table of contents · 2017. 8. 28. · lesson plans and lesson plan revisions are consistently...

UNIVERSITY SUPERVISOR HANDBOOK

BLOCK 4

INTEGRATED FIELD EXPERIENCE INTERNSHIP

10501 FGCU Boulevard South, Fort Myers, FL 33965-6565 http://coe.fgcu.edu/internship/

239-590-7775

http://soe.fgcu.edu/internship/

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TABLE OF CONTENTS OVERVIEW

Welcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3 My Mother‟s Gravy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 4 Vision and Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 5 Supervising At-A-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 6 Important Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 7 Internship Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 7 Grade Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 8

UNIVERSITY SUPERVISOR New Supervisor Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 12 University Supervisor Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 13

Initial School Site Meeting Initial Teacher Candidate Meeting Observations Seminars Semester Paperwork

Observation Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 16 Evaluation of Supervisor by Cooperating Teacher Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 30 Evaluation of Supervisor by Teacher Candidate Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 32

THE TEACHER CANDIDATE Levels of field experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 34

Florida Statutes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 35 Lesson Plan Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 36

Sunshine State Standards Goal Three Standards ESOL Strategies and Instructional Practices

Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 44

Educator Accomplished Practices Florida Performance Measurement System Domains Pre Individual Development Plan Individual Development Plan Strategies to Incorporate When Writing Exit Intern Development Plan

Block 4 Integrated Field Teacher Candidate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 58

Assignments Suggested Sequence of Events ESOL Evaluation

COOPERATING TEACHER

Cooperating Teacher Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 64 Intern Participation Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 65 Explanation of Points Earned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 66 Intern Participation Requisition Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 67 Checklist of Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 68 Ideas To Encourage Reflective Dialogue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 69

RESOURCES AND SUGGESTIONS Speaking in Teacher Shorthand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 70 Visitation Questions/ Tips for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 71

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WELCOME University Supervisor!

We are so pleased to have you as part of our teacher educator team. You have the

responsibility of nurturing and mentoring our Block 4 Integrated Field Experience Teacher

Candidates through their first formal internship. The College of Education faculty looks forward

to working with you as we prepare these teacher candidates for their final field experience and

subsequent entry into the profession of teaching. You are a vital member of the teacher educator

team which includes the cooperating teacher and the teacher candidate and your role as university

supervisor is that of a liaison between the College of Education, the school site, and the teacher

candidate.

The purpose of this handbook is to provide university supervisors with a better

understanding of their responsibilities and to serve as a guide in successfully carrying out the

activities of the Internship Office. We hope you find it helpful. Please feel free to contact us if

you need further information. In addition, the internship web page at

http://coe.fgcu.edu/internship is a source of information regarding the internship programs.

Enjoy your semester!

Mrs. Diane Kratt

Clinical Instructor/Block 4 Coordinator

(239) 590-7780

www2.fgcu.edu/coe/internship

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“My Mother’s Gravy”

Good teachers understand teaching

the way my mother understands gravy.

And they come to be teachers the way

my mother and I came to make gravy--

-in our own ways and through our own

experiences. Watching, reading,

trying new things---it all goes into

the mix, but each teacher must

become a teacher through her own process and in her

own way. She can’t be like the teacher across the

hall, or like her mentor, or like me. And good

teachers become good by taking what they can learn

from others, by trying again and again, by learning

to watch and listen and notice, and by coming to

understand as much as they can about the ingredients-

--the children, the way people learn, the content,

the context. from “My Mother’s Gravy” by Bobby Ann Starnes

Phi Delta Kappan, October 2001

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VISION

We envision our graduates, and those they influence, as the learners and

leaders of today and tomorrow. As learners, our graduates will continue to

grow and develop into leaders within their fields. As leaders, they will build

upon the diverse backgrounds and perspectives they encounter to ensure that

all individuals are able to construct the understandings necessary to become

successful.

MISSION

Our mission is to provide diverse environments of excellence that support

dynamic learning experiences. In these environments, faculty and students

reflect upon and engage in the applications of theory, research, and emerging

technologies. These environments support the construction of knowledge,

skills, and attitudes through collaboration and inquiry. As a result, faculty

and students are empowered to create an enhanced quality of life within their

respective communities.

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Supervising At-A-Glance

Attend Supervisor Meeting at the beginning of the semester. Submit paper work to Jeannine for mileage reimbursement. Sign and return employment contract. Contact your regular classroom teachers and make an appointment to visit them prior to

the first official week.. Provide the teacher with website address, Intern Participation Requisition Certificate,

Teacher Candidate information sheets, and explain the lesson plan format. Review ESOL evaluation form. Meet with Teacher Candidates on your assigned orientation day. Review syllabus with teacher candidates. Discuss lesson plan expectations. Set seminar dates, times, and place. Schedule 2 meetings with them over the semester. Discuss your expectations.

Observe the teacher candidate teaching a MINIMUM of 4 times. Use forms provided and give teacher candidate written and verbal feedback following each observation.

Review all lesson plans prior to the teacher candidate teaching them. E-mail works well for this.

Check journal entries and evaluate video reflection. Complete Pre-Internship Evaluation Form and Disposition Form with the cooperating

teacher at the end of the semester. Either review the form with the student or have the cooperating teacher do so.

Sign completed ESOL evaluation form. Submit mileage forms monthly to Jeannine. Attend Clinical Educator Training Workshop if you haven‟t completed the training. Attend end of semester meeting to submit completed evaluations, observation forms,

Video Lesson Rubric, Intern Participation Requisition Certificates, teacher candidates‟ final grades.

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Important Dates

TEACHER CANDIDATE ORIENTATION

Tuesday, January 11

th

9:00 a.m. – 4:00 p.m. Alico Arena Hospitality Suite

Tuesday, January 18

th – First official day in the classroom.

Wednesday, April 6th or 13

th – Last official day in the classroom.

FIELD EXPERIENCE OVERVIEW Teacher Candidates in the College of Education in a degree program are eligible for a non-final integrated field experience and a final field experience. The non-final integrated field experience moves students from observation and one-on-one planning to small group and large group instruction. It is through the final field experience that teacher candidates receive extensive opportunities to synthesize course content to develop effective teaching skills. Within this experience, the teacher candidate will integrate theoretical knowledge from previous education courses to demonstrate behaviors specified in the Educator Accomplished Pre-professional Practices and the Florida Performance Measurement System. A teacher candidate in the process of gaining experience as a teacher is under the supervision and guidance of a certified cooperating teacher and the University. A teacher candidate may not serve as a substitute teacher during the internship even though he/she may hold a Florida Substitute Teaching Certificate. Course Purpose The purpose of the non-final integrated field experience internship is to provide opportunities in which the teacher candidate will begin to integrate theoretical knowledge from previous and current education courses with the classroom experience to demonstrate behaviors specified in the Educator Accomplished Practices and the Florida Performance Measurement System. During the non-final field experience, candidates complete assignments designed to prepare them for their final field experience and professional placement. Course Objectives The student will satisfactorily demonstrate:

Knowledge for designing appropriate learning experiences at varying developmental levels.

The ability to develop and present lesson plans for a contemporary curriculum.

The ability to modify or accommodate the developmental needs of students.

The ability to use various instructional strategies.

Proficiency in using technology in the classroom.

The ability to monitor student achievement and with the teacher report progress.

An ethical practice that supports diversity within the classroom.

Effective communication and collaboration skills with others.

A beginning understanding of how to implement the twelve Educator Accomplished Practices.

The abilities necessary to comply with the Florida Performance Measurement System.

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Admission Requirements to the block 4 non-

final integrated field experience Admission Requirements to the block 5

final integrated field experience

Admission to the teacher education program Completion of Blocks 1, 2, and 3. Completion of program requirements. A cumulative grade point average of 2.5 of all

college level course work. An overall 2.5 grade point average

Completion of an application for Block 4 Integrated Field Experience (formerly non-final internship) before desired semester according to schedule.

Passing score on Professional Exam for Teacher Certification

Admission to the teacher education program Completion of Blocks 1, 2, 3 and 4. Completion of program requirements. A cumulative grade point average of 2.5 of all

college level course work. An overall 2.5 grade point average

Completion of an application for internship before desired semester according to schedule.

Passing score on Subject Area Teacher Certification Test

GRADE POLICY The COE recommendation for satisfactory completion of the integrated field experiences requires both the cooperating teacher and university supervisor to render a positive assessment of a teacher candidate‟s field experience. Criteria for successful completion are based upon the requirements of each field experience. The cooperating teacher and university supervisor confer and submit the final grade for the teacher candidate to the Internship Office, who submits the final grade. Criteria for Satisfactory Final Grade

Completion of all course objectives.

Satisfactory teaching evaluations from the university supervisor and the cooperating teacher.

Attendance and participation at all seminars. Teacher candidates must attend ALL four small group seminars (or complete an approved contract).

Lesson plans and lesson plan revisions are consistently submitted to the cooperating teacher to meet deadlines. The cooperating teacher and university supervisor evaluate and determine that the lesson plans and presentations are satisfactory.

Punctual classroom attendance is required.

Satisfactory completion of all assignments.

Return all materials to the cooperating teacher.

Criteria for Unsatisfactory Final Grade

All objectives identified in course objectives are not met.

All criteria identified for satisfactory final grade are not met.

Teacher candidate has received written notification of unsatisfactory behavior. Criteria for Incomplete Grade

Development of an Individual Development Plan

Recommendation of Exit Individual Development Plan

Incomplete Grade form signed by appropriate parties Development of An Individual Development Plan

The purpose of the IDP is to formalize support for a teacher candidate that is focused on areas that need improvement. Prior to developing an IDP, the supervisor and cooperating teacher should informally mentor and support the efforts of the teacher candidate and help them to improve.

Since candidates enrolled in the integrated field experience are experiencing their first intensive

immersion into the field of teaching, the expectation is that they are learning and are certainly not

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expected to be proficient at this point in time. This is an introductory experience in actually planning, teaching, assessing, managing, etc. Therefore, a fair judgment of the teacher candidate‟s observed performance could not be made until near the end of the first 6 WEEKS OF INTERNSHIP. No IDPs are to be written for any Block 4 intern until that time.

For completion of the Individual Development Plan all criteria must be satisfactorily met.

In the event that either the cooperating teacher or the university supervisor renders a judgment of „not satisfactory‟ an automatic review process shall be initiated. In the event that both parties agree, an automatic review process shall not be initiated. The review process will consist of a meeting to include the student, the cooperating teacher, the university supervisor, the Internship Office, and the teacher candidate may invite a faculty representative of his/her choice. All documentation of the teacher candidate‟s performance during the field experience will be shared prior to the meeting. The Internship Office submits a final grade based upon the review meeting to be one of the following:

The teacher candidate receives an unsatisfactory grade and is terminated from the program.

The teacher candidate receives an unsatisfactory or incomplete grade and continues in the program under an Individual Development Plan.

Should a teacher candidate wish to appeal the decision of the review panel she/he may submit a request through regularly established channels for grade appeals at Florida Gulf Coast University. Removal of A Teacher Candidate From Placement Removing a teacher candidate from a classroom is highly discouraged, except for the following reasons:

The placement does not match the teacher candidate‟s major.

An immediate relative is at the assigned school.

The administrator/teacher requests removal.

Personality conflicts are not viable reasons for change of placement. Most often, personality conflicts are an escalation of communication difficulties and unclear expectations. At the first sign of a conflict, arrange a conference with the entire clinical educator team. When a change of placement is necessary, an Individual Development Plan must be developed. The Individual Development Plan will determine when and where the field experience/internship will be completed. Internship Office The Internship Office arranges educational placements for the College of Education and communicates with the districts, schools sites, faculty, and teacher candidates.

The Internship Office responsibilities include:

1. Confirming placements with district offices and school sites, and notifying cooperating teachers and teacher candidates of the placements.

2. Disseminating a timeline of activities and expectations of the integrated field experience.

3. Maintaining continual contact with school personnel and district offices.

4. Becoming involved if any member of the clinical education team needs support.

5. Finding the responsible faculty member to help with issues as they arise. Contact Jeannine

Mendolusky at 590-7775 or [email protected] with your concerns and she will forward the message to the appropriate faculty member. You may also contact Mrs. Diane Kratt at 590-7780 or [email protected] .

mailto:[email protected]:[email protected]

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The School Contact Person The school contact person is designated as the person who communicates with the university supervisor and the Internship Office. This person may be the administrator or his/her designee. The contact person selects cooperating teachers who have taken the Clinical Educator Training and have more than 3 years of successful teaching experience. The School Contact Person's responsibilities include:

1. Sharing information regarding placement opportunities with cooperating teachers. 2. Selecting cooperating teachers who have Clinical Education Training, at least three years

teaching experience, and are successful in planning, management and organization, and communication skills.

3. Ensuring that a certified substitute is in the classroom if the teacher is absent.

4. Refraining from using the teacher candidate as a regular substitute teacher even though

he/she may hold a Florida Substitute Teaching Certificate. 5. Making informal visits to the classroom and is encouraged to provide the teacher candidate

with written feedback.

6. Welcoming and introducing the teacher candidate into the culture of the school.

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NEW UNIVERSITY SUPERVISOR INFORMATION

Florida Gulf Coast University Internship Office College of Education Academic Building 3, Room 241-B 10501 FGCU Blvd. South Fort Myers, FL 33965-6565 Phone: (239) 590-7775 Fax: (239) 590-7779 or (239) 590-7801

Parking Permit

Parking permits are available at the Police Department and are free to adjuncts. A visitor‟s pass can also be obtained as you enter campus.

Mileage Forms

Supervisors are reimbursed for mileage at the rate of $.44.5 per mile. Mileage should be turned in to the Internship Office at the end of each month.

Identification

Obtain an ID card from Student Services which can be used for checking out books at the Library, signing up at the Workout Center, and for discounts at the book store.

Paychecks To receive your compensation, the supervisor must:

1. Sign on with Human Resources (See FGCU website at www.fgcu.edu 2. Submit a current vitae to the Associate Dean's Office. 3. Order an official transcript and have it sent directly to the College of Education/Internship

Office. 4. Sign a completed "Personnel Action Adjunct and Extra State Compensation Agreement".

Business Cards (fee involved) Please see secretary. E-Mail The Internship secretary can order an e-mail account for you if you prefer not to use your home address.

http://www.fgcu.edu/

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General Expectations for University Supervisors

University supervisors must have teaching experience, Clinical Educator Training, and at least a Masters degree. The role of the University Supervisor is one of the most critical components in the entire teacher preparation process. University supervisors act as liaisons between and among the Internship Office, and school personnel and the candidates. 1. Roles Of The University Supervisor:

LIAISON: Serves as the connection (liaison) between the school personnel and the college.

EDUCATOR: Mentors candidates and conducts seminars.

EVALUATOR: Observes and critiques teaching performances.

2. Expectations Of The University Supervisor

AS LIAISON

Confer with the Internship Office and cooperating teachers upon the course of action regarding the effectiveness of the field experience assignment and exceptions to established policy college policies.

Arrange orientation meetings with cooperating teachers and confer with the clinical educator team to complete the field experience assessment forms.

Elicit feedback from the cooperating teachers and school administrators during the semester.

Make arrangements for conferences with the clinical educator team when appropriate.

Be cognizant of school programs and services that impact student learning.

Submit required semester documentation to the Internship Office.

AS MENTOR

Plan and conduct 3 seminars as part of the clinical experience. o Orientation Day o Once during first six weeks o Once during second six weeks

Make a MINIMUM of 4 visits to the classroom: o Meet cooperating teacher o Four observations

Assist teacher candidates in the analysis and reflection of their educational experiences using current research and theory.

Assist teacher candidates in the development of personal and professional goals that will foster professional attitudes and behaviors.

AS EVALUATOR

Assess teacher candidates‟ assignments and confer with the clinical educator team to prepare internship assessment forms.

Develop and complete Individual Development Plans with the clinical educator team for teacher candidates needing extra support. At the end of the semester complete an Exit Individual Development Plan for these students.

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Initial School Site Meeting 1. During the first week of the semester every effort should be made to contact and visit the cooperating

teachers. 2. Explain the expectations of the Internship Office and of the teacher candidate‟s specific level and

program. 3. Review with the cooperating teacher the:

a. Hello and Welcome Package provided electronically b. Individual Participation Certification c. Contract

4. Confirm placement information. Initial Teacher Candidate Meeting 1. Supervisors meet with teacher candidates for the first time during orientation week. Supervisors

review the syllabus with teacher candidates. 2. Set times for four small group seminars. 3. Confirm teacher candidate information with the Internship Office. Observations Evaluation of classroom performance is informal and formal and is based on observations and evaluations. Observations: 1. The university supervisor and cooperating teacher complete a minimum of four observations. 2. Informal observations include written and verbal feedback to the teacher candidate during post

observation conferences. 3. Comments by the university supervisor relate to the seven domains of the Florida Performance

Measurement System and the Educator Accomplished Practices. 4. The university supervisor and cooperating teacher complete a Pre-internship Evaluation Form for

each teacher candidate at the completion of the internship. This evaluation may be completed jointly or separately.

5. The cooperating teacher completes the ESOL Evaluation form, the Supervisor signs it and the

teacher candidate obtains the school seal or stamp on it. Seminars 1. University supervisors are required to hold three seminars with their assigned teacher candidates. 2. Attendance is mandatory and excessive lateness and unexcused absences are required to be made

up. Make-up assignments are at the discretion of the university supervisor. 3. The seminar discussions should focus on reflection on classroom practice and topics that the group

of interns as a whole wish to pursue. These sessions should not be viewed as a “class” nor should additional work be assigned to support the seminar. Supervisors may also use this time to share professional websites and articles that may be of interest to the teacher candidate.

4. The university supervisor determines the time and place of seminars. University supervisors are

encouraged to explore alternative sites and times to meet the needs of the teacher candidates.

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End of the Semester Paperwork for Block 4 Integrated Field Experience Teacher Candidates: 1. The four observation forms should be given to the candidate at the time of the visit. The supervisor is

encouraged to keep copies of these forms for future reference. 2. Submit copies of the four observation forms, Internship Evaluation Form , Disposition Form and

Video Rubric Form in a file folder for each intern. The Candidate‟s name should appear on the outside of the folder.

3. Submit any of the following forms if used for a teacher candidate: Intern Placement Information

Sheet, Intern Development Plan, and Exit Intern Development Plan. 4. Submit cooperating teachers‟ Intern Participation Requisition Certificates from both placements. OBSERVATION FORMS

The most important and influential measures of the teacher candidates‟ development are the written and oral feedback comments they receive from their supervising teachers. These comments tend to have greater meaning to the teacher candidate because they are delivered within close proximity of an event when the teacher candidate can accurately reflect on the events being evaluated. Cooperating teachers are encouraged to make written notes and use them for frequent conferences.

Integrated Field Experience Evaluation Form Observation Form – A ( if used) Heart Form ( if used) Pre-Observation Conference Form ( if used) Post-Observation Conference Form ( if used) Disposition Form Video Rubric

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Block Four Integrated Experience Video Lesson Benchmark Rubric

Student Name: __________________________________________________________ Supervisor Name: ________________________________________________________ Date: __________________________________________________________________ Please place an X on the appropriate line.

Video Lesson Scoring Rubric

Criterion Exemplary Proficient Developing Beginning

Planning 20%

Identifies student performance outcomes, using diverse support and enrichment activities and materials. __________________

Identifies student performance outcomes for planned lessons, using some support and enrichment activities and materials. ___________________

Identifies student performance outcomes for planned lessons, with no supporting activities or materials. _________________

Fails to identify student performance outcomes for planned lessons. _________________

Organization of the Lesson 20%

Well organized and components of the lesson plan were addressed consistently ___________________

Well organized but components of the lesson plan were addressed inconsistently ___________________

Loosely organized and components of the lesson plan were addressed inconsistently ___________________

Loosely organized and components of the lesson plan were not addressed ___________________

Learning Environment 15%

Applies established rules and standards for behaviors consistently and equitably and provides evidence of monitoring student learning and adjusting instruction accordingly. ________________

Applies established rules and standards for behaviors consistently and equitably and provides some evidence of monitoring learning activities. ___________________

Applies established rules and standards for behaviors consistently and equitably but provides no evidence of monitoring learning activities. _________________

Applies established rules and standards for behaviors inconsistently and inequitably and provides no evidence of monitoring learning activities. ___________________

Lesson Design and Assessment 15%

Lesson components are aligned and encourage students to demonstrate their understanding in different formats. ___________________

The content, structure and assessments of the lesson are aligned with the lesson objectives. ___________________

The content and structure of the lesson are loosely aligned with the lesson objectives but the assessments are not aligned. ___________________

The content, structure and assessments of the lesson are not aligned with the objectives ___________________

Communication 10%

Gives consistent and clear directions, appropriate both for learners and the task using an engaging teacher voice/tone. _____________________

Gives directions, appropriate both for learners and the task using an appropriate teacher voice/tone. ___________________

Directions are inconsistent, but sometimes appropriate for the task, using an appropriate teacher voice/tone ______________________

Does not give clear directions, appropriate for the learners or the task, using an inappropriate voice/tone. ___________________

Reflection 20%

Reflects and presents varied alternatives to presentation and assessment. ____________________

Reflects on the performance, citing specific strengths and weaknesses and discusses an alternative. ____________________

Misses specific strengths and weaknesses in the performance; speaks in generalities in reflection. ____________________

Misses strengths and weaknesses in the performance; draws incorrect conclusions in reflection. ____________________

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Emerging Competence Level Dispositions

(Seeking Admission to Clinical Practice)

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Believes that all individuals can learn to high expectations Commits to advocacy for students/clients Avoids stereotyping an generalizing

Embraces a spirit of advocacy for underserved individuals

Uses language that indicates expectation of growth for all learners

Treats all individuals with respect

Plans for active engagement of all learners

Focuses on the best interests of the student/client even if it makes the job more difficult

Accepts responsibility for helping all learners to succeed.

Commits to engage in continuous learning and improvement Embraces high professional standards Develops a problem solving and experimental orientation through questioning and reflection

Demonstrates punctual and reliable attendance in college and field settings.

Connects theory with observed classroom practices

Seeks our differing points of view

Reflects upon and then revises evolving personal and professional philosophy

Exhibits appropriate professional appearance and behavior

Demonstrates a willingness to learn and accept constructive feedback from instructors, peers, and students

Investigates current ideas and concepts relevant to the teaching profession

Follows legal and ethical guidelines

Completed jointly by: Field Experience Teacher and COE Supervisor

MAKING THE TEACHING LEARNING CONNECTION

Integrated Teacher Education Program

Unit Assessment Point 2 Undergraduate Candidates

Disposition Assessment: Emerging Competence Level

I. Completed at the Conclusion of the Block 4 Experience ___________________________ is a candidate for admission to clinical practice. There is a set of dispositions that can be observed in the

behavior of effective teachers. These dispositions guide their actions inside and outside of the classroom. Listed below are the behaviors we expect to observe in this candidate at this point in his/her development. Scores in the target range are ideal and expected; those in the acceptable range indicate that the candidate is acceptable but has room to improve. Scores in the seldom or not observed columns indicate areas of concern. Thank you for taking the time to rate this candidate on all of the dispositions and for providing us with your comments.

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Participates in professional activities in addition to regular coursework



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Values collaboration Values and respects individual differences Seeks to work cooperatively Recognizes talents and strengths in individuals Balances personal initiative with recognition of others‟ contributions in group work

Recognizes favoritism and disrespectful behavior

Develops respectful and productive working relationships in cooperative endeavors

Seeks information about the beliefs, values, traditions of self and others within family, community, and cultural contexts.

Refrains from applying generalizations to individuals

Please use this space to describe how you have come to know this person illuminating those dispositions that have begun to develop. Discuss those dispositions that may be of concern to you.

Reviewers Name (Please Print): __________________________________________ Signature: ________________________________________________________________ Date: _____________________ TO THE CANDIDATE: My signature indicates that I have had the opportunity to review this disposition assessment. Name (Please Print): _____________________________________ Student ID Number: __________________________ Signature: ________________________________________________________________ Date: ____________________

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INTEGRATED FIELD/INTERNSHIP EXPERIENCE EVALUATION FORM COLLEGE OF EDUCATION

FLORIDA GULF COAST UNIVERSITY

Teacher Candidate:___________________________________Block:_______Program:________________County:__________________ School:_______________________ This evaluation form is utilized twice during each of the field/ internship experiences. It reflects the pre-professional levels of the Florida Educator Accomplished Practices. Please use the rubric guidelines to rate the teacher candidate‟s competency on each indicator. A plan of action is expected for any section that is evaluated at a 2 or lower.

Dates Indicator

Was Observed

Assessment Dates Indicator

Was Observed

Communication Dates Indicator

Was Observed

Continuous Improvement

Dates Indicator

Was Observed

Critical & Creative Thinking

____Uses a variety of informal

performance-based assessments to

determine students‟

performance of specified outcomes. ____Modifies instruction

based on assessed student performance. ____Uses student

readiness & performance data to

plan for instruction. ____Assesses individual

& group performance to

design instruction. ____Engages students in

self- assessment of

academic & behavioral progress.

____Establishes positive interactions

between teacher candidate

& students. ____ Communicates

procedures/behaviors effectively using

verbal & nonverbal styles

with all students. ____ Maintains standards

of mutually respectful interaction during all activities. ____ Provides all

students with opportunities to

learn from each other. ____ Motivates,

encourages & supports individual

& group inquiry. ____ Communicates with

____Uses data from own

learning environments as

basis for reflecting upon

& experimenting with

personal teaching practices. ____Shows evidence of continuous

reflection & improvement in

own performance in teacher/learning

activities & in an increased

capacity to facilitate

learning for all students. ____Works as member

of a learning

community as a reflective

practitioner.

____Chooses varied teaching

strategies, materials, &

technologies to expand

students‟ thinking abilities. ____Includes problems, dilemmas &

questions in lessons that

involve value knowledge & that

require evaluative thinking. ____Teaches cause &

effect relationships, and

helps students make

judgments based on

evidence.

19

colleagues, school specialists,

administrators & families consistently

& appropriately. ____ Uses written

communication effectively including

correct sentence structure,

spelling, punctuation, and

grammar.

Comments:

Dates Indicato

r Was

Observed

Diversity Dates Indicator

Was Observe

d

Ethics and Professionalism

Dates Indicator

Was Observed

Human Development & Learning

Dates Indicator

Was Observe

d

Knowledge and Presentation of Subject

Matter

20

____Models acceptance, high

expectations & support for

all students. ____Uses appropriate

teaching techniques & strategies

to instruct all students effectively. ____Maintains a learning environment in which all students are treated equitably. ____Uses a range of

activities to effectively meet

students‟ learning styles & cultural

& linguistic backgrounds.

____Adheres to the Florida Code of Ethics, as

well as school and county

codes. ____Is responsible & dependable when

dealing with students, families

& colleagues. ____Demonstrates a professional concern

for the well-being of students. ____Demonstrates

emotional maturity and balance. ____ Meets expectations regarding

responsibility, attendance,

punctuality, and professionalism. ____Demonstrates enthusiasm and a positive attitude toward teaching.

____Recognizes the developmental level

of each student as demonstrated by behavior, writings, & responses. ____ Guides students to recognize links

between old knowledge & experience and new knowledge. ____ Implements activities that engage &

motivate students at

appropriate developmental levels. ____ Presents information

at varying levels of complexity to provide meaningful input for students at various

levels of development.

____ Presents accurate subject

matter information. ____ Demonstrates breadth

of knowledge by links

made across subject areas

&/or related topics. ____ Incorporates references, materials & technologies as appropriate to levels

of learners.

Comments:

21

Dates Indicator

Was Observed

Learning Environment Dates Indicator

Was Observed

Planning Dates Indicator

Was Observed

Role of the Teacher Dates Indicator

Was Observed

Technology

____ Manages student behavior

through routines & consistent application

of rules & standards. ____ Designs appropriate instructional activities

to meet students‟

cognitive, linguistic and affective needs in individual,

small & large group settings. ____ Monitors student activities & behavior. ____ Uses specific praise

often & appropriately. ____ Uses student learning time efficiently. ____ Provide clear

directions for instructional

activities.

____ Plans instructional activities based on appropriate standards

& benchmarks. ____ Plans a variety of activities that support student learning. ____ Provides

comprehensible instruction. ____ Assists students in

use of appropriate, available resources. ____ Presents concepts in

a variety of methods. ____ Modifies instruction based on reflection of own practice. ____ Incorporates interdisciplinary approaches in planning & instruction.

____ Advocates for students. ____ Communicates & cooperates with families to ensure student success. ____ Communicates & cooperates with colleagues to

ensure student success. ____ Works effectively

with school volunteers. ____ Demonstrates

interest in & support of

school activities. ____ Works effectively

with cooperating

teacher to develop knowledge base and expand

use of instructional strategies.

____Uses available technology to

enhance instruction & management of instruction. ____Teaches students to use available technology for instructional & motivational purposes. ____Incorporates use of

technology into instruction & student motivation as appropriate. ____Exhibits a willingness to learn new technological applications & openness to use technology for instruction and record management. ____Creates authentic tasks, incorporating technology.

Comments:

22

RUBRIC GUIDELINES 5=Exemplary The teacher candidate demonstrates this Accomplished Practice at a level exceeding that expected of a beginning teacher. 4=Proficient The teacher candidate demonstrates this Accomplished Practice at a level expected of a beginning teacher. 3=Developing The teacher candidate demonstrates this Accomplished Practice at a level expected of a beginning teacher, although not consistent over time. 2=Beginning The teacher candidate demonstrates this Accomplished Practice inconsistently and at a level less than expected of a beginning teacher. 1=Unsuccessful The teacher candidate is unsuccessful in demonstrating this Accomplished Practice. NA= Not applicable

In the Block 5 internship, the first, formal evaluation will need to reflect readiness for full “take-over” by the teacher candidate. This is achieved by the teacher candidate receiving ratings of “Developing” or higher. In the final, second evaluation, the Block 5 teacher candidate must achieve a “Proficient” (or higher) evaluation in the greater majority of indicators - with no indicator being evaluated as less than “Developing” - in order to receive a “Satisfactory” rating, pass the internship course, and demonstrate readiness for teaching. THE TEACHER CANDIDATE’S OVERALL PERFORMANCE: (Please circle one) Satisfactory Unsatisfactory RECOMMENDED IMPROVEMENTS

Area/s for Improvement Specific Recommended Changes Resources Timeline for Review

1. Cooperating Teacher:_______________________________________________Signature:__________________________________________Date:____________ Please Print Name 2. University Supervisor:_______________________________________________ Signature:__________________________________________________Date:____________ Please Print Name

23

3. Teacher Candidate:________________________________________________ Signature:__________________________________________________Date: ____________ Please Print Name White Copy: Teacher Candidate Pink Copy: Cooperating Teacher Yellow Copy: University Supervisor

*These signatures confirm that this evaluation was reviewed by the cooperating teacher/university supervisor and the teacher candidate. It does not necessarily indicate that

the teacher candidate agrees with the evaluation.

24

TEACHER CANDIDATE OBSERVATION FORM Teacher Candidate _______________________ Date______________________ Subject_____________________________________ University Supervisor_____________________________________ Cooperating Teacher _______________________________________

White Copy: Teacher Candidate Yellow Copy: Evaluator

25

TEACHER CANDIDATE OBSERVATION FORM

Date: _____________________ Block :_________________ Teacher Candidate:______________________________ Candidate‟s Signature:_______________________________ Print Name Evaluator:______________________________________ Evaluator‟s Signature:_______________________________ Print Name

PLANNING COMMENTS

______ Designs learning experiences that meet students‟ needs and interests.

______ Formulates objectives and outcomes based on SSS.

______ Accommodates the diversity of the class in the lesson plans.

______ Uses multiple, appropriate resources.

______ States procedures clearly. ______ Organizes and submits all materials prior

to lesson. INSTRUCTION ______ Begins on time. ______ Begins with review. ______ Presents lesson systematically. ______ Paces efficiently. ______ Gives clear direction. ______ Orients students effectively. ______ Provides practice (guided; independent) ______ Circulates, checks comprehension. ______ Reviews – midpoint and at the end. ______ Provides transition. SUBJECT MATTER

______ Understands and presents accurate content information that allows student learning.

______ Uses materials and technology in the subject area to facilitate learning activities.

______ Asks effective (high, low level) comprehension questions.

______ Responds or Expands with: Corrective Feedback Specific Academic Praise

Effective Probes COMMUNICATION SKILLS

______ Interacts positively and effectively with students. ______ Enthusiastically challenges students. ______ Articulates in well - modulated speech. ______ Writes effectively using proper grammar,

spelling, punctuation, and sentence structure. ______ Uses body behavior that shows interest. MANAGEMENT

______ Uses clearly defined, age-appropriate, and positive classroom management plan.

______ Maintains academic focus. ______ Demonstrates “with-it-ness”. ______ Stops misconduct while maintaining

instructional momentum. White Copy: Teacher Candidate Yellow Copy: Evaluator

26

Pre-Observation Conference Form

Intern‟s Name___________________________________________ Grade Level ______________ Teacher‟s Name _________________________________________ Subject__________________ Date of Conference________________________________ Date of Scheduled Observation ______________________ Time____________________

I. What is the lesson objective?

II. Is this a small group or whole group lesson?

III. What behaviors do you want to maintain or increase?

IV. What behaviors do you want to decrease or eliminate?

V. What strategies do you want to explore or try?

VI. How will you know the lesson objective has been met?

VII. Is there anything else the observer(s) should know before the observation?

VIII. Where would you like for the observer(s) to sit? Does the observer need a seating chart?

27

Post-Observation Conference Form

Intern‟s Name__________________________________ Grade Level _____________

Teacher‟s Name____________________________________ Subject___________________

Date of Conference_________________________________

Date of Scheduled Observation_______________________ Time_____________________

I. What was the lesson objective?

II. Was this a small group or whole group lesson?

III. What behaviors did you maintain or increase?

IV. What behaviors did you decrease or eliminate?

V. Was the lesson objective met?

Comments:__________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

28

Internship Interaction Form

Informal Conversations and Topics Date of Conversation Location Interns and/or Cooperating Teacher Conversations and Topics Presented Action(s) to be taken/Follow-up requested Insert Communication w/Cooperating Teachers

29

Evaluation of University Supervisor by COOPERATING TEACHER

Block 4 Integrated Field Experience Internship

Please mark YES or NO for each of the statements below. You can return this survey in

one of three ways:

1. FORWARD it back to us at [email protected] Do NOT simply reply to this e-mail because this survey will not return to us as an attachment that way!

2. Fax the completed form to the internship office at 239.590-7801. 3. Mail the completed form to us at:

Florida Gulf Coast University

College of Education

Internship Office

10501 FGCU Boulevard South

Fort Myers, FL 33965

Thanks so much for your input and support of our undergraduate teacher education

program at FGCU.

Please complete this form and return to FGCU at end of semester.

Name of University Supervisor:

Yes No

1.

Met with me prior to the teacher candidate(s) arriving In my

classroom.

2.

Received the Hello and Welcome document and reviewed the

internship website.

3.

Provided me with the information packet on my teacher candidate

(s).

4.

Provided me with the Intern Participation Certificate form.

5.

Provided me with forms that I could use for observation and

feedback.

6.

Conferred with me if changes had to be made to the FGCU student

schedule and established internship policies.

7.

Established a professional rapport with me.

mailto:[email protected]

30

8. Observed the teacher candidate at least four times.

9.

Worked with me as a team to support the developing skills of the

FGCU teacher candidate.

10.

Collaborated with me on some level to complete the final evaluation

form.

11.

Was accessible to discuss the performance of the teacher candidate

with me.

12.

Was supportive of the teacher candidate.

13.

Was knowledgeable about diverse learners in the classroom and

appropriate instructional strategies for that population.

14.

Conducted the post-observation conferences with the teacher

candidate in private.

15.

Comments: Is there anything else you would like to tell us?

31

Evaluation of University Supervisor by BLOCK 4 TEACHER CANDIDATES

Block 4 Integrated Field Experience Internship

Please mark YES or NO for each of the statements below. Thanks so much for your input and feedback.

Name of University Supervisor: _____________________________ YES NO

A. Provided procedural information: 1. Reviewed the syllabus and discussed his/her expectations. 2. Followed the syllabus.

B. Conducted meetings or provided information regarding instructional content 3. Reviewed my lesson plans weekly and gave me constructive feedback. 4. Provided me with feedback on my assignments. 5. Conducted 4 seminars over the semester (orientation counts as the first

one). 6. Conducted the seminars in a manner that allowed for discussion of

issues. 7. Was knowledgeable about diverse learners in the classroom and

appropriate instructional strategies for that population.

C. Gave professional guidance and support: 8. Helped me to analyze and reflect upon my classroom experience using

current research and theory. 9. Helped me to develop personal and professional goals that will foster

professional attitudes and behaviors toward teaching. 10. Has a positive attitude towards teaching and supervising. 11. Could be characterized as a “mentor”. 12. Observed me at least two times during each six-week placement.

D. Treated me as a professional while providing assessment. 13. Established a professional rapport with me. 14. Worked with my cooperating teacher as a team to support my developing

skills as a teacher. 15. Provided me with both written and verbal feedback on my lessons that

were observed. 16. Was accessible to discuss issues regarding my internship. 17. Was supportive of me as an FGCU student. 18. Acted as an observer during the classroom visits and did not interrupt or

take over my lesson. 19. Conducted the post-observation conferences with me in private. 20. Discussed the Pre-Internship Evaluation Form(s) with me that were

signed by both the supervisor and teacher at the end of each placement.

32

E. Comments: Is there anything else you would like to tell us?

33

THE TEACHER CANDIDATE LEVELS OF FIELD EXPERIENCE The Integrated Field Experience Teacher Candidate Teacher candidates spend six hours per week in a supervised in-school experience and attend 4 seminars in a semester long internship to observe and demonstrate effective teaching practices. Teacher candidates will partially assume the teacher role in selected schools. Teacher candidates will be in their integrated field experiences, three consecutive days per week, for a total of 12 weeks. Teacher candidates demonstrate the Educator Accomplished Practices and Florida Performance Measurement System, in teaching skills, in making classroom decisions, and in thinking reflectively about decisions. These students are concurrently enrolled in 12 additional credit hours of coursework on-campus. The Final Teacher Candidate Teacher candidates assume the teacher role for an eleven-week internship, five days per week, to refine and demonstrate effective teaching practices in selected schools. Teacher candidates incorporate the Educator Accomplished Practices and Florida Performance Measurement System, in teaching skills, in making classroom decisions, and in thinking reflectively about decisions.

Teacher Candidates are learners They are learning to become effective teachers as identified in the goals of the College of Education, the Educator Accomplished Practices, and the Florida Performance Measurement System. Expectations include (but are not limited to):

1. Maintaining professional ethics by adhering to the Code of Professional Conduct. a. Maintain and return the cooperating teacher's materials in good stead. b. Adhere to school hours and procedures, and handle absences in a professional manner. c. Attire and grooming of interns should exhibit professionalism. d. Maintain confidentiality when dealing with student information.

2. Assuming classroom and teaching responsibilities. a. Have complete and thorough lesson plans available. b. The teacher candidate should be prepared and student learning should not be impeded.

3. Attending ALL seminars. Punctuality is expected. Excessive lateness and unexcused absences must be made up.

4. Teacher candidates are PROHIBITED from working as substitute teachers during the course of their internship.

34

FLORIDA STATUTES While the teacher candidate is learning to perform the duties of instructional personnel, from time to time the question arises as to the legal responsibility of the teacher candidate while he or she is on the job in the school. In brief, the teacher candidate has the same legal responsibility and is accorded the same protection of the laws as the certified teacher. The Florida School Laws statutes follow:

231.09 DUTIES OF INSTRUCTIONAL PERSONNEL Title XVI: Education Chapter 231 Personnel of School System 231.09 Duties of instructional personnel.--The primary duty of instructional personnel is to work diligently and faithfully to help students meet or exceed annual learning goals, to meet state and local achievement requirements, and to master the skills required to graduate from high school prepared for postsecondary education and work. This duty applies to instructional personnel whether they teach or function in a support role. Members of the instructional staff of the public schools shall perform duties prescribed by rules of the school board. Such rules shall include, but not be limited to, rules relating to a teacher's duty to help students master challenging standards and meet all state and local requirements for achievement; teaching efficiently and faithfully, using prescribed materials and methods, including technology-based instruction; record keeping; and fulfilling the terms of any contract, unless released from the contract by the school board. 231.1725 EMPLOYMENT OF SUBSTITUTE TEACHERS, Title XVI: Education Chapter 231 Personnel of School System teachers of adult education, and non-degreed teachers of career education, students performing clinical field experience

(2) Substitute, adult education, and non-degreed career education teachers who are employed

pursuant to this section shall have the same rights and protection of laws as certified teachers. (3) A student who is enrolled in a state-approved teacher preparation program in an institution of

higher education which is approved by rules of the State Board of Education and who is jointly assigned by the institution of higher education and a school board to perform a clinical field experience under the direction of a regularly employed and certified educator shall, while serving such supervised clinical field experience, be accorded the same protection of law as that accorded to the certified educator except for the right to bargain collectively as an employee of the school board.

RULES OF DEPARTMENT OF EDUCATION STATE BOARD OF EDUCATION 6B-1.001 The Code Of Ethics Of The Education Profession In Florida (1) The educator values the worth and dignity of every person, the pursuit of truth, devotion to

excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are the freedom to learn and to teach and the guarantee of equal opportunity for all.

(2) The educator's primary professional concern will always be for the student and for the development of the student's potential. The educator will therefore strive for professional growth and will seek to exercise the best professional judgment and integrity.

(3) Aware of the importance of maintaining the respect and confidence of one's colleagues, of students, of parents, and of other members of the community, the educator strives to achieve and sustain the highest degree of ethical conduct.

6B-1.006 Principles Of Professional Conduct For The Education Profession In Florida

(1) The disciplinary rules shall constitute the Principles of Professional Conduct for the Education Profession in Florida.

35

LESSON PLAN FORMAT

Lesson plans follow the College of Education format. Deviation from this format is with the university supervisor's approval. Submit weekly lesson plans for the upcoming week to the cooperating teacher at least two school days prior to the expected implementation of the plans. Have lesson plans available for visits by the university supervisor.

Description of Lesson Plans

1. Standards:

a. Sunshine State Standards: Identify the standards to be assessed in this lesson.

b. Goal 3 Standards: Identify the Goal 3 Standards assessed in your plan.

2. Objectives are statements, using a measurable verb, that indicate what a learner will

accomplish or do. Multiple objectives reflect integration of content areas.

3. Assessment and Evaluation Assessment drives objectives, so both areas need to be developed concurrently.

a. Initial Assessment provides a reason and rationale for the lesson. b. Informal Assessment is on-going formative assessment (practice) c. Formal Assessment is summative evaluation and usually carries a grade.

4. Introduction to the lesson orients the students to the objectives of the lesson. This component should access prior knowledge, activate motivation, attract the senses (visual, auditory, tactile, kinesthetic), may be an excerpt from literature, could be a stimulating question, mini lesson or activity. This introduction should be short and focused. 5. Materials List all the materials you need to complete this lesson. Plan distribution of materials. 6. Technology Integration requires specification of technology or audio-visual aids to this lesson. 7. Teacher Presentation or Facilitation: (includes reviews, practice, and questions) This section will include beginning and ending reviews, direct instruction, group facilitation, and practices. The procedures may be listed, alternating teacher and student activities. 8. Differentiated Instruction Your class will be composed of children with various developmental levels, diverse linguistic, socio-economic, cultural, and academic needs. These needs will require accommodations to be specified in this section of your plan. 9. Follow-up Reflection (completed after the lesson has been taught)

a. Content: What should I teach next or reteach? This section becomes the initial assessment for your next lesson.

b. Students: Who still needs support with this content?

36

Name: Level: Date: Content: Daily Lesson Plan

1A. Sunshine State Standards:

1B. Goal 3 Standards

2. Objectives Students will:

3. Assessment & Evaluation Initial Informal Formal

4. Introduction to Lesson: 5. Materials

6. Technology Integration

37

7. Teacher Presentation or Facilitation: (includes reviews and practice) Show evidence of Differentiated instruction through use of font color or highlighting

Specific Interventions, Accommodations, Special Circumstances, etc…

Follow-up Reflection (completed after the lesson has been taught)

Content: What should I teach next or reteach?

Students: Who still needs support with this content?

38

SUNSHINE STATE STANDARDS

Sunshine State Standards identify the expected achievement of students in Florida public schools. They cover seven major subject areas to be mastered by the learners at the end of four developmental levels. A complete listing of the Sunshine State Standards is available at

www.firn.edu/doe. Subject Areas Four Levels

Language Arts (LA) 1. Pre-K - 2

Mathematics (MA) 2. Grades 3 - 5

Science (SC) 3. Grades 6 - 8

Social Studies (SS) 4. Grades 9 -12

Foreign Language (FL)

Health and Physical Education (HE)/(PE)

The Arts a. Music (MU) b. Visual Arts (VA) c. Theatre (TH) d. Dance (DA)

Sunshine State Standards consist of:

Strands: content category label. These are listed under each subject area. (e.g., Measure is a strand of Math)

Standards: general statement of expected learner achievement within each strand. (e.g., the student relates the concepts of measurement to similarity and proportionality in real-world situations.)

Benchmarks: Learner expectations. What students should know and be able to do in order to achieve the standard at the end of the developmental levels.

Example

LA. A. 2. 1. 5

Language Arts Level 1: (Grades Pre-K-2)

Strand: Reading Standard 2: The student constructs meaning from a wide range of texts. Benchmark 5: The student uses simple materials of the reference system to obtain

information.

LA = Language Arts A = Strand A 2 = Standard 2 1 = Level 1 (PreK-2) 5 = Benchmark 5

http://www.firn.edu/doe

39

GOAL 3 STANDARDS

Standard 1 Information Managers

Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and

ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer

files in order to perform tasks and/or for enjoyment.

Standard 2 Effective Communicators

Florida students communicate in English and other languages using information, concepts, prose,

symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based

programs. Standard 3 Numeric Problem Solvers

Florida students use numeric operations and concepts to describe, analyze, disaggregate, communicate,

and synthesize numeric data, and to identify and solve problems.

Standard 4 Critical and Creative Thinkers

Florida students use creative thinking skills to generate new ideas, make the best decisions, recognize

and solve problems through reasoning, interpret symbolic data, and use efficient techniques for lifelong

learning.

Standard 5 Ethical and Responsible Workers

Florida students display responsibility, self-esteem, sociability, self-management, integrity, honesty, and

healthy decision-making.

Standard 6 Resource Managers

Florida students will appropriately allocate time, money, materials, and other resources.

Standard 7 Systems Managers

Florida students integrate their knowledge and understanding of how social, organizational,

informational, and technological systems work with their abilities to analyze trends, design and improve

systems, and use and maintain appropriate technology.

Standard 8 Cooperative Workers

Florida students work cooperatively to successfully complete a project or activity.

Standard 9 Effective Leaders

Florida students establish credibility with their colleagues through competence and integrity and help

their peers achieve their goals by communicating their feelings and ideas to justify or successfully

negotiate a position which advances goal attainment.

Standard 10 Culturally Sensitive Learners

Florida students appreciate their own culture and the cultures of others, understand the concerns and

perspectives of members of other ethnic and gender groups, reject the stereotyping of themselves and

others, and seek out and utilize the views of persons from diverse ethnic, social, and educational

backgrounds.

40

Outcomes Level 1-Grades Pre-K – 2 Standard 1 Information Managers

Locate and collect information

Interpret and explain concepts and ideas

Apply information Standard 2 Effective Communicators

Use appropriate communications

Compose effective communications

Communicate using different modes

Engage in receptive communication Standard 3 Numeric Problem Solvers

Clarify problems

Use mathematical procedures to solve problems

Evaluate solutions Standard 4 Critical & Creative Thinkers

Identify problems

Use thinking tools to solve problems

Evaluate and revise solutions

Create for pleasure and aesthetics Standard 5 Responsible & Ethical Workers

Display positive and constructive social skills

Show responsibility for actions

Display positive and healthy self-esteem

Demonstrate integrity and honesty Standard 6 Resource Managers

Organize tasks to time periods

Manage finances and resources

Describe and assign people for tasks Standard 7 Systems Managers

Demonstrate understanding of systems

Analyze parts and their functions

Adapt systems to solve problems Standard 8 Cooperative Workers

Assume assigned roles in a group

Contribute to group goals

Motivate and energize group

Evaluate group process Standard 9 Effective Leaders

Achieve goals through communicating to others

Achieve goals through sensitivity to others Standard 10 Culturally Sensitive Learners

Demonstrate sensitivity and respect for all cultures

Work cooperatively with all people

Outcomes Level 2-Grades 3-5 Standard 1 Information Managers



Apply information

Evaluate information

Store, maintain, and access information Standard 2 Effective Communicators

Use appropriate communication

Compose effective communications


Engage in receptive communication

Convey ideas and emotions

Enhance communication with technology Standard 3 Numeric Problem Solvers

Clarify problems


Evaluate solutions Standard 4 Critical & Creative Thinkers

Identify problems







Demonstrate integrity and honesty

Demonstrate self-management Standard 6 Resource Managers



Describe and assign people for tasks Standard 7 Systems Managers







Evaluate group process

Understand group process Standard 9 Effective Leaders


Achieve goals through sensitivity to others

Negotiate solutions Standard 10 Culturally Sensitive Learners



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Outcomes Level 3-Grades 6 – 8 Standard 1 Information Managers



Apply information




Compose effective compositions





Clarify problems


Evaluate solutions

Use technology for analysis Standard 4 Critical & Creative Thinkers

Identify problems








Show self-management skills Standard 6 Resource Managers



Describe and assign people for tasks

Develop a budget and maintain records

Design space and facilities needed Standard 7 Systems Managers













Work cooperatively with all people Understand the impact of bias and stereotyping

Outcomes Level 4 – Grades 9-12 Standard 1 Information Managers



Apply information




Compose effective compositions





Clarify problems


Evaluate solutions

Use technology for analysis Standard 4 Critical & Creative Thinkers

Identify problems



Discover unique relationships






Show self-management skills Standard 6 Resource Managers



Describe and assign people for tasks

Develop a budget and maintain records

Design space and facilities needed Standard 7 Systems Managers














Understand the impact of bias and stereotyping

42

ESOL STRATEGIES AND INSTRUCTIONAL PRACTICES

1. Explain special vocabulary terms in words known to the student.

2. Provide pictures to illustrate new words and terms.

3. Use pictures, tables, maps, diagrams, globes, and other visual aids to assist in comparison and contrast for comprehension of concepts.

4. Present clear illustrations and concrete examples to assist the student in understanding complex concepts and skills.

5. Prepare difficult passages from textbooks on tape for the listening activities.

6. Maintain a library of supplementary books and workbooks written in simple English which offer additional illustrations for problems.

7. Highlight written materials for readability by enlarging the size of print, by organizing chapters meaningfully, and by writing headings that show introduction or transition from one idea to another.

8. Provide biographies of significant men and women from different cultures.

9. Develop interests and arouse curiosity through hands-on experiences, the out-of-doors, pictures, newspaper clippings, and periodicals.

10. Use outline maps for student to practice writing in the details and labels.

11. Support reading instruction by providing films, records, filmstrips, and other materials which may be used independently or in small groups.

12. Tape record problems for independent listening assignments.

13. Offer a variety of reference materials at the student‟s instructional level for independent use.

14. Collect many of the comic books available that portray historic and cultural events in simplified language.

15. Use cartoons and leave the balloons above the speakers blank, to be filled in by the student.

16. Encourage the use of diagrams and drawings such as aids to identify concepts and see relationships.

17. Keep a variety of number games to be played by pairs of students or small groups.

18. Show the same information through a variety of different charts and visuals.

19. Write instructions and problems using shorter and less complex sentences.

20. Use student pairs for team learning, especially for reports, experiments, and projects.

21. Limit the number of problems that must be worked.

22. De-emphasize speed and emphasize accuracy of work.

23. Limit the number of variables in laboratory experiments.

24. Ask numerous questions which require higher level thinking responses.

25. Use language experience techniques in discussing concepts and ideas.

26. Assign short homework tasks that require reading.

27. Have student prepare collections of science objects, such as sticks and leaves.

28. Have student prepare individual card files of science, mathematics, and social studies vocabulary.

29. Have student compile notebook of his/her hypothesis, materials, procedure, data, conclusion of experiments, and field experiences.

30. Have student use a timeline to arrange and sequence important facts.

43

EVALUATION The Block 4 Integrated Field teacher candidates‟ assessment is based primarily upon:

The Florida Performance Measurement System (FPMS). The Educator Accomplished Practices are introduced to the teacher candidates as the criteria for block 5 final field experience and professional evaluation. Students enrolled in this non-final integrated field internship focus on more specific behaviors outlined in FPMS that will support their ability to incorporate these behaviors while showing competency of EAPS in their final internship evaluation. Concurrent coursework during block 4 internship links their internship experiences to EAPs as students continue to show growing competency in the EAPs through their portfolio development. The evaluation process for all teacher candidates includes information from two sources:

The cooperating teacher, and

The university supervisor The Block 4 Integrated Field teacher candidates are assessed in relation to their performance at the conclusion of each term. The assessment measurement is:

The Pre-Internship Evaluation form o Completed within the last week of the internship by each cooperating teacher and

university supervisor

Indicates the teacher candidate‟s strengths and areas in need of improvement at this early stage of development

Shared with the teacher candidate The Block 4 Integrated Field teacher candidates are also evaluated on the ESOL Evaluation form which is completed by the cooperating teacher, signed by the supervisor, The candidate receives a copy of this evaluation. The university supervisor and the cooperating teacher confer and submit the final grade for teacher candidates to the Internship Office who submits the final grades. Teacher candidates are assessed in relation to their performance in their field experience placements at the conclusion of each term of such experience. A teacher candidate is considered as not satisfactorily completing a field experience when he/she is so judged by either the Cooperating Teacher or the University Supervisor or both. The final grade for the teacher candidate must be submitted to the Internship Office. In the event that disagreements occur regarding the grade, the Internship Office should be contacted.

44

EDUCATOR ACCOMPLISHED PRACTICES

1. ASSESSMENT: The preprofessional teacher collects and uses data gathered from a variety of

sources. These sources will include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students' instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs.

2. COMMUNICATION: The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which he/she will use in the classroom.

3. CONTINUOUS IMPROVEMENT: The preprofessional teacher realizes that he/she is in the initial stages of a life-long learning process and that self-reflection is one of the key components of that process. While his/her concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increases as time passes. The teacher‟s continued professional improvement is characterized by self-reflection, working with immediate colleagues and team-mates, and meeting the goals of a personal professional development plan.

4. CRITICAL THINKING: The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving activities designed to assist all students in demonstrating their ability to think creatively.

5. DIVERSITY: The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation.

6. ETHICS: The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.

7. HUMAN DEVELOPMENT AND LEARNING: The preprofessional teacher draws upon well established human development/learning theories and concepts and a variety of information about students to plan instructional activities.

8. KNOWLEDGE OF SUBJECT MATTER: The preprofessional teacher has a basic understanding of the subject matter and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The teacher‟s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.

9. LEARNING ENVIRONMENTS: The preprofessional teacher understands the importance of setting up effective learning environments and has techniqu

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