The University of Tennessee at Chattanooga€¦ · Web viewTHE STUDENT TEACHING PORTFOLIO. Each student teacher is required to develop a portfolio which will summarize the student

The University of Tennessee at ChattanoogaCollege of Health, Education and Professional Studies

STUDENT TEACHING HANDBOOK

Last revision 5/20/09

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Table of Contents …2

Enhanced Student Teaching: The Reflective Practitioner …3

Resources and Roles …4

Policies …6

Overview of Forms …8

(follow this overview and the rubric in APPENDIX “A” below for completion/ submission of the appropriate documentation for student teaching)

Forms …9

REFERENCE INFORMATION Framework for Evaluation and Professional Growth Guidelines for the Evaluation of Pre-Service Teachers

APPENDIX A Documentation Rubric

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Enhanced Student Teaching

The Reflective Practitioner

Rationale and Prerequisites The student teaching/induction experience course is a sixteen-week field-based practicum experience and is an integral part of the teacher education program at The University of Tennessee at Chattanooga. It is during this period that the student participates as a pre-professional in the public schools. Essentially this is the experience which provides the student with the arena for converting theory to practice and demonstrating potential to perform the teaching-learning processes.Before admission to student teaching or the induction experience, the student must:

Secure full admission to the Teacher Education Program Submit a student teaching application with the signature of the assigned faculty advisor Satisfactorily complete all professional education coursework Satisfactorily complete at least 90% of the content area coursework Satisfactorily complete and pass all PRAXIS exams required for the designated area of licensure Earn appropriate minimum grade point averagesfor undergraduate & post-baccalaureate students: 2.5 cumulative, 2.5 at UTC, 2.5 in content coursework with

no grade lower than C, and 2.5 in education coursework with no grade lower than Cfor graduate students: 2.5 cumulative, 2.5 in content coursework or equivalent with no grade lower than C, and

3.0 in graduate education coursework

EvaluationThroughout the student teaching/induction experience semester, the Framework for Evaluation and Professional Growth will provide the basis for the evaluation of the student teacher’s performance both in the classroom and in other professional activities. The Framework has been adopted by the Tennessee State Department of Education as the procedure through which Tennessee K-12 public school teachers are evaluated and professional growth opportunities are designed throughout their careers. Using the Framework during the student teaching/induction experience semester will allow student teachers to become familiar with the procedures as well as the domains, indicators, and measurement statements in it, thus insuring continuity between the student teaching/induction experience semester and the first year of professional practice.

Final Grade The final grade for student teaching or the induction experience is Satisfactory or Fail. It will be determined by the Head of the Teacher Preparation Academy in consultation with university faculty and cooperating teachers. It is expected that the cooperating teachers and professor-in-residence assigned to the school will continually share their views of the student teacher’s potential and will communicate those views to the student teacher. The final evaluation filed in the Teacher Preparation Academy should reflect a collaborative effort to determine the outcome of each placement and should include the signatures of those educators who had opportunities to observe the student teacher’s performance. The Student Teaching/Induction Experience Portfolio must be approved by the Professor-in-Residence for the second placement. For completion of student teaching, appropriate minimum scores must be achieved on all Praxis II tests required for the licensure area sought.

Reflection and InquiryThe primary mission of the College of Health, Education and Professional Studies is to prepare qualified practitioners to be professional leaders in various roles within educational institutions and professional agencies, both public and private. The College seeks to combine quality and innovation in its programs, relating intellectual life to the contemporary problems in the professional fields they serve and creating centers of service to those professional communities.

As the College implements an inquiry-oriented knowledge base for its teacher education program, it is important to provide a framework which describes the attitudes, knowledge, and skills of a reflective practitioner. The student

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teacher may utilize these attitudes, knowledge, and skills to assess his/her own beliefs about learning and teaching, frame questions about learning and teaching, and reflect on his/her own practice.

AttitudesValue alternative points of view.Assume responsibility for individual decisions and actions.Engage in self-evaluation – be introspective.Engage in dialogue and criticism.

KnowledgeRecognize personal beliefs, attitudes, and values related to education.Identify ways to assess and reflect on personal beliefs and practices and understand their influences onstudents’ learning and the classroom setting.Internalize the principles of effective teaching practices and efficient management strategies.Value the purposes and consequences of broader educational practices and policies.Appreciate cultural and social influences on individuals.

SkillsAssess and analyze personal beliefs, attitudes, and values.Take action based on personal choices and reflect on consequences/influences/results of these actions.View teaching as a complex endeavor which involves individuals, schools, parents, communities, andsocial services agencies.Engage in dialogue and critique with other individuals to foster opportunities for growth and modificationof existing beliefs and practices.

Resources and RolesIntroductionStudent teaching is the final phase of the teacher preparation program. It provides the student teacher withopportunities to develop competencies through observation, teaching, conferencing, and evaluating. The studentteacher, cooperating teachers, building administrators, and professors-in-residence must work as a team in order tomake the experience as valuable as possible. The cooperative efforts and involvement of K-12 school personnel aswell as university personnel are essential for the success of the program.

Cooperating TeachersTeachers who are selected to participate in the student teaching program are considered to be outstanding educatorsby their administrative staffs and the College of Health, Education and Professional Studies at The University ofTennessee at Chattanooga. For most, it is a privilege and an opportunity to contribute immeasurable service to theirchosen profession by helping men and women develop into confident and competent teachers. The K-12 partnershave been given the responsibility of helping the student teacher develop a sense of confidence and security and the skills necessary to begin a successful teaching career. They will provide opportunities for knowledge and skill development not found in textbooks or college classes.

Building AdministratorsThe building administrator’s participation in the student teaching experience is of great importance to the studentteacher, the cooperating teachers, and the College of Health, Education and Professional Studies. The administrator plays a key role in selecting qualified cooperating teachers for the program and helping student teachers become a welcome addition to the teaching staff in the school. As a resource person and observer, the administrator can effectively aid the student teacher during the final phase of pre-service training.

University FacultyThe university faculty member assigned as professor-in-residence is a full-time member of the faculty of the Collegeof Health, Education and Professional Studies. He/she serves as an advisor for the student teacher, a consultant forthe cooperating teachers, and a liaison between UTC and the public schools. The professor-in-residence is notexpected to fill a supervisory role except in those instances in which students need additional support. Theprofessor-in-residence is assigned to a particular school site for the equivalent of one day per week and may observe and confer with the student teachers, the cooperating teachers, and the building administrators. It is the

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responsibility of the professor-in-residence to help create the best teaching-learning experience possible for the student teacher. For student teachers placed in non-PDS II schools, university supervisors will be assigned.

Student TeachersStudent teachers are assigned to experienced teachers who have expressed a willingness to provide guidance and encouragement as the student teacher seeks to gain practical teaching skills. The student teaching experience offers individuals an opportunity to learn from their cooperating teachers and to try, within reasonable limits, some of their own teaching ideas. Student teachers should act and react as if they are employees under contract in the school district to which they have been assigned. They should reflect the highest professional and ethical standards both at school and in the community. Their role is that of a partner and colleague, working with students whose educational futures are at stake. Student teaching should be regarded as a privileged obligation and accepted with a deep sense of responsibility. It is anticipated that student teachers will demonstrate a willingness to work hard and seek opportunities to participate as fully as possible. Student teachers who complete only minimum requirements will not have a successful experience.

Ethical Behavior for a Student Teacher A student teacher must maintain confidentiality regarding information about students. A student teacher should be primarily concerned with student achievement and only secondarily with the

impression being made on the cooperating teacher(s) or professor-in-residence. A student teacher should maintain the dignity necessary to gain the respect of students. A student teacher should show enthusiasm concerning the teaching/learning process. A student teacher should be a member of the school community and behave accordingly. A student teacher should be courteous and sympathetic to all students. A student teacher should use disciplinary measures conforming to procedures of the cooperating teacher(s). A student teacher should be an example to students both academically and ethically. A student teacher should be interested in the class and ready to assist w/ its improvement just as if it were

his/her own. A student teacher should recognize that each student is an individual and should take into consideration

individual abilities, interests, and capacity for learning. A student teacher should be completely impartial in dealing with students and must constantly strive to be

fair in judging students’ actions. A student teacher must refrain from imposing personal religious or political views upon the students and

should exhibit a broad-minded, tolerant attitude toward other groups and individuals.

Roles and Responsibilities of the K-12 PartnerPersonal Confidante

Introduces the student teacher to the staff, students, teachers, and community members associated with the school.

Orients the student teacher to classroom rules, organization, and management.Instructional Guide

Provides a desk or other workplace, necessary instructional materials, resources, supplies and equipment. Guides lesson planning and material development. Provides for positive learning experiences. Models assessment of student performance through appropriate diagnostic testing, record keeping, and

grading. Acquaints the student teacher with routine tasks.

Professional Advisor Provides continuous support, time for conferences, and feedback opportunities. Affords opportunities for observation/participation and related activities. Promotes personal/professional growth.

Policies

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ScheduleStudent teachers will follow the schedule of the public school, not the university, once student teaching begins.

AbsencesA student teacher is responsible for notifying the Teacher Preparation Academy at UTC, the cooperating teachers,and other designated school personnel in advance if he/she will be absent. The student teacher is responsible for giving the cooperating teachers appropriate plans for the day(s), just as a teacher would prepare plans for a substitute teacher. A student teacher who desires to request leave should complete the first portion of the Student TeacherLeave Request Form and give it to the cooperating teacher(s) for approval. The student teacher will also submit copies to the professor-in-residence and to the Teacher Preparation Academy.

Absences may require extension of the student teaching semester. Decisions are made on an individual basis afterconsultation among the cooperating teachers, building administrator(s), professor-in-residence, and student teacher.In the case of inclement weather, the schedule of the assigned school should be followed. However, students may make professional decisions with regard to safety; absences of this nature will need to be made up.

Extracurricular ActivitiesStudent teachers are encouraged to participate in extracurricular activities (various school clubs, athletic, musical and academic events, PTA meetings, etc.) to broaden and enhance their student teaching experience.

SeminarsStudent teachers will have some obligations to The University of Tennessee at Chattanooga during student teaching. They will be required to attend scheduled orientation sessions and seminars which may be held on-site or at UTC during the school day or after school hours.

Teaching ResponsibilitiesTeaching responsibilities to be assumed by the student teacher are determined by the College of Health, Education and Professional Studies at The University of Tennessee at Chattanooga and the cooperating school district to which that student has been assigned. Through a contractual agreement, the student teacher is under the direct supervision of the team of cooperating teachers in the public school system.

Record of ExperiencesStudent teachers are required to keep a record of their classroom experiences. University professors-in-residence will discuss the format for these records during a conference prior to the beginning of the student teaching experience.

Classroom ResponsibilitiesDuring each eight-week placement, student teachers must present three lessons which are formally observed by K-12 faculty; lesson plans must be submitted prior to the observations. For one of these lessons, the Framework will be used to provide structure for the observation and conference. Students should assume that they will be informally observed repeatedly and will receive accompanying feedback; it is through this process that instructional abilities are improved.

Student Teachers as Substitute TeachersStudent teachers may not be employed as substitute teachers; they may not be paid. Student teachers may, however, perform the duties of substitute teachers under the supervision of faculty members or building administrators.

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GradingThe Head of the Teacher Preparation Academy assigns a grade for student teaching; this grade is based upon the recommendation of a team of educators which may include the professor-in-residence, K-12 faculty members, and building administrators. Grades are assigned on a satisfactory (S) or unsatisfactory (F) basis. Under special circumstances, a grade of incomplete (I) may be given if an extension of the student teaching experience is warranted. A student receiving an unsatisfactory grade for student teaching may, upon recommendation of the Head of the Teacher Preparation Academy in conjunction with the student’s university advisor, professor-in-residence, and cooperating teachers, be given an opportunity to repeat student teaching. For completion of student teaching, appropriate minimum scores must be achieved on all Praxis II tests required for the licensure area sought.

Withdrawal from Student Teaching/Induction ExperienceIf a student finds it necessary to withdraw from student teaching, the withdrawal policy outlined in the UTC catalog must be followed. In addition, the building administrator, cooperating teachers, professor-in-residence, and Head of the Teacher Preparation Academy must be notified immediately.

Removal from Student Teaching/Induction ExperienceStudents who represent the College of Health, Education and Professional Studies in off-campus placements for field experiences, internships, or student teaching/induction experiences are expected to comply with the rules, regulations, and expectations of the host institution or agency. Upon request of the host institution or agency, the student may be removed from the site at any time during the experience. If a student is removed from a field-based setting under such circumstances, a subsequent placement is not automatic.

Suggested Participation ScheduleEach student teacher, as well as each student teaching situation, is unique. The cooperating teachers, the schooladministrators, the professor-in-residence, and the student teacher together will determine the experience appropriate for the individual and the setting.

Student teachers will be provided with activities and classroom observation opportunities to acquaint them with theschool as quickly as possible. In addition, they will spend time in classrooms and/or offices outside their content area, such as exceptional education, related arts, physical education, or guidance services. These experiences are designed to help student teachers understand the complex and interactive nature of school programs.

It is expected that student teachers will have full responsibility for as long as possible during each eight-week placement. Precisely when the period of responsibility for each student teacher will fall during the eight weeks will be determined by the K-12 partners and professor-in-residence. Student teachers should assume that they will be assigned teaching responsibilities in a variety of classrooms.

The schedule for student teachers should be developed with the following principles in mind: Student teachers will need to spend a significant amount of time in one classroom. Prior to assuming teaching responsibilities, student teachers should have adequate orientation time in that

classroom. Student teachers’ activities should be scheduled to benefit the K-12 students. Student teachers should have placement experiences to provide immersion in the total school program. Student teachers should have opportunities to obtain evaluation and professional growth recommendations

from a variety of sources.

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OVERVIEW OF FORMS

IMPORTANT NOTE: Forms that are required to be submitted to the Field Placement Coordinator (FPC) at the end of each placement are shaded in grey.

SUBMIT ONLY THE SHADED FORMS TO THE FPC. Only originals are accepted.

GENERIC FORMS Outside Responsibilities Form (complete/submit to FPC prior to S/Teaching) Student Teacher Responsibility Profile (complete with PIR-week #1) Student Teacher Leave Request(s) (attach to Weekly Summary of Hours and

FINAL EVALUATION and submit to FPC at end of each placement) Weekly Summary of Hours (complete on a weekly basis/ attach to FINAL

EVALUATION and submit to FPC at end of each placement) Self Assessment (complete and submit to FPC at end of each placement)

OBSERVATIONS Observation and Conference Form(s) (Informal Observation)

(use for the 2 informal observations required) Lesson Evaluation Form (Formal Observation) part 1

(use for the 1 formal observation required) Analysis of Unit/Lesson Plans Form (Formal Observation) part 2

(use along with Part 1 for the 1 formal observation required)INFORMATION PERTAINING TO THE FORMAL OBSERVATION IS INCLUDED HERE. The following forms should be completed and given to the observer, who is preferably the cooperating teacher, for the formal observation.

PIR (Planning Information Record-(complete prior to formal observation) RIR (Reflecting Information Record-(complete after formal observation)

LESSON PLANNING and UNIT PLANNING Lesson Planning and Unit Planning Formats

INFORMATION PERTAINING TO UNITS AND LESSON PLANNING IS INCLUDED HERE

PRE and POST TESTING Pre Post Test Checksheet (attach pre/post test, analysis of pre/post test, and

reflection of pre/post test, to this checksheet, and submit to FPC at end of each placement)

PORTFOLIO Portfolio Progress Report Checksheet(submit checksheet to FPC at end of each

placement but KEEP YOUR PORTFOLIO)INFORMATION PERTAINING TO COMPILING THE PORTFOLIO IS INCLUDED HERE

EVALUATIONS Student Teaching Progress Report (mid-term evaluation completed by coop

teacher) Final Evaluation (coop teacher completes this on line but you must submit hard

copy--Signatures of coop teach, administrator or observer, and student teacher are required-3 total-submit hard copy w/signatures to FPC at end of each placement)

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FORMS

Outside Responsibilities During Student Teaching

Name Student ID#

Phone Advisor

Regulations of the State of Tennessee Department of Education state that “Regular seminars will be held with higher education faculty to focus on application and analysis of teaching knowledge in the classroom, but no other courses may be taken by student teachers during the professional semester.”

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(Source: Licensure Standards and Induction Guidelines, Tennessee State Board of Education, page 42-1)

Additionally, it is important to note that outside employment may affect the success of the student teaching/induction experience professional semester; student teachers are discouraged from holding jobs during the semester.

If either of these guidelines pertains to you, please state in writing the factors influencing a) the need to enroll in a university course during the professional semester and/or b) the conditions regarding your employment during the professional semester. Submit this form prior to your first full day in your first placement.

Signature Note: If you have already submitted a written request to Dr. Valerie Rutledge, Head of the Teacher Preparation Academy, or to the Teacher Education Program Appeals Committee, you do not need to submit this form.

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Student Teacher Responsibility Profile___ Placement (one per placement)

This responsibility profile is designed to allow the cooperating teacher(s), administrators, professors-in-residence, and student teacher to plan the transition the student teacher will make from the beginning of the student teaching placement through the point when he or she assumes full responsibility for the classroom. It is to be cooperatively completed during the first week of the student teaching assignment and should reflect the best estimate of the assumption of duties; the process may be slowed or accelerated depending on the student teacher's ability and confidence. The responsibility profile should reflect significant time spent with at least one group of students as well as immersion in many school programs. The completed responsibility profile should be submitted to the UTC professor-in-residence.

Teaching Responsibilities Other Responsibilities and Activities

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Signature of Professor-in-Residence Date

Signature of Student Teacher Date

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Student Teaching Leave Request

Student Teacher Date Submitted

Professor-in-Residence

A student teacher who desires to request leave from duty should complete the appropriate items below and submit this form to the cooperating teacher(s) who will approve or disapprove the request. The student teacher must then submit a copy to his professor-in-residence and an additional copy to the Field Placement Coordinator. (This page should be copied as necessary. Refer to the reverse for absence codes.)

Sick Leave Request

I hereby request sick leave for the date(s) indicated below in accordance with the provisions for the sick leave request category.

Date(s) of Absence Absence Code

Policy Reasons for Absence Comments:

Absence Request

I hereby request permission to be absent on the date(s) indicated below in accordance with the provisions for the non-sick leave request category.

Student teacher absences for non-sick leave reasons must be approved in advance by the Teacher Preparation Academy except in cases of emergency. In any case, an official "Leave Request" form must be properly submitted. Note: This category includes severe weather conditions.

Date(s) of Absence Absence Code

Policy Reasons for Absence Comments:

Signature of Cooperating Teacher Date

Absence Codes for Leave Requests

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Code 100 Sick Leave, defined as the following:

Leave of absence because of illness of an employee from natural causes or accident, quarantine, or illness or death of a member of the immediate family of an employee, including the employee's spouse, parents, former legal guardians, grandparents, children, grandchildren, brothers, sisters, mother-in-law, father-in-law, daughter-in-law, son-in-law, brother-in-law, and sister-in-law.

101 Bereavement Leave (Only for parent, spouse, child; please indicate relationship)

Educational Meetings (Indicate type/name and attach documentation)201 Educational convention202 Educational conference203 Educational meeting204 Educational workshop205 Educational committee

Educational School Business (Attach explanation)211 School business

Civic Meeting (As an officer or official delegate; indicate office and attach documentation)231 Civic meeting

Jury Duty (Attach subpoena to Jury Duty)241 Jury duty service

Court Subpoena (As a witness; attach copy of subpoena)251 Court subpoena

Temporary Military Service (Attach Orders)271 Temporary military service

Epidemic or Other Calamity281 Epidemic282 Public calamity

Required Religious Observance291 Religious observance

Personal Emergencies303 Death of a close friend or relative not covered by sick leave policy304 Severe weather conditions306 Court appearances as a defendant or plaintiff307 Illness of person living in home of student teacher and not covered by sick leave308 Graduation of student teacher or child309 Marriage of student teacher or child310 Departure of spouse or child for full-time military service311 School registration of student teacher or child312 Financial or legal transactions313 Catastrophe314 Education or civic meeting in excess of 201-205 or 231 absences315 Other immediate pressing personal or family responsibility not related to personal leisure or

recreation (justification required)

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Weekly Summary of Hours of StudentTeaching Activities

___ Placement (one per placement)

_________________ Student Teacher Grade/Subject___________________________________School

Week of Week of Week of Week of Week of

Dates

Actual Teaching*

Observation

Conference

Participation

Extra Class Activities

Other

Days Absent

Week of Week of Week of Week of Week of

Dates

Actual Teaching*

Observation

Conference

Participation

Extra Class Activities

Other

Days Absent

Totals: Actual Teaching Observation Conference

Participation Extra Class Act. Other


Signature of Student Teacher Date

*See reverse of this sheet for category explanations

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Directions forWeekly Summary of Hours of Student Teaching Activities

Student teachers should keep a running log of the hours they spend in each of the activities defined below. At the conclusion of each placement, the student teacher should neatly fill in this form, sign and date it, and turn the form in to the Teacher Preparation Academy or the professor-in-residence. This form will be attached to the Final Evaluation Form which is completed at the conclusion of each placement and retained as part of the student's permanent file. Several states require student teachers to verify the actual number of teaching hours acquired during the student teaching semester. Therefore, it is imperative to have this information available when students are applying for certification in these states.

Actual TeachingThis category includes instructional activities involving an individual student, a group of students and/or the entire class. In other words, the student teacher is delivering information to the student. This may include instruction in a regular classroom, a school library, outdoors in an environmental classroom, or in another educational setting.

ObservationThis category includes all time spent observing the instructional activities of other teachers. This may include observing your cooperating teacher(s) as well as other classroom teachers in your building or in other educational settings.

ConferencesThis category includes all time spent participating in parent/teacher conferences, M-Team meetings, department meetings, and other scheduled school conferences.

ParticipationThis category includes time spent in school activities not normally scheduled as part of the school curriculum, such as bus, hall, and cafeteria duties, field trips, or additional assignments required of teachers. Attendance at in-service education activities, site-based management meetings at the assigned school, and school board meetings are some options under this category.

Extra-class ActivitiesThis includes time spent attending or supervising extra-class activities such as sporting events, clubs, dramatic performances, in-school suspension classes, and other school functions. OtherThis includes time spent in activities unique to this placement such as extended trips, etc.

Note: Time spent planning for instruction and/or grading papers should not be reported on this form.

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STUDENT TEACHING SELF-ASSESSMENT

Placement # _________

Name Date

Using the appropriate performance standards and corresponding guidelines for your experiences during the first eight weeks of your PDS II experience, reflect upon the level of competency you have exhibited in these areas. Identify three areas of strength and three areas you would like to strengthen (areas for growth); be prepared to discuss your reasons for selecting these.

1. Area of strength

Reason for selecting

2. Area of strength


3. Area of strength


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1. Area to strengthen






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OBSERVATIONS

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Any method of documentation may be used for observations other than the required Framework observation. This form may be copied if needed.

Observation & Conference

(for Informal Observations-2 required)

Student Teacher Date

School Subject/Grade

Quality of Lesson Plan:

Observations:

Reinforcement/Strengths:

Refinement/Improvement:

Signature of Evaluator

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University of Tennessee at ChattanoogaFramework for Evaluation and Professional Growth

Lesson Evaluation Form(Formal Observation-Part 1)

This lesson evaluation is based on the professional judgment of the observer and reflects his/her assessment of the performance of the student teacher at the time of the lesson. The form utilizes selected domains and indicators from the Framework for Evaluation and Professional Growth as well as language derived from the rubrics. However, this evaluation does not correspond to a lesson evaluation required for licensed teachers since teachers who evaluate student teaching lessons have not participated in State Department of Education training and do not have the opportunity to observe student teachers over the course of an academic year.

I: Planning Does not meet performance expectations

Meets performance expectations

Exceeds performance expectations

A. Establishes appropriate instructional goals and objectives.

__________ __________ __________

B. Plans instruction and student evaluation based on an in-depth understanding of the content, student needs, curriculum standards, and the community.

__________ __________ __________

C. Adapts instructional opportunities for diverse learners. __________ __________ __________

Comments:

II: Teaching Strategies Does not meet performance expectations



A. Demonstrates a deep understanding of the central concepts, assumptions, structures, and pedagogy of the content area.

__________ __________ __________

B. Uses research-based classroom strategies that are grounded in higher order thinking, problem solving, and real world connections for all students.

__________ __________ __________

Comments

III: Assessment and Evaluation Does not meet performance expectations



A. Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions.

__________ __________ __________

B. Communicates student achievement and progress to students, their parents, and appropriate others

C. Reflects on teaching practice through careful examination of classroom evaluation and assessments.

Comments

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IV: Learning Environment Does not meet performance expectations



A. Creates a classroom culture that develops student intellectual ability in the content area.

__________ __________ __________

B. Manages classroom resources effectively. __________ __________ __________

Comments

V. Professional Growth Does not meet performance expectations



A. Collaborates with colleagues and appropriate othersB. Engages in professional development C. Performs professional responsibilities efficiently and

effectivelyComments

VI: Communication Does not meet performance expectations



A. Communicates clearly and correctly with students, parents and other stakeholders. __________ __________ __________

Comments

The student teacher and evaluator have discussed the Framework for Evaluation and Professional Growth Lesson Evaluation Form.

________________________________________________________ _________________________________________Student Teacher Date Evaluator Date

ANALYSIS OF UNIT AND LESSON PLANS(Formal Observation-Part 2)

Yes NoUnit Plan

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The unit goal(s) is/are consistent with the curriculum. The goal(s) is/are appropriate for these students.

Strategies contextualizing the unit goal(s) for these students are included. Description of materials/media and their use are included. Ongoing learner understanding is assessed throughout the unit.

The assessment of learner understanding relates to the stated goal(s) of the unit.

Lesson Plan

The goal(s)/objective(s) is/are clear in terms of student learning and behavior.

The goal(s)/objective(s) is/are appropriate for students at this point in their learning.

The lesson plan explains how student progress toward the achievement of the goal(s)/objective(s) will be measured.

The lesson plan contains strategies for demonstrating the relevance and importance of the learning.

The lesson plan provides for connections to past and future learning.

The instructional procedures consider variety in task structures. The instructional procedures provide for student practice/review which contains application of the learning and authentic practice.

The instructional strategies provide the opportunity for thinking beyond recall.

Alternative and/or supplemental activities for additional practice are included in the plan as appropriate.

The plan demonstrates intent to promote learner involvement.

The materials and media for the lesson are listed.

An explanation is provided for how the materials and media will be used.

The materials and media are appropriate for the students and the content.

The plan contains specific procedures to monitor the level of student understanding during the lesson.

The plan contains a description of the organization of student learning (classroom structure, facility arrangement, centers, etc.).

PLANNING INFORMATION RECORD (PIR)

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EDUCATOR’S NAME _________________________________ OBSERVATION # ___________

EVALUATOR’S NAME _______________________________ DATE ____________________

The educator completes this form for each formal observation; the educator and the evaluator may then discuss the entries for clarification purposes. The educator retains the right to make instructional decisions/changes during the observation.

References after each item correlate with the performance standards on the Framework for Evaluation and Professional Growth. 1. What state curriculum standard, performance indicator, or accomplishment is the objective for this lesson? In

the event that students are working on individual objectives, choose 2 or 3 students and provide their objectives. IA

2. What specific data have you gathered about your students’ current abilities in relation to this objective/these objectives, and how have you used that information in the design of the lesson? IB, IC

3. What teaching strategies will you use to teach this objective? 1B, IIA, IIB

4. How will you assess student learning? Identify specific data. IB, IC, IIIA

5. How will you determine the students’ retention and ongoing application of learning from this lesson? IIIA

6. Explain any special situation(s) of which the evaluator might need to be aware.

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REFLECTING INFORMATION RECORD (RIR)

EDUCATOR’S NAME _________________________________ OBSERVATION # ___________

EVALUATOR’S NAME _______________________________ DATE ____________________

The educator completes this form for each formal observation; the educator and the evaluator then discuss the entries.

References after each item correlate with the performance standards on the Framework for Evaluation and Professional Growth.

1. As you reflect on the lesson, how did it actually unfold as compared to what you had anticipated happening as you did your planning? IIIC

2. Provide the data/information that you have used to determine your students’ progress toward this lesson’s goals. Include individual and group information. IIIA and IIIC

3. How will you use your students’ performance today as you envision the next step for these students in learning? IIIC and Planning Domain

4. If you were to teach this lesson again to these students, what changes would you make? IIIC

5. As you reflect over this lesson, what ideas are insights are you discovering about your teaching? IIIC

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LESSON PLANNING and UNIT PLANNING

LESSON PLANNINGOverview

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Effective teaching is purposeful; plans must be developed and executed in a manner that achieves stated objectives. A lesson plan is an organizational tool to assist the teacher in focusing on what is to be taught in the time allotted.

UTC education majors have had instruction in various types of lesson planning. The cooperating teacher(s) may also give suggestions as to the kinds of plans most appropriate for the particular classroom involved. The task now is to put all of this background knowledge to work in a meaningful and practical way.

Plan in Detail

A student teacher is expected to plan in more detail than the experienced cooperating teacher would. The weekly plan book style used by many teachers for administrative purposes is not considered adequate planning for a student teacher . The student teacher will be required to show written evidence of having thought through the entire lesson.

Submit Plans to the Evaluator

For a lesson which will be formally observed, the student teacher may use the lesson plan format which follows; alternate lesson plan formats are also acceptable. The Analysis of Lesson and Unit Plans may provide guidance; a student teacher should also answer the questions from the Planning Information Record. If possible, the work should be completed a day before the observation. These preparations must be complete if the evaluator and student teacher are to participate in a pre-observation conference.

An understanding of curriculum guides, manuals, state directives, and student learning objectives, as well as the long-range plans of the cooperating teacher, will help the student teacher in planning lessons. It is important to understand how to use existing guides effectively as well as how to create lessons “from scratch.”

Relationship to the Framework

The following pages contain definitions of terms and formats for lesson plans and units. Students and teachers should note the relationship of these terms and formats to the Analysis of Unit and Lesson Plans on page 18 of this Handbook.

Lesson Plan Definitions

Goal: A broad statement of purpose which usually includes the general outcome of the lesson.

Instructional Objective:A specific student outcome which states the student behavior, the learning to occur, conditions, and the desired standard of performance. Mastery of a set of objectives leads to the mastery of a related goal. Objectives must be appropriate for the students.

Instructional Considerations:A description of the students, a description of the instructional environment as it relates to planning, and a description of the assessment of and provision for individual differences of students.

Instructional Strategies:The instructional procedures to be used during the lesson, stated with as much specificity as possible. The statements of procedures must be complete and properly sequenced. Each lesson must incorporate more than one instructional strategy linked appropriately to task structures. Statements regarding the promotion of learner involvement and connections to past and future learning should be included, as should statements related to learner thinking beyond recall.

Materials and Media: All types of materials and media which will be included in the lesson. A statement of the relationship of media resources to the lesson objectives should be included as should an explanation of their use. The resources should be appropriate for the students and the learning.

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Student Practice:The opportunities provided students to systematically perform exercises to become proficient in learning tasks. Supervised practice involves supervision by the teacher and may include seat work. Independent practice such as homework is the responsibility of the learner and requires little or no assistance by the teacher. Practice must be clearly related to the objective(s) and must contain authentic applications of the learning.

Supplemental Activities:Supplemental or enrichment activities to be used when students finish lessons early or when other students need remediation in the form of re-teaching.

Evaluation:Specific procedures to monitor the level of student understanding during the lesson.

Student Teaching Lesson Plan Format

Lesson Title

Long Range Objective

Instructional Objectives (SPIs)1.2.3.

Instructional Considerations

Instructional Strategies1.2.3.

Materials and Media

Student Practice1. Supervised2. Independent

Supplemental Activities 1. Enrichment2. Re-teaching

Evaluation

UNIT PLANNING

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There are several procedural steps which may be useful for student teachers as they plan their units. These steps and a brief explanation follow. Students should also refer to the Analysis of Unit and Lesson Plans on page 18 of this Handbook. The unit may follow the format below; alternate unit formats are acceptable.

1. Establish Long-Terms Goals:

Teachers should be able to articulate the long terms goals for their instruction; these should serve as starting points for the planning of units. Teachers should consider the broad purposes of objectives for teaching the unit(s) rather than short terms objectives such as proficiency tests.

2. Interpret the Goal:

The teacher should consider all aspects of the topic and related concepts which are of interest to the teacher and to the students. The state module suggests using flowcharts as a means of outlining the possibilities for each unit topic.

3. Select in Order to Focus:

In this component, unit planners are asked to consider the constraints which affect the real-world classroom. The teacher must consider time and space constraints, resources, mandates (such as tests), student abilities, the community, and requirements from administrators.

4. Evaluation:

The unit plan must include a component on evaluation. Evaluation can be formal or informal and should be formative as well as summative. The success of the unit in terms of teaching strategies and learner behaviors should be considered as should student learning traditionally measured by formal means such as tests, quizzes, or papers.

Unit Plan Definitions

Title: The title is the name of the unit. It should be specific enough to identify the general scope of the unit and the intended grade level or achievement level.

Rationale: The rationale is a discussion of why the content of this unit is important for these particular students.

Source: The source is a listing of the approved curriculum source(s) from which the unit content is taken. Possible sources include the basal text, a state curriculum framework, a locally approved curriculum guide, a state-mandated program (Basic Skills First), and/or supplemental materials purchased by the school system. Other sources may be used but would require further justification.

Duration: The duration is the expected length of time in class periods, hours, days, or weeks of instruction.

Goals and Related Instructional Objectives:Each goal and its related instructional objectives are presented in outline form. Most goals should have two or more related instructional objectives. If students master the instructional objectives, they should attain the goal. Objectives must relate to SPIs.

Lesson Plan Sequence:

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A plan for each lesson should be presented here; the plans may follow the format suggested in this Handbook or an alternative format. They should be in sequential order and should include reference to the goals and objectives which are addressed in the lesson.

Assessment of and Provision for Individual Differences: The teacher describes how student entry level for the unit will be determined and how this information will be used in planning instruction which will provide for the needs of all students in the class. These provisions may include: 1) establishing different outcomes for individuals or groups of students, 2) varying the conditions for mastery such as time allowed, resources used, or level of performance, or 3) using different methods of instruction for individuals or groups of students.

Materials and Media:The list of materials and media should include those which the teacher plans to use as well as others which are available should the teacher need them for instruction.

Evaluation Plan:The evaluation plan should be developed in such a way that formative and summative evaluation techniques are developed for each objective. Formative techniques would include those things that the teacher will do during instruction to determine if students are making progress toward the learning outcome. Examples are oral questions, in-class activities, chalkboard work, seatwork, and student assignments. Summative techniques include those things that the teacher will do following instruction to determine if the students have achieved mastery. Examples include all of the items listed above as well as formal assessment techniques such as quizzes, tests, or papers.

Evaluation Instruments:Evaluation instruments include worksheets, quizzes, unit tests, and any other materials used in evaluation. Answer keys must be included.

Planning Suggestions:Elementary majors may plan their units around a topic involving many disciplines or around a single subject such as fractions. Secondary units will, in most cases, not be interdisciplinary. You may use units which you have developed prior to the student teaching semester in methods or reading courses, but the unit must be reworked into an appropriate format and must be taught during student teaching.

Student Teaching/Induction Experience Unit

The unit may follow the outline below; alternative unit formats are acceptable. The unit should contain a minimum of five lessons.

Note: The student teaching portfolio should include a unit for each placement.

TITLE:I. Rationale

II. Source

III. Duration

IV. Goals and Related Instructional Objectives (SPIs)1.

A.B.C.

2.

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A.B.C .(etc.)

V. Lesson Plans and Descriptions (in sequence)

1.2.3.4.

VI. Materials and Media

VII. Evaluation PlanThe evaluation plan can indicate how each objective will be evaluated formatively and summatively or can list the formative and summative evaluation procedures for each lesson, day by day.

Evaluation instruments should be attached and answer keys included, if appropriate.

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PRE and POST TESTING

STUDENT TEACHING/INDUCTION EXPERIENCEGATHERING STUDENT PERFORMANCE DATA

PRE- AND POST-TEST ACTIVITY___ PLACEMENT (one per placement)

Student Teacher Semester

During each placement, the student teacher must gather statistics to measure student learning.

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1. Before beginning instruction on the selected content material, develop a relevant pre-test and post-test. In most cases, they are the same instrument; if the post-test is different from the pre-test, it must measure the same knowledge. The purpose of the pre-test is to determine the extent of students’ knowledge BEFORE instruction. The purpose of the post-test is to determine students’ knowledge AFTER instruction. The combination of the tests measures the extent of change, which is assumed to be the result of the instruction.

2. Administer the pre-test and analyze the results.3. Teach the selected material.4. Administer the post-test and analyze the results.5. Develop a summary.6. Reflect on the activity.7. Submit the pre- and post-test documentation to the professor-in-residence for approval.

Does not meet

expectations

Meets expectations

Exceeds expectations

COVER SHEETName of student teacher, school, grade level/subject, semester date

COPY OF PRE-TEST AND ANALYSIS OF RESULTS

COPY OF POST-TEST AND ANALYSIS OF RESULTS

SUMMARY Narrative, table, graph, chart, other graphic, or combination of forms

REFLECTIONInclude: findings from both tests adjustments, if any, made to your lesson/unit as a result of the pre-test other ways you might have used the findings of the pre-test implications of the post-test findings value of the pre-test/post-test procedure to the student value of the pre-test/post-test procedure to the teacher additional comments related to this exercise

The pre- and post-test activity has been completed satisfactorily.


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THE PORTFOLIO

STUDENT TEACHING/INDUCTION EXPERIENCE PORTFOLIOPROGRESS REPORT -- ___ PLACEMENT (one per placement)

The student teaching/induction experience portfolio does not receive a letter grade but must be completed satisfactorily before a passing grade can be recorded for the student teaching/induction experience semester. The following guide may help cooperating teachers, professors-in-residence, and students to assess the components of the portfolio as they are completed during the semester.

Student Teacher Semester MATERIALS Does not

meet expectations

Meets expectations

Exceeds expectations

DEMOGRAPHIC DATAResume, philosophy of education, official transcript, certificates

PLACEMENT DESCRIPTIONLocation and organizational structure, demographics, student data

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DESCRIPTION OF CLASSROOMSClassroom setting, developmental characteristics of students, schedule

ORIGINAL UNITS (student taught)

LESSON PLANS (student taught)

METHODS OF EVALUATING STUDENTS’ PROGRESSTests, quizzes, checksheets, other assignmentsPre- and post-test activity documentation

MANAGEMENT POLICIES, CLASSROOM RULES, PROCEDURESManagement philosophy, specific policies and procedures

ORIGINAL TEACHING MATERIALS AND ACTIVITIESBulletin boards, displays, learning centers, games, field trips, special events, student interaction

PROFESSIONAL ACTIVITIESStaff development activities, faculty meetings

EVALUATIONS OF STUDENT TEACHING/INDUCTION EXPERIENCEPhotocopies of both final evaluation forms, photocopies of both weekly summaries of hours, Framework materials; interview with administrator (optional)

OPTIONAL MATERIALSPraxis II scores, letters of recommendation, letters from students

Components of the student teaching/induction experience portfolio have been reviewed.


THE STUDENT TEACHING PORTFOLIO

Each student teacher is required to develop a portfolio which will summarize the student teaching experience. The portfolio is an essential component of the interview/employment process and an opportunity for reflection on the student teaching/induction experience semester. Students will submit the portfolios to their professors-in-residence or supervisors at a designated time in each placement. The professor-in-residence at the first placement does the Portfolio Progress Report; the professor-in-residence at the second placement completes the Portfolio Final Evaluation.

The portfolio is viewed as a reflection of the student's potential as a future employee and a model graduate of the university. Consequently, students are expected to apply the highest standards to their portfolios; portfolios which do not meet high professional standards will be returned to students for revision. Students will receive an incomplete in the student teaching/induction experience if satisfactory revisions are not made by the last day of final exams during the semester. It is strongly suggested that students begin work on their portfolios at the onset of their student teaching/induction experience semester and review their work periodically with their professors-in-residence.

In order to organize the material contained in the portfolio, the student teacher should purchase a three-ring binder and tabbed dividers. As information pertaining to the areas described below is collected, it should be placed in the binder and separated with the dividers.

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The student teaching/induction experience portfolio should reflect the student's personality. It is hoped, therefore, that each portfolio will demonstrate organization, creativity, clarity, competence, and professionalism; the portfolio should be carefully checked for accuracy and neatness. The portfolio should be large enough to demonstrate the student’s abilities to an interviewer but not so large that no interviewer will want to read it. Materials which are superfluous to the career objective of being a classroom teacher should be omitted. The portfolio should include materials from each of the following areas. Each section of the portfolio should be preceded by a narrative or an outline, on a separate page, which describes the contents of that section. Each section must contain all the components listed for that section.

I. Demographic DataA. Student Resume (Reference: 101 Grade A Resumes for Teachers;

Rebecca Anthony and Gerald Roe; Barron's; NY. ISBN 0-8120-1810-9)B. A typed, one-page statement of the student's philosophy of educationC. Transcript (Issued to Student copy is acceptable)

II. Placement DescriptionsA. Narrative descriptions of schools

1. Location and organizational structure2. Types of students enrolled

B. Narrative descriptions of classrooms1. Classroom setting data2. Developmental characteristics of students3. Schedule

III. Original UnitsCopies of original units taught during the student teaching semester will be included here. The unit outline may follow the format on Page 17 of this Handbook; other formats are acceptable.

IV. Lesson PlansStudent teachers must submit lesson plans to the person who formally evaluates their lessons (three times per eight weeks). A total of three lesson plans must be included in the portfolio. These are for lessons observed by an evaluator during the first and/or second placement. The lesson plans in this section of the portfolio may include plans from the original units if the lesson was observed.

V. Methods of Evaluating Students' ProgressA representative sample of tests, quizzes, checksheets, or other assignments developed by the student teacher to evaluate students' academic achievement should be included in this section. The tests and quizzes should be complete, indicating the point value of each question and utilizing a variety of levels from Bloom's taxonomy. Answer keys must be included.

Essential material for this section is Student Performance Data. During each placement, student teachers must gather statistics to measure student learning. Pre- and post-tests should be developed and administered, results analyzed, and a reflective report written. Further direction will be provided by the professor-in-residence.

VI. Management Policies, Classroom Rules or ProceduresThis section should begin with a short, one-page statement of the student teacher's management philosophy. The section should also include examples of specific policies and procedures used and, if appropriate, the rules already established by the cooperating teacher. Pertinent materials from management seminars may be included.

VII. Original Teaching Materials and Activities

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This section may include labeled pictures of bulletin boards, displays, learning centers, games, field trips, special events or students in large and small group interaction. Samples of ideas from books and professional journals may also be included. There should not be large amounts of published material unless there is an explanation of the unique way in which it was used. This section should contain material created by the student teacher.

VIII. Professional ActivitiesThis section should contain information about staff development activities, faculty meetings, community meetings, or other professional meetings attended by the student teacher; documentation may include a list of the activities with the cooperating teachers' signatures to verify attendance. As a professional educator, the pre-service teacher is expected to attend activities and meetings; this section focuses on participation in those meetings.

IX. Evaluations of Student TeachingThis section should contain photocopies of the final evaluation form from each placement; lesson evaluations using the Framework for Evaluation and Professional Growth should also be included. Any other formal or informal evaluations of the student teacher by principals, district supervisors, or students may also be included.

X. Optional MaterialsCopies of Praxis II scores, letters of recommendation, letters from students, etc., should be included in this section.

Interview with a School Administrator (optional)

It is desirable for the student teacher to take part in an interview with the school principal, assistant principal, or other administrator in at least one placement setting. The interviewer should use the techniques and procedures employed to screen candidates for teaching positions in the school.

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EVALUATIONS


Student Teaching Progress Report(Mid term)

STUDENT TEACHER (LAST NAME FIRST) Student ID DATE OF REPORT

SCHOOL CITY, STATE

GRADE LEVEL(S) SUBJECT(S) UTC PROFESSOR-IN-RESIDENCE

Directions: At approximately the mid-point of the student teaching placement, the student teacher should be provided feedback about areas of strength and areas which need to be strengthened. If the indicator has been evaluated and discussed, please mark the first box. If the indicator has not been observed and the student teacher

37

has not received feedback, please mark NA.

Planning CHECK NA

A. Establishes appropriate instructional goals and objectives.

B. Plans instruction and student evaluation based on an in depth understanding of the content, student needs, curriculum standards, and the community.

C. Adapts instructional opportunities for diverse learners.

Comments:

Teaching Strategies CHECK NA

A. Demonstrates a deep understanding of central concepts, assumptions, structures, and pedagogy of the content area.

B. Uses research-based classroom strategies that are grounded in higher order thinking. Problem-solving, and real world connections for all students.

Comments:

Student Teaching Progress ReportPage 2 of 3

Assessment and Evaluation CHECK NA

A. Uses appropriate evaluations and assessments to determine student mastery of content and make instructional decisions.

B. Communicates student achievement and progress to students, their parents, and appropriate others.

C. Reflects on teaching practice through careful examination of classroom evaluation and assessments.

Comments:

38

Learning Environment CHECK N/A

A. Creates a classroom culture that develops student intellectual capacity in the content area.

B. Manages classroom resources effectively.

Comments:

Professional Growth CHECK N/A

A. Collaborates with colleagues and appropriate others.

B. Engages in professional development (when appropriate).

C. Performs professional responsibilities efficiently and effectively.

Comments:

Communication CHECK N/A

A. Communicates clearly with students, parents, and other stakeholders

Comments:

Student Teaching ProgressReport

Page 3 of 3

Please indicate areas which need to be strengthened. Attach a separate sheet if appropriate.

39

EVALUATION TEAM SIGNATURES DATE_____________________________ ______________________________________________ _______________

STUDENT TEACHER SIGNATURE DATE

_________________________________ ________________


STUDENT TEACHING FINAL EVALUATION

Summary recording: Using the Evaluation Criteria pertaining to each of the indicators in the six domains, the observer should mark the appropriate performance level. The student teaching evaluation is based on the professional judgment of the observer and utilizes the domains form the Framework for Evaluation and Professional Growth and language derived from the rubrics. However, this evaluation does not correspond to the comprehensive assessment required for licensed teachers since teachers completing student teaching evaluations have not participated in State Department of Education training and do not have the opportunity to observe student teachers over the course of an academic year.

Form: Student Teaching Final Evaluation Owner: U T Chattanooga College of Education <UTCADMIN> Dataset: STFE Semester/year______________EDIT: Y, VIEW: N, REQR: N 1 DIRECTIONS: This is the Student Teaching Final Evaluation form. To begin,

fill out the form below online, then print the form, and finally submit the form. You must PRINT the form BEFORE you submit it. To print this form,

40

click on "File" and then click "print". Print out the form once you have filled in all the questions, then click the "Submit" button. At the end of this form, there are places for six signatures. Three signatures are required: One from the student, one from the cooperating teacher and one from an administrator. On the hard copy that you have printed, please sign in the designated space and give to the student teacher, in order for them to obtain the other signatures as required. Thank you.

EDIT: Y, VIEW: N, REQR: N 2 First Name of Student Teacher

EDIT: Y, VIEW: N, REQR: N 3 Last Name of Student Teacher

EDIT: Y, VIEW: N, REQR: N 4 UTC ID

Please ask the student for this Information

EDIT: Y, VIEW: N, REQR: N 5 Term

Fall Spring

EDIT: Y, VIEW: N, REQR: N 6 Year of Placement

EDIT: Y, VIEW: N, REQR: N 7 Was this their first or second placement?

First Second

EDIT: Y, VIEW: N, REQR: N 8 Gender

EDIT: Y, VIEW: N, REQR: N 9 SCHOOL

EDIT: Y, VIEW: N, REQR: N 10 GRADE LEVEL(S)

EDIT: Y, VIEW: N, REQR: N 11 SUBJECT (S)

EDIT: Y, VIEW: N, REQR: N 12 Establishes appropriate goals and objectives

PLANNING

41

Does Not Meet Expectations Meets Performance Expectations Exceeds Performance Expectations

EDIT: Y, VIEW: N, REQR: N 13 Plans instruction and student evaluation based on an in-depth

understanding of content, student needs, curriculum standards and community PLANNING


EDIT: Y, VIEW: N, REQR: N 14 Adapts instructional opportunity for diverse learners.

PLANNINGDoes Not Meet Expectation Meets Performance Expectations Exceeds Performance Expectations

EDIT: Y, VIEW: N, REQR: N 15 COMMENTS:

EDIT: Y, VIEW: N, REQR: N 16 Demonstrates a deep understanding of central concepts, assumptions,

structures, and pedagogy of the content area. TEACHING STRATEGIES:


EDIT: Y, VIEW: N, REQR: N 17 Uses research-based classroom strategies that are grounded in higher

order thinking, problem solving, and real world connections for all students. TEACHING STRATEGIES:


EDIT: Y, VIEW: N, REQR: N

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18 COMMENTS:

EDIT: Y, VIEW: N, REQR: N 19 Creates a classroom culture that develops student intellectual capacity in

the content area. LEARNING ENVIRONMENT


EDIT: Y, VIEW: N, REQR: N 20 Manages classroom resources effectively.

LEARNING ENVIRONMENTDoes Not Meet Expectations Meets Performance Expectations Exceeds Performance Expectations


EDIT: Y, VIEW: N, REQR: N 22 Uses appropriate evaluation and assessments to determine student

mastery of content and make instructional decisions. ASSESSMENT AND EVALUATION


EDIT: Y, VIEW: N, REQR: N 23 Communicates student achievement and progress to students, their

parents, and appropriate others. ASSESSMENT AND EVALUATION


EDIT: Y, VIEW: N, REQR: N 24 Reflects on teaching practice through careful examination of classroom

43

evaluation and assessments. ASSESSMENT AND EVALUATION



EDIT: Y, VIEW: N, REQR: N 26 Collaborates with colleagues and appropriate others.

PROFESSIONAL GROWTHDoes Not Meet Expectations Meets Performance Expectations Exceeds Performance Expectations

EDIT: Y, VIEW: N, REQR: N 27 Engages in professional development (when appropriate).


EDIT: Y, VIEW: N, REQR: N 28 Performs professional responsibilities efficiently and effectively.



EDIT: Y, VIEW: N, REQR: N 30 Communicates clearly and correctly with students, parents and other

stakeholders. COMMUNICATION

Does Not Meet Expectations

44

Meets Performance Expectations Exceeds Performance Expectations


EDIT: Y, VIEW: N, REQR: N 32 Review Comments: Include a brief description of the classroom setting and

a very brief review of the student teacher's strengths, contributions, and professional potential.

EDIT: Y, VIEW: N, REQR: N 33 Has the student successfully completed this student teaching placement?

Yes No

EDIT: Y, VIEW: N, REQR: N 34 Please print out this form now. The rest of the questions will need to have

signatures. Print out this form BEFORE you click "Submit". EDIT: Y, VIEW: N, REQR: N 35 Signature of Cooperating Teacher

Remember: You will have to print out this form and then sign here.

EDIT: Y, VIEW: N, REQR: N 36 Date

(MM/DD/YYYY)EDIT: Y, VIEW: N, REQR: N 37 Signature of Student Teacher


(MM/DD/YYYY)EDIT: Y, VIEW: N, REQR: N 39 Signature of Professor in Residence


(MM/DD/YYYY)EDIT: Y, VIEW: N, REQR: N

45

41 Signature of Evaluating Team Member or Administrator


(MM/DD/YYYY)EDIT: Y, VIEW: N, REQR: N 43 Signature of Evaluating Team Member or Administrator


(MM/DD/YYYY)EDIT: Y, VIEW: N, REQR: N 45 Signature of Head of Teacher Preparation Academy


(MM/DD/YYYY)EDIT: Y, VIEW: N, REQR: N 47 To Be Completed by the Student Teacher

I request that the Student Teacher Final Evaluation become a part of my record; I grant permission to the College of Health, Education, and Professional Studies and The University of Tennessee at Chattanooga to extend to prospective employers the content of this document. Sign and date below if you agree to this statement.


(MM/DD/YYYY)EDIT: Y, VIEW: N, REQR: N 49 STOP! Please print form for your signature and give to your student

teacher, then click "Submit Form". Thank you for your cooperation.

46

REFERENCE

47

Framework for Evaluation and Professional GrowthTennessee Department of Education

Approved by Tennessee State Board of Education, June 2004

Performance StandardsDomain One: PlanningINDICATOR A: Establishes appropriate instructional goals and objectives1. Selects goals and objectives aligned with the Tennessee academic content standards and state assessments.2. Gives instructional priority to content goals and objectives that have been identified as high stakes assessment items.3. Identifies goals and objectives that include the key concepts of the content area and are developmentally appropriate for all

students.4. Includes goals and objectives that emphasize higher order thinking skills appropriate to the content area and the students.Data Sources:Educator Information RecordPlanning Information RecordsClassroom ObservationsReflecting Information Records

Rubric for Performance StandardsDomain One: PlanningPERFORMANCE LEVEL A1. The textbook and the curriculum drive goals and objectives with some attention to students’ needs and

achievement.2. Alignment with academic content standards and state performance indicators is incidental.3. Goals and objectives are taken from the textbook with minimal attention to students’ developmental levels.4. Recall and comprehension are the primary levels of understanding in the planning of goals and objectives.PERFORMANCE LEVEL B1. Goals and objectives are generally determined by the assessment and evaluation of the class as a whole.2. Attempts are made to align goals and objectives with academic content standards and state performance

indicators.3. The teacher focuses on key concepts of the content with some attention to a developmental sequence of

goals appropriate for all students.4. Goals and objectives for students to engage in higher levels of thinking are planned occasionally.

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PERFORMANCE LEVEL C1. Instructional goals and objectives are clearly aligned and referenced to the content standards and state

performance indicators.2. Decisions regarding the breadth, depth, and sequencing of the content are made using the academic content standards with

the prioritization of the state performance indicators.3. A logical, clear, and appropriate connection exists between the goals and objectives and the developmental characteristics of

all students. Goals and objectives are differentiated based on developmental levels of students.4. Goals and objectives provide for deliberate skill development in the higher order thinking processes.

Performance StandardsDomain One: PlanningINDICATOR B: Plans instruction and student evaluation based on an in depth understanding of the content,student needs, curriculum standards, and the community.1. Uses state performance indicators and multiple classroom assessments within the content to obtain information about

students, their achievement, and uses this information to design and deliver appropriate instruction.2. Plans and designs instruction and evaluation aligned with state academic content standards and state performance indicators

that are developmentally appropriate for all students.3. Selects research-based strategies, methods, activities, and materials validated as sound practice within the content area.4. Plans student evaluation and assessments that will allow all students ample opportunity to demonstrate what they have

learned on the identified content goals and objectives.5. Designs instruction to cause students to integrate content knowledge, skills, and inquiry across content areas.6. Designs instruction that utilizes materials, human and community resources, and technology in ways appropriate to the

content area.7. Includes instructional experiences relevant to students, real life, and student career pathways.Data Sources:Educator Information RecordPlanning Information

Rubric for Performance StandardsDomain One PlanningINDICATOR B: Plans instruction and student evaluation based on an in depth understanding of the content,student needs, curriculum standards, and the community.PERFORMANCE LEVEL A1. Methods and activities that relate to the textbook are the primary guide for instructional planning.2. Some consideration is given to student developmental levels.3. Materials and methods are selected based on their relevance to instructional objectives and textbook.4. Student assessments and evaluations are generally designed for the whole class in an objective format for ease of scoring.5. Learning experiences provide opportunities for the integration of knowledge and skills from related subject areas.6. Materials and technology are chosen based on their relevance to the textbook. Community resources are not evidenced.7. The teacher plans activities for students that are related to careers.PERFORMANCE LEVEL B1. The teacher designs whole class instruction using classroom assessment data.2. Plans reflect developmental needs in short-term learning but may not show connections to end of year indicators or

benchmarks.3. There is some evidence of methods, activities, and materials that are research based.4. Student assessments and evaluations are generally designed in varied formats for the whole class, including but not limited to,

multiple choice, matching, short answer, and essay.5. Plans include carefully designed learning experiences that require the integration of knowledge and skills from related subject

areas.6. Materials and technology are chosen based on their relevance to the topic and support the achievement of goals and

objectives. Community resources are occasionally used.7. The teacher plans activities for students that are related to career pathways and are relevant to real life.PERFORMANCE LEVEL C1. The teacher designs instructional plans and evaluations based on state and classroom assessments.2. Instructional plans are aligned with state academic content standards and state assessments with developmental needs of

students identified within the instructional plan.3. The teacher develops instructional plans that include research-based strategies, methods, activities, and materials that are

age appropriate and aligned with content standards.

49

4. Student assessments and evaluations are aligned to the goals and objectives and provide ample opportunity for students todemonstrate what they know.

5. In addition to Performance Level B, the teacher designs inquiry assessments that require complex, higher order thinkingacross the content areas.

6. Materials and technology are carefully selected to facilitate, extend, and enrich student learning and achievement within thecontent area. Community resources are included in ways that are respectful of the community culture.

7. Curricular goals, students’ experiences, and real life career choices are clearly imbedded within the instructional plans.

Performance StandardsDomain One: PlanningINDICATOR C: Adapts instructional opportunities for diverse learners.1. Uses aggregated and disaggregated data from state assessments, and classroom formal and informal assessments to identify

the diverse needs of students as a whole class, as groups, and as individuals.2. Plans and designs content instruction that is developmentally appropriate and includes strategies, activities, and assessments

appropriate to the content and learner.3. Plans and designs evaluations and assessments for diverse students.Data Sources:Educator Information RecordPlanning Information RecordsClassroom ObservationsReflecting Information Records

Rubric for Performance StandardsDomain One: PlanningINDICATOR C: Adapts instructional opportunities for diverse learners.PERFORMANCE LEVEL A1. Physical adaptations are the primary consideration when designing content instruction for student learning.2. Strategies and materials are selected for diverse group learning styles. Cognitive needs are addressed as they arise in the

classroom. Modifications as directed on students’ IEPs are implemented.3. Diverse learners are administered the same assessments and evaluations as the whole class, with extra time allotted to

students identified as having special needs.PERFORMANCE LEVEL B1. Aggregated and disaggregated state assessment data are used in the planning process to design lessons that accommodate

group differences.2. Differentiated content assignments are planned for students as appropriate. Recommendations on IEPs are correctly

interpreted and appropriately implemented.3. Classroom assessments and evaluations are adapted for use with diverse learners.PERFORMANCE LEVEL C1. Aggregated and disaggregated state assessment data are supplemented with classroom assessments to design instruction to

meet the diverse needs of all students.2. Plans are specifically designed to meet the needs for the whole class and all student groups. Learning experiences, as

necessary, are tailored for individuals. IEPs are correctly interpreted and implemented to the fullest extent possible.3. Classroom evaluations and assessments are specifically designed to meet the needs of diverse learners.

Performance StandardsDomain Two: Teaching StrategiesINDICATOR A: Demonstrates a deep understanding of the central concepts, assumptions, structures, and pedagogy of the content area.1. Presents the content correctly in a logical, coherent fashion, building on content previously mastered and

connecting to content to be learned in the future.2. Paces the presentation of concepts appropriately to build students’ capacity for critical thinking, problem

solving, and clarifies when students misunderstand.

50

3. Uses questioning techniques appropriate to the content and structures activities that require studentsto use higher order thinking.

4. Facilitates students in constructing their own understanding of the content in large group, smallgroup, and independent settings, and provides specific, corrective feedback relevant to the task.

5. Assures that students have ample opportunity to explore, respond, and extend their thinking throughtechnology, as appropriate to the content area.

Data Sources:Classroom ObservationsReflecting Information Records

Rubric for Performance StandardsDomain Two: Teaching StrategiesINDICATOR A: Demonstrates a deep understanding of the central concepts, assumptions, structures, and pedagogy of the content area.PERFORMANCE LEVEL A1. Students are provided access to definitions, examples, and explanations. Information given to students may have a few

inconsistencies or errors.2. The appropriateness of the pacing and the clarity of the presentation vary. Clarification occurs only when students

ask questions.3. Instructional activities, including questioning, primarily focus upon literal recall.4. Instruction primarily occurs with the whole class, with general, non-specific feedback from the teacher.5. The use of technology is treated as a separate class or separate skill.PERFORMANCE LEVEL B1. The content is presented correctly. Definitions, examples, and explanations are chosen to encourage student understanding of

concepts.2. Content is presented with connections to students’ previous learning and the pacing is determined by the difficulty of the

material.3. The teacher uses some activities and questioning that cause higher order thinking4. Students are provided opportunities for small group interaction to make the subject matter meaningful, with feedback

focused on the whole class.5. Technology is used as a supplement to the lesson in the classroom, but is not imbedded in the lesson.PERFORMANCE LEVEL C1. The teacher conveys the content correctly with coherence and precision, communicating key concepts linked to students’ prior

understanding and future learning.2. The lesson is paced appropriately with multiple representations and explanations of the content to assure students’

understanding.3. Activities, including higher order questioning, are used to develop higher order thinking processes.4. The role of the teacher varies in the instructional process (i.e., instructor, facilitator, coach, audience) according to the content

and purposes of instruction and the needs of students; feedback is immediate and specific. .5. Technology to facilitate student learning is integrated into the lesson.

Performance StandardsDomain Two: Teaching StrategiesINDICATOR B: Uses research-based classroom strategies that are grounded in higher order thinking, problem-solving, and real world connections for all students.1. Emphasizes student ownership of learning through connecting the content and content standards to employability

and/or postsecondary education.2. Promotes positive intellectual interactions among students and teacher through instructional experiences that result in student

investigation of theories, facts, and opinions related to the content area.3. Provides opportunities for students to learn and challenge each other through planned, cooperative peer interaction.4. Communicates the content to students through research based methods, activities, and materials specific to the

content that are differentiated for diverse learnersData Sources:Planning Information RecordsClassroom ObservationsReflecting Information Records

Rubric for Performance Standards

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Domain Two: Teaching StrategiesINDICATOR B: Uses research-based classroom strategies that are grounded in higher order thinking, problem-solving, and real world connections for all students.PERFORMANCE LEVEL A1. Students are provided with activities that are related to the content but may not be connected to real world experiences.2. The methods and activities used by the teacher emphasize recall and rote drill without attention to the development of higher

order thinking processes.3. The classroom is teacher-centered with minimum student participation. Student activities are completed independently as

silent seatwork.4. Students are provided with activities from the textbook, specific to the content but are not differentiated for varied needs or

learning styles.PERFORMANCE LEVEL B1. Practice and review activities reinforce students’ learning through linkages with other learning. Developing employability skills

is emphasized as important for all grade levels.2. Methods and activities center on recall, comprehension, and application of the content, with some attention to higher order

thinking processes.3. Students are encouraged to interact with the teacher and other students through planned activities for sharing knowledge and

developing perspectives.4. The teacher uses some strategies that are research-based and there is evidence of attempts to differentiate instruction for

diverse learners.PERFORMANCE LEVEL C1. The teacher relates the content to students’ prior knowledge, experiences, and backgrounds through strategies that foster

student ownership of the work. Emphasis is given to dependability, positive disposition toward work, cooperation, adaptability, and self-discipline.

2. The teacher creates instructional scenarios that focus on developing higher order thinking skills required in the modern workplace such as problem-solving and decision-making.

3. In addition to Performance Level B, the teacher organizes and monitors differentiated, independent, and group work that allows for full and varied participation of all students.

4. The teacher provides differentiated tasks to meet the varied learning styles and needs of students. An understanding of the concepts, tools of inquiry, and structures of the discipline is evidenced through research-based strategies that support the standards and promote student engagement.

Performance StandardsDomain Three: Assessment and EvaluationINDICATOR A: Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions.1. Aligns classroom assessments with state performance indicators and grade level accomplishments.2. Uses multiple evaluations and assessments to evaluate student mastery of content and to inform instruction for the class as a

whole, as individuals, and within diverse groups.Data Sources:Educator Information RecordPlanning Information RecordsClassroom Observations,Reflecting Information RecordsEducator Conferences

Rubric for Performance StandardsDomain Three: Assessment and EvaluationINDICATOR A: Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions.PERFORMANCE LEVEL A1. Classroom assessment is used to document student achievement and to measure student learning at the end of units of

study. Alignment with state performance indicators is not evidenced.2. Student mastery of content is determined through teacher-developed tests for the class as a whole.PERFORMANCE LEVEL B1. Classroom and state assessments are used to make instructional decisions in the course of study, but are not aligned with

each other.2. Teacher developed tests and state assessments are used to determine mastery of content for the class as a

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whole and for diverse groups.PERFORMANCE LEVEL C1. Classroom assessments are aligned with state performance indicators and grade level accomplishments, with students

provided classroom assessment items written in formats similar to state assessment items.2. Multiple classroom evaluations and assessments and formal state assessments provide ample and varied opportunity for all

students to demonstrate what they know. Ongoing assessment is systematically used to inform the content instruction and provide feedback to all students.

Performance StandardsDomain Three: Assessment and EvaluationINDICATOR B: Communicates student achievement and progress to students, their parents, and appropriate others.1. Uses state assessment data for communicating student achievement in the content area to students, parents and other

stakeholders.2. Maintains correct and useful records of student work within the content area and communicates student performance correctly

and responsibly to students, parents, and other stakeholders, with prompt and useful feedback given to students.Data Sources:Educator Information RecordClassroom ObservationsEducator Conferences

Rubric for Performance StandardsDomain Three: Assessment and EvaluationINDICATOR B: Communicates student achievement and progress to students, their parents, and appropriate others.PERFORMANCE LEVEL A1. Timely reports about student performance on state assessments are provided to students, parents, and appropriate others at

required intervals.2. The teacher accurately maintains required records of student work and performance, and students are provided general

feedback. Parents are notified as required.PERFORMANCE LEVEL B1. In addition to Performance Level A, students are informed regularly in the classroom regarding their mastery of student

performance indicators.2. The teacher maintains accurate, current records of student work, and parents are informed on a timely basis of a student’s

achievement through systematic communication procedures.PERFORMANCE LEVEL C1. In addition to Performance Level B, the teacher completes an item analysis on state and classroom assessments to determine

specific areas for further instruction.2. In addition to Performance Level B, the teacher has data accessible upon request and refines communication strategies to

assure that parent and student feedback will effect a change.

Performance StandardsDomain Three: Assessment and EvaluationINDICATOR C: Reflects on teaching practice through careful examination of classroom evaluation and assessments.1. Uses state and national academic content standards, curriculum guides, and state assessment outcomes as a framework for

reflection.2. Analyzes state academic content standards and state performance indicators to assure that standards have been taught to the

level of understanding assessed by the standard.3. Reflects on strategies, methods, materials, and activities used in instruction and seeks feedback from colleagues.4. Demonstrates efficacy with struggling students and diverse groups.Data Sources:Educator Information RecordReflecting Information RecordsEducator Conferences

Rubric for Performance StandardsDomain Three: Assessment and EvaluationINDICATOR C: Reflects on teaching practice through careful examination of classroom evaluation and assessments.

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PERFORMANCE LEVEL A1. Reflections are about lesson in general, with no framework evident for context.2. There is no evidence that content standards have been analyzed.3. The educator’s reflections include an accurate description of classroom behaviors including sequence of events and teacher

behaviors.4. The teacher tends to blame poor student performance on factors outside the classroom.PERFORMANCE LEVEL B1. The educator uses classroom assessments and evaluations as a framework for examining teaching practices.2 The concepts and thinking processes required in the content standards are examined for the class as a whole.3. The teacher occasionally seeks feedback from colleagues regarding materials, methods, and activities.4. Some attention is given to strategies, methods, activities, and materials as a catalyst for student engagement with the

academic content standards.PERFORMANCE LEVEL C1. The teacher reflects about group and individual performance using goals and objectives developed from academic content

standards and state performance indicators.2. The concepts and thinking processes of content standards are examined to determine if they were presented in varied formats

that would meet the needs of all students.3. The teacher constantly interacts with colleagues, seeking feedback and suggestions for materials and methods and activities

to accommodate all students.4. The teacher reviews instruction to determine what additional interventions can be implemented to assist struggling students.

Performance StandardsDomain Four: Learning EnvironmentINDICATOR A: Creates a classroom culture that develops student intellectual capacity in the content area.1. Exhibits enthusiasm and positive disposition toward the content area and conveys high expectations for success to students.2. Establishes clear classroom standards and expectations for behavior that emphasize self-control, self-discipline, collaboration,

and mutual respect among students and teacher.3. Establishes clear classroom standards and expectations for achievement that focus upon content knowledge, engagement in

purposeful learning, high academic performance, and ownership of learning.Data Sources:Classroom ObservationsReflecting Information RecordsEducator Conferences

Rubric for Performance StandardsDomain Four: Learning EnvironmentINDICATOR A: Creates a classroom culture that develops student intellectual capacity in the content area.PERFORMANCE LEVEL A1. The teacher demonstrates a positive disposition toward the content area, but high expectations for all students are not

verbalized.2. Expectations for student behavior are inconsistent. When inappropriate behavior is recognized, the teacher demonstrates

knowledge of reasonable and acceptable management techniques3. Students are held accountable for completing assignments, and participating in classroom discussions.PERFORMANCE LEVEL B1. The teacher displays a positive disposition toward the content and sometimes verbalizes the belief that all students can be

successful.2. The teacher uses classroom management techniques that encourage student self-control and self-discipline. Appropriate

strategies are used to de-escalate potential conflicts. When inappropriate behavior is recognized, the teacher demonstrates knowledge of reasonable and acceptable management techniques

3. In addition to Performance Level A, purposeful, challenging learning interactions are generally evident. Norms for academic discussions and individual and cooperative work are established.

PERFORMANCE LEVEL C1. The teacher is enthusiastic about the content and regularly voices high expectations for all students.2. Student work is displayed on the classroom walls, and students work independently and cooperatively in purposeful learning

activities. Students and teacher engage in purposeful communication and mutual respect for ideas is apparent. When disruptions or inappropriate behaviors do occur, the teacher demonstrates respect to the students while restoring classroom order.

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3. In addition to Performance Level B, students are encouraged to experiment with new ideas and ways of learning. Expectations for student interactions, academic discussions, and individual and group responsibilities are explicit.

Performance StandardsDomain Four: Learning EnvironmentINDICATOR B: Manages classroom resources effectively.1. Creates a classroom environment that organizes and manages time, space, facilities, and other resources for maximum

engagement of students in the content.2. Demonstrates flexibility in restructuring time, space, facilities, and other resources as the situation demands.Data Sources:Planning Information Records, ClassroomObservations, Reflecting InformationRecords, Educator Conferences

Rubric for Performance StandardsDomain Four: Learning EnvironmentINDICATOR B: Manages classroom resources effectively.PERFORMANCE LEVEL A1. Class time is generally used for instructional purposes; however, attention to administrative and management duties

sometimes distracts from the learning process.2. Instructional assistants’ time, when available, is used appropriately. Flexibility may not be demonstrated when unexpected

situations require reorganization or reallocation of classroom resources.PERFORMANCE LEVEL B1. Class time is spent in teaching and learning with minimal attention to administrative duties.2. Classroom resources are accessible to students to support learning in the content. Flexibility is demonstrated as situations

demand that classroom processes and instructional procedures be modified.PERFORMANCE LEVEL C1. In addition to Performance Level B, the resources of time, space, and attention are appropriately managed to provide

equitable opportunity for students to engage in learning the content.2. The teacher effectively modifies classroom processes and instructional procedures as the situation demands.

Classroom resources are readily available to students to facilitate efficient and effective learning of content.Routines are established for handling non-instructional matters quickly and efficiently.

Performance StandardsDomain Five: Professional GrowthINDICATOR A: Collaborates with colleagues and appropriate others.1. Is able to articulate clearly the purpose, scope, and outcome of each collaboration.2. Works with colleagues to assure student integration of learning across the curriculum.3. Participates in school wide activities that are supportive of school improvement in the building.Data Sources:Educator Information RecordEvaluator DataGrowth Plan

Rubric for Performance StandardsDomain Five: Professional GrowthINDICATOR A: Collaborates with colleagues and appropriate others.PERFORMANCE LEVEL A1. The teacher participates in collaborative activities but may not know the purpose or outcome of collaboration.2. The teacher occasionally consults with colleagues to plan content integration across the curriculum.3. The teacher attends school wide school improvement meetings.PERFORMANCE LEVEL B1. The teacher explains the purpose, scope, and outcome of each collaboration.2. The teacher consults with colleagues and appropriate others to develop cooperative partnerships that support student

integration of content.

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3. The teacher engages in collaborative activities with colleagues that support school improvement.PERFORMANCE LEVEL CIn addition to Performance Level B,1. The teacher can recognize and identify situations where collaboration with others will build capacity to improve student

achievement.2. Insights and experiences resulting from professional development are shared with colleagues to enhance content integration

across the curriculum.3. The teacher mentors entry year teachers and provides leadership for school wide activities that promote school improvement.

Performance StandardsDomain Five: Professional GrowthINDICATOR B: Engages in high-quality, on-going professional development as defined by the Tennessee State Board of Education Professional Development Policy to strengthen knowledge and skill in the content of the teaching assignment.1. Uses data and self-assessments to develop a professional development plan that articulates teaching strengths and identifies

priorities for growth within at least one content area of the teaching assignment.2. Implements the professional development plan within a mutually agreed upon time period.3. Participates actively in high-quality professional development related to the content area and practices new learning with

colleagues and/or cognitive coach.Data Sources:Educator Information RecordEvaluator DataGrowth Plans

Rubric for Performance StandardsDomain Five: Professional GrowthINDICATOR B: Engages in high-quality, on-going professional development as defined by the Tennessee State Board of Education Professional Development Policy to strengthen knowledge and skill in the content of the teaching assignment.PERFORMANCE LEVEL A1. The teacher can identify general performance levels and can prioritize areas for future growth.2. The teacher provides evidence of a professional growth plan with a beginning and completion time stated.3. The teacher provides evidence of continual participation in professional growth opportunities.PERFORMANCE LEVEL B1. A self-assessment is completed using data from multiple sources. The teacher uses the self-assessment to

prioritize goals for professional growth.2. Professional growth activities reflect steady progress toward the identified priorities for growth with a continuum for

participation stated in the professional development plan.3. Professional growth experiences are in varied formats, including, but not limited to, self-study, study groups, conferences,

institutes, seminars, on-line courses, distance learning.PERFORMANCE LEVEL C1. In addition to Performance Level B, the teacher selects professional growth opportunities that expand teacher

knowledge and skill, improve student achievement, and introduces research-based emerging professional practices.2. In addition to Performance Level B, the teacher demonstrates leadership by actively sharing learning with colleagues and

seeking and giving feedback.3. In addition to Performance Level B, the teacher uses state and classroom assessments, lesson plans, and evaluations to

document positive change in teaching practice.

Performance StandardsDomain Five: Professional GrowthINDICATOR C: Performs professional responsibilities efficiently and effectively.1. Engages in dialogue with students, colleagues, parents, administrators and stakeholders and consistently demonstrates

respect, accessibility, and expertise.2. Performs assigned duties in a timely manner with a professional disposition.3. Keeps accurate records related to instructional and non-instructional responsibilities.Data Sources:Evaluator Data

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Rubric for Performance StandardsDomain Five: Professional GrowthINDICATOR C: Performs professional responsibilities efficiently and effectivelyPERFORMANCE LEVEL A1. The teacher adheres to school/system policies and procedures.2. The teacher is on time for class, meetings, and other scheduled activities.3. Records are accurately maintained and complete.PERFORMANCE LEVEL B1. In addition to Performance Level A, the teacher understands and implements policies and procedures related to student rights

and teacher responsibilities.2. A satisfactory record of attendance and punctuality is maintained, with assigned tasks and responsibilities that are deemed as

helpful to the school, colleagues, or students.3. Records are complete, accurate, and current.PERFORMANCE LEVEL C1. In addition to the responsibilities at Performance Level A and B, the teacher shares new understandings of policies and

procedures with colleagues.2. In addition to Performance Level B, the teacher often takes on extra responsibilities recognized as helpful to the school,

colleagues, and/or students3. Records are complete, accurate, and current and the teacher maintains the privacy of students and confidentiality of

information except when confidentiality would harm the child.

Performance StandardsDomain Six: CommunicationINDICATOR A: Communicates clearly and correctly with students, parents, and other stakeholders.1. Uses effective and correct verbal and nonverbal language appropriate to the audience and models effective communication

strategies through questioning, listening, clarifying, and restating.2. Communicates subject matter clearly and correctly, verbally and written, in a style easily understood by stakeholders in the

education community.Data Sources:Classroom ObservationsEvaluator DataEducator Information Record

Rubric for Performance StandardsDomain Six: CommunicationINDICATOR A: Communicates clearly and correctly with students, parents, and other stakeholders.PERFORMANCE LEVEL A1. Clear communication is evidenced by appropriate grammar and the logical organization of information.

The teacher speaks clearly, using vocabulary appropriate to the level of the audience.2. The teacher uses vocabulary that reflects knowledge of the content. Written information is organized, with correct grammar

and vocabulary appropriate to the level of the audience.PERFORMANCE LEVEL B1. Appropriate grammar and word choice are used for the clear and concise exchange of information. The teacher models

effective communication strategies through questioning, listening, clarifying, and restating.2. An appropriate volume and pace are used to communicate the content for the specific audience. Written information is

logically organized and complete for the intended purpose and audience, with correct grammar and mechanics.PERFORMANCE LEVEL C1. In addition to Performance Level B, the teacher models effective communication strategies with students, parents, and other

stakeholders in conveying ideas and information, questioning, clarifying, and restating. The teacher understands the cultural dimensions of communication and responds appropriately.

2. In addition to Performance Level A and B, the teacher communicates with parents, counselors, and teachers of other classes, for the purpose of developing cooperative partnerships in support of student learning. Written information is structured for clear

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and concise communication with the identified audience. The reader’s experiences, perspectives, and skills are considered when composing written documents. The teacher uses a variety of tools to enrich communication opportunities.

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Using the Framework for Evaluation and Professional GrowthFor the Evaluation of Pre-Service Teachers

Professors-In-Residence, student teachers and their mentors should note the following about the “new” Framework for Evaluation and Professional Growth. As before there are six major domains. Each domain has indicators (in bold type) that are described by measurement statements that are numbered. Additionally, the document contains statements related to Performance Level A, B and C following each set of Indicators and Measurement Statements. The State model of evaluation and professional growth is designed to align the evaluation process, state standards, assessments, professional development opportunities and the school improvement planning process. It is designed to ensure accountability, professional growth and improved services for students.

Evaluators need to keep in mind that Level A reflects the lowest level of competence; Level C reflects the highest. It is very important to note that for student teachers neither the progress report sheet nor the final evaluation form contains information pertaining to Level C. This is because competence at Level C is expected and reached only by excellent, experienced teachers. Therefore, student teachers and their mentors should base evaluations and reflections on Levels A and B. On our forms, Level 2 coincides with A and Level 3 coincides with B. It is anticipated that all student teachers should be able to perform at Level A in virtually all domains and indicators. Student teachers may succeed in reaching the level of competence reflected in Performance Level B but it is not expected, nor realistic for most student teachers to consistently reach this level in all domains. The information in the FEPG document pertaining to Level C is provided so that PIRs, student teachers and mentors can become informed about the level of expertise expected of veteran teachers, not for evaluative purposes during student teaching.

PIRs, student teachers and their mentors will also note that some of the indicators and measurement statements contained in the Framework have been deleted from the Progress Report and Final Evaluation forms. This is because the information that must be gathered to provide an informed judgment on some of the indicators requires a longer observation period than an eight week student teaching placement. Other standards applicable to full-time teachers such as participating in professional development activities and documenting their effectiveness in the classroom may not be entirely appropriate for student teachers, so they are deleted from the forms.

It is important that PIRs and mentoring teachers work together and make their final judgments of candidates based on a variety of observations from several individuals. It is equally important that student teachers, PIRs and mentors are provided times for structured reflective discussions on the FEPG and its implications.

Beliefs and Principles related to the Framework: Teachers should possess a repertoire of teaching strategies. Effectiveness must be assessed based on long and short term student, school and system needs Multiple sources of data must be used to analyze teaching performance The evaluation process must accommodate novice and veteran teachers The evaluation process must be understood by all teachers and evaluators There must be a direct link between evaluation results and planned professional growth

Major steps in the implementation of the Framework with teachers that can be replicated with student teachers: Teacher self-assessment (reflection) Analysis of unit/lesson plan Observation cycles (PIR, scripting, RIR, reflecting conferences) Evaluation using rubrics and performance levels

Important New Framework Emphases: Tennessee academic content standards and state assessments State performance indicators Research-based teaching strategies Development of higher-order thinking skills Alignment of plans, strategies and assessments with standards and SPIs Reflection and leadership (mentoring) High expectations and enthusiasm

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ADDENDUM “A”

DOCUMENTATION RUBRIC

DOCUMENTATION RUBRIC

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STUDENT TEACHERS/ COOPERATING TEACHERS/ PIR’s These forms are to be completed during each placement. Shading indicates the forms(s) must be turned in to the Field Placement Coordinator (FPC), at the end of each placement. Only originals are accepted! Due dates are negotiated between PIR, student teacher, and cooperating teacher.

FORM COMPLETERS SIGNATURE GIVE TO DUE DATEOutside

Responsibilities Form*

Student Teacher Student Teacher FPC Note: Student Teacher should subit this form to FPC prior to student teaching

Student Teacher Responsibility

Profile

Student Teacher w/Coop Teach/PIR

PIR and Student Teacher

PIR Week 1 of placement

Student Teacher Leave Request

Student Teacher Cooperating Teacher/

Student Teacher

Cooperating Teacher and FPC

As needed and at End of placement

Weekly summary of hours

Student Teacher Student Teacher and PIR

FPC End of placement

Self-Assessment Student Teacher N/A FPC End of placement Observation and

Conference Form (Informal

Observation(s)2 required

Cooperating Teacher/PIR/Others

Observer(s) Student Teacher TBD

Formal Observation(parts

1 and 2)(“Lesson

Evaluation Form”and

“Analysis of Lesson”)

1 required

Observer (preferably the

cooperating teacher)

Observer and Student Teacher

Student Teacher (If cooperating

teacher is not the observer, then

observer should share results

w/cooperating teacher )

TBD

Planning Information Record

Student Teacher N/A Observer ( prior to formal observation)

ReflectingInformation Record

Student Teacher N/A Observer ( after formal observation)

Teaching Unit and Lesson Plans

Student Teacher N/A Cooperating Teacher and PIR

TBD

Student Teaching Progress Report

Cooperating Teacher with input from Cohorts and Student Teacher

Cooperating Teacher,

Cohorts and Student Teacher

Student Teacher Mid-placement

Pre/ Post Testchecklist

PIR PIR FPC End of placement

Pre/ Post Test (no specific format)

Student Teacher N/A FPC End of placement

Pre/ Post Test Student Teacher N/A FPC End of placement

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Analysis (no specific format)

Pre/ Post Test Reflection (no specific format)

Student Teacher N/A FPC End of placement

Portfolio Progress Report

checklist

PIR PIR FPC End of placement

Portfolio Student Teacher N/A PIR for review; student retains

portfolio

End of placement

FINAL EVALUATION(completed by cooperating teacher and

submitted on-line and a hard copy printed out for

signatures)

Cooperating Teacher with input

from Cohorts, Student Teacher,

and PIR

Cooperating Teacher/ Student Teacher/ Cohorts/

Observers/ school

administrator(3 signatures

required)

Cooperating teacher submit on

line Student Teacher submit hard copy w/signatures to:

FPC

End of placement

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.

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Documents

The University of Tennessee at Chattanooga€¦ · Web viewTHE STUDENT TEACHING PORTFOLIO. Each student teacher is required to develop a portfolio which will summarize the student