ENG 495C and ENG 595 Fieldwork ExperienceCourse Syllabus and Expectations

University Supervisor: Dr. Angela HansenOffice: LA 308 Phone: 928-523-4837Email: angela.hansen@nau.edu

NAU Educational Unit Vision Statement:To develop educational leaders who create tomorrow’s opportunities.

Unit Mission Statement: To prepare competent and committed professionals who will make positive differences for children, young adults, and others in schools.

Core Unit Values: Dispositions:Learner-Centered Education ConfidentCommitment to Diversity OpenInnovation and Inquiry EthicalAdvocacy EmpathicLifelong Learning

Course description: Directed teaching in secondary schools and secondary school content areas; directed and cooperative preparation, teaching, and evaluation; conferences on the theories, issues, and practices in cooperation with the classroom teacher and university supervisor. Candidates must satisfactorily complete the key assessment in this course to be eligible to enter student teaching or internship placements. Pass-fail only.

Course Objectives:

2.0 Candidate Attitudes2.1 Create an inclusive and supportive learning environment in which all students can engage in learning

2.3 (partial) Demonstrate reflective practice 2.4 Use practices designed to assist students in developing habits of critical

thinking and judgment. 2.5 Make meaningful connections between the ELA curriculum and

developments in culture, society, and education. 2.6 Engage their students in activities that demonstrate the roles of arts and

humanities in learning.3.0 ELA Content Knowledge – These standards will be discussed in alignment with the AEPA objectives for the English Subject Knowledge Test.

3.1 Knowledge of, and skills in the use of, the English language. 3.2 Knowledge of the practice of oral, visual, and written literacy.

3.3 Knowledge of reading processes. 3.4 Knowledge of different composing processes. 3.5 Knowledge of, and uses for an extensive range of literature. 3.6 Knowledge of the range and influence of print and nonprint media and

technology in contemporary culture. 3.7 Knowledge of research theory and findings in English language arts.

4.0 ELA Candidate Pedagogy: dispositions and skills needed to integrate knowledge of English language arts, students, and teaching.

4.1 Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts.

4.2 Candidates align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.

4.3 Candidates integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students.

4.4 Candidates create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.

4.5 Candidates engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.

4.6 Candidates engage students in critical analysis of different media and communications technologies.

4.7 Candidates engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication.

4.8 Candidates engage students in making meaning of texts through personal response.

4.9 Candidates demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts.

4.10 Candidates integrate assessment consistently into instruction by o Using a variety of formal and informal assessment activities and

instruments to evaluate processes and products.o Creating regular opportunities to use a variety of ways to interpret and

report assessment methods and results to students, parents, administrators, and other audiences.

Teacher Candidate Learning Expectations/Outcomes: Arizona Professional Teacher’s Standards: http://www.ade.state.az.us/certification/downloads/Teacherstandards.pdf

1. The teacher candidate will design instruction that develops all students’ abilities to meet academic standards.

2. The teacher candidate will create and maintain a learning climate that supports the development of all students’ abilities to meet academic standards.

3. The teacher candidate will implement and manage instruction that develops all students’ abilities to meet academic standards.

4. The teacher candidate will assess learning and communicate results to all students, parents and other appropriate professionals with respect to all students’ abilities to meet academic standards.

5. The teacher candidate will collaborate with colleagues, parents the community and other appropriate agencies to design, implement and support learning that supports all students’ abilities to meet academic standards.

6. The teacher candidate will review and evaluate his or her overall performance and improve his or her teaching practices through reflection.

7. The teacher candidate will develop and maintain general academic knowledge as demonstrated by the attainment of a bachelor's degree, as well as specific academic knowledge in his or her subject area.

8. The teacher candidate will develop and nurture current professional knowledge of the teaching/learning process.

9. In collaboration with other professionals, the teacher candidate will participate in the design, implementation and assessment of individual education programs.

10. Other objectives may be delineated by the cooperating teacher and the university supervisor framed by the dynamic variables that exist in school culture.

Course Structure/Approach: On-Site student teaching placement

Textbook, Required Materials and Fees:1. Handbook for Student Teachers. PRINT THIS DOCUMENT for the team

information initial meeting. Click here for online access.2. Each section of student teaching encumbers an $85.00 fee.3. TASKSTREAM subscription. (If you already have a TASKSTREAM active account,

you must maintain that account.)

Course Outline(s):

One 16-week placement:Weeks 1-2 Phase I Observation of class; meet with the cooperating teacher and

university supervisorWeeks 3-7 Phase II Teacher candidate takes partial responsibility of the class

Weeks 8-14 Phase III Teacher candidate takes full responsibility for the classWeeks 15-16

Phase IV Transfer of the responsibility from teacher candidate back to cooperating teacher

*When establishing a schedule and the starting and ending dates, extended school holidays are NOT to be included in the number of weeks. If there is a one, two, etc. week break, continuation of the calculated days resumes after children are back in school.

Two 8-week placements:Weeks 1 Phase I Observation of class, meet with the cooperating teacher and

university supervisorWeeks 2-4 Phase II Teacher candidate takes partial responsibility of the classWeeks 5-7 Phase III Teacher candidate takes full responsibility for the classWeeks 8 Phase IV Transfer the responsibility from teacher candidate back to

cooperating teacher

*When calculating weeks/days for an 8 week placement, extended holidays are not to be counted. Thinking in terms of days is a better way to calculate for an 8 week placement. You should be in the classroom a minimum of 40 days and a minimum of 15 days with full responsibility of the classroom!

Assessment of Teacher Candidate Learning Outcomes:Methods of Assessment:All student teaching experiences in the College of Education are graded on a Pass/Fail basis. The teacher candidate is expected to demonstrate content knowledge, teaching skills, and professional dispositions throughout the student teaching experience. These areas will be directly assessed through the successful completion of a Student Teaching Professional Portfolio, Candidate Work Sample, and Evaluations during Observations.

Professional Portfolio:The teacher candidate must present the criteria in a professional, organized, secure binder. The teacher candidate is required to evidence the criteria within the portfolio at each university supervisor’s scheduled visit. *The university supervisor and/or cooperating teacher may require additional content; the minimum criteria for the portfolio is:

Observation Phase* (Phase I)1. The teacher candidate will maintain a daily journal reflecting delivery, student

behaviors, activities, and planning including the content schedule and transitions. Other information may also be included.

2. The teacher candidate will complete the observation checklist (included in the Student Teaching Handbook) to be discussed with the university supervisor during the first formal visit.

Weekly Journal*The teacher candidate is required to write reflections about the experience at the end of each week. This is to include an account of the entire week. The teacher candidate may write daily reflections; one time per week is the minimum requirement.

Classroom IdeasThe teacher candidate will document and/or gather a collection of ideas for their future classroom. This may include a collection of visuals, activities, artwork, bulletin board displays, etc.

Discipline ProgramsThe teacher candidate will include a copy of the school and/or district discipline policy (ies).

Classroom Management Techniques1. The teacher candidate will include a copy of the classroom management plan,

rules, policies, procedures, etc. that the cooperating teacher implements in the classroom.

2. The teacher candidate will include reflections of the cooperating teacher’s management style/techniques.

Student LearningThe teacher candidate will complete a Candidate Work Sample – TaskStream Signature Assignment. The document will be uploaded into their TaskStream account and a copy must be included in the portfolio. Due: The assignment must be submitted (TaskStream and portfolio) during the 7th -8th week of the student teaching experience. Details for the assignment are provided in the appendix of the syllabus and in the Handbook for Student Teachers.

Lesson Plans*The teacher candidate will include developed lesson plans (6 minimum) that are to help the teacher candidate plan, inform, and organize their teaching. Lesson plans will be developed as directed by the cooperating teacher and university supervisor. It is required that lesson plans be written and included in the notebook prior to their implementation in the classroom and that lesson plans, minimally, include: a) anticipatory set, b) standards, c) content objectives, d) ELL standards e) language learning objectives f) materials needed, g) description of activity/instruction, h) description of assessment of learning, and i) closure.

Handout/Activity Sheets*The teacher candidate will gather, collect, and create handouts/activity sheets throughout their experience. Copies of these must be included in the portfolio.

Family OutreachThe teacher candidate will document ideas, plans and observations for parent conferences and/or meetings, open houses, family nights, and communication media with family and/or guardians. (Example: newsletter, website, calendars, etc.)

Evaluations of Teaching The teacher candidate will be evaluated at several key points throughout their culminating/capstone experience. Both the university supervisor and the cooperating teacher will do formal and informal evaluations. The teacher candidate must include copies of all evaluations in the portfolio. These evaluations cover both general pedagogy and English Language Arts pedagogy and content knowledge (see the attached English Content Student Teaching Evaluation).

Professional Growth*The teacher candidate will collect or create professional ideas, resources, workshops, in-services, district information and other professional growth opportunities evidenced during student teaching. Professional documentation may include State Certification and Licensure, examples of teacher candidate work, example lesson plans from cooperating teacher or others, AEPA scores, etc.

* The university supervisor and/or cooperating teacher may outline specific numbers and/or details of each criteria to be included in the portfolio.

Candidate Work Sample:The teacher candidate will be assessed through the evaluation of the written assignment that will be submitted and evaluated through TaskStream.

Instructions: The purpose of the Candidate Work Sample is to provide evidence that what and how you teach in the English Language Arts impacts student learning. This is not an "in theory" paper, rather the "actual teaching" in your classroom pertaining to one specific subject area. You are to reflect on a series (3 or more) of specific subject (concept)-based lessons you have taught, analyzing the impact that planning and teaching these specific lessons had on student learning as evidenced through the results of formal assessments. This reflective analysis helps build a habit of mind that you, as an educator, will use as a matter of best practice to grow professionally.

See TaskStream and separate handout and rubric for directions for Candidate Work Sample.

DUE DATES: Single placements - 16 weeks are due between weeks 10-12.

Dual placements are due at the end of the 5th week. Establish exact dates with your university supervisor.

Submit to your TaskStream account. Select the option to email the evaluator once you have submitted your assignment in TaskStream.

Evaluations The Candidate Work Sample will be evaluated in TaskStream by your university supervisor (unless you receive an email indicating otherwise). You will be responsible for acquiring this “pass” or “conditional pass” information in your TaskStream account. If your assignment is returned for a “redo”, this will need to be accomplished prior to successfully passing student teaching.

Special Note: This assignment is one of the criteria required, as stated in the syllabus, in order to earn a "pass" grade for student teaching. An "incomplete" grade will be submitted if this paper is not completed and submitted by the due date. If your paper requires modifications, the evaluator will provide suggestions for your success and you will be required to resubmit in TaskStream. You will be offered as many opportunities as needed to successfully complete this assignment. If you are struggling with this assignment at any point, please contact one of your professors for guidance. The "Tips for Success" section will be one of your best guides.

TaskStream Support:Elissa Joan is the point of contact if you have questions or difficulties. He can be

reached at 928-523-9434 or email at Elissa Joan.

Evaluations of Observations: The teacher candidate will be assessed through four formal observations/visits

to be established during the team information initial meeting with the university supervisor and cooperating teacher, and

two (2) formal observations evaluated by the cooperating teacher in each placement, and

One 16-week placement:Weeks 1-2 Phase I Initial meeting with university supervisor, cooperating teacher,

and student teacher. Student teacher is to coordinate a convenient time for all. Meeting only, no evaluation.

Weeks 3-7 Phase II

Progress Report (Informal) – university supervisor only

Weeks 8-14

Phase III

Midterm – university supervisor & cooperating teacher submit via online evaluation siteProgress Report (Informal) – university supervisor onlyCandidate Work Sample - TaskStream

Weeks 15-16

Phase IV

Final – university supervisor & cooperating teacher submit via online evaluation site

*A teacher candidate may have a content-specific evaluation in addition to the student teaching midterm and final evaluations. Check with your university supervisor for details.

Two 8-week placements (for each placement):Weeks 1 Phase I Initial meeting with university supervisor, cooperating teacher,

and student teacher. Student teacher is to coordinate a convenient time for all. Meeting only, no evaluation.

Weeks 2-4

Phase II Midterm – university supervisor & cooperating teacher submit via online evaluation site

Weeks 5-7

Phase III Candidate Work Sample – TaskStreamFinal – university supervisor & cooperating teacher submit via online evaluation site

Weeks 8 Phase IV

*A teacher candidate may have a content-specific evaluation in addition to the student teaching midterm and final evaluations. Check with your university supervisor for details.

Examples of primary evaluation tools are provided in the appendix and optional printable documents. See COE evaluation system for content-specific evaluation tools.

Grading System:

Pass/Fail Criteria:The teacher candidate will work with their university supervisor and cooperating teacher to establish due dates and other expectations. As would be indicative of a professional, the teacher candidate is expected to meet all deadlines; late work will be accepted only when prior notice has been given to the university supervisor and/or cooperating teacher and is approved by all parties. Successfully completing student teaching (a grade of “P” or “pass”) is evidenced by the:

1. Plan and prepare Team Information Initial Meetinga. Printed and signed documents mailed to Student Services

2. Student Teaching Notebook/Portfolio, 3. Candidate Work Sample – TASKSTREAM completed rubric,4. Evaluations of Observations, and5. Final Grade Report

The Director of Student Services or designee reserves the right to make a final decision regarding the pass/fail of a teacher candidate, taking into account many factors, including evaluations, the portfolio, dispositions, extenuating circumstances, and assignments.

Special Note:Extenuating circumstances requiring further intervention beyond a single change in student teaching placement may result in the teacher candidate’s removal from student teaching and a failing grade. This policy overrides any other grade policy or accumulation of points.

If an intervention is needed, the university supervisor and/or cooperating teacher will notify the Director of Student Teaching or Designee via an “Alert” indicator. The university supervisor will establish a meeting (that may include the Director or designee and cooperating teacher) with the teacher candidate to determine a “plan of action” where an outline detailing the requirements to successfully complete the student teaching experience will be documented. There may be circumstances where the Director of Student Services or designee may be involved in or initiate the intervention through an official meeting.

The teacher candidate may receive a failing grade or other alternative to successfully complete student teaching if the university supervisor determines through the intervention that the teacher candidate has violated or does not meet the provisions contained in “Statement of Values and Expected Professional Behaviors“ located in the Handbook for Student Teachers.

NOTE: If the teacher candidate is asked to be removed from the placement by the cooperating teacher, the building principal, and/or a district administrator a 2nd and final placement opportunity may be offered. A phone call to the teacher candidate will provide the options for a degree at this point. There are no 3rd opportunities!

Course Policies:Attendance, Rescheduling evaluations, Placement policiesCourse Requirements:

1. The teacher candidate must read and sign the form “Statement of Values and Expected Professional Behaviors.”

2. The teacher candidate must register for student teaching prior to the start of the student teaching experience.

3. Attendance is required. During the student teaching experience, the teacher candidate could be allowed five absences. This includes attendance at any events hosted by the University. As per the Student Teaching Handbook, only institutional excuses will be considered as "excused." More than five absences in the placement classroom (regardless of cause) may result in failure to complete student teaching. The teacher candidate is expected to notify both their cooperating teacher and university supervisor prior to a missed day of student teaching. The teacher candidate should work with their cooperating teacher and university supervisor to develop a suitable mechanism for communicating the intent to be absent. A teacher candidate with excessive absences may be reported to the Office of Student Services and/or may be required to seek a second student teaching placement.

4. The teacher candidate may not substitute teach or receive compensation for student teaching. However, the teacher candidate may receive compensation for working with extra-curricular activities during the student teaching semester.

5. Late work may impact a teacher candidate’s evaluation and successful course completion.

6. Opportunities to “make-up” required evaluations might be given only in cases where the teacher candidate has properly notified the evaluator(s) involved prior to missing the evaluation. Make-up evaluations must be conducted within one week of their originally scheduled time.

7. The quality of work produced is expected to reflect the teacher candidate's best attempt. Written work must be word-processed and free of mechanical errors.

8. The teacher candidate is expected to honor the ethical, professional, and conduct guidelines specified in the document “Statement of Values and Expected Professional Behaviors” in the Handbook for Student Teaching, the Statement of Understandings (signed and submitted in Student Teaching Application), and school and district policies.

9. The teacher candidate must adhere to professional expectations.10. Housing is the responsibility of the teacher candidate. The COE Office of

Student Services cannot pursue inquiries made regarding housing.11. The Director of Student Services or designee must approve any exception to

these course requirements.12. The university supervisor and/or program advisor may include additional

requirements for successful completion of student teaching.

University Policies: All University policies regarding Safe Working and Learning Environments, Students with Disabilities, Institutional Review Board, and Academic Integrity are applicable in this course [see http://jan.ucc.nau.edu/academicadmin/plcystmt.html].The Board of Regents’ Code of Conduct and procedures are outlined in the student handbook: http://www4.nau.edu/stulife/handbookcode.htmhttp://www4.nau.edu/stulife/handbookdishonesty.htm

Assignment Title: Candidate Work SampleNOTE: This is in place of the College of Education’s “Candidate Work Sample

TASKSTREAM Assignment”

THIS ASSIGNMENT MUST BE SUBMITTED ON TASKSTREAM. That means you MUST have a TASKSTREAM account during student teaching.

Assignment description: This assignment requires the student teacher to take responsibility for specific goals of instruction and demonstrate his/her ability to analyze a teaching situation, judge prior learning, plan appropriate instruction, implement a lesson(s), analyze his/her effect on student learning based on appropriate assessment strategies, and reflect on the entire process including discussing changes in the teaching of the lesson(s) that could improve results. In other words, you will decide what you want your students to KNOW and be able to DO (standards and objectives), assess their prior knowledge, teach them, and then assess again, reflecting on the results.

The Candidate Work Sample can be based on a SINGLE LESSON or GROUP OF LESSONS that you conduct during your student teaching. Choose the teaching plan and goal(s) of instruction carefully so that they are neither too broad nor too narrow for the parameters of this assignment. Please review the Candidate Work Sample grading rubric prior to preparing your work sample, and keep in mind that your work sample should use as many of the English Language Arts elements of reading, writing, listening, speaking and viewing as is feasible.

The teacher work sample consists of the following components: 1) a concise, grammatical, and informative narrative: and 2) the attachments. 1. The Narrative

a. The Teaching Situation Context:. (1paragraph)Describe, as relevant, the teaching situation (school, cooperating teacher, etc.) and the students (grade and ability level, demographic characteristics, etc.). You might also describe any issues that typically affect planning, implementation of lessons, and assessment. As always, consider how this context shapes your decision making as a teacher.

b. Goal Setting and Judgment of Prior Learning: (1-2 paragraphs)Describe your goals for the instructional plan and lessons, and identify NO MORE than one or two goals (objectives/key concepts/essential questions) to be assessed. You must indicate the Arizona state standards or other appropriate standards such as the DoDDs standards or those standards adopted by the state in which you are conducting your student teaching. Describe the PRE-ASSESSMENT method used to judge prior learning, and discuss why you adopted a particular pre-assessment tool. Discuss the results of this assessment and how it affected your planning for instruction. Please Note: you will attach a copy of the pre-assessment tool and any rubrics or tools used to evaluate the pre-assessment. (See “Attachments,” below.)

c. Instructional Design: (1-3 paragraphs) Write a concise narrative describing the lessons that you used to teach the objective[s]. The sequence of lessons and activities should be apparent, the connection between the lessons and the objective[s] should be clear, and the lessons themselves should be clear .If relevant, explain how the lessons are part of larger unit. You may also discuss any adjustments that you made as you implemented the instruction. Please Note: you will attach the unit plan and/or lesson plans, handouts, assignments, etc. as appropriate. (See “Attachments,” below.)

d. Assessment: (1-3 paragraphs). Describe the assessment(s) you used to determine student learning. This assessment might be an objective test, a written paper, a project, etc. (You should seriously consider using the same or similar TOOL for pre-and post-assessment so that you can easily discuss the results.) Analyze the results: provide evidence of student learning and discuss student performance on the assessment. Please Note: you will attach copies of the assessment tools (rubric, test) and a table or chart indicating the results of the assessment. (See “Attachments,” below.)

e. Reflection on Impact of Instruction and Self-Evaluation: (1-2 paragraphs)Reflect upon both the instructional unit as well as your performance as a teacher. Which objective[s] were more or were less successfully met? You might address the factors that contributed to student success or failure. You might discuss what you would change in the future. Was your performance as a teacher effective or ineffective? How can you best impact student learning? You must contextualize your teaching experience by referring to the writings of at least one scholar or pedagogical theorist.

2. The Attachmentsa. Attach a copy of the pre-assessment tool and any rubrics or other tools

used to evaluate the pre-assessment. Combine these items into a single file attachment, and label the attachment “Pre-Assessment Tools”

b. Attach a copy of the lesson plans, handouts, assignments, directions for students, etc. as appropriate. Combine these items into a single file attachment, and label the attachment “The Lesson Materials”

c. Attach a copy of the assessment tool and any rubrics, answer keys, or other tools used to evaluate the assessment. Combine these items into a single file attachment, and label the attachment “Assessment Tools”

d. Attach a table or chart indicating the results of the assessment (see sample). Label the attachment “Assessment Table or Chart”

Additional Information:1. Ideas for Pre and Post Assessment:

a. A writing sample – given at the beginning informally and later after instruction – graded using the same rubric

b. Vocabulary Test – given before and after instruction. Make sure your vocabulary lessons are substantial and effective and consider ALL learners and aspects of ELA

c. A quiz – pretest and posttestd. An anticipation guide. The post includes evidence from the text.e. Do consider using something that will make it easier to compare the

results WITHOUT compromising your teachingf. A presentation given before and after instruction (using a rubric to

evaluate)g. A grammar lesson or lessons with a pre and post assessment.

2. This work sample should NOT be a full-blown unit. The point is to show that you know how to evaluate prior learning, teach toward your objectives, and then assess learning (and reflect on it).

3. Yes, your options may be limited in your teaching situation. That is OK. Talk to your supervisor – this work sample could feasibly be done in a few lessons.

Assessment 5: Candidate Work Sample Levels: Description Target 3  Acceptable 2  Not Acceptable

1  Scor

e Criteria:1) NCTE 4.2 Aligning curriculum goals and instruction

The Context  The context of the teaching situation is clearly defined and demonstrate a thoughtful analysis of how the context affects teacher planning, implementation of lessons, and assessment.  

The context of the teaching situation is clearly defined with descriptions of the students, the cooperating teacher, the curriculum, the school, etc.  

The context is not clearly described. Little information is given about the teaching situation. 

 

2) NCTE 4.10 Integrate assessment consistently into instruction  

Judgment of Prior Learning and Goal Setting 

The goals for instruction are clearly described and aligned with NCTE and Arizona State Standards. Detailed information about why these standards were chosen (refer to the context) and how they are tied to the plan for instruction.  

The goals for instruction are described and aligned with NCTE and Arizona State Standards.  

The goals for instruction are not described and are not aligned with NCTE and Arizona State Standards.  

 

3) NCTE 4.10 Integrate assessment consistently into instruction  

Judgment of Prior Learning and Goal Setting 

The student teacher provides evidence of an assessment of the students’ prior learning and includes a thoughtful reflection on how the information from this assessment effects the plans for instruction. 

The student teacher provides evidence of an assessment of the students’ prior learning.  

The student teacher did not undertake an assessment of the students’ prior learning.  

 

4) NCTE 4.2 Align curriculum goals and teaching strategies and individual work 

Instructional Design 

A unit plan or lesson plan with a description of the materials, assignments,

A unit plan or lesson plan with a description of the materials, assignments,

A unit plan or lesson plan with a description of materials, assignments,

 

handouts, etc. was included. It is clear why the student chose this unit or lesson to meet objectives for student learning.  

handouts, etc. was included.  

handouts, was not included.  

5) NCTE 4.10 Integrate assessment consistently into instruction 

Assessment  The student teacher has provided evidence of a concluding assessment of the unit or lesson which is richly described with a thoughtful rationale for why this assessment was chosen to meet objectives for student learning. The concluding assessment is rich and shows multiple opportunities for proof of meeting objectives. 

The student teacher has provided evidence of a concluding assessment of the unit or lesson to determine student learning.  

No evidence is provided that the student teacher conducted a concluding assessment or assessments to determine student learning.

 

6) NCTE 4.10 Integrate assessment consistently into instruction 

Assessment  The assessment section contains a table or chart indicating the results, an detailed analysis of the learning results and a thorough and thoughtful discussion of student performance. 

The assessment section contains a table or chart indicating the results as well as an analysis of those results (a discussion of student performance on the assessment).  

The assessment section does not contain a table or chart indicating the results and/or there is little or no analysis of learning results.  

 

7) NCTE 4.10 Integrate assessment consistently into instruction 

Assessment  There is a thoughtful and insightful discussion of the results of the unit or lesson where the student teacher critically examined and discussed successes, failures, contributing factors, and suggestions future changes. It is clear that the student teacher

There is a discussion of the results of the unit or lesson including successes and failures and contributing factors.  

There is little or no discussion of the results of the unit or lesson (successes, failures, and contributing factors) 

 

intends to use assessment to improve his/her teaching. 

8) NCTE 4.10 Integrate assessment consistently into instruction 

Self-evaluation 

There is a thoughtful and insightful discussion of the student teacher’s effectiveness teaching the unit or lesson as well as a reflection on ways in which the student teacher can impact learning in the future based on this process.  

There is a thoughtful discussion of the student teacher’s effectiveness teaching the unit or lesson.  

there is little or not reflection on the student teacher’s effectiveness teaching the unit or lesson.  

 

9) NCTE 2.3 Candidate Attitudes

2.3The student teacher demonstrates reflective practice.  

The teacher work sample demonstrates reflective practice consistently and completely.  

The teacher work sample demonstrates reflective practice.

The teacher work sample contains little or no evidence of reflective practice.  

 

10) NCTE 3.1 Candidate knowledge and skills in the use of the English language  

3.1.2The student teacher demonstrates how reading, writing, listening, speaking, viewing, and thinking are interrelated in their own learning and in their students’ learning of ELA. 

All aspects of the English language arts are addressed in the unit/lesson in the TWS and they are integrated and interrelated.  

Most aspects of the English language arts are addressed in the unit/lesson in the TWS.  

Few aspects of the English language arts are addressed in the unit/lesson in the TWS. 

 

11) NCTE 3.2 Candidate knowledge of the practices of oral, visual, and written literacy 

3.2.2The student teacher uses writing, speaking, and observing as major forms of inquiry, reflection, and expression in teaching.  

The unit/lesson in the TWS demonstrates that the student teacher creates and develops opportunities for students to demonstrate how they integrate writing, speaking, and observing in their own learning process.  

The unit/lesson in the TWS demonstrates that the student teacher uses writing, speaking, and observing as major forms of inquiry, reflection, and expression in teaching.  

The unit/lesson in the TWS does not indicate that the student teacher uses writing, speaking, and observing as major forms of inquiry, reflection, and expression in teaching.  

 

12) 3.3 Candidate knowledge of

3.3.2The student

The unit/lesson as well as the written

The unit/lesson and the reflections

The unit/lesson as well as the

 

reading processes  teacher discovers and creates meaning from texts and guides students in the same process.  

reflections in the TWS indicate that the student teacher uses a wide range of approaches for helping students engage with texts.

in the TWS indicate that the student teacher discovers and creates meaning from texts and guides students in the same process.

written reflections do not demonstrate knowledge of ways to discover and create meaning from texts.  

13) 3.7 Candidate knowledge of research theory and findings in English language arts 

3.7The student teacher uses major sources of research and theory related to English language arts to support their teaching and decisions.  

The unit/lesson rationale indicate a strong commitment to research and theory in ELA as well as practical applications of that theory.  

The rationale for the unit/lesson demonstrates a knowledge of the major sources research and theory in ELA.  

The rationale for the unit/lesson shows does not demonstrate a knowledge of the major sources of research and theory in ELA. 

 

14) 4.1 Candidate Pedagogy 

4.1the student teacher examines and selects resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts.  

The unit/lesson contains a wide range of materials/resources for supporting instruction in the English language arts.  

The unit/lesson contains appropriate materials/resources for supporting instruction in the English language arts.  

The unit/lesson demonstrates little attempt at finding appropriate material/resources for supporting instruction in the English language arts.  

 

15) 4.2 Candidate Pedagogy 

4.2The student teacher aligns curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work. 

The unit/lesson contains carefully planned lessons which promote whole-class, small-group, and individual work and and these activities are balanced and integrated.  

The unit/lesson contains carefully planned lessons which promote whole-class, small-group, and individual work.  

The unit/lesson demonstrates little ability to design instruction to meet the needs of all students.  

 

16) 4.10 Candidate 4.10 The teacher work The teacher work The teacher work  

Pedagogy  The student teacher uses a variety of formal and informal assessment activities and instruments to evaluate processes and products and the student teacher creates regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences. 

sample indicates that the student teacher can establish criteria and develop strategies for assessment, demonstrate to students what they know, interpret results of assessment, use these results in teaching, and help students to monitor their own progress and growth in ELA. 

sample indicates that the student teacher can use assessment to affect student learning.  

sample indicates that the student teacher has limited ability to use assessment to affect student learning.  

 

Evaluation Information:Date: 3/31/2008     Evalution Point: Final

Student Teacher Information: Last Name:      First Name:      NAU User ID:

Evaluator Information: Last Name: Hansen     First Name: Angela

Evaluation Scale: N-Not Applicable/Not Observed 1-Not meeting expectations 2-Meeting Expectations 3-Exceeding expectations

English Language Arts Candidate Attitudes (elaca) N 1 2 3Creates an inclusive and supportive learning environment in which all students can engage in learning. (2.1)Uses ELA to help students become familiar with their own and others¿ cultures. (2.2)Uses practices designed to assist students in developing habits of critical thinking and judgment. (2.4)Makes meaningful connections between the ELA curriculum and developments in culture, society, and education. (2.5)Engages students in activities that demonstrate the role of arts and humanities in learning. (2.6)English Language Arts Candidate Knowledge 3.1 (elack_01) N 1 2 3Uses knowledge of students¿ language acquisition and development as a basis for designing appropriate learning activities that promote student learning. (3.1.1)Demonstrates how reading, writing, speaking, listening, viewing, and

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thinking are interrelated in their own learning and in their students¿ learning of ELA. (3.1.2)Uses knowledge of English grammars in teaching students both oral and written forms of language. (3.1.6)Uses knowledge of semantics, syntax, morphology, and phonology in teaching. (3.1.7)English Language Arts Candidate Knowledge 3.2 (elack_02) N 1 2 3Teaches with an understanding of the influence of language and visual images on thinking and composing. (3.2.1)Uses writing, speaking, and observing as major forms of inquiry, reflection, and expression in teaching. (3.2.2)Teaches the composing process in creating various forms of oral, visual, and written literacy. (3.2.3)Demonstrates their knowledge of language structure and conventions by creating and critiquing their own print and non-print texts and by assisting their students in such activities. (3.2.5)English Language Arts Candidate Knowledge 3.3 (elack_03) N 1 2 3Responds to and interprets, in varied ways, what is read, teaching their students how to do this as well. (3.3.1)Discovers and create meaning from texts and guides students in the same processes. (3.3.2)Teaches a wide variety of strategies to comprehend, interpret, evaluate, and appreciate texts. (3.3.3)English Language Arts Candidate Knowledge 3.4 (elack_04) N 1 2 3Teaches a variety of writing strategies to generate meaning and clarify understanding. (3.4.1)Teaches different forms of written discourse and how written discourse can influence thought and action. (3.4.2)English Language Arts Candidate Knowledge 3.5 (elack_05) N 1 2 3Knows and uses a variety of teaching applications for works representing a broad historical and contemporary spectrum of United States, British, and world, including non-Western, literature. (3.5.1)Knows and uses a variety of teaching applications for works from a wide variety of genres and cultures, works by female authors, and works by authors of color. (3.5.2)Knows and uses a variety of teaching applications for numerous works written for older children and younger adults. (3.5.3)Knows and uses a variety of teaching applications for a range of works of literary theory and criticism. (3.5.4)English Language Arts Candidate Knowledge 3.6 (elack_06) N 1 2 3Shows an ability to construct and analyze meaning from media and

non-print texts, and assists students in learning these processes. (3.6.2)Incorporates technology and print/non-print media into their own work and instruction. (3.6.3)ELA Candidate Pedagogy (elacp) N 1 2 3Examines and selects resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts. (4.1)Aligns curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.Integrates interdisciplinary teaching strategies and materials into the teaching and learning process for students. (4.3)Creates and sustains learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender,and ability. (4.4)Engages students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms. (4.5)Engages students in critical analysis of different media and communications technologies. (4.6)Engages students in learning experiences that consistently emphasize varied uses and purposes for language in communication. (4.7)Engages students in making meaning of texts through personal response. (4.8)Demonstrates that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and non-print texts. (4.9)Integrates assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products. (4.10)Comments:

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