evaluation conferences with the university supervisor, cooperating teacher and/or any other university or school personnel.

• Attend and be fully present at seminars, workshops and other professional development opportunities provided for clinical interns.

• Complete any additional activities assigned by the university supervisor, cooperating teacher or professor.

Attendance

Interns are expected to be at their assigned school or learning site every day that teachers are to be there. The university supervisor or professor must approve any change in this schedule. If an intern is unable to report to school, he or she must inform the cooperating teacher and the university supervisor before the school day begins. NOTE: Interns should not rely on email or text messages for notifications of this nature due to the fact that cooperating teachers and the university supervisors will have questions about the day’s instruction, plans for return to school, and how the day(s) absent will be made up prior to the end of the internship semester. If the intern is responsible for any of the day’s instruction, he or she must see that the lesson plan(s) and other materials are provided to the cooperating teacher. It is expected that any

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absences will be related to illness, death in the intern’s immediate family or direct involvement in catastrophic events or extreme emergencies only. Any time missed must be added to the end of the semester as the number of required internship days are carefully planned in order to meet all state requirements.

School Calendar

Interns will follow the school district’s calendar where they are placed for the clinical internship. For example, your Spring Break holiday will be the school’s holiday where you are placed. You will not take Samford’s Spring Break in addition to your assigned school’s holiday. Evaluation Forms and Surveys The following evaluation forms will be completed by the clinical intern at the end of the semester:

• Evaluation of the University Supervisor – Interns are asked to evaluate the university supervisor.

• Evaluation of the Cooperating Teacher – Interns are asked to evaluate the cooperating teacher.

• Program Completer Survey – Interns are also asked to provide employment information if available.

Teaching

Lesson Planning Thorough, purposeful planning supports effective teaching. It is important to remember that this is an area in which most interns are still growing. While the cooperating teacher’s experience likely allows him or her to successfully teach with abbreviated lesson plans, interns require detailed plans when they begin to teach students. It is very important to hold yourself accountable for the full development of required lesson plans. Orlean Beeson School of Education professors and university supervisors are completely aware that the lesson plans of the interns will become more personalized, and lessons will be written as dictated by their future school administration, but during the internship, interns are required to follow the format given to them by Orlean Beeson School of Education when they are being observed by university supervisors. The rationale is that the supervisor needs to be able to determine the thinking processes of the intern during this learning phase of teaching. Interns may use the university format or the format of the cooperating teacher for all other lessons written during the internship. This decision is to be made by the cooperating teacher and communicated to the intern and the university supervisor. It is expected that the cooperating teacher will establish a day of the week that the intern’s lesson plans are due for review and feedback before the lesson is to be taught. This process helps to establish positive professional habits. For this reason, it will be required during internship that interns submit weekly lesson plans to serve as a record of the teaching and other duties performed during each school day. It is not expected that weekly lesson plans be fully scripted; however, it is important that they are complete and serve as documentation of critical standards taught and assessed during the internship. Lesson plans are legal documents, and it is the expectation that interns prepare and view them as such. Be mindful that lesson plans are not just an assignment, but rather a requirement of all professional educators. Professors will give direction concerning the format for the lesson plan that will be written for observed lessons. Lesson Observations

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The university supervisor will visit and observe the intern during each placement. These observations may begin as soon as interns begin teaching lessons. Most lesson observations will be planned and announced; however, the university supervisor may choose to stop by and observe unannounced. Assume that cooperating teachers are always observing. Expect feedback following observations as well as other times when applicable. Keep in mind that feedback is given to you to encourage your growth and development as a professional. It is not meant to be personal, but it is to make you the very best teacher that you can be. Accept feedback and suggestions with the spirit in which we intend it to be given. Observations are not assigned a grade, rather the overall experience will be evaluated at the end of internship. Performance grades are assigned thoughtfully. With the attitude of a learner, the intern should accept and act on formative feedback from the university supervisor and cooperating teacher. Unit Planning One intern responsibility is to develop a Unit Plan. The format and assessment rubric for the Unit Plan will be provided. Once acclimated, this is one of the first conversations that interns should have with the cooperating teacher. As this is a critical assignment, do not hesitate to initiate this discussion with the cooperating teacher so that a topic and learning objective can be selected early in the placement it will be taught Assuming Full Teaching Responsibility Interns are not permitted to be alone with students in any setting; therefore, there must be a licensed classroom teacher within approximate proximity of the classroom in order to (a) serve as a witness to the teaching process, (b) ensure safety and security for all students and, (c) serve as an intervention “lifeline” to the intern when needed and appropriate. The cooperating teacher will determine appropriate opportunities to withdraw from the classroom as the intern assumes more responsibility; however, the cooperating teacher will maintain close proximity to the classroom, in order to assess the intern’s ability to manage student behavior while teaching planned lessons. During the internship, the intern is expected to:

• Present plans for each lesson taught with all requirements met. The cooperating teacher and/or university supervisor should have no less than 24 hours prior to the teaching of the lesson, to review the lesson plan and make any suggestions or edits.

• Gain input and subsequent approval from the cooperating teacher and/or university supervisor prior to designing and implementing the action research project.

• Teach a minimum of twenty (20) days during the 15-week semester, ten (10) of which must be consecutive.

• Use the teaching timeline as a guide. Be prepared to take initiative as well as to defer to the wisdom and experience of the cooperating teacher and the university supervisor. Each clinical internship and experience is unique and variations are fully expected.

Assigning Grades to Students It is probable that a school report card will be completed at some time during the period in which interns have full responsibility for the class. This does not necessarily mean that the intern will be given the responsibility for determining the grade and completing the report card. This should be discussed by the university supervisor, the cooperating teacher and the clinical intern. Please

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remember that the cooperating teacher is ultimately responsible for assessing the progress of the students in the classroom, and reporting that assessment to parents and the school’s administration. However, it is important for the intern to experience the work involved and responsibility required in computing grades for a grading period. The same policies should apply to daily and/or weekly grading responsibilities as appropriate since it is a critical function of the teaching practice. Classroom Supervision and Management At the beginning of the internship, the intern should spend time in the classroom observing and becoming familiar with the cooperating teacher’s classroom routines and procedures. At some point, the cooperating teacher may choose to withdraw from the classroom and leave the intern alone for short periods of time. This time will allow the intern to assume full teaching responsibilities, and be solely responsible for the class. While cooperating teachers remain legally responsible for the students, it is necessary for the intern to experience full responsibility for student learning and classroom management, and develop their own practice as they learn how to teach effectively. When the cooperating teacher is out of the classroom, he or she should simply let the clinical intern know where he/she will be if assistance is needed. We encourage interns to develop their own method of management and organization; however, while in each placement, it is likely that the cooperating teacher require established routines are followed. Communicate with the cooperating teacher if you desire to try out a new routine. Keep in mind the importance of not compromising the established routines and expectations in the classroom. The intern must independently maintain classroom management as well as demonstrate a mastery of the classroom discipline procedures during the clinical internship. We recognize that this may be a challenging task; therefore, the cooperating teacher and university supervisor can certainly provide needed support and guidance. The clinical intern should never be asked to serve as a substitute teacher. In the absence of the cooperating teacher, a substitute teacher should be placed in the classroom with the intern or other arrangements should be made to uphold all legal and ethical responsibilities. As the intern makes the transition out of full-time teaching responsibilities with the cooperating teacher and the students in the classroom, carefully planned observations will help reinforce the intern’s understanding of what he/she has experienced in the classroom as well as help the intern gain a broader view of the total school. Arrangements for all observations should be made in advance for optimum planning and courtesy to school faculties and staff members. As time permits, the intern should prepare a written, detailed schedule of activities for every day and have the schedule approved by the cooperating teacher. The following suggestions from previous interns and university supervisors provide insight about the nature of these observations:

1. Classroom visits

• Plan to visit other classrooms similar to the one in which the intern is teaching.

• Plan to visit classrooms in grade levels below and above current students’ grade level.

• Follow the students the intern has been teaching, to each of the other teachers who work with them, i.e. Art, Music, P.E. The intern will then have a chance to see how other teachers work with the same students.

• The length of these other classroom visits will vary. Creating an appropriate balance of time is part of the challenge of preparing the schedule.

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2. Support staff and management visits Arrange a time to “shadow” a few of the following persons, if time allows and opportunity exists:

• The principal

• An assistant principal

• A curriculum specialist

• A literacy coach

• A teacher specialist

• A guidance counselor

• The media center director

• The school nurse

• The school resource officer

Each of these visits may be for part of a day; the length of time will depend upon the individual’s schedule and the number of interns placed in the school.

3. Where should interns observe?

Intern observation should be in the assigned school and approved by the cooperating teacher and university supervisor.

4. How should time be spent if an intern is not observing or teaching?

Whenever interns are not observing or teaching, they should spend time in their assigned classroom to provide assistance to the cooperating teacher and students in the same spirit and intention as in the beginning of the placement. It is probable that there will be events or activities taking place in the classroom for which interns wish to be present, and other times when interns’ continued support of students will be appreciated.

References Upon successful completion, the intern should be able to request letters of reference from the university supervisor, the cooperating teacher and any other professionals who observed the intern’s teaching. Evaluation Evaluation is an attempt to state quantitatively and qualitatively the degree to which an intern possesses the knowledge, skills and dispositions necessary to become a qualified teacher. Evaluation of clinical internship is a continuous process involving the intern, the cooperating teacher and the university supervisor. It is anticipated that the clinical internship experience and the continuous feedback from self-evaluation, participation in cooperating teacher and/or university supervisor conference, university seminars and other professional development will provide valuable information empowering interns to perform successfully. The aim of evaluation in clinical internship is:

• To assist the intern to realistically view all strengths and areas of improvement as a teacher.

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• To provide the intern with clear criteria for increased personal and professional growth.

• To provide a basis for a final evaluation and a recommendation for certification. Evaluation of interns is an important component of the teacher education program and is a rigorous multi-dimensional process. The components and guidelines are congruent with the Alabama State Department of Education standards Alabama Core Teaching Standards and the specialized professional association guidelines. The components of intern evaluation include:

• Weekly lesson plans with reflections

• Parent/guardian letter sent out week 1 of each placement

• E-portfolio

• 5-day unit plan

• Professional Learning Plan/Seminar attendance and reflections

• Class management plan

• Evidence of impact on learning – action research paper and presentation

• Performance grade per placement

• Final Defense presentation Directions and guidelines for assignments will be distributed by professors at internship orientation. Final Grades At the completion of clinical internship, interns will receive a grade of Pass or Fail in the internship courses. The grade is determined by the university supervisor, and is based upon the cooperating teacher’s and university supervisor’s collaborative assessment of the clinical intern’s knowledge, skills and dispositions. Criteria for successful completion of internship:

• Successful completion of all requirements set forth in the syllabi for clinical internship courses.

• Demonstrate competency in the knowledge, skills and dispositions required by teacher education and the Alabama State Department of Education.

• Earn a letter grade of “C” or higher in the internship seminar course and a grade of Pass in the internship courses.

Appeal Process If the intern does not agree with the clinical internship grades, he or she may appeal the decision to the department chair. In order to ensure timely action, the appeal must be in writing and received by the department chair within ten (10) calendar days of the date the grade is posted. If the intern does not agree with the decision of the chair, the appeal will be submitted to the associate dean of Orlean Beeson School of Education. If the intern does not agree with the decision of the associate dean, the appeal will be submitted to the dean of Orlean Beeson School of Education. In order to ensure timely action, each appeal must be in writing and received within ten (10) calendar days of the date of the appealed decision. The dean’s decision is final. Guide to Clinical Internship Assessment Forms

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Form Purpose Description

Clinical Internship Evaluation Form

Lesson observations and constructive feedback

Cooperating teachers and university supervisors use this form when observing interns teaching a lesson.

Clinical Internship Evaluation Form

Midterm evaluation Completed at the mid-point of the clinical practice by the university supervisor in conjunction with the cooperating teacher.

Clinical Internship Final Evaluation Form

Final evaluation Completed at the end of the clinical practice experience by the supervisor.

Phase III Disposition Form Evaluate dispositions Completed at the end of clinical internship experience by the university supervisor in conjunction with the cooperating teacher.

Opportunities

Interview Day During the internship semester, a day is scheduled by Samford’s Career Development Office and the clinical coordinator in an effort to provide an opportunity for clinical interns to interview with local and visiting administrators and school system representatives. Interns are required to attend Interview Day, and will be given details as to how to schedule interviews with selected administrators. This event gives interns an opportunity to share their resume with administrators who are potential employers. For interns who know that they will not remain in state to teach, this is an excellent opportunity to hone interview skills and gain valuable insight into the process. Oral Defense Presentation and Appreciation Event At the end of the clinical internship semester, interns will present their work and share their experience with their colleagues, university supervisors and professors. The date for the defense will be announced at the beginning of the semester. Interns will be given specific requirements for the presentation, and a grade will be recorded based on a rubric. A reception will be held in honor of the interns at this time.

The Cooperating Teacher

Role of the Cooperating Teacher Cooperating teachers are critical to successful clinical internships. The cooperating teacher will serve as the model, guide and mentor to the intern. The cooperating teacher’s influence will greatly affect the intern’s future teaching style as well as his or her professional attitude. Of all the

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people who have contact with the clinical intern, the cooperating teacher has the opportunity to have the greatest impact, and can take advantage of “teachable moments”. The cooperating teacher is an integral part of the team who will work throughout the semester on the professional development of the emerging classroom teacher. The cooperating teacher will work closely and collaboratively with the university supervisor to review and evaluate the progress of the clinical intern. The department chair, professor and the Student Support Office will work with each university supervisor to monitor the clinical internship of all assigned interns. The department chair and the Student Support Office are always available to assist during the semester, if more direction or support is needed.

Responsibilities of the Cooperating Teacher Orientation The orientation of the intern to the cooperating teacher, the classroom, students and school is extremely important to ensure a positive and productive start to the semester. Although the intern has completed several field experiences in schools and/or learning sites, he or she has not experienced day-to-day responsibilities in this setting. In order to provide a structured introduction for the intern, the cooperating teacher will want to consider what interns should know about this new environment and the people he or she will come in contact with while in their school. Some items to consider include:

• School facility – all areas and/or rooms used by students as well as locations of workrooms, media center, restrooms, nurse’s office, copy machines, etc. If possible, please designate a place in the classroom where the intern can work and store their teaching materials.

• School personnel – teachers and assistants in the grade, subject area or hall, administrators, guidance counselors, media specialist, nurse, custodians, main office administrative assistant and any other personnel with whom the intern will have regular contact.

• School procedures and/or policies – school procedures and/or policies manual or handbook which address attire, sign in, parking, time of arrival and/or departure, lunch/bus/additional duties, school calendar, emergency procedures and any other topics that will enable the intern to feel comfortable and enable them to be successful in his or her new environment.

• Students – introduce the clinical intern to the students on his or her first day and explain his or her role in the classroom. Ensure that the students understand that the clinical intern will be the lead teacher for a number of weeks during the semester. Students should also be aware that the clinical intern will be involved in instruction, classroom management and the grading process, and that the students should treat the clinical intern as they would treat the cooperating teacher.

• Parents of students – informally introduce parents to the clinical intern when they visit the classroom or school open house, and include a write up in the class newsletter or on the classroom webpage, if applicable. Clinical interns need practice in learning how to build strong relationships with parents, caregivers and guardians.

Observation Period The cooperating teacher and the intern will be eager to get started once introductions have been made; however, the observation period is a vital part of the clinical practice program. The intern is expected to observe the cooperating teacher instructing students and managing the

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classroom for the first days as well as thereafter when given the opportunity. Not only will the intern be observing the cooperating teacher’s style of teaching and classroom management, but also the academic progress and social behaviors of students in the classroom. University supervisors will provide the intern with a checklist of observation and/or orientation items to accomplish in order for the clinical intern to focus on areas such as transitions, classroom management, student safety, demographics, etc. The cooperating teacher is also encouraged to direct the intern to look for specific strategies or other information as they become aware of the complexities and needs in the classroom. It is important that the cooperating teacher understand that the intern will be making observations to complete assignments for their university supervisors. Lesson Planning Thorough, purposeful planning supports effective teaching. It is important for the cooperating teacher to provide the intern guidance, support and offer appropriate levels of scaffolding in this area, especially in the early stages of the internship. While the cooperating teacher’s experience likely allows him or her to successfully teach with abbreviated lesson plans, interns require detailed plans when they begin to teach the students. It is very important for the cooperating teacher to hold the intern accountable for the full development of required lesson plans. Orlean Beeson School of Education professors and university supervisors are completely aware that the lesson plans of the intern will become more personalized and lessons will be written as dictated by their future school administration, but during the internship, interns are required to follow the format given to them by Orlean Beeson School of Education when they are being observed by university supervisors. The rationale remains that the supervisor needs to be able to determine the thinking processes of the intern during this learning phase of teaching. Interns may use the university format or the format of the cooperating teacher for all other lessons written during the internship. This decision is to be made by the cooperating teacher and communicated to the intern and the university supervisor. We strongly suggest that the cooperating teacher establish a day of the week that the intern’s lesson plans are due for review and feedback, before the clinical intern implements the lessons, and before they are submitted to administrators (according to the process used in the school). This process encourages accountability in interns and helps them begin to establish positive professional habits. Observed lessons must be written using the Samford Design for Learning lesson plan template. Grading It is probable that a school report card will be completed at some time during the period in which the intern has full responsibility for the class. This does not necessarily mean that the clinical intern will be given the responsibility for determining the grade and completing the report card. This is an issue that should be discussed by the university supervisor, the cooperating teacher and the clinical intern. Please remember that the cooperating teacher is ultimately responsible for assessing the progress of the students in the classroom, and reporting that assessment to parents and the school’s administration. However, it is important for the intern to experience the work involved and responsibility required in computing grades for a grading period. The same policies should apply to daily and/or weekly grading responsibilities. With guidance from the cooperating teacher, interns can and should take on grading responsibilities as appropriate since it is a critical function of the teaching practice. Conferencing Because feedback and communication between the cooperating teacher and intern are of utmost importance, we ask that the cooperating teacher set aside regular times for conferencing. This is

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the cooperating teacher’s time to coach and consult, and the intern’s time to reflect, self-assess and question. Some cooperating teachers also keep an interactive journal or notebook in the classroom in which they write notes to the intern while observing a lesson. The intern may also write questions and/or thoughts to his or her teacher. The cooperating teacher may also find this approach beneficial because it enables him or her to record information as it happens, without interrupting the flow of the lesson. At both mid-term and at the end of the placement, cooperating teachers will be asked by the university supervisor for input as to the dispositions and performance of the intern. The university supervisor will then compile the cooperating teacher’s data with his or hers to assign a grade for the intern. The cooperating teacher will not be required to assign a final grade for the intern; however, the input given to the university supervisor is of utmost importance. It is the cooperating teacher that has been in the classroom with the intern on a daily basis. Classroom Supervision and Management At the beginning of the internship, the cooperating teacher should spend considerable time in the classroom with the clinical intern. At some point, the cooperating teacher may choose to withdraw from the classroom and leave the clinical intern alone for short periods of time. It is important that the clinical intern is not left alone prematurely, or for an extended period of time. They should not be “thrown into the classroom” on a “sink or swim” basis. These novices need the support of cooperating teachers as they assume full teaching responsibilities. Once teaching responsibilities have been transferred to the intern, plan to allow time for the intern to be solely responsible for the class. While cooperating teachers remain legally responsible for the students, it is necessary for the intern to experience full responsibility for student learning, and classroom management, and develop their own practice as they learn how to teach effectively. When the cooperating teacher is out of the classroom, he or she simply needs to let the clinical intern know where he/she will be if assistance is needed. Cooperating teachers should be present in the classroom long enough each day to allow for constructive feedback during conference times. It is also important that the cooperating teacher be available to assist when needed. “Assistance” may mean that the cooperating teacher will serve as a “co-teacher” at times, especially when another voice and set of hands is beneficial to small group instruction or additional modeling of effective teaching practice is needed. While we encourage interns to develop their own method of management and organization, it is clear that the overall classroom order is the ultimate responsibility of the cooperating teacher. We urge the cooperating teacher to give the intern every opportunity to implement the system, without compromising the established routines and expectations in the classroom. The intern must independently maintain classroom management as well as demonstrate a mastery of classroom discipline procedures during the clinical internship. We recognize that this may be a challenging task; therefore, the cooperating teacher and university supervisor are asked to provide needed support and guidance for the intern. The clinical intern should never be asked to serve as a substitute teacher. In the absence of the cooperating teacher, a substitute teacher should be placed in the classroom with the intern or other arrangements should be made to uphold all legal and ethical responsibilities. Cooperating teachers helping in these ways does not take away from the intern’s serving as a full-time teacher, and intentional decisions about when to be present and to what degree will no doubt make a significant difference toward the learning of the students in the classroom as well as the learning of the intern.

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Emergency Procedures It is important that the intern know what to do if there is an emergency, or an unusual situation arises. This is particularly important so that the intern will be prepared in the event that the cooperating teacher is away from the classroom. Cooperating teachers must communicate specific directions and expectations necessary to ensure the safety of students and the intern. Lesson Observations The university supervisor will plan to conduct a number of observations during each placement of the internship semester. The cooperating teacher is also required to complete lesson observations. These observations may begin as soon as interns begin teaching lessons. The minimum requirement may vary for those interns who need additional formal lesson feedback. More than the minimum observations are acceptable and encouraged in this situation. Timely feedback is extremely important. As soon as possible, following a lesson observation, the cooperating teacher should lead a reflecting conversation with the intern. This conference should include specific feedback for reflection and future planning. It is important for the clinical intern to experience announced and unannounced observations. It is critical that the university supervisor and cooperating teacher record strengths and areas for improvement on the observation forms. For any issues that have emerged beyond the particular lesson being observed and documented, it is acceptable to enter notes and evidence in any open comment area. It is important that dispositional concerns, and any other issues or suggestions are documented so that expectations can be made clear to the intern. Unit Planning One of the intern’s first responsibilities is to develop a Unit Plan. Each intern is provided with a format and assessment rubric for the Unit Plan as a part of the clinical internship orientation, and the university supervisor will guide the intern’s timeline for developing this plan. Cooperating teachers are asked to share a Unit Plan learning objective (or topical area) with the intern and thoroughly discuss what the intern will be addressing in terms of academic topic over the internship semester. The actual topics of study and sequence of lessons remain the cooperating teacher’s responsibility and are subject to his or her approval. The intern needs full access to all curriculum guides, resources and materials and he or she will require guidance from the cooperating teacher during the preparation of this plan. Calendar A suggested teaching calendar for the placement will be provided; however, the cooperating teacher and the university supervisor will have the autonomy to determine the final calendar for the clinical intern’s classroom teaching schedule. Student Information Cooperating teachers are asked to assist the intern in learning as much as possible about the students and identifying available resources that provide pertinent student information, i.e. student records. Assessment Data

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Reporting of student progress and assessment data are an important element of teaching. The intern will collect data under the supervision of the cooperating teacher. Interns will have signed a Confidentiality Agreement prior to their placement, which requires strict adherence.

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The University Supervisor

Initial Meeting with Interns At the clinical intern and university supervisor meeting at orientation, the university supervisor will have the opportunity to make general introductory comments to the group. The university supervisor should plan to speak briefly about the role of the cooperating teacher, the university supervisor and the responsibilities of being a clinical intern. Topics that may be included in this meeting are:

• An introduction of the university supervisor’s background that precedes his or her work as a university supervisor.

• Collecting personal contact information for the interns (all phone numbers and email addresses).

• Explaining the process for interns to follow in cases of emergency (sickness and family emergencies).

• General schedule for the semester including phasing into teaching, full time teaching and phasing back out of teaching at each placement.

• Requirements for the completion and submission of assignments.

• Requirements for the preparation and submission of lesson plans.

• A review of professional responsibilities and expectations for educators – attendance, being on time, appropriate dress, confidentiality and discretion.

• An overview of the grading process.

• Ensure that interns have, in hand, the information that needs to be given to the administrator and cooperating teacher on the first day of internship.

• Remarks about the importance of the clinical intern and cooperating teacher working together with emphasis on the need to communicate any concerns or problems to the university supervisor immediately.

It is also a time to inquire about the interns’ previous field experiences and career plans. This information will inform the university supervisor and guide their support of the intern as an individual, understanding what he or she has done in the past that may relate to the clinical internship experience, and alerting the university supervisor to any special circumstances, which might impact the internship. No later than the day of clinical internship orientation, university supervisors should check to make sure that all interns under his or her supervision have completed The Handbook module successfully with a passing rate of 80% or greater.

Professional Development Seminars The primary purpose of the professional development seminar associated with the clinical internship is not only to respond to current issues, challenges and adjustments that the clinical interns will be encountering, but to also provide opportunities for all interns to receive ongoing, high-quality professional development. Professors will schedule the seminars for the clinical interns and university supervisors are encouraged to attend, facilitate the seminar as needed and check in with interns. Seminars will be held on Samford’s campus or at a local school in the afternoon, following the intern’s teaching day. Intern attendance is mandatory.

Extension of Samford

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The university supervisor serves as an ambassador of Samford University and Orlean Beeson School of Education. It is important that university supervisors meet the cooperating teacher and administrators early in each placement. Please follow the sign in procedure required by the schools that you will visit and wear your Samford name badge each time you visit the schools. Upon your first visit, please share your contact information with the cooperating teacher and ensure him or her that you are an available resource and are looking forward to a positive learning experience for the intern. This is also a good time to make sure that the cooperating teacher received the internship information from the intern. As the information is made available, you might direct them to the online repository where they can access any forms or policies they wish to revisit. Please also encourage them to contact you with questions, once they have reviewed the materials. As most supervisors know, in-service teachers also appreciate a kind word of thanks for hosting our interns.

Observations, Evaluation and Conferences

Observing and conferencing with the clinical intern and maintaining open communication with the cooperating teacher are very important responsibilities of the university supervisor. Informal School Visits/Observations It is important to visit each clinical intern and cooperating teacher as soon as possible after the clinical internship orientation in order to become familiar with the school setting and conduct a planning conversation with the cooperating teacher and clinical intern, including a review of the semester calendar and any policy and/or procedure questions that may arise. It is important that the university supervisor maintain an open and candid relationship within this “triad”, so that communication and trust is established as soon as possible. During a lesson observation, the university supervisor observes the clinical intern teaching and completes the Clinical Internship Evaluation form giving lesson feedback indicating strengths and areas for improvement. It is the expectation that the intern will submit their lesson plan to the supervisor via email no less than 24 hours prior to a scheduled observation. This time period gives the supervisor a reasonable amount of time to provide any suggestions prior to the observation, and teaching of the lesson. At the lesson observation, a hard copy of the lesson should be provided by the intern. Additional visits may be scheduled by the university supervisor, the cooperating teacher, professor or the clinical intern. Timely feedback is extremely important. Immediately following the observations, supervisors should hold a conference with the intern to provide specific feedback for reflection. If needed, the cooperating teacher should be alerted to take over the class following the observed lesson so that the university supervisor and the clinical intern will have time to conference together. If an observation is unannounced, the cooperating teacher may not be readily available; thus, the university supervisor may need to conference with the clinical intern at a later time. It is important for the clinical intern to experience announced and unannounced observations. An unannounced observation does not require that a lesson plan be provided; rather it is to determine the quality of teaching on a daily basis. The university supervisor might visit an intern’s class unannounced to see a lesson or observe him or her interacting with students when at the school observing another intern. It is critical for the growth and development of the intern that the university supervisor and cooperating teacher record strengths and areas for improvement on the observation forms. For any issues that have emerged beyond the particular lesson being observed and documented, it is acceptable to enter notes and evidence in any open comment

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area. It is important that dispositional concerns, and any other issues or suggestions are documented, so that expectations are made clear to the intern. Procedures for Addressing Challenges During Clinical Internship During clinical internship, interns “phase in” to the teaching experience with the goal of improving their knowledge and skills throughout the semester. On occasion, interns may have difficulty meeting the requirements of the clinical internship experience. Therefore, it is important that a procedure be in place that ensures clear communication and an adequate opportunity for the intern to correct his or her deficiencies. The procedures define the steps to support the intern, while also being sensitive to and respectful of the needs of the cooperating teacher, his or her students and the overall school community. A university supervisor usually becomes aware of an intern’s challenges through direct observation, from information provided by the cooperating teacher and/or from the intern himself or herself. All information related to challenges should be documented on the intern’s observation instruments as well as clearly communicated to the intern. Specific suggestions for improvement should be made with written feedback provided. In most cases, this is a developmental process with the understanding that interns are resourceful and prepared for this experience; therefore, they can make the necessary adjustments to meet the requirements. However, if an intern continues to have difficulty in mastering teaching skills and/or performance expectations, professional standards, standards of conduct, dispositional issues or other areas of deficiency, the university supervisor and the cooperating teacher may request a meeting with the professor to develop a Growth Plan, written specifically for the clinical intern. The Growth Plan is a written remediation action plan developed by the university supervisor with input from the cooperating teacher. The Growth Plan identifies specific deficiencies that are placing the intern at-risk based on the cooperating teacher’s and university supervisor’s assessments and could compromise the intern’s final grade. The Growth Plan is a due process policy that follows a procedure by notifying and explaining the issues that must be addressed, assisting the intern in understanding the skills and techniques that must be mastered and creating a reasonable timeline for demonstration of improvements. The cooperating teacher’s and the university supervisor’s role in the Growth Plan procedure is to formally assess the intern’s progress regarding the plan’s requirements, expectations and timeline. It is important to emphasize that these evaluations are in addition to those required in clinical internship, unless the Growth Plan establishes other requirements. Lastly, the professor, university supervisor and the clinical intern will examine the intern’s progress to determine the success of necessity for the intern’s withdrawal or failure from clinical practice internship. The Growth Plan may be implemented at any time during the internship. Depending on the progress, or lack of progress demonstrated by the intern, the following options may be considered:

• Extend the clinical practice experience in order to fulfill Growth Plan goals.

• Determine that the intern is failing and advise withdrawal from clinical internship, possibly with the option to repeat the experience (re-apply for clinical internship in another semester).

• Under advisement of the professor, university supervisor, cooperating teacher and appropriate Orlean Beeson School of Education administration, be offered the option to complete a modified internship and graduate with a degree, but not receive recommendation for certification.

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An intern is subject to immediate removal from clinical internship, if, during school hours, he/she:

• Consistently demonstrates unprofessional behavior.

• Is intoxicated.

• Uses drugs.

• Commits a crime that would suspend or dismiss a teacher from his or her position.

• Uses corporal punishment.

• Is asked to leave the school by a district-level administrator. Midterm Evaluations The Midterm Evaluation is a critical part of the clinical internship experience. It is the prime opportunity to assess the progress made as well as identifying the areas that must be addressed by the clinical intern to ensure successful teaching practices and successful completion of the clinical internship. The primary purpose of the Midterm Evaluation is to discern the progress being made by the clinical intern. The university supervisor and the cooperating teacher will complete this evaluation collaboratively. This formative assessment should reflect the clinical intern’s areas of strength and areas of improvement, and support examples of practices that are being completed in a timely and effective manner. It should also be used to specifically cite any areas of concern and areas in which the intern excels. Midterm Conferences The university supervisor serves as the moderator for the Midterm Conference meeting. The following agenda items are typical and need to be considered:

• Intern’s comfort/confidence level

• Degree of teaching responsibility and freedom the intern is being given to practice

• Degree of feedback and support being given

• Self-assessment of intern and his or her performance

• Consensus of triad to determine the most important goals for the final half of the semester Additional Observations In the event that an intern needs additional formal observations by the university supervisor and cooperating teacher, it is especially important to document what was observed, recommended and what is expected in future visits. University supervisors should notify the professor when there are concerns about the development and/or success of a clinical practice intern. Final Evaluations The university supervisor and the cooperating teacher will collaborate to complete the final evaluation of the clinical practice intern. The university supervisor and cooperating teacher will document evidence and discuss the final grade for the clinical practice intern. This evaluation will reflect the success or failure of the clinical practice intern’s progress and development as a teaching candidate. The final evaluation will be a part of the intern’s academic file.

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Final Conference At this meeting, the university supervisor, cooperating teacher and clinical intern summarize the semester in order to provide closure. The university supervisor will discuss the Final Evaluation and give the clinical intern his or her final grade. The university supervisor will also collect any remaining documentation that the intern must submit for successful completion of their internship.

Submitting Grades for Interns University supervisors are required to submit clinical interns’ grades electronically using the current learning management system at the end of the semester. Please be alert to emails from the Student Support Office and/or professor for grading and grade submission deadlines. The electronic grading system allows supervisors to submit grades from the convenience of their home or office. Instructions for grade submission will be provided. Remember, the university supervisor must have a Samford email account to complete this process. The university supervisor should contact the University Helpdesk for information about creating an email account or for technical support.

Travel Reimbursement University supervisors who visit clinical interns at their school sites are eligible to receive mileage reimbursement (current IRS standard mileage rate) for the trips to those schools. University supervisors are entitled to reimbursement for the distance from home to the first school visited on a given day. If the supervisor visits additional schools during the same day, he or she may record the distance driven between the schools. At the end of the day, supervisors are entitled to reimbursement for the distance from the last school visited back to his or her home. If the university supervisor must come to campus first on a given day, the first mileage reimbursement will be from the university to the first school and the same shall be in place for the end of the school day. The teacher education department’s Travel Log should be used to maintain an accurate record of travels. At the end of the semester, all travel costs must be reimbursed via Samford’s Travel and General Expense Report form accompanied by a Department Travel Log form. These documents should be completed and submitted to the administrative assistant of the teacher education department as soon as possible after the last school visit of the semester.

Process for Submitting Performance and Disposition Data Related to Performance University supervisors and clinical interns will have access to the system used to collect data and information related to clinical internships. The data and information will be collected in a variety of ways by the university supervisor – observation forms, logs, anecdotal notes, video, planning unit, action research, etc. It will be the responsibility of the university supervisor and the clinical intern to submit relevant and appropriate data and evidence into the designated system provided by Orlean Beeson School of Education. Information about the system will be provided during orientation sessions and trainings.

33

Candidate: A teacher education student who has met the criteria and been formally admitted to a teacher education program. Clinical Internship: The culminating experience for candidates enrolled in the teacher education Programs. This full-time, supervised program allows candidates to demonstrate the knowledge, skills and dispositions required of professional educators. Clinical Intern: A teacher education candidate who has met the criteria to participate in clinical internship. Cooperating School/Site: A selected school or learning site that agrees to accept clinical interns. Cooperating Teacher: The teacher selected to supervise a clinical intern. The cooperating teacher must have at least three years of experience, hold a valid Class A Alabama Teaching Certificate and be recommended by their administrator. Dispositions: The values, commitments and professional ethics that influence behaviors toward students, families, colleagues and communities and affect student learning, motivation and development as well as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibilities and social justice. EDUC: Denotes an Orlean Beeson School of Education, Teacher Education course. ESEC: Early Childhood Education/Early Childhood Special Education/Elementary Education/Elementary Collaborative (combined major) Field Experience: Opportunity for teacher education students and candidates to observe, assist practitioners and students, teach lessons, and complete other learning activities at a P-12 school or other learning setting. Growth Plan: A written remediation plan developed by the university supervisor with input from the cooperating teacher to address any specific area(s) of concern regarding the intern’s performance. The plan explains, assists and sets a timeline to support the intern in making appropriate and necessary changes in his or her performance and/or work. SEED: Secondary Education (double major) Student: A Samford student in a teacher education course; a P-12 student. University Supervisor: A representative of Samford University who, in conjunction with the cooperating teacher, is responsible for supervising, evaluating and grading the clinical intern during the clinical internship experience.

34

INTERNSHIP REQUIREMENTS Intern Expectations:

1. Weekly lesson plans with reflection due each Friday 2. Parent/guardian letter sent out week 1 of each placement 3. E-Portfolio 4. EdTPA 5. Professional Learning Plan/Seminar Attendance & Reflections 6. Class Management Plan 7. Evidence of impact on learning- Action Research paper and presentation

Supervisor expectations:

• 5 visits for the 1st placement (3 observations)

• 5 visits for the 2nd placement (2 observations)

• 1 Final Presentation- Date TBA

• 3 Final Performance Grade Evaluations at end of each placement (completed with cooperating teacher)

• Overall Field Experience Observation Rubric & Dispositions in Task Stream

Cooperating Teacher

35

• 2 observation forms per placement

• Anecdotal feedback at end of each placement

• Collaborate with university supervisor on final performance grade evaluation

EDTPA

Please see EdTPA resources for schedules for seminars and resources. Weekly Lesson Plans Weekly plans are required. It is important that we have a record of your plans during your student teaching. Teachers are required to submit weekly or bi-weekly lesson plans to their principal. This is a habit that we would like for you to start during student teaching. We do not think it is a good idea for you to enter your first year of teaching without ever having to submit weekly lesson plans. We do not expect that your weekly plans will be scripted. These plans are rather, an account of the duties that you performed during your teaching.

This is not just an assignment. This is a requirement that ALL teachers are required to perform in our profession. Remember, lesson plans are documentation that standards were taught and assessed. They are legal documents. Please keep this in mind. When you assume full-time teaching, your plans are the documentation for the school that you taught and assessed critical standards. This should not be treated as an "assignment". This is an authentic requirement.

Please include the following on your weekly lesson plans:

• Your name

• Your teacher's name

• School Name

• CCRS

• Learning Target

• Grade Level

• Make note of how you are differentiating daily

You are required to attend all professional meetings, professional development trainings and workshops before or after school (that your teacher is required to attend) and all school-wide events. The only acceptable excuse for an absence of these events is sickness, death, athletic responsibility or a required seminar at Samford. These should be noted in your weekly plans and in your weekly reflections. For lessons in the Samford Design for Learning format, please make sure that you complete the REFLECTION and the DATA ANALYSIS before uploading your plan. Also, you are differentiating for specific students so your DIFFERENTIATION section should reflect that.

Please use the following as a guide for each placement:

Week 1: Observe teacher, learn the class routines, observe the teacher's classroom management plan, learn the daily/weekly schedule, ask your teacher if you can assume the responsibility of one aspect of the class for planning. (For example, spelling, one group during literacy block, etc.) You should write your plans in the lesson plan format that is required by your school/school system unless being observed by your teacher/supervisor. In that case, you would use the Samford Design for Learning. Your plans this first week will be basic and limited as you do not have many responsibilities in the classroom. At the end of your weekly plans, include your reflection of the week. This first week's reflection would include the daily schedule and other important information/observations from the class. This may be student observations, classroom routines, teacher's classroom management plan, etc. So while the lesson plans in this submission would be limited, you will have more observations and reflections regarding the overall classroom environment. Attend professional meetings, talk to the other teachers on the team. Get to know the office staff. Send home your parent letter.

Week 2: Ask your teacher if you can add to your responsibilities. You may ask if you can be in charge of teaching/planning for science or social studies. Also, ask if you can assume the responsibilities of taking the students to their "specials". You will probably want to schedule your first lesson this week. It does not have to be observed, but you will want to teach a lesson to get to know the class and how they respond to your teaching. The goal is to pick up additional responsibilities for the class. Attend professional meetings and take notes. Your submission should include lesson plans and a reflection of the week. Include reflections of any meetings attended or school-wide events.

Week 3: Assume more responsibilities in the classroom to support instruction. Pick up another subject if possible. Offer to lead small groups. Schedule your observed lessons. Attend professional meetings and school-wide events. Get involved in the classroom. Work with students who need additional help. Get acquainted with the technology in the classroom. Include your plans and your reflection in your submission.

Week 4: Assume more responsibilities in the classroom. Pick up another subject to teach/plan. (You may follow the teacher's plans but those must be included in your weekly plan submission) Plan your observed lessons. You should plan to have five-ten days of full-time teaching in each placement. This means that you assume the responsibility for all classroom activities and plans. All teachers/situations vary and we understand that. You may schedule your full-time teaching at any point in your placement. You should coordinate this with your teacher at the beginning of the placement as well as your supervisor. You should have at least

36

one ten-day full-time teaching experience. This is required. Please note in your weekly plans if you are in your full time teaching week(s) Attend all meetings and school-wide events that your teacher is required to attend.

Week 5: Assume more responsibilities in the classroom. If this is your full-time teaching week, please note that in your lesson submissions. You may be teaching your unit this week. If so, include those lessons in your plans. Schedule your observed lessons. Your supervisor needs to observe a variety of lessons: math, literacy, your unit, science, social studies, etc. You are responsible for scheduling these and making sure that they observe a variety.

Week 6: Finish any assessments, finish any last observations, etc. This may be your full-time teaching week. Note that in your plans. Folder. Classroom Management Candidates will create their classroom management plan for each placement during internship.

Parent guardian letter

For each placement, you should send a letter of introduction to the parents. Include information about ways that you would like to support the students in the class. Please have the letter approved by your teacher before you send home. Letter must be sent home the first week of the placement.

E-portfolio You will need to complete the INTASC portfolio that you started in Dr. Haralson's technology course. These are the pages that need to be completed during student teaching.

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Appendix A

Filed Experience Observation Documents Levels 1-3

FIELD EXPERIENCE VERIFICATION - LEVEL 1

Initial Certification Programs

Candidate Name: Date:

Cooperating Teacher/School:

Completed by:

Indicate with a(+) if the element is observed or a(–) if not observed. Leave the element blank if not applicable. Include comments as needed.

Element Evidenced (+) Not evidenced (-)

PROFESSIONALISM #18:

Has a positive attitude.

PROFESSIONALISM #19:

Is collaborative.

PROFESSIONALISM #20:

Maintains an appropriate level

of professional ethics in terms

of personal conduct,

academic integrity, emotional

maturity and legal

mandates/school policy.

38

PROFESSIONALISM #21:

Demonstrates reflective thinking.

PROFESSIONALISM #22:

Demonstrates sensitivity to all students by using non-biased communication and/or teaching strategies.

PROFESSIONALISM #23:

Is receptive to constructive criticism and incorporates feedback.

PROFESSIONALISM #24:

Presents self in a professional manner (appearance, attitude, attire, conduct, preparation / organization of materials).

PROFESSIONALISM #25:

Demonstrates acceptable oral, written and nonverbal communication consistent with the expectations of a college graduate.

Comments related to PROFESSIONALISM:

Candidate signature: Date:

Supervisor signature: Date:

39

Field Exp Evaluation (Level 2)

Not Met (1.000 pt) Met (2.000 pts) Advanced (3.000 pts)

PLANNING #1:

Develops learning

objectives which

are appropriate

for the subject

and grade level,

and are connected

appropriately to

the CCRS; and are

measurable and

identify criteria for

mastery.

Objectives are

inappropriate for the

subject

area/developmental level

of learners by being

either too difficult or too

easy for students.

Objectives are not stated

in measurable terms, do

not include criteria,

and/or are not

appropriately connected

to the College and

Career Ready Standards

(CCRS).

Objectives are appropriate for

subject

area/developmental level of

learners, are connected

appropriately to the College

and Career Ready Standards

(CCRS), and provide

appropriate challenges for

students (tasks are neither too

easy nor too difficult).

Objectives are measurable

and objectives identify criteria.

Objectives are appropriate for

the subject

area/developmental level of

learners, are explicitly

connected to the College and

Career Ready Standards

(CCRS), and provide

appropriate challenges for

students (tasks are neither too

easy nor too difficult).

Objectives incorporate multiple

domains of learning or content

areas. Objectives are

measurable and each contains

criteria for mastery.

(1.000, 5%)

PLANNING #2:

Plans

appropriate and

logically

sequenced

instructional

strategies.

(1.000, 5%)

Instructional strategies are

incongruent with

objectives. Some

strategies are

developmentally

inappropriate. The

sequence of the lesson

may be illogical, with gaps

in progressions. Learning

tasks are arranged

randomly in the lesson

with steps between

progressions either too

large or too small to

facilitate skills mastery.

Most instructional strategies

are congruent with objectives.

The sequence of the lesson(s)

is logical, with few gaps in

progressions. Learning tasks

are arranged in sequential and

progressive steps to facilitate

learning.

Instructional strategies are

consistently congruent with

objectives. All strategies are

developmentally appropriate

and address a variety of

student needs. The sequence

of the lesson is logical, with no

gaps in progressions.

Learning tasks allow students

to begin and end at different

levels based on individual

readiness. Progressions are

sequential and progressive

with opportunities for students

to extend tasks to increase or

decrease the challenge.

PLANNING #3: The teacher candidate Most plans include Plans routinely reflect

40

does

Plans for not plan or minimally plans for

instructional adaptations for sophisticated adaptations for

adaptations to adaptation for individual individual differences (all abilities (all levels) and needs

accommodate differences ability levels) based on (interests and motivation) with

for differences (needs/abilities/interests). differing abilities for at least a sound rationale. Adaptations

in individual Instruction is not individualized

one student. Student needs are provided for students with

needs, and a "one size fits all" (e.g., motivation or interest) identified disabilities as well as

abilities and approach is taken. The are addressed in plans. The others who are English

interests. Is teacher candidate uses one

teacher candidate can Language Learners or who

able to instructional articulate an appropriate have learning problems or are

41

provide a

rationale for

adaptations,

and lesson

plans reflect

high student

expectations.

(1.000, 5%)

model/approach throughout

the lesson.

rationale for adaptations and

plans include high and realistic

expectations for students. The

teacher candidate uses

multiple instructional

models/approaches

throughout the lesson to

account for variations in

abilities, interest and prior

experiences.

gifted. The teacher candidate

uses multiple instructional

models/approaches

throughout the lesson to

account for variations abilities,

interest and prior experiences.

Plans include high and

realistic expectations for

students. Students are given

multiple choices within

practice tasks based on

individual differences.

PLANNING #4:

Plans for

appropriate

formative and

summative

assessment(s)

that allow

students to

show mastery

of the lesson’s

central focus

and learning

objectives

(e.g.,

opportunities

for students to

summarize or

share what

they learned).

Plans for

maintaining a

record of

student

performance. (1.000, 5%)

No evidence (or minimal

evidence) of planning using

formative or summative or

standardized assessment. No

plan for record keeping or

analysis of data. Assessments

do not match the lesson

objectives and/or CCRS.

Learning opportunities are not

based on pre-assessments

and students' developmental

levels.

Appropriate and multiple

strategies to assess student

learning are used (paper-

and-pencil tests, observational

checklists, etc.) regularly.

Planned assessments are

appropriate for the lesson

and/or the CCRS. Some

analysis of results is noted.

Student progress is recorded

and formative and summative,

or standardized assessment

results are used to make

subsequent changes to lesson

plans. Learning opportunities

are based on pre-assessment

and students' developmental

levels.

Assessment planning reflects

sophisticated use of multiple

assessments. On-going

assessments as well as

formative and summative or

standardized assessments are

used in many contexts.

Record keeping provides

detailed information on

students and can be

transformed into a format that

is accessible to others (e.g.,

parents/administrators).

Learning opportunities are

based on pre-assessment and

students' developmental

levels.

INSTRUCTION

#6:

Demonstrates

a deep

knowledge of

content and

implements

effective

instruction for

students

using

appropriate

CCRS,

including

opportunities

for students to

practice

content-

specific

Knowledge of content is

minimal and instruction is not

adequate to meet the CCRS.

Objectives or learning tasks

are not linked to and are

inappropriate for the identified

CCRS.

The teacher candidate

demonstrates a deep

knowledge of his/her content

field. Objectives, instruction,

and practice tasks can be

directly linked to the identified

CCRS. Chosen class content,

instructional approach, and

learning tasks can be linked to

student mastery of the CCRS.

The depth of knowledge of

content area is exceptional.

Lessons reflect an in-depth

knowledge of the content in

the discipline. Lessons extend

the requirements of the

standards through

instructional and learning

tasks. Standards are

thoroughly addressed within

all lessons and mastery of

lesson content can lead

students to demonstrate

mastery of the CCRS.

42

academic

language/voca

(1.000, 5%)

b

INSTRUCTION

#7: Provides

learning

experiences

that allow

students to

form

connections

between the

specific

subject area

and other

disciplines

(e.g., how and

why these

connections

are important).

(1.000, 5%)

Connections are not made or

made infrequently. The

teacher candidate fails to plan

for the integration of

knowledge from other content

areas (including, reading,

writing, and mathematics) into

the lesson. The teacher

candidate only deals with the

"how" and not the "why" of the

learning experience.

Many lessons contain aspects

that enable students to make

connections with their prior or

future learning in other

subjects or disciplines. The

teacher candidate plans for

and integrates content from

other disciplines into the

lesson (including, reading,

writing, and mathematics).

The teacher candidate deals

with not only the "how" but the

"why" of the learning

experience.

Connections to prior and

future learning in other subject

areas are routinely made.

Interdisciplinary instruction is

frequent

(including, reading, writing,

and mathematics). The

teacher candidate deals with

the "how" and "why" of the

learning experience. Students

make application of the

content to real-world

examples.

INSTRUCTION

#8: Assists

students in

connecting

subject matter

to prior

learning and

everyday life.

(1.000, 5%)

The teacher candidate does

not make the subject matter

more meaningful to students

by employing practical

applications or by using the

students' experiences/prior

knowledge.

The teacher candidate

effectively makes the subject

matter more meaningful for

students by employing

practical applications and/or

using the students'

experiences/prior knowledge.

The teacher candidate

consistently and effectively

makes the subject matter

more meaningful for students

through the use of creative

and innovative practical

applications and by using the

students' experiences/prior

knowledge.

INSTRUCTION

#11:

Integrates

technology

media into

instructional

activities and

actively

engages

students in

the use of this

technology.

(1.000, 5%)

The teacher candidate does

not integrate any form of

technology into teaching and

learning activities or the

degree of technology

integration is superficial or

incidental to the lesson(s)

(e.g., uses a computer to type

lesson plans, shows a video or

uses an overhead projector).

The teacher candidate

integrates at least one form of

technology media during

teaching and learning

activities, and P-12 students

are engaged with using the

technology during learning

activities (e.g., P-12 students

use multimedia software,

spreadsheet for data analysis,

digital video, or assistive

technology during learning

activities).

The teacher candidate

integrates at least one form of

technology media during

teaching and learning

activities, and P-12 students

are extensively engaged with

the technology during learning

activities (e.g., P-12 students

use multimedia software to

create presentations; P-12

students use

spreadsheet/graphing

software to analyze data; P-

12 students use digital video

to tell a story; P-12 students

with special needs/ESL use

assistive technology to meet

curricular objectives).

CLASSROOM

MANAGEMENT

#14: Promotes

positive,

collaborative

peer

interactions.

The teacher candidate makes

minimal use of strategies or

learning tasks which require

students to work

collaboratively and/or makes

minimal efforts at encouraging

positive relationships among

The teacher candidate makes

frequent use of strategies or

plans learning tasks which

require students to work

collaboratively and/or makes

efforts at encouraging positive

relationships among students

The teacher candidate uses

strategies and learning tasks

which require students to work

collaboratively, and debriefs

the activity on appropriate

student interactions. The

teacher candidate consistently

43

(1.000, 5%) students in the classroom. The

teacher candidate allows

inappropriate interactions

(e.g., trash talking) among

students during activity.

in the classroom. The teacher

candidate does not permit

inappropriate interactions

(e.g., trash talking) during

activity and rewards students

who encourage other

students.

provides feedback on student

communication with each

other.

CLASSROOM

MANAGEMENT

#15: Creates

and maintains

a positive,

proactive,

engaging,

safe, and

inclusive

classroom

environment

conducive for

learning.

(1.000, 5%)

The teacher candidate does

not employ effective

classroom management

strategies or relies excessively

on punitive strategies.

Behavior issues are

addressed insufficiently or

ineffectively.

The teacher candidate

consistently uses positive,

proactive strategies to

effectively manage the

classroom and to include all

students. Behavior issues are

immediately, efficiently, and

effectively addressed.

The teacher candidate

consistently employs a variety

of positive, proactive

approaches to effectively

manage the classroom and to

include all students. Little time

is needed for classroom

management.

CLASSROOM

MANAGEMENT

#16:

Implements

effective rules,

procedures,

and routines,

and there is a

clear

indication of a

classroom

management

system that

promotes

respect and

responsibility.

(1.000, 5%)

The teacher candidate has

difficulty in implementing

classroom rules, procedures,

and routines. Managerial

routines are not present and

no systems are in place for

distribution/return of materials,

attendance, finding a partner

or creating a group, and other

routines.

The teacher candidate

consistently implements

classroom rules, procedures,

and routines that result in a

classroom that has minimal

behavioral problems.

Managerial routines are

present and a system is in

place for distribution/return of

materials, attendance, finding

a partner or creating a group,

and other routines. The

teacher candidate sometimes

collaborates with students to

promote a positive classroom

environment that promotes

respect and responsibility.

The teacher candidate

implements highly effective

classroom procedures and

routines that result in a

classroom that runs smoothly

and harmoniously. Rules are

logical, reasonable, and

consistent with clear

consequences for discipline

issues. Space use is

maximized through careful

planning with students

participating in the

organization of the space for

their use. The teacher

candidate consistently

collaborates with students to

promote a positive classroom

environment that promotes

respect and responsibility.

CLASSROOM

MANAGEMENT

#17: Provides

smooth

transitions

between

activities,

maximizes

instructional

time, and

implements

introductions

and closures

in the lessons.

The teacher candidate does

not plan for transitions or is

unable to effectively

implement planned transitions

without behavioral problems.

The teacher candidate does

not or rarely provides an

introduction or lesson closure.

Students spend an excessive

amount of time (over 30

seconds) in transition from

learning tasks to learning

tasks.

The teacher candidate

consistently uses strategies

that are generally effective in

minimizing behavioral

problems and in maximizing

instructional time. The teacher

candidate provides

introductions and closures

frequently in lessons.

Transitions between learning

tasks are planned for and

executed in under 30 seconds.

The teacher candidate

consistently employs very

effective strategies for

transitions that minimize

behavioral problems and

maximize instructional time.

The teacher candidate

consistently provides very

effective introductions and

closures in lessons.

Transitions are linked directly

to classroom objectives, and

provide practice/review

opportunities for students.

44

(1.000, 5%) Multiple methods for transition

are used during the class

period.

PROFESSIONA

#18: Creates a

positive

rapport with

students,

parents,

colleagues,

administrators,

and

supervisors.

(1.000, 5%)

The teacher candidate

displays difficulty in

establishing productive

relationships and maintaining

rapport with others in the

school environment (students,

parents, colleagues,

administrators, or

supervisors). The teacher

candidate does not handle

conflicts in a professional

manner.

The teacher candidate

consistently establishes and

maintains productive

relationships and acceptable

rapport with others in the

school environment

(students, parents, colleagues,

administrators, or

supervisors). The teacher

candidate handles conflicts in

a professional manner.

The teacher candidate initiates

productive relationships and

maintains a high level of

positive rapport with students,

parents, colleagues,

administrators, and

supervisors. The teacher

candidate finds creative

solutions to conflicts and is

willing to compromise.

PROFESSIONA

#19: Engages

in

collaborative

activities with

students,

parents,

supervisors,

and

colleagues.

(1.000, 5%)

The teacher candidate does

not attend mandatory

collaborative meetings (e.g.,

school-wide, departmental,

grade-level, extracurricular, or

IEP/Section 504 meetings).

The teacher candidate does

not engage in collaborative

planning with supervisors,

students, parents, and/or

colleagues.

The teacher candidate

participates in mandatory

collaborative meetings (e.g.,

school-wide, departmental,

grade-level, extracurricular, or

IEP/Section 504 meetings) to

facilitate student learning and

growth. The teacher candidate

engages in collaborative

planning with supervisors,

students, parents, and/or

colleagues.

The teacher candidate

participates in the school's

professional development

activities, and actively

participates as a contributing

member in collaborative

meetings (e.g., school-wide,

departmental, grade-level,

extracurricular, or

IEP/Section 504 meetings) to

facilitate student learning and

growth. The teacher candidate

engages in extensive

collaborative planning with

supervisors, parents, and/or

colleagues. The teacher

candidate volunteers for

additional

duties/responsibilities within

the school setting.

PROFESSIONA

#20: Maintains

an appropriate

level of

professional

ethics in terms

of personal

conduct,

academic

integrity,

emotional

maturity, and

legal

mandates/scho

policy (e.g.,

IEP/Section 504

accommodatio

(1.000, 5%)

The teacher candidate

displays frequent and/or

significant problems in the

school setting in any one of

the following areas: personal

conduct, academic integrity,

emotional maturity, and legal

mandates and school policy.

The teacher candidate

displays acceptable behavior

in the school setting in each of

the following areas: personal

conduct, academic integrity,

emotional maturity, and legal

mandates and school policy.

The teacher candidate

consistently displays

exemplary personal conduct,

academic integrity, and

emotional maturity in the

school setting. The teacher

candidate adheres to local,

state, and national policies

and legal mandates.

45

PROFESSIONA

#21: Reflects

on teaching by

identifying

opportunities

to modify

instruction or

implement

changes

based on

reflections.

(1.000, 5%)

The teacher candidate

does not use a reflective

cycle (description of

teaching, teaching, setting

of goals) to modify

instruction or implement

change based on reflection.

justification of teaching,

performance, critique of

The teacher candidate

consistently uses a reflective

cycle (description of teaching,

justification of teaching,

performance, critique of

teaching, setting of goals) to

modify instruction or

implement change based on

reflection.

The teacher candidate

consistently and effectively

uses a reflective cycle

(description of teaching,

justification of teaching,

performance, critique of

teaching, setting of goals) to

modify instruction or

implement change based on

reflection. Changes based on

reflection are placed into

effective action.

PROFESSIONA

#22:

Communicates

in ways that

demonstrate

sensitivity to all

students

by using

non-biased

strategies and

methods

during

instruction.

(1.000, 5%)

The teacher candidate

demonstrates insensitivity to

differences among students

by such behaviors as dividing

students by gender, making

inappropriate comments

(throw like a girl, etc.), and

failing to account for cultural,

ethnic, or ability differences in

classes (e.g., failure to

include students with special

needs into activities).

The teacher candidate

consistently demonstrates

sensitivity to all students by

using non-biased methods to

divide students into groups,

accounts for ethnic and

cultural differences by allowing

students some decision

making during the lesson, and

includes all students in the

class regardless of ability.

The teacher candidate not only

demonstrates sensitivity to all

students, but also actively

encourages the acceptance of

these differences among

students by carefully planning

appropriate learning

experiences.

PROFESSIONA

#23: Is

receptive to

constructive

criticism from

mentor teacher,

supervisor, and

administrators

and

incorporates

feedback.

(1.000, 5%)

The teacher candidate does

not incorporate feedback

from others or complies

minimally and/or does not

receive criticism in a mature

manner. The teacher

candidate does not use

outside or available

resources to improve

teaching effectiveness. The

teacher candidate fails to

construct a plan for future

professional growth.

The teacher candidate

receives criticism in a mature

manner and consistently

demonstrates incorporation of

feedback. Based on

constructive criticism from

supervisors, the teacher

candidate uses available

outside resources to improve

teaching effectiveness. The

teacher candidate has a

written plan for future

professional growth.

The teacher candidate not only

incorporates feedback from

others and receives criticism in

a mature manner, but also

consistently and effectively

seeks feedback and uses it to

improve performance. The

teacher candidate uses

available outside resources to

improve teaching effectiveness

and develops a detailed written

plan for professional growth.

PROFESSIONA

#24: Presents

self in a

professional

manner in

terms of

appearance,

attitude, attire,

conduct,

preparation/

organization of

materials, and

is a role model

for students.

The teacher candidate

displays repeated/

significant difficulty in one or

more professional

behaviors: appearance,

attitude, attire, conduct, or

preparation/organization.

The teacher candidate

conducts self in an appropriate

manner in terms of

appearance, attitude, attire,

conduct, and

preparation/organization. The

teacher candidate is a role

model for students.

The teacher candidate

conducts self in an exemplary

manner in terms of

appearance, attitude, attire,

conduct, and preparation/

organization. The teacher

candidate is an exemplary role

model for students.

(1.000, 5%)

PROFESSIONA

#25:

Demonstrates

acceptable oral,

written, and

nonverbal

communication

consistent

with the

expectations

of a college

graduate.

(1.000, 5%)

The teacher candidate

displays difficulty in oral,

written, and/or nonverbal

communication with others in

the school environment

(students, parents, colleagues,

supervisors, or

administrators). The teacher

candidate uses inappropriate

language or demeanor with

parents, administrators,

colleagues, or students.

The teacher candidate

maintains acceptable oral,

written, and/or nonverbal

communication with others in

the school environment

(students, parents, colleagues,

administrators, or

supervisors). The teacher

candidate uses appropriate

language and communication

with parents, administrators,

colleagues, and students.

The teacher candidate uses

highly effective, oral, written,

and/or nonverbal

communication with others in

the school environment. The

teacher candidate actively

seeks input and counsel from

students, parents, colleagues,

administrators, or supervisors

concerning teaching

effectiveness.

Field Exp Evaluation (Level 3)

Not Met (1.000 pt) Met (2.000 pts) Advanced (3.000 pts)

PLANNING #1:

Develops

learning

objectives

which are

appropriate for

the subject

and grade

level, and are

connected

appropriately

to the CCRS;

and are

measurable

and identify

criteria for

mastery.

Objectives are inappropriate

for the subject

area/developmental level of

learners by being either too

difficult or too easy for

students. Objectives are not

stated in measurable terms,

do not include criteria, and/or

are not appropriately

connected to the College and

Career Ready Standards

(CCRS).

Objectives are appropriate for

subject

area/developmental level of

learners, are connected

appropriately to the College

and Career Ready Standards

(CCRS), and provide

appropriate challenges for

students (tasks are neither too

easy nor too difficult).

Objectives are measurable

and objectives identify criteria.

Objectives are appropriate for

the subject

area/developmental level of

learners, are explicitly

connected to the College and

Career Ready Standards

(CCRS), and provide

appropriate challenges for

students (tasks are neither too

easy nor too difficult).

Objectives incorporate multiple

domains of learning or content

areas. Objectives are

measurable and each contains

criteria for mastery.

(1.000, 4%)

PLANNING #2:

Plans

appropriate

and logically

sequenced

instructional

strategies.

(1.000, 4%)

Instructional strategies are

incongruent with objectives.

Some strategies are

developmentally inappropriate.

The sequence of the lesson

may be illogical, with gaps in

progressions. Learning tasks

are arranged randomly in the

lesson with steps between

progressions either too large

or too small to facilitate skills

mastery.

Most instructional strategies

are congruent with objectives.

The sequence of the lesson(s)

is logical, with few gaps in

progressions. Learning tasks

are arranged in sequential and

progressive steps to facilitate

learning.

Instructional strategies are

consistently congruent with

objectives. All strategies are

developmentally appropriate

and address a variety of

student needs. The sequence

of the lesson is logical, with no

gaps in progressions.

Learning tasks allow students

to begin and end at different

levels based on individual

readiness. Progressions are

sequential and progressive

with opportunities for students

to extend tasks to increase or

decrease the challenge.

PLANNING #3: The teacher candidate does Most plans include Plans routinely reflect

Plans for not plan or minimally plans for instructional adaptations for sophisticated adaptations for

adaptations to adaptation for individual individual differences (all abilities (all levels) and needs

accommodate differences ability levels) based on (interests and motivation) with

for differences (needs/abilities/interests). differing abilities for at least a sound rationale. Adaptations

in individual Instruction is not individualized one student. Student needs are provided for students with

needs, and a "one size fits all" (e.g., motivation or interest) identified disabilities as well as

abilities and approach is taken. The are addressed in plans. The others who are English

interests. Is teacher candidate uses one teacher candidate can Language Learners or who

able to instructional articulate an appropriate have learning problems or are

provide a

rationale for

adaptations,

and lesson

plans reflect

high student

expectations.

(1.000, 4%)

model/approach throughout

the lesson.

rationale for adaptations and

plans include high and realistic

expectations for students. The

teacher candidate uses

multiple instructional

models/approaches

throughout the lesson to

account for variations in

abilities, interest and prior

experiences.

gifted. The teacher candidate

uses multiple instructional

models/approaches

throughout the lesson to

account for variations abilities,

interest and prior experiences.

Plans include high and

realistic expectations for

students. Students are given

multiple choices within

practice tasks based on

individual differences.

PLANNING #4:

Plans for

appropriate

formative and

summative

assessment(s)

that allow

students to

show mastery

of the lesson’s

central focus

and learning

objectives

(e.g.,

opportunities

for students to

summarize or

share what

they learned).

Plans for

maintaining a

record of

student

performance. (1.000, 4%)

No evidence (or minimal

evidence) of planning using

formative or summative or

standardized assessment. No

plan for record keeping or

analysis of data. Assessments

do not match the lesson

objectives and/or CCRS.

Learning opportunities are not

based on pre-assessments

and students' developmental

levels.

Appropriate and multiple

strategies to assess student

learning are used (paper-

and-pencil tests, observational

checklists, etc.) regularly.

Planned assessments are

appropriate for the lesson

and/or the CCRS. Some

analysis of results is noted.

Student progress is recorded

and formative and summative,

or standardized assessment

results are used to make

subsequent changes to lesson

plans. Learning opportunities

are based on pre-assessment

and students' developmental

levels.

Assessment planning reflects

sophisticated use of multiple

assessments. On-going

assessments as well as

formative and summative or

standardized assessments are

used in many contexts.

Record keeping provides

detailed information on

students and can be

transformed into a format that

is accessible to others (e.g.,

parents/administrators).

Learning opportunities are

based on pre-assessment and

students' developmental

levels.

PLANNING #5:

Plans lessons

that

demonstrate a

respect and

understanding

for cultural

and linguistic

diversity,

including

strategies that

facilitate

second

language

acquisition

when

appropriate.

(1.000, 4%)

Instruction and plans do not

reflect (or minimally reflect)

the cultural diversity and

linguistic needs of the

students in the classroom.

Verbal communication is the

only method used to

communicate managerial or

instructional behaviors.

Cultural and linguistic diversity

of the students in the class is

addressed either through

instructional content,

strategies, and/or materials.

Management and instructional

strategies facilitate language

acquisition and are responsive

to the needs of students from

culturally/ethnically diverse

backgrounds.

Extensive efforts are made to

meet the cultural and linguistic

diversity of the students in the

classroom through a variety of

ways: instructional content,

strategies and materials. The

teacher candidate uses

multiple instructional and

managerial strategies to

facilitate language acquisition

and to address cultural/ethnic

differences.

INSTRUCTION

#6:

Demonstrates

a deep

knowledge of

content and

implements

effective

instruction for

students

using

appropriate

CCRS,

including

opportunities

for students to

practice

content-

specific

academic

language/voca

(1.000, 4%)

Knowledge of content is

minimal and instruction is not

adequate to meet the CCRS.

Objectives or learning tasks

are not linked to and are

inappropriate for the identified

CCRS.

The teacher candidate

demonstrates a deep

knowledge of his/her content

field. Objectives, instruction,

and practice tasks can be

directly linked to the identified

CCRS. Chosen class content,

instructional approach, and

learning tasks can be linked to

student mastery of the CCRS.

The depth of knowledge of

content area is exceptional.

Lessons reflect an in-depth

knowledge of the content in

the discipline. Lessons extend

the requirements of the

standards through

instructional and learning

tasks. Standards are

thoroughly addressed within

all lessons and mastery of

lesson content can lead

students to demonstrate

mastery of the CCRS.

INSTRUCTION

#7: Provides

learning

experiences

that allow

students to

form

connections

between the

specific

subject area

and other

disciplines

(e.g., how and

why these

connections

are important).

(1.000, 4%)

Connections are not made or

made infrequently. The

teacher candidate fails to plan

for the integration of

knowledge from other content

areas (including, reading,

writing, and mathematics) into

the lesson. The teacher

candidate only deals with the

"how" and not the "why" of the

learning experience.

Many lessons contain aspects

that enable students to make

connections with their prior or

future learning in other

subjects or disciplines. The

teacher candidate plans for

and integrates content from

other disciplines into the

lesson (including, reading,

writing, and mathematics).

The teacher candidate deals

with not only the "how" but the

"why" of the learning

experience.

Connections to prior and

future learning in other subject

areas are routinely made.

Interdisciplinary instruction is

frequent

(including, reading, writing,

and mathematics). The

teacher candidate deals with

the "how" and "why" of the

learning experience. Students

make application of the

content to real-world

examples.

INSTRUCTION

#8: Assists

students in

connecting

subject matter

to prior

learning and

everyday life.

(1.000, 4%)

The teacher candidate does

not make the subject matter

more meaningful to students

by employing practical

applications or by using the

students' experiences/prior

knowledge.

The teacher candidate

effectively makes the subject

matter more meaningful for

students by employing

practical applications and/or

using the students'

experiences/prior knowledge.

The teacher candidate

consistently and effectively

makes the subject matter

more meaningful for students

through the use of creative

and innovative practical

applications and by using the

students' experiences/prior

knowledge.

INSTRUCTION

#9: Uses

instructional

judgment and

flexibility in

the

The teacher candidate

displays minimal instructional

judgment in adjusting

instruction in response to

student needs and/or

environmental variables. The

The teacher candidate

displays instructional judgment

by making appropriate

instructional adjustments in

response to student

performance and/or other

The teacher candidate

consistently displays an

outstanding level of

instructional judgment by

making appropriate

instructional adjustments in

implementation

and

adaptation of

the lesson

based on

student

responses.

(1.000, 4%)

teacher candidate does not

demonstrate flexibility in the

lesson or with students by

remaining on script without

regard to student responses.

variables. The teacher

candidate demonstrates

flexibility in the lesson or with

students by adjusting the

lesson to the changing

environment based on student

responses.

response to student needs

and/or other variables. The

teacher candidate

demonstrates flexibility and

creativity when adjusting the

lesson based on student

responses. Student responses

to these adjustment reflect

increased learning.

INSTRUCTION

#10: Uses a

variety of

instructional

strategies,

including,

demonstration

and direct and

indirect

instruction to

actively

engage all

students.

(1.000, 4%)

The teacher candidate rarely

demonstrates the use of

multiple strategies to engage

students in lessons. Only one

instructional approach is used

in the lesson(s). The teacher

candidate does not use

effective demonstrations or

link learning tasks to lesson

objectives/standards.

The teacher candidate

effectively and frequently

employs multiple instructional

strategies to engage students.

At least three instructional

approaches including direct

and indirect instructional

formats are used in the

lesson. The teacher candidate

uses effective demonstrations

and links learning tasks

directly to lesson objectives.

The teacher candidate

effectively and consistently

employs multiple instructional

strategies

(more than three) including

both direct and indirect

approaches to engage all

students. The teacher

candidate uses multiple

demonstrations during the

lesson and links all learning

tasks to specific lesson

objectives/standards.

INSTRUCTION

#11:

Integrates

technology

media into

instructional

activities and

actively

engages

students in

the use of this

technology.

(1.000, 4%)

The teacher candidate does

not integrate any form of

technology into teaching and

learning activities or the

degree of technology

integration is superficial or

incidental to the lesson(s)

(e.g., uses a computer to type

lesson plans, shows a video or

uses an overhead projector).

The teacher candidate

integrates at least one form of

technology media during

teaching and learning

activities, and P-12 students

are engaged with using the

technology during learning

activities (e.g., P-12 students

use multimedia software,

spreadsheet for data analysis,

digital video, or assistive

technology during learning

activities).

The teacher candidate

integrates at least one form of

technology media during

teaching and learning

activities, and P-12 students

are extensively engaged with

the technology during learning

activities (e.g., P-12 students

use multimedia software to

create presentations; P-12

students use

spreadsheet/graphing

software to analyze data; P-

12 students use digital video

to tell a story; P-12 students

with special needs/ESL use

assistive technology to meet

curricular objectives).

INSTRUCTION

#12: Utilizes

open-ended,

probing

questions to

expand

student

learning and

encourage

students to

engage in

critical

thinking and

problem

Students have limited

opportunities (less than three)

to problem solve, explore, or

be involved in critical thinking

activities during the lesson.

The teacher candidate asks

questions, poses scenarios,

provides examples, and uses

a variety of instructional

formats such as asking

students probing questions

and encouraging students to

engage in critical thinking and

problem solving.

The teacher candidate asks

higher order questions

requiring students to

synthesize and apply

information in authentic

environments. Students

actively engage in critical

thinking and problem-solving

during the lesson.

solving.

(1.000, 4%)

INSTRUCTION

#13: Ethically

uses a variety

of

assessments

to

demonstrate

and check for

student

learning and

to modify

instruction to

provide

feedback to

students (e.g.,

unbiased

assessments

to

accommodate

needs of

diverse

learners).

Involves

students in

monitoring

their

progress.

(1.000, 4%)

The teacher candidate does

not use or makes minimal use

of assessment (informal

observations as well as

planned assessments) during

instruction. The teacher

candidate cannot demonstrate

his/her impact on student

learning. The teacher

candidate does not use

assessment to inform

instruction, provide feedback,

or communicate student

progress. The teacher

candidate makes no use of

self or peer assessment.

The teacher candidate

frequently and ethically uses

assessment (informal

observations as well as

planned assessments that are

free of bias) to demonstrate

student learning, to make

modifications during

instruction, provide feedback

to students, and to

communicate student

progress. Students use the

results of

assessment/feedback to guide

their learning. The teacher

candidate uses a variety of

assessments including guided

self and peer assessments.

The teacher candidate

consistently and ethically uses

a variety of assessment

strategies (informal

observations as well as

planned assessments that are

free of bias) to demonstrate

student learning, to make

modifications during instruction

for all students, provide

feedback to students, and to

communicate student

progress. Students actively

use the results of

assessment/feedback to guide

their learning. Multiple sources

of evidence demonstrate that

instruction has been modified

based on an analysis of

assessment results.

CLASSROOM

MANAGEMENT

#14: Promotes

positive,

collaborative

peer

interactions.

(1.000, 4%)

The teacher candidate makes

minimal use of strategies or

learning tasks which require

students to work

collaboratively and/or makes

minimal efforts at encouraging

positive relationships among

students in the classroom. The

teacher candidate allows

inappropriate interactions

(e.g., trash talking) among

students during activity.

The teacher candidate makes

frequent use of strategies or

plans learning tasks which

require students to work

collaboratively and/or makes

efforts at encouraging positive

relationships among students

in the classroom. The teacher

candidate does not permit

inappropriate interactions

(e.g., trash talking) during

activity and rewards students

who encourage other

students.

The teacher candidate uses

strategies and learning tasks

which require students to work

collaboratively, and debriefs

the activity on appropriate

student interactions. The

teacher candidate consistently

provides feedback on student

communication with each

other.

CLASSROOM

MANAGEMENT

#15: Creates

and maintains

a positive,

proactive,

engaging,

safe, and

inclusive

classroom

environment

The teacher candidate does

not employ effective

classroom management

strategies or relies excessively

on punitive strategies.

Behavior issues are

addressed insufficiently or

ineffectively.

The teacher candidate

consistently uses positive,

proactive strategies to

effectively manage the

classroom and to include all

students. Behavior issues are

immediately, efficiently, and

effectively addressed.

The teacher candidate

consistently employs a variety

of positive, proactive

approaches to effectively

manage the classroom and to

include all students. Little time

is needed for classroom

management.

conducive for

learning.

(1.000, 4%)

CLASSROOM

MANAGEMENT

#16:

Implements

effective rules,

procedures,

and routines,

and there is a

clear

indication of a

classroom

management

system that

promotes

respect and

responsibility.

(1.000, 4%)

The teacher candidate has

difficulty in implementing

classroom rules, procedures,

and routines. Managerial

routines are not present and

no systems are in place for

distribution/return of materials,

attendance, finding a partner

or creating a group, and other

routines.

The teacher candidate

consistently implements

classroom rules, procedures,

and routines that result in a

classroom that has minimal

behavioral problems.

Managerial routines are

present and a system is in

place for distribution/return of

materials, attendance, finding

a partner or creating a group,

and other routines. The

teacher candidate sometimes

collaborates with students to

promote a positive classroom

environment that promotes

respect and responsibility.

The teacher candidate

implements highly effective

classroom procedures and

routines that result in a

classroom that runs smoothly

and harmoniously. Rules are

logical, reasonable, and

consistent with clear

consequences for discipline

issues. Space use is

maximized through careful

planning with students

participating in the

organization of the space for

their use. The teacher

candidate consistently

collaborates with students to

promote a positive classroom

environment that promotes

respect and responsibility.

CLASSROOM

MANAGEMENT

#17: Provides

smooth

transitions

between

activities,

maximizes

instructional

time, and

implements

introductions

and closures

in the lessons.

(1.000, 4%)

The teacher candidate does

not plan for transitions or is

unable to effectively

implement planned transitions

without behavioral problems.

The teacher candidate does

not or rarely provides an

introduction or lesson closure.

Students spend an excessive

amount of time (over 30

seconds) in transition from

learning tasks to learning

tasks.

The teacher candidate

consistently uses strategies

that are generally effective in

minimizing behavioral

problems and in maximizing

instructional time. The teacher

candidate provides

introductions and closures

frequently in lessons.

Transitions between learning

tasks are planned for and

executed in under 30 seconds.

The teacher candidate

consistently employs very

effective strategies for

transitions that minimize

behavioral problems and

maximize instructional time.

The teacher candidate

consistently provides very

effective introductions and

closures in lessons.

Transitions are linked directly

to classroom objectives, and

provide practice/review

opportunities for students.

Multiple methods for transition

are used during the class

period.

PROFESSIONA

#18: Creates a

positive

rapport with

students,

parents,

colleagues,

administrators,

and

supervisors.

(1.000, 4%)

The teacher candidate

displays difficulty in

establishing productive

relationships and maintaining

rapport with others in the

school environment (students,

parents, colleagues,

administrators, or

supervisors). The teacher

candidate does not handle

conflicts in a professional

manner.

The teacher candidate

consistently establishes and

maintains productive

relationships and acceptable

rapport with others in the

school environment

(students, parents, colleagues,

administrators, or

supervisors). The teacher

candidate handles conflicts in

a professional manner.

The teacher candidate initiates

productive relationships and

maintains a high level of

positive rapport with students,

parents, colleagues,

administrators, and

supervisors. The teacher

candidate finds creative

solutions to conflicts and is

willing to compromise.

PROFESSIONA

#19: Engages

in

The teacher candidate does

not attend mandatory

collaborative meetings (e.g.,

The teacher candidate

participates in mandatory

collaborative meetings (e.g.,

The teacher candidate

participates in the school's

professional development

collaborative

activities with

students,

parents,

supervisors,

and

colleagues.

(1.000, 4%)

school-wide, departmental,

grade-level, extracurricular, or

IEP/Section 504 meetings).

The teacher candidate does

not engage in collaborative

planning with supervisors,

students, parents, and/or

colleagues.

school-wide, departmental,

grade-level, extracurricular, or

IEP/Section 504 meetings) to

facilitate student learning and

growth. The teacher candidate

engages in collaborative

planning with supervisors,

students, parents, and/or

colleagues.

activities, and actively

participates as a contributing

member in collaborative

meetings (e.g., school-wide,

departmental, grade-level,

extracurricular, or

IEP/Section 504 meetings) to

facilitate student learning and

growth. The teacher candidate

engages in extensive

collaborative planning with

supervisors, parents, and/or

colleagues. The teacher

candidate volunteers for

additional

duties/responsibilities within

the school setting.

PROFESSIONA

#20: Maintains

an appropriate

level of

professional

ethics in terms

of personal

conduct,

academic

integrity,

emotional

maturity, and

legal

mandates/scho

policy (e.g.,

IEP/Section 504

accommodatio

(1.000, 4%)

The teacher candidate

displays frequent and/or

significant problems in the

school setting in any one of

the following areas: personal

conduct, academic integrity,

emotional maturity, and legal

mandates and school policy.

The teacher candidate

displays acceptable behavior

in the school setting in each of

the following areas: personal

conduct, academic integrity,

emotional maturity, and legal

mandates and school policy.

The teacher candidate

consistently displays

exemplary personal conduct,

academic integrity, and

emotional maturity in the

school setting. The teacher

candidate adheres to local,

state, and national policies

and legal mandates.

PROFESSIONA

#21: Reflects

on teaching

by identifying

opportunities

to modify

instruction or

implement

changes

based on

reflections.

(1.000, 4%)

The teacher candidate does

not use a reflective cycle

(description of teaching,

teaching, setting of goals) to

modify instruction or

implement change based on

reflection. justification of

teaching, performance,

critique of

The teacher candidate

consistently uses a reflective

cycle (description of teaching,

justification of teaching,

performance, critique of

teaching, setting of goals) to

modify instruction or

implement change based on

reflection.

The teacher candidate

consistently and effectively

uses a reflective cycle

(description of teaching,

justification of teaching,

performance, critique of

teaching, setting of goals) to

modify instruction or

implement change based on

reflection. Changes based on

reflection are placed into

effective action.

PROFESSIONA

#22:

Communicates

in ways that

demonstrate

sensitivity to

The teacher candidate

demonstrates insensitivity to

differences among students by

such behaviors as dividing

students by gender, making

inappropriate comments

The teacher candidate

consistently demonstrates

sensitivity to all students by

using non-biased methods to

divide students into groups,

accounts for ethnic and

The teacher candidate not

only demonstrates sensitivity

to all students, but also

actively encourages the

acceptance of these

differences among students by

all students by

using

non-biased

strategies and

methods

during

instruction.

(1.000, 4%)

(throw like a girl, etc.), and

failing to account for cultural,

ethnic, or ability differences in

classes (e.g., failure to include

students with special needs

into activities).

cultural differences by allowing

students some decision

making during the lesson, and

includes all students in the

class regardless of ability.

carefully planning appropriate

learning experiences.

PROFESSIONA

#23: Is

receptive to

constructive

criticism from

mentor

teacher,

supervisor,

and

administrators

and

incorporates

feedback.

The teacher candidate does

not incorporate feedback from

others or complies minimally

and/or does not receive

criticism in a mature manner.

The teacher candidate does

not use outside or available

resources to improve teaching

effectiveness. The teacher

candidate fails to construct a

plan for future professional

growth.

The teacher candidate

receives criticism in a mature

manner and consistently

demonstrates incorporation of

feedback. Based on

constructive criticism from

supervisors, the teacher

candidate uses available

outside resources to improve

teaching effectiveness. The

teacher candidate has a

written plan for future

professional growth.

The teacher candidate not only

incorporates feedback from

others and receives criticism in

a mature manner, but also

consistently and effectively

seeks feedback and uses it to

improve performance. The

teacher candidate uses

available outside resources to

improve teaching effectiveness

and develops a detailed written

plan for professional growth.

(1.000, 4%)

PROFESSIONA

#24: Presents

self in a

professional

manner in

terms of

appearance,

attitude, attire,

conduct,

preparation/

organization

of materials,

and is a role

model for

students.

The teacher candidate

displays repeated/ significant

difficulty in one or more

professional behaviors:

appearance, attitude, attire,

conduct, or

preparation/organization.

The teacher candidate

conducts self in an appropriate

manner in terms of

appearance, attitude, attire,

conduct, and

preparation/organization. The

teacher candidate is a role

model for students.

The teacher candidate

conducts self in an exemplary

manner in terms of

appearance, attitude, attire,

conduct, and preparation/

organization. The teacher

candidate is an exemplary role

model for students.

(1.000, 4%)

PROFESSIONA

#25:

Demonstrates

acceptable oral,

written, and

nonverbal

communication

consistent

with the

expectations

of a college

graduate.

The teacher candidate

displays difficulty in oral,

written, and/or nonverbal

communication with others in

the school environment

(students, parents, colleagues,

supervisors, or

administrators). The teacher

candidate uses inappropriate

language or demeanor with

parents, administrators,

colleagues, or students.

The teacher candidate

maintains acceptable oral,

written, and/or nonverbal

communication with others in

the school environment

(students, parents, colleagues,

administrators, or

supervisors). The teacher

candidate uses appropriate

language and communication

with parents, administrators,

colleagues, and students.

The teacher candidate uses

highly effective, oral, written,

and/or nonverbal

communication with others in

the school environment. The

teacher candidate actively

seeks input and counsel from

students, parents, colleagues,

administrators, or supervisors

concerning teaching

effectiveness.

(1.000, 4%)

2.3.2 Initial Candidate Field Experiences Manual 11