University of Tennessee at Chattanooga · Web viewLS SD SA. Lacks Skill Skill Developing Skill Achieved* *Skill has been achieved during this practicum setting. ... Rubric for Performance

University of Tennessee at Chattanooga

Teacher Preparation AcademyExceptional Education Student Teacher Handbook

2009-2010

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 …5

Documentation Overview of Forms …9 Forms …10

Documentation (forms required for submission at the end of each placement)…46

Reference: The Framework for Evaluation and Professional Growth (FEPG) …47

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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 as well as specialty schools focused on the special needs of children. 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 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.

Attitudes

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Value 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 on students’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, and social servicesagencies.Engage in dialogue and critique with other individuals to foster opportunities for growth and modification of existingbeliefs and practices.

Resources and RolesIntroductionStudent teaching is the final phase of the teacher preparation program. It provides the student teacher with opportunities to develop competencies through observation, teaching, conferencing, and evaluating. The student teacher, cooperating teachers, building administrators, and professors-in-residence must work as a team in order to make the experience as valuable as possible. The cooperative efforts and involvement of K-12 school personnel as well 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 educators by their administrative staffs and the College of Health, Education and Professional Studies at The University of Tennessee at Chattanooga. For most, it is a privilege and an opportunity to contribute immeasurable service to their chosen profession by helping men and women develop into confident and competent teachers. The K-12 partners have 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 student teacher, 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 individual from UTC who is assigned as professor-in-residence is a member of the faculty of the College of Health, Education and Professional Studies. He/she serves as an advisor for the student teacher, a consultant for the cooperating teachers, and a liaison between UTC and the public schools. The professor-in-residence is not expected to fill a supervisory role except in those instances in which students need additional support.

The professor-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 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.

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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 which conform to the 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 Partner

Personal 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.

PoliciesScheduleStudent 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.

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A student teacher who desires to request leave should complete the first portion of the Student Teacher Leave 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 after consultation 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.

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.

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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 school administrators, 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 the school 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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DOCUMENTATION

OVERVIEW OF FORMS

All Exceptional ED students must complete these bulleted forms: Outside Responsibilities Form (complete/submit to Field Placement Coordinator prior to

S/Teaching) Student Responsibility Profile (complete first week of placement)

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Weekly Summary of Hours (complete each week during each placement) Student Teaching Leave Request Student Teaching (Mid Term) Progress Report (should be completed by cooperating

teacher midway through the placement) Portfolio Progress Report Final Evaluation Checklist A - Skill Development Summary: Overall Evaluation (This form should be

used for the 1 formal observation of the student teacher) Checklist B - Professional Conduct Checklist C - Direct Observation of Single Lesson (This form should be used for the 2

informal observations of the student teacher) Checklist D - Collaborative Consultation Checklist E - Goal Monitoring (Can be used in place of the Self-Assessment Form.

Complete independently or with cooperating teacher or PIR.) Self Assessment- ( use this or Checklist E) Narrative Observation Form

All Exceptional ED students must also complete these starred forms. These are specific to Exceptional Education majors

In consultation with your cooperating teacher at the beginning of your placement, identify the students with whom you will complete the STARRED assignments in place of developing units. Complete all items. Items shaded in grey may be done in either placement, with at least two of the four completed in the first placement.

Plan of Instruction and follow-up for academic intervention. Assistive Technology Plan and Intervention with follow-up Evaluation of Impact. Can

use high and/or light tech. Can be completed just once during either of the two placements. Reflection/ Attendance at a special education team meeting . Complete this form and

note that the meeting does not have to be one that determines eligibility or to create or revise an IEP. Candidates may attend any special education team meeting.

Collaboration Documentation Log . Indicate contacts with teachers, family members, support staff, students. Use first name plus initial only for students and family members.

Functional Behavior Plan with Behavioral Intervention . This assignment does not have to be repeated during the student teaching experience if a plan has been developed in UTC course work. If this is the case, then a copy (reviewed and approved by the PIR) should be included in the portfolio.

Individualized Education Program (IEP) using the school system's IEP form . This assignment does not have to be repeated during the student teaching experience only if there are no opportunities in either placement and if a plan has been developed in UTC course work. If this is the case, then a copy of that plan (reviewed and approved by the PIR) should be included in the portfolio.

Formal Assessment: The student teacher should complete either 1) a formal assessment on a student 2) an observation (write up) of a formal assessment or 3) an interview (and write up) with a teacher about a formal assessment that this teacher completed. This is turned in as one of the required documents for submission to the Field Placement Coordinator at the end of the placement, in lieu of completing a pre/ post test (which is done by regular ed majors).

Checklist F - Co-Teaching Form . Not required, but encouraged during inclusive placements.

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

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courses may be taken by student teachers during the professional semester.” (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.

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

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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

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 of11

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 Professor-in-Residence Date

Signature of Student Teacher Date

*See next page 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, have the cooperating teacher(s) do likewise, 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 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 RequestI 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

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Absence Codes for Leave Requests

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 meetingJury Duty (Attach subpoena to Jury Duty)241 Jury duty serviceCourt 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 calamityRequired 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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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 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:

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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:

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:

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Student Teaching ProgressReport

Page 3 of 3

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

EVALUATION TEAM SIGNATURES DATE_____________________________ ______________________________________________ _______________

STUDENT TEACHER SIGNATURE DATE

_________________________________ ________________

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Exceptional Education Teacher Candidate Portfolio Progress Report

1st/2nd Placement (complete one per placement --refer to guidelines on next page re: how to build your portfolio)

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 assess the components of the portfolio as they are completed during the semester.Teacher Candidate Semester Placement (1 or 2) _______ 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

CLASSROOM DESCRIPTIONSClassroom settings, developmental characteristics of students, schedule

INSTRUCTION PLAN

ASSISTIVE TECHNOLOGY PLAN

SPECIAL EDUCATION TEAM MEETING ATTENDANCE

COLLABORATION DOCUMENTATION LOG

FUNCTIONAL BEHAVIOR PLAN (see Handbook Requirement)

INDIVIDUALIZED EDUCATION PROGRAM (IEP) (see Handbook Requirement)

FORMAL ASSESSMENT (see Handbook Assignment)

CHECKLIST COMPLETIONS (A,B,C,D,E,F)

NARRATIVE OBSERVATION FORM

Components of the student teaching/induction experience portfolio have been reviewed.Signature of Professor-in-Residence Date

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Student Teaching Portfolio for Exceptional Education Majors

Title Page and Table of ContentsDemographic Data:

ResumePhilosophy of educationCertificatesOfficial Transcript

Placement Description:LocationOrganizational structureDemographicsStudent Data

Classroom Description:Classroom setting(s)Developmental characteristics of studentsSchedule

No Unit NeededLesson Plans:

3 Instructional Plans and Follow-up (per placement)Co-Teach and Adapt Lesson Plan (modified placement)Checklist C – Direct Observation of a Single Lesson (for each placement)

Methods of Evaluation:Technology Plan and Intervention and follow-up Evaluation of Impact (for each placement)Copy of IEP (use Hamilton County Form; can use one from previous class) Summary Reflection of the M-Team Process (for each placement)

Formal Assessment Report (for each placement)Other assessments (for each placement)

Management PoliciesManagement PhilosophyManagement Plans/Procedures Used by Cooperating Teacher and Others (for each placement)

Original Teaching Materials and Activities (from each placement)Bulletin Boards

DisplaysLearning CentersGamesField TripsSpecial eventsStudent interaction

Professional ActivitiesRecord of meetings attended – faculty, department, PTA, in-service, parent conferences, IEP meetings (remember to use aliases for students and

families)Evaluations of Student Teaching

Final Evaluation (will be sent to coop teachers via e-mail) Checklist A – Skill Development Summary (for each placement)Checklist B – Professional Conduct (for each placement)Collaboration Documentation Log (for each placement)Checklist D – Collaborative Consultation (for each placement)Checklist E – Goal Monitoring (for each placement)Checklist F – Co-teaching (for inclusion placement)Weekly Summary of Hours Form (for each placement)No framework materialsInterview with administrator (optional)

Optional MaterialsPraxis II scoresLetters of RecommendationLetters from Students

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

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.

STUDENT TEACHING FINAL EVALUATION

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, 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.

2 .First Name of Student Teacher

_____________________________________________________________________________________

3. Last Name of Student Teacher

_____________________________________________________________________________________

4. UTC ID: Please ask the student for this information

5. Term Fall Spring

6. Year of Placement

____________________________________7. Was this their first or second placement? First Second8. Gender Male

Female

9. School

____________________________________________________________________________

10. Grade Level(S)

____________________________________________________________________________

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11. Subject(S)

______________________________________________________________________________

12. Establishes appropriate goals and objectives PLANNING

Does Not Meet Expectations

Meets Performance Expectations

Exceeds Performance Expectations

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

Does Not Meet Expectations Meets Performance Expectations


14. Adapts instructional opportunity for diverse learners. PLANNING



15. Comments:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

16. Demonstrates a deep understanding of central concepts, assumptions, structures, and pedagogy of the content area.TEACHING STRATEGIES:



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



18. COMMENTS:

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_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

19. Creates a classroom culture that develops student intellectual capacity in the content area.LEARNING ENVIRONMENT:



20. Manages classroom resources effectively.LEARNING ENVIRONMENT:



21. COMMENTS:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________22. Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions.ASSESSMENT AND EVALUATION:



23. Communicates student achievement and progress to students, their parents, and appropriate others.ASSESSMENT AND EVALUATION:



24. Reflects on teaching practice through careful examination of classroom evaluation and assessments.ASSESSMENT AND EVALUATION:



25. COMMENTS:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

26. Collaborates with colleagues and appropriate others>PROFESSIONAL GROWTH: Does Not Meet Expectations

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Meets Performance Expectations


27. Engages in professional development (when appropriate).PROFESSIONAL GROWTH: Does Not Meet Expectations Meets Performance Expectations


28. Performs professional responsibilities efficiently and effectively.PROFESSIONAL GROWTH: Does Not Meet Expectations Meets Performance Expectations


29. COMMENTS:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________30. Communicates clearly and correctly with students, parents and other stakeholders.COMMUNICATION Does Not Meet Expectations Meets Performance Expectations


31. COMMENTS:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________33. Has the student successfully completed this student teaching placement?

Yes

No34. Please print out this form now. The rest of the questions will need to have signatures. Print out this form BEFORE you click “Submit”.

35. Signature of Cooperating TeacherRemember: You will have to print out this form and then sign here.

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____________________________________________________________________________________________________________

36. Date___________________________________________________ (MM/DD/YYYY)

37. Signature of Student Teacher_____________________________________________________________________________________

38. Date__________________________________________________ (MM/DD/YYYY)39. Signature of Professor in Residence___________________________________________________________________________________

40. Date_______________________________________________ (MM/DD/YYY)

41. Signature of Evaluating Team Member or Administrator_____________________________________________________________________________________

42. Date_______________________________________________ (MM/DD/YYYY)

43. Signature of Evaluating Team Member or Administrator_____________________________________________________________________________________

44. Date_______________________________________________ (MM/DD/YYYY)

45. Signature of Head of Teacher Preparation Academy

_____________________________________________________________________________________

46. Date________________________________________________ (MM/DD/YYYY)

47. To Be Completed by the Student TeacherI 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.

___________________________________________________________________________________________________________

48. Date__________________________________________________ (MM/DD/YYYY)

49. STOP! Please print form for your signature and give to your student teacher, then click “Submit Form”. Thank you for your cooperation.

CHECKLIST A25

Pre and Post SKILL DEVELOPMENT SUMMARY: OVERALL EVALUATION(This form should be used for the 1 formal observation of the student teacher)

Teacher Candidate

Observer Pre Observation Date

School Post Observation Date

CODE:

1 2 3 4 5 6Lacks Skill Skill Beginning Skill Developing Skill Advancing Skill Achieved No Opportunity

I. Planning and Preparation 1 2 3 4 5 NO1. Identifies learner objectives2. Sequences presentation logically3. Makes data-based planning decisions4. Matches learner needs to instructional elements5. Prepares adequately for the lesson6. Plans for generalization7. Plans for evaluation

II. Classroom Environment 1 2 3 4 5 NO1. Gains/maintains attention2. Provides specific reinforcement3. Attends to multiple activities simultaneously4. Scans entire class5. Specifies and uses classroom rules6. Stops deviant behavior promptly and effectively7. Controls class reaction to misconduct8. Reinforces appropriate behavior9. Withholds reinforcement for inappropriate behavior

Comments:

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III. Instruction 1 2 3 4 5 NO1. Begin promptly2. Provides introduction/motivation (anticipatory set)3. Relates lesson to earlier lessons or familiar information (activates prior knowledge)4. Paces instruction to student needs5. Surveys comprehension of entire class frequently6. Calls on individuals7. Provides corrective feedback8. Uses varying levels of questions (e.g., literal, inferential, application)9. Uses verbal, gestural, and physical prompts10. Uses instruction strategies appropriate to objectives11. Provides opportunities for student success12. Makes smooth transitions throughout the lesson13. Resists drift from topic14. Provides practice/overlearning15. Accommodates for learner differences16. Summarizes at end of lesson17. Reviews at end of lesson18. Provides clear, concise directions19. Makes data-based instructional decisions throughout the lesson20. Incorporates creative activities into the lesson21. Uses a variety of well-chosen materials22. Selects materials appropriate to objectives23. Handles materials effectively24. Designs/makes own materials when needed25. Teaches learning strategies26. Monitors student use of learning strategies27. Provides practice to foster generalization28. Teaches strategies to develop study skills29. Uses a variety of evaluation procedures during the lesson30. Uses a variety of evaluation procedures after the lesson31 Selects evaluation tools that measure learning effectively.32. Documents evaluation procedures and results

Comments:

Signatures:

Teacher Candidate Date

Cooperating Teacher Date

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CHECKLIST BPROFESSIONAL CONDUCT

Teacher Candidate Observer

School Date

Directions: Please complete each area. If checked “No” please give additional information.

Area Evidence/Comments1. Dresses appropriately ___________________________ Yes No2. Demonstrates timeliness in fulfilling

requirements ___________________________ Yes No3. Maintains confidentiality ___________________________ Yes No4. Develops and maintains appropriate

teacher/student relationships ___________________________ Yes No5. Develops and maintains positive working

relationships with other faculty ___________________________ Yes No6. Demonstrates initiative and ability to work

independently ___________________________ Yes No7. Takes appropriate responsibility without

prompting ___________________________ Yes No8. Applies constructive criticism to improve

performance ___________________________ Yes No

9. Uses appropriate resources (e.g., ancillary staff, equipment) ___________________________ Yes No

10. Maintains materials and leaves work areaorganized ___________________________ Yes No

11. Initiates meetings and conferences with PIRand cooperating teacher as needed ___________________________ Yes No

12. Submits materials and assignments on time ___________________________ Yes No

13.Keeps accurate records ___________________________ Yes No

Comments:

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CHECKLIST CDIRECT OBSERVATION OF A SINGLE LESSON

(This form should be used for the 2 informal observations of the student teacher)

Teacher Candidate Observer Observation Date

Setting School Cooperating Teacher

“0” indicates that the skill should have been displayed but was not.“1” indicates beginning level of development of target skills.“2” indicates that improvement is seen.“3” indicates that the skill is achieved.“NA” indicates there was no opportunity to display the skill.

The candidate has: 1. Adequately prepared for the lesson 0 1 2 3 NA2. Ensured that students were on task 0 1 2 3 NA3. Tied lesson content to prior knowledge 0 1 2 3 NA4. used an anticipatory set prior to instruction 0 1 2 3 NA5. Used appropriate instruction strategies 0 1 2 3 NA6. Selected appropriate materials 0 1 2 3 NA7. Effectively used appropriate materials 0 1 2 3 NA8. Adapted instruction to meet learner needs 0 1 2 3 NA9. Used appropriate error-correction procedures 0 1 2 3 NA10. Paced instruction to suit students' needs 0 1 2 3 NA11. Used appropriate behavior management procedures 0 1 2 3 NA12. Taught learning strategies that encourage maintenance and generalization

0 1 2 3 NA

13. Summarized the lesson 0 1 2 3 NA14. Monitored student progress 0 1 2 3 NA15. Collected performance data 0 1 2 3 NA16. Conducted an enjoyable lesson 0 1 2 3 NA

Comments:

____________________________ _____________________________Cooperating Teacher Signature/Date Student Teacher Signature/Date

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CHECKLIST DCOLLABORATIVE CONSULATION CHECKLIST

Teacher Candidate Observer Date

Setting School Cooperating-Teacher

CODE:1 2 3 4 5 LS SD SA

Lacks Skill Skill Developing Skill Achieved*

*Skill has been achieved during this practicum setting.NA-indicates that the competency is not applicable to the situation observed

Candidate will demonstrate the ability to:

LS SD SAInterpersonal Communication Skills 1 2 3 4 5 NAFacilitate reciprocal, mutual problem-solving activities with other professionals.Apply strategies for effective communication (e.g., open and indirect questioning, active and reflective listening, paraphrasing and clarifying) in a collaborative situation.Use effective written communication skills with professionals and parents.Maintain a positive attitude throughout the process

Problem SolvingUse effective problem-solving formats that include problem identification, problem analysis, intervention plan, monitoring system, evaluation, and follow-up.

Collaborative ModelsParticipate as an active member of the school-based intervention assistance team.Co-plan by developing weekly instructional objectives and strategies with other professionals (e.g. general education teacher, speech and language therapist, occupational therapist) who work with the same students.Co-teach when possible by sharing the responsibility for specific aspects of planning and instruction.Collaborate with the general education teacher in generating ideas for implementing and evaluating teaching methods that accommodate student diversity (e.g., use of cooperative grouping, various forms of tutoring, material modification, cognitive strategy instruction).

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CHECKLIST E GOAL MONITORING


School Cooperating Teacher

Focus Area for Goal Evidence of Progress CommentsSelf:

Supervisor:

Self:

Supervisor:

Self:

Supervisor:

Self:

Supervisor:

Self:

Supervisor:

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STUDENT TEACHING SELF-ASSESSMENT

(Use either this OR checklist E)

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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NARRATIVE OBSERVATION FORM

Teacher Candidate Observer Observation Date Setting School Cooperating Teacher

Directions: Complete the narrative during the observation of a PDS 2 experience. Reflections should indicate strengths, weaknesses, and current level of performance.

Observation Reflections

Summary Comments

Plan of Instruction for Students in Special EducationSchool/Cooperating Teacher

Teacher Candidate

Student Alias Age/grade

Date, time, place of instruction:

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Context: Where does instruction take place? What is happening around you? Are there other adults and/or students in the area?

Annual goal from Student’s IEP:

Specific Objective:

Summary of pre-assessment results relating to the objective: Attach supporting data

Describe the master plan for the systematic development and follow-up to mastery on this objective with this student during the placement. Explain the sequence of lessons from introduction toward mastery with enough detail that the overall plan is clear.

Did you collaborate with anyone? Describe.

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Specific Lesson Plan: Give step by step procedures.Specific Strategies and Procedures(accommodations and adaptations

considered and included)

Materials/Resources Assessment Strategies

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How will you assess the lesson plan’s effectiveness?

Results of this assessment:

What changes, modifications, re-teaching, enrichment are needed?

Reflection: How effective was the plan? What would you do differently if you had to do it over? What does the student need now?

Signatures:Teacher Candidate Date


PIR Date

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Assistive Technology Plan, Intervention, and Evaluation

School Teacher

Student Alias Age/grade

Date and Place of Intervention Area of Disability

Specific need of student and the assistive technology selected to meet that need (high tech or light tech).

Explain how the technology was used and why it was appropriate for the student. Give a detailed explanation of the procedure used.

Results of the plan

How effective was the use of that technology with the student? What does the student need in the future?

Signatures:


Cooperating teacher Date

Attendance/ Reflection on the Special Education Team Meeting

1. Identify the members of the team and their function. Is the team’s composition appropriate for the meeting? Is there someone who should be on the team, but isn’t?

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2. Describe the purpose of the team meeting. Use an alias for the student.

3. Summarize the meeting.

4. Reflect on the following: How the meeting was organized The leadership during the meeting Information flow Decision making process Conflict management The effectiveness of the team in achieving its goals The overall effectiveness of the process Family participation: How did the professional staff prepare and encourage family in

preparation for the meeting? How did the professional staff interact with family members during the meeting?

Decision/s or outcome/s



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Collaboration Documentation LogDate Person Purpose Results



FUNCTIONAL BEHAVIOR PLAN

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

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FORMAL ASSESSMENT

There are no specific formats for these assignments

CHECKLIST F (Recommended, but not Required)

CO-TEACHING OBSERVATION FORM

Teacher Candidate Observer

School Observation Date

1. Identify each teacher’s role

2. Describe classroom environment – physical arrangement, number of students, grouping, movement of teacher around room.

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3. Instruction and strategies utilized to meet individual student’s needs.

4. Materials used in instruction.

5. Classroom management techniques used.

6. Formative and summative evaluation/monitoring of student progress.

Focus

Comments:

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DOCUMENTATION

(End of Placement)

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Exceptional Education Student Teacher Documentation

(End of Placement Submissions)

Submit originals of ONLY the following documents to the Field Placement Coordinator (FPC) at the end of each placement. All required forms are included in this handbook and instructions for the appropriate

completion of these forms is included in the “Overview of Forms” section. Copy any forms you want to keep prior to submission. The portfolio is yours to keep.

1. FINAL EVALUATION*The final evaluation form must be completed on-line and submitted electronically by your cooperating teacher. He/she must print out a hard copy before pressing the “SUBMIT” button. Obtain required signatures on the hard copy and submit to FPC. These include your signature (in two places), the cooperating teacher’s signature, and one other school personnel signature who has observed your teaching.

2. Weekly Summary of Hours (attach to final evaluation)

3. Student Teacher Leave Requests (attach to weekly summary of hours/ final evaluation)

4. Portfolio Progress Report Checksheet (refer to the guidelines provided on how to build your portfolio).

5. Self Assessment or Checklist E

6. Formal Assessment

*If problems occur with electronic submission, contact the Field Placement Coordinator for assistance.

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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.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.

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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.4. Student assessments and evaluations are aligned to the goals and objectives and provide ample opportunity for students to demonstrate what they know.5. In addition to Performance Level B, the teacher designs inquiry assessments that require complex, higher order thinking across the content areas.6. Materials and technology are carefully selected to facilitate, extend, and enrich student learning and achievement within the content 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 Standards

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Domain 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.3. Uses questioning techniques appropriate to the content and structures activities that require students to use higher order thinking.4. Facilitates students in constructing their own understanding of the content in large group, small group, 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 through technology, as appropriate to content area.Data Sources:Classroom ObservationsReflecting Information RecordsRubric 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 to 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 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.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.

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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 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 C

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1. 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.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.

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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 techniques3. 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.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

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 B

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1. 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 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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