Eastern Kentucky University College of Education

CED 450, Clinical V: Practice Teaching, CRN XXXXX Credit hours: 1.0

Clinical Experience Hours: 80+ Fall XXXX

Instructor: Office: E-mail:Phone:Office Hours:Classroom:

Course Description:

CED 450 Clinical V: Practicing Teaching. (1). I, II. Prerequisites: CED 400 and Admission to Professional Education. Supervised, sustained practice teaching experiences in an assigned instructional setting. Experiences include individual, small group and whole class teaching opportunities. (school-embedded clinical experience – a minimum of 80 hours is required; additional hours may be required based upon candidate performance). Must earn B or higher for professional education.

Knowledge and Skills

Concept 1: Guided sustained practice teaching

Plan and implement assessments and lessons under clinical guidance Reflection that leads to action

Concept 2: Diagnose and prescribe individual learning plans for students

Concept 3: Integrate technology into assessment and instruction

Concept 4: Dispositions

Text:

Materials related to student learning outcomes will be presented in hub course (program specific methods).

An online Criminal Background Check from Verified Credentials is required to be on file in the CPEP office of the College of Education.

TaskStream subscription is due during the first week of class.

Student Learning Outcomes:

The prospective educator or candidate will:

Student Learning Outcome KTS IECE InTasc ISTE PGES CAEP

1. Demonstrate excellence in guidedsustained practice teaching on a dailybasis in the school embedded clinicalexperience.

1, 2, 3, 4, 5, 6, 7

I, II, III, IV, V, VI, VII, IX

1, 2, 3, 4, 5, 6, 7, 8, 9

1, 2, 3, 4, 5

1a, 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4e, 4f

1, 2, 3

2. Assess, diagnose and prescribeindividual learning plans for studentsin the school-embedded clinicalexperience.

1, 2, 3, 4, 5, 6, 7, 8, 9

I, II, III, IV, V, VI, VII, VIII, IX

1, 2, 3, 4, 5, 6, 7, 8, 9

1, 2, 3, 4

1a, 1b, 1c, 1d, 1e, 1f, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e,

3. Demonstrate dispositions aligned tothe expectations of the profession,including codes of ethics,professional standards of practice,and relevant laws and policies.

na na 1, 4, 9 4 4f 1

Evaluation Method:

The clinical evaluation is based upon the candidate’s ability to perform successfully on guided teacher performance assessments and demonstrate professional dispositions expected of the profession. Candidates are assigned to clinical placements in CED 450 based upon the specific licensure area and associated methods course(s). Evaluation of successful teaching performance is specific to the targeted discipline.

During the CED 450 Clinical Fieldwork (Hubbed with ELE/EMG/ESE Methods; SED 402; SED 436; SED 375) all candidates exhibit a set of behaviors. Those behaviors may be observed by Clinical Educators, parents, students, or school staff, and may provide insight into the candidates’ disposition toward teaching. Candidates who are observed exhibiting behaviors that are deemed by the university or school faculty to be unproductive, potentially harmful to students, or in

violation of law, Board of Education policy, or the EPSB Code of Conduct for Kentucky Teachers, may face disciplinary action by the College of Education, up to and including removal from the Professional Educator Program.

Learner Tasks Completed in CED 450:

Task Name: Case Study to Assess, Diagnose, Prescribe, Monitor, and Reflect on Student Learning and Instructional Effectiveness Description: TC will collect baseline data, set student growth goals, design and implement instruction, monitor student progress, and reflect on student learning and instructional effectiveness.

Task: Use the Source of Evidence: Student Growth Plan to assess, diagnose, prescribe, monitor, and reflect on student learning and instructional effectiveness.

Task Name: Unit Plan and Implementation of One Lesson Description: TC will design and implement an instructional unit that incorporates technology and differentiation of instruction. TC will teach and reflect on a minimum of one lesson from the unit.

Task: Develop an Instructional Unit using Unit Plan Template. Instructional unit must include a minimum of three lesson plans using the Source of Evidence: Lesson Plan Template.

Task Name: Professional Growth Plan Description: TC will use observation feedback and self-reflection to identify priority goals.

Task: TC will use KTIP Source of Evidence: Professional Growth template at the beginning and end of their clinical experience.

Task Name: Lesson Plans Description: TC will design and teach at least three lessons, one observed by the Cooperating Clinical Educator (CCE) and at least two observed by the Clinical Educator (CE). CE and CCE will use and submit the electronic Clinical Observation Instrument in TaskStream.

Lesson Plans: TC will design and teach a minimum of six formal lessons, at least two observed by the Clinical Educator (CE) and one observed by the Cooperating Clinical Educator (CCE). CE and CCE will use the electronic Clinical Observation Form for TC feedback and submit in Taskstream. Develop and Teach Lessons.

Description: Teacher Candidate will plan, implement, and reflect on a total of three lessons (five observed by the Clinical Educator and one observed by the Clinical Cooperating Educator). Lessons may be co-taught or individual or small group lessons. Instructional targets, strategies, and assessments should be developed in collaboration with the Cooperating Teacher.

Task:

Step 1: Discuss with Cooperating Teacher the instructional target(s) for the lesson based on classroom and individual learning data

Step 2: Collaborate to set a date to teach the lessons; Teacher Candidate will communicate dates to Clinical Educator when approved by Cooperating Clinical Educator.

Step 3: Use the KTIP Source of Evidence: Lesson Plan Template to develop the lesson plans.

Step 4: Provide copies of all instructional material to your Cooperating Teacher and Clinical Educator for review (at least 3 days in advance of teaching) to allow sufficient revisions to occur before instruction. If lesson is not provided to Cooperating Clinical Educator and/or Clinical Educator, observation will be cancelled and rescheduled.

Step 5: Teacher Candidate will teach the lessons and conference with Cooperating Clinical Educator and/or Clinical Educator after instruction to reflect on performance.

CED450 Observation and Final Rubric

Emerging Developing Competent Exemplary

1.1 Communicates concepts, processes, and knowledge

(InTASC 4); IECE I; PGES 1a, ISTE 2, CAEP 1, 2, 3

…by including content vocabulary in lesson planning, as well as clearly develops the lesson concepts, processes and knowledge

Communicates superficial or inaccurate concepts, processes and/or knowledge

Communicates an understanding of concepts, processes, and/or knowledge

Accurately communicates an understanding of concepts, processes, knowledge, and/or academic language in ways that contribute to the learning of all students

Accurately and effectively communicates an in-depth understanding of concepts, processes, knowledge, and/or academic language in ways that support the learning of all students

1.2 Connects content to life experiences of student

(ISTE 1b, InTASC 4) PGES 1a, 1b, ISTE 1b, CAEP 1, 2, 3

Makes limited connections to life experiences of students

Connects content, procedures, and activities with life experiences of students

Effectively connects most content to students’ relevant life experiences, real world issues, or authentic problems

Facilitates student-generated connections to life experiences, real world issues, and authentic problems including, when appropriate,

…by effectively making connections to previous lessons/content, relevant real life situations or authentic problems students may encounter

prior learning in the content area or other content areas

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning. (InTASC 8) IECE 1, PGES 1a, 1b, ISTE 2 CAEP 1, 2, 3

…select appropriate and research-based instructional strategies within the lesson sequence and are implemented within the lesson plan and classroom

Uses instructional strategies

Uses instructional strategies for content that contribute to student learning

Uses a range of developmentally (culturally, linguistically) appropriate instructional strategies that are clearly appropriate for the content and processes of the lesson and contribute to the learning of students (e.g., providing multiple models/ representations of concepts and skills; stimulating discussion that serves varied purposes; promoting metacognitive processes, etc.)

Consistently uses and monitors a range of developmentally (culturally, linguistically) instructional strategies that are clearly appropriate for the content and processes of the lesson and contribute to the individual learning needs of students (e.g., providing multiple models/ representations of concepts and skills; stimulating discussion that serves varied purposes; promoting metacognitive processes, etc.)

1.4 Guides students to understand content from

Provides opportunities for students to understand

Provides opportunities and guidance for students to consider lesson content from different perspectives

Provides opportunities and guidance for students to

Guides students to understand, question, and analyze content

various perspectives. (InTASC 4); IECE 1, PGES 3b, ISTE 2, CAEP 1, 2, 3

…by ensuring diversity within the instructional choices and by identifying, within the lesson sequence, instructional techniques that explore multicultural perspectives

content from a single or biased perspective

consider lesson content from different perspectives to extend their understanding

from appropriate diverse, multicultural, and/or global perspectives

1.5 Identifies and addresses students’ misconceptions of content (InTASC 4 IECE I, PGES 3a, 3b, 3c, ISTE 1, 2, CAEP 1, 2, 3)

…be deliberate with identifying misconceptions in lesson plan; during instruction anticipates misconceptions and addresses

Overlooks misconceptions related to content

Identifies misconceptions related to content and addresses them during planning

Identifies misconceptions related to content and addresses them during planning and guides learners to accurate conceptual understanding during instruction

Anticipates misconceptions in teaching related to content and adjusts instructional experiences to build accurate conceptual understanding during instruction

Standard 1 Comments

Emerging Developing Competent Exemplary Analytic Score

STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION

2.1 Develops significant objectives aligned with standards.

(InTASC 7 IECE IV; PGES 1f; CAEP 1, 2, 3)

…clearly written in student friendly and deconstructed standards

Develops learning objectives

Develops learning objectives that reflect concepts of the discipline are aligned with local or state standards

Develops learning objectives that reflect key concepts of the discipline, are aligned with local or state standards, and that reflect rigorous academic expectations

Develops significant learning objectives that reflect key concepts of the discipline, are specifically aligned with local curriculum or state standards, and that reflect rigorous, differentiated academic expectations

2.2 Uses contextual data to design instruction relevant to students. (InTASC 2, 7) IECE I; PGES1b,1c, 1d, 1e; ISTE1, 2; CAEP 1, 2, 3

….use contextual data from clinical classroom; found at top section of lesson plan; preassessment data should be used to edit the lesson plan prior to implementing; should be evident in lesson planning

Collects contextual data or pre-assessment.

Plans and designs instruction based on contextual data or pre-assessment

Plans and designs instruction that is based on contextual (i.e., student, community, and/or cultural) and pre-assessment data, choosing appropriate strategies and accommodations, resources, and/or materials to differentiate instruction for groups of learners

Plans and designs instruction that is based on multiples sources of contextual (i.e., student, community, and/or cultural) and pre-assessment data, choosing appropriate strategies and accommodations, resources, and/or materials to differentiate instruction for individual learners

2.3 Plans assessments to guide instruction and measure learning objectives

(InTASC 6 , 7d; IECE I; PGES 3d; ISTE 1, 2, 3, 4;

CAEP 1, 2, 3

…Assessment included in lesson planning..

Designs assessments

Designs assessments that measure student performance on some of the objectives with an effort to guide planning

Designs rigorous assessments that accurately measure student performance on each objective, minimize bias that could distort assessment results, and guide planning

Designs rigorous assessments that accurately measure student performance on each objective, minimize bias that could distort assessment results, and guide planning to address learning goals and individual learner needs

2.4 Plans instructional strategies and activities that address learning objectives for all students

(InTASC 7) (ISTE 2; IECE I; PGES 1c; CAEP 1, 2, 3

…clearly aligned objectives/instruction and assessment….match evident

Plans instructional strategies and activities

Plans instructional strategies and activities that are aligned with learning objectives

Plans a learning sequence (including digital tools and resources), building on students’ prior knowledge and using differentiated instructional activities and strategies that align with learning objectives

Collaboratively plans an interdisciplinary learning sequence (including digital tools and resources), building on students’ prior knowledge, using differentiated instructional strategies that align with learning objectives and support learner ownership and responsibility

2.5 Plans instructional strategies and activities that facilitate multiple levels of learning (InTASC 1, 2,5) IECE I; PGES 1a, 1b, 1c, 1d, 3c; ISTE 1, 2, 3; CAEP 1, 2, 3

….planning should include questioning in lesson planning and highly engaging and challenging instructional activities

Plans instructional strategies that require rote thinking only

Plans instructional strategies and activities that prompt some higher order thinking

Plans developmentally appropriate instructional strategies and activities that facilitate multiple levels of learning and that require higher order thinking (e.g., analyzing complexities of issues/questions from varied disciplines; fostering innovation and problem solving in local/global contexts; applying content knowledge to real world problems; stimulating critical and creative thinking, etc.)

Plans developmentally appropriate differentiated instructional learning sequence using strategies and activities that scaffold or accelerate learning, facilitating multiple levels of learning and requiring higher order thinking for all students (e.g., analyzing complexities of issues/questions from varied disciplines; fostering innovation and problem solving in local/global contexts; applying content knowledge to real world problems; stimulating critical and creative thinking, etc.)

InTASC 5

Develops learners’ communication (speaking, listening, viewing, visually representing, reading, and writing) skills in disciplinary and interdisciplinary contexts

Develops learners’ informal or formal communication skills by creating opportunities for expressive communication (i.e., speaking, visually representing, and/or writing)

Develops learners’ informal and/or formal communication skills in disciplinary contexts by creating meaningful opportunities for speaking and/or writing

Develops learners’ informal and formal communication skills in disciplinary contexts by creating meaningful opportunities to employ communication that addresses a

Develops learners’ informal and formal communication skills in disciplinary and/or interdisciplinary contexts by facilitating meaningful opportunities to employ a variety

IECE I; PGES 1b, 1e; ISTE 1, 2; CAEP 1, 2, 3

…by providing opportunities for learners to communicate multiple ways within the lesson sequence AND within the implemented lesson in classroom

specific audience and purpose

of forms of communication that address various audiences and purposes

Standard 2 Comments

Emerging Developing Competent Exemplary Analytic Score

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE

3.1 Communicates high expectations

(InTASC 3, 10) IECE 2; PGES 2a, 2b; ISTE 1,2; CAEP 1,2, 3

…by selecting differentiated and rigorous texts (within the text set), appropriate standards (within the lesson plan), and establishing challenging tasks (within the task matrix)

Sets learning or behavior expectations

Communicates learning or behavior expectations and demonstrates confidence in students’ ability to meet expectations

Sets appropriate, significant and challenging learning and behavior expectations for students and verbally/nonverbally communicates confidence in students’ ability to achieve these objectives

Sets significant and challenging expectations for both learning and behavior that are developmentally appropriate, challenging, and communicated to students in student friendly language, and that foster an atmosphere that encourages students to attempt even more challenging tasks

3.2 Establishes a positive learning environment

(InTASC 3) IECE 2; PGES 2a, 2b, 2c, 2d; ISTE 1, 2, 3; CAEP 1, 2, 3

…by establishing expectations while teaching lesson…..

Overlooks off task, unengaged, or disrespectful student behavior (i.e., standards of conduct)

Establishes and monitors appropriate standards of conduct

Establishes standards of conduct, demonstrates awareness, responds appropriately and respectfully to all students, and promotes meaningful peer interactions to establish positive, purposeful learning climate

Establishes standards of conduct, demonstrates awareness, responds appropriately and respectfully to all students, promotes meaningful peer interactions to establish positive, purposeful learning climate, and establishing opportunities for self-directed learning

3.3 Values and supports student diversity and addressees individual needs

(InTASC 1,2) IECE II; PGES 2a, 2b; ISTE 1, 2; CAEP 1, 2, 3

…by indicating differentiated resources and strategies within your procedures, lesson plan and tasks

Recognizes that student differences exist in the classroom

Uses limited strategies and/or methods to address student diversity

Uses a variety of developmentally appropriate strategies and methods to support student diversity by addressing individual needs

Uses a variety of developmentally appropriate strategies and methods to support student diversity by addressing individual needs and using appropriate and responsive instructional strategies that build on learners’ strengths and needs

3.4 Fosters mutual respect between teacher and students and among students

(InTASC 3) IECE II; PGES 2a, 2b; ISTE 1,

Treats all students with respect and concern

Fosters mutual respect between teacher and students by modeling respectful communication with all students and monitoring

Fosters mutual respect between teacher and students and among students by communicating verbally and nonverbally in ways that demonstrate respect for and

Fosters mutual respect between teacher and students and among students by communicating verbally and nonverbally in

2, 3, 4; CAEP 1, 2, 3

…by modeling respectful communication and insisting on respectful student communication during lesson

student interaction

responsiveness to the cultural backgrounds and different perspectives learners bring to the learning environment

ways that demonstrate respect for and responsiveness to the cultural backgrounds and different perspectives learners bring to the learning environment; intentionally builds learner capacity to collaborate in various environments through applying effective interpersonal communication skills

InTASC 1

Uses understanding of learner growth and development to respond to learner needs

IECE II; PGES 1b; ISTE 1, 2, 3, 4; CAEP 1, 2, 3

…by deliberately including information about learners in your classroom: cognitive, affective, social, behavioral, psychomotor

Identifies learner growth and developmental needs

Designs instructional plans that demonstrate understanding of growth and developmental needs (i.e., cognitive, affective, social, behavioral, and/or moral)

Designs instructional plans that demonstrate understanding of how learners construct knowledge, acquire skills, and develop disciplined thinking processes and that respond to the learners’ growth and developmental needs (i.e., cognitive, affective, social, behavioral, psychomotor, and/or moral)

Designs instructional plans that demonstrate deep understanding of how learners construct knowledge, acquire skills, and develop disciplined thinking processes and that anticipate and respond to learners’ demonstrated (i.e., based upon direct evidence) growth and developmental needs (i.e., cognitive, affective, social, behavioral, and/or moral),

etc….should be in lesson plan context section at the top of template

recognizing that development in one area may affect performance in another.

Standard 3 Comments

Emerging Developing Competent Exemplary Analytic Score

STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION

4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage students. (InTASC 7) IECE III; PGES 1c, 1d, 1e; ISTE 1, 2, 3, 4; CAEP 1, 2, 3

….by including variety of instructional strategies –aligned to standards, in lesson plans

Uses instructional strategies and activities

Uses engaging instructional strategies and activities that are aligned with learning objectives

Uses a variety of cognitively engaging instructional techniques within the context of a learning sequence (including digital tools and resources), building on students’ prior knowledge, and using differentiated instructional strategies to align with learning objectives

Collaboratively implements an interdisciplinary learning sequence (including digital tools and resources), building on students’ prior knowledge, and using differentiated instructional strategies that align with learning objectives and support learner ownership and responsibility

4.2 Implements instruction based on diverse student needs and assessment data

Implements instruction

Implements instruction based on contextual information

Implements and adapts instruction (to respond to students’ diverse learning strengths and needs) based on

Implements and adapts instruction based on continuous monitoring of contextual

(InTASC 2, 8) IECE III; PGES 1b, 1c, 1d, 1e; ISTE 1, 2, 3; CAEP 1, 2, 3

….by including variety of instructional strategies –aligned to standards, in lesson plans and implemented in classroom

contextual information and assessment data

information and assessment data

4.3 Uses time effectively

(InTASC 3) ; IECE III; PGES 2e;

…by having materials, resources and supplies organized before class begins, transitions are smooth and include procedures for movement

Manages the resource of time by establishing procedures for performing non- instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work

Manages the resource of time by establishing procedures for performing non- instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time

Manages the resource of time by establishing efficient procedures for performing non- instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time.

Manages the resource of time by establishing efficient and effective procedures for performing non- instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is no loss of instructional time

4.4 Uses space and materials effectively. (InTASC 3) ; IECE III; PGES 2e;

…by rearranging classroom prior to instruction and promoting accessibility for all learners

Uses classroom space and materials

Uses classroom space and materials to facilitate student learning

Uses classroom space and a variety of instructional materials/resources (e.g., specialized assistance, support services, and technologies) to promote accessibility and relevance for learners and to support student learning

Makes optimal use of classroom space and uses a variety of instructional materials/resources (e.g., specialized assistance, support services, and technologies) to ensure accessibility and relevance for all learners and to enhance student learning

4.5 Implements and manages instruction in ways that facilitate higher order thinking.

(InTASC 2, 3, 8) IECE III; PGES 1c, 1e; ISTE 1, 2, 3; CAEP 1, 2, 3

….by planning rigorous and engaging instructional activities and questioning throughout lesson

Implements instructional strategies that require rote thinking only

Implements instructional strategies and activities that prompt some higher order thinking

Implements and manages developmentally appropriate instructional strategies and activities that facilitate multiple levels of learning and that require higher order thinking (e.g., analyzing complexities of issues/questions from varied disciplines; fostering innovation and problem solving in local/global contexts; applying content knowledge to real world problems; stimulating critical and

Implements and manages developmentally appropriate differentiated instructional learning sequence using strategies and activities that scaffold or accelerate learning, facilitating multiple levels of learning and requiring higher order thinking for all students (e.g., analyzing complexities of issues/questions from varied disciplines; fostering innovation and problem solving in local/global contexts;

creative thinking, etc.)

applying content knowledge to real world problems; stimulating critical and creative thinking, etc.)

Standard 4 Comments

Emerging Developing Competent Exemplary Analytic Score

STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS

5.1 Uses pre-assessments

(InTASC 6) IECE IV; PGES 1e, 1f, 3d; CAEP 1, 2, 3

…by designing and implementing preassessment and developing differentiated learning experiences from this preassessment data……preassessment must match the targets and formative/summative assessment(s) for lesson

Administers pre-assessments

Implements pre-assessments that may or may not be aligned to learning goals to establish baseline knowledge and skills for all students

Uses student baseline data from aligned pre-assessments to identify each student’s developmental learning needs and develop differentiated learning experiences

Teacher and students consistently use baseline data from aligned pre-assessments to identify each student’s developmental learning needs and develop differentiated learning experiences for all students

5.2 Uses formative assessments

Uses formative assessments

Uses formative assessments that measure student performance on some of the objectives with

Uses aligned formative assessments that accurately measure student performance on

Uses rigorous, aligned formative assessments that accurately measure student

(InTASC 6,8) IECE IV; PGES 1e, 1f, 3d; CAEP 1, 2, 3

…by using formative assessment following instruction

an effort to guide instruction

each objective, provides feedback to learners, and adjusts instruction to meet students’ learning needs

performance on each objective, provides feedback to learners, and adjusts instruction to meet learning goals and individual learner needs

5.3 Uses summative assessments

(InTASC 6) IECE IV; PGES 1e, 1f, 3d; CAEP 1, 2, 3

…by designing summative assessments for unit(s) taught during methods clinical

Administers summative assessments

Uses a variety of summative assessments to measure student achievement

Uses summative assessments aligned with the learning objectives to support, verify, and document student achievement

Teacher and students consistently use summative assessments aligned with the learning objectives to support, verify, and document student achievement

5.5 Communicates learning results to students and parents

(InTASC 6, 10)

…by sharing learning results with students and parents if available during methods

Communicates learning results to students and parents

Communicates learning results to students and parents that provide a clear and timely understanding of learning progress

Communicates to students and parents in a timely manner the progress that students are making toward goals, including evidence of student performance

Communicates to students and parents in a variety of ways and in a timely manner the evidence of student performance and recommends future actions to reach the learning goals

5.6 Allows opportunity for student self-assessment

(InTASC 6) IECE IV; PGES 1f; ISTE 5; CAEP 1,2, 3

…by including student self-assessment in lesson evaluation

Allows opportunity for student self-assessment

Promotes opportunities for students to engage in accurate self-assessment of learning

Provides on-going opportunities for students to assess and reflect on their own performance in order to identify strengths and areas for future learning

Provides on-going opportunities for students to assess, monitor, track, and reflect on their own performance in order to identify strengths and to set goals for future learning

Sandard 5 Comments

Emerging Developing Competent Exemplary Analytic Score

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

6.1 Uses available technology to design and plan instruction

(InTASC 7,8) (ISTE 3d; IECE IX; CAEP 1, 2, 3)

…by including appropriate

Uses available technology to design and plan instruction

Uses available technology to design and plan instruction to support learning

Uses current and emerging digital tools to design and plan instruction or assessments that support and extend learning of students

Uses current and emerging digital tools in innovative ways to design, plan, and adapt instruction and assessments that support and extend learning of all students

current and emerging digital tools in lesson planning

6.3 Integrates student use of available technology into instruction

(ISTE 1, 2) (InTASC 3, 7, 8) PGES 2e; CAEP 1, 2, 3

…by actually implementing varied and authentic digital-age learning experiences using technology tools and resources

Integrates student use of available technology into instruction

Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs

Integrates varied and authentic digital-age learning experiences so that students use appropriate contemporary technology tools and resources that address their diverse learning needs

Integrates varied and authentic digital-age learning experiences so that students use appropriate contemporary technology tools and resources that facilitate choice in the development of creativity, innovation, and/or problem solving skills and meet their diverse learning needs

Standard 6 Comments

Emerging Developing Competent Exemplary Overall Holistic Score

Overall Holistic Score of this lesson (1 to 4)

Communications •Inconsistent

in ability to effectively and appropriately communicate in virtual and face to face contexts with other adults •Inconsistently speaks and writes in a professional manner (e.g., using academic language, Standard English)

•Works with other adults and has developed skills of interaction appropriate for both face to face and virtual contexts (speaking, writing, and listening) •Developing the ability to consistently speak and write in a professional manner (e.g., using academic language, Standard English)

•Works with other adults and has developed skills of collaborative interaction appropriate for both face to face and virtual contexts (speaking, writing, and listening) •Consistently speaks and writes in a professional manner (e.g., using academic language, Standard English)

•Works with other adults across the school and community (e.g., professionals, students, families, paraprofessionals) and has developed skills of collaborative interaction appropriate for both face to face and virtual contexts (speaking, writing, and listening) •Consistently speaks and writes in a professional manner (e.g., using academic language, Standard English) •Knows how to contribute to a common culture that supports high expectations for student learning

Interaction with Others

•Inconsistently demonstrates a positive, respectful attitude toward others.

•Demonstrates a positive, respectful attitude toward others. •Interacts with colleagues in a professional manner

•Consistently demonstrates a positive, respectful attitude toward others. •Consistently interacts with colleagues in a professional manner to enhance practice and support student learning.

•Consistently demonstrates a positive and respectful attitude toward others. •Takes initiative to grow and develop professional relationships with faculty/staff and family/community members to enhance practice and support student learning.

Teaching & Learning

Abides by the expectations of the profession (e.g., ethics, standards of practice, laws/policies, demands of the profession, commitment to the learner) with guidance and support.

Generally abides by the expectations of the profession (e.g., ethics, standards of practice, laws/policies, demands of the profession, commitment to the learner) with prompting.

Abides by the expectations of the profession (e.g., ethics, standards of practice, laws/policies, demands of the profession, commitment to the learner) independently..

Abides by the expectations of the profession (e.g., ethics, standards of practice, laws/policies, demands of the profession, commitment to the learner). Articulates and reflects on elements of the professional standards.

Professionalism Demonstrates one of the following: •appropriate professional appearance •preparedness •attendance •punctuality

.Demonstrates two of the following: •appropriate professional appearance •preparedness •attendance •punctuality

Demonstrates all of the following: •appropriate professional appearance •preparedness •attendance •punctuality

Demonstrates all of the following: •appropriate professional appearance •preparedness •attendance •punctuality

Overall Holistic Dispositions Score

Demonstrates emerging professional dispositions.

Demonstrates developing professional dispositions.

Demonstrates accomplished professional dispositions.

Demonstrates exemplary professional dispositions.

Overall Holistic Score (1, 2, 3, or 4)

Student Progress Report:

Prior to the date for withdrawal from the course, and upon request, the clinical educator will provide a written progress report indicating the status of the student at that time.

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Attendance Policy:

 

Attendance is an important part of the clinical experience. Unexcused absences and tardies in clinical experiences will affect the overall dispositions and participation grade. The teacher candidate is responsible for presenting adequate reason for any absence to the clinical educator and clinical cooperating teacher in writing. If teacher candidates cannot give advance notice of an absence, they should notify their clinical educator as soon as possible of the reason for the absence with appropriate documentation. (Adequate reasons include personal illness; medically necessary absences due to pregnancy or childbirth; death or illness in the immediate family; military obligations; inclement weather; religious holidays; court-imposed legal obligations; approved accommodations by the Office of Services for Individuals with Disabilities; or participation in a pre-approved university activity.)

Dispositions scoring will be deducted for: inappropriate in-class behavior and/or communications, including online communications while in clinical placement. (For example, excessive or non-class related use of cell phones; disruptive behavior, inappropriate or unprofessional communications with peers / instructors.)

Last Day To Drop The Course:

 

The last date to withdraw from a full semester course is listed on the Colonel’s Compass Calendar. (http://www.eku/compass/calendar/) Withdraw Policy Student withdrawing after the fifth week of class will be assessed a $50.00 per credit hour fee for late withdraw. For information on the full withdraw policy, please visit http://www.registrar.eku.edu/Withdrawing/class

Disability Statement:

The University strives to make all learning experiences as accessible as possible. If you are registered with the EKU Center for Student Accessibility (CSA), please obtain your accommodation letters from the

CSA, present them to the course instructor, and discuss the accommodations needed. If you believe you need an accommodation and are not registered with the CSA, please contact the office in 361 Whitlock Building by email at disserv@eku.edu or by telephone at (859) 622-2933. Upon individual request, this syllabus can be made available in an alternative format.

A student with a “disability” may be an individual with a physical or psychological impairment that substantially limits one or more major life activities, to include, but not limited to: seeing, hearing, communicating, interacting with others, learning, thinking, concentrating, sitting, standing, lifting, performing manual tasks, working. Additionally, pregnancy accompanied by a medical condition(s), which causes a similar substantial limitation, may also be considered under the Americans with Disabilities Amendments Act (ADAAA).

Student Services at EKU Counseling Center - http://www.counseling.eku.edu/ Office of the Registrar - http://registrar.eku.edu/ Scholarships at EKU - http://scholarships.eku.edu/ Career Services - http://www.career.eku.edu/ Office of Student Life - http://www.studentlife.eku.edu/

Academic Integrity: Candidates are advised that EKU’s Academic Integrity policy will strictly be enforced in this clinical course. The Academic Integrity policy is available at www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the Office of Academic Integrity.

Official Email:

An official EKU e-mail is established for each registered student, each faculty member and each staff member. All university communications sent via e-mail will be sent to this EKU e-mail address.

Course Requirements: Successfully complete all clinical experiences as assigned

1. Confirmation of the Candidate’s agreement to adhere to FERPA regulations by keeping confidential any personally identifiable information regarding any students that may come to the candidate’s attention during their Clinical Experiences.

2. Demonstrate positive professional dispositions including punctuality, attendance, appropriate professional behavior, and professional dress. (Dispositional assessment)

All candidates must complete the following MANDATORY ASSIGNMENTS prior to beginning clinical field work as part of CED 450 Successfully complete confidentiality training and quiz. Purchase a subscription to TaskStream and set up the candidate’s evaluation portfolio. Complete the Confidentiality Agreement in the “COE Undergraduate” section of TaskStream.

Learner Tasks Completed in CED 450:

Task Name: Case Study to Assess, Diagnose, Prescribe, Monitor, and Reflect on Student Learning and Instructional Effectiveness

Description: TC will collect baseline data, set student growth goals, design and implement instruction, monitor student progress, and reflect on student learning and instructional effectiveness.

Task: Use the Source of Evidence: Student Growth Plan to assess, diagnose, prescribe, monitor, and reflect on student learning and instructional effectiveness.

Task Name: Unit Plan and Implementation of One Lesson Description: TC will design and implement an instructional unit that incorporates technology and differentiation of instruction. TC will teach and reflect on a minimum of one lesson from the unit.

Task: Develop an Instructional Unit using Unit Plan Template. Instructional unit must include a minimum of three lesson plans using the Source of Evidence: Lesson Plan Template.

Task Name: Professional Growth Plan Description: TC will use observation feedback and self-reflection to identify priority goals.

Task: TC will use KTIP Source of Evidence: Professional Growth template at the beginning and end of their clinical experience.

Task Name: Lesson Plans Step 1: Discuss with Cooperating Teacher the instructional target(s) for the lesson based on classroom and individual learning data

Step 2: Collaborate to set a date to teach the lessons; Teacher Candidate will communicate dates to Clinical Educator when approved by Cooperating Clinical Educator.

Step 3: Use the KTIP Source of Evidence: Lesson Plan Template to develop the lesson plans.

Step 4: Provide copies of all instructional material to your Cooperating Teacher and Clinical Educator for review (at least 3 days in advance of teaching) to allow sufficient revisions to occur

before instruction. If lesson is not provided to Cooperating Clinical Educator and/or Clinical Educator, observation will be cancelled and rescheduled.

Step 5: Teacher Candidate will teach the lessons and conference with Cooperating Clinical Educator and/or Clinical Educator after instruction to reflect on performance.

Course Correspondence Policy

Consistent with university policy, whenever necessary correspondence between the clinical educators and candidates in CED 400 will utilize the EKU email system. Please refrain from using non-EKU mail services when corresponding about course matters. When sending email, please include “CED 400” in the subject line. You will receive responses to emails within 48 hours, excluding Saturdays and Sundays.

Confidentiality Agreement and Final Scoring Rubric are submitted in TaskStream. All observed lessons are submitted in Taskstream.

Technical Support

It is expected of candidates to have an adequate working knowledge of Blackboard and a personal computer.

For technical assistance (such as retrieving a forgotten password, email access, or Blackboard problems) please contact campus IT support at (859) 622-3000. Campus tech support hours and additional information is available via the Help tab at the top of every page in Blackboard.

Curriculum Contract/Guidesheet:

The Degree Works report is the official curriculum guide sheet that is used by Eastern Kentucky University for all undergraduate programs. The document is electronically updated as the candidate progresses throughout the program. Each candidate has a formal meeting and signs the curriculum guide at the time of admission to the teacher education program. Portfolio requirements are distributed during the initial educations classes and are reinforced throughout the program. Semester advising sessions are conducted with the assigned advisor.