teachers college, henderson · 2019-03-21 · in addition to being able to reflect on their...

Cooperating Teacher Handbook

2018


[TEACHERS COLLEGE, HENDERSON] Dr. Celya Taylor, Dean Teachers College, Henderson Dr. Gary Smithey, Interim Associate Dean Teachers College, Henderson Dr. TaLisha Givan, Director of Educator Preparation Admissions and Clinical Experiences

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1020 Henderson Street Arkadelphia, AR 71999-0001

870-230-5330 870-230-5459 fax

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TABLE OF CONTENTS

Preface .............................................................................................................................................. 3

Teachers College, Henderson Vision and Mission Statement ............................................................ 5

Knowledge, Skills, and Dispositions .................................................................................................. 5

Operational Definitions ...................................................................................................................... 7

Educator Preparation Program Vision and Mission Statement ........................................................... 7

Goals for Internship ............................................................................................................................ 8

The Role of the Cooperating Teacher ................................................................................................ 11

Selection of cooperating teacher .................................................................................................. 11

Contract, invoice and payment processing ................................................................................... 11

Considerations .............................................................................................................................. 11

Expectations ................................................................................................................................. 12

Responsibilities ............................................................................................................................. 12

Specific functions of cooperating teachers ................................................................................... 12

Suggested format for intern assuming classroom responsibility ................................................... 13

Evaluations .................................................................................................................................. 15

Resources .................................................................................................................................... 15

Appendices

Appendix A: Class Summary Form ..................................................................................................... 17

Appendix B: Instruction and Reflection Profile Summary………………………………………………… 19

Appendix C: Danielson’s Observation Rubric ..................................................................................... 22

Appendix D: Parent Teacher Evaluation Rubric ................................................................................ 30

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PREFACE

Welcome to the Teacher Internship Semester!

Whether you are a teacher education candidate beginning your teacher internship or work as a cooperating

teacher, supervisor, or administrator, you are probably well aware that teacher internship is a complex

process. By working together, we can achieve the goal of collaboration among the university, Teachers

College, Henderson, the public schools, the teacher intern candidates, and the larger community. The

Teacher Internship Handbook is designed to explain the policies of our teacher internship program and

provide information about the roles of the public school administrators, the university staff, and the teacher

interns. It will serve as a guide in sharing the responsibility of expectations required pertaining to internship.

Although public schools, departments, supervisors, cooperating teachers, and/or administrators may

impose specific rules, assignments and experiences, they must be consistent within the framework of the

handbook.

The experiences provided for the teacher interns in the public schools determine to a great extent their

success in future professional work. We appreciate the contribution that the public schools make to our

program and their cooperation in helping us prepare teachers for the future.

Dr. TaLisha Givan

Director of Educator Preparation Admissions and Clinical Experiences

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Teachers College, Henderson

Dr. Celya Taylor, Dean Teachers College, Henderson

[email protected] 870.230.5358

Ms. Brenda Callaway, Administrative Assistant


Dr. Gary Smithey, Interim Associate Dean

Teachers College, Henderson [email protected]

870.230.5361

Ms. Karen Hollis, Administrative Assistant [email protected]

870.230.5358

Dr. Matthew Sutherlin, Department Chair Curriculum and Instruction


Ms. Paula Golden, Administrative Assistant


Dr. TaLisha Givan, Director

Educator Preparation Admissions/Clinical Experiences [email protected]

870.230.5187

Ms. Rene Loy, Administrative Assistant [email protected] 870.230.5330

mailto:[email protected]








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INTRODUCTION

The Educator Preparation Program Handbook is designed to help candidates gain an understanding of the

requirements, policies, and procedures that govern teacher education at Teachers College, Henderson State

University, and how they support the missions of Henderson State University, Teachers College, and the

Teacher Education Program.

Teachers College, Henderson Mission

Teachers College, Henderson State University, through quality instruction, service, and research, prepares

reflective teachers, school leaders, counselors and other professionals who demonstrate high expectations

for individual self-realization. Moreover, the College is committed to preparing these professionals with the

21st century knowledge and skills required to become successful leaders in a highly technological and

diverse world.

Teachers College, Henderson Educator Preparation Program Vision and Mission

Our vision, "Teaching and leading for learning for all,” implies that all of our candidates will be prepared and

qualified to teach every student. Furthermore, school leaders and other school professionals will be

prepared as instructional leaders who will value and support the school community. The mission of the

Teachers College, Henderson Educator Preparation Program is to develop highly effective educators and

instructional leaders for P-12 schools, who know their content, command 21st Century pedagogical skills,

use varied and appropriate media to communicate effectively with diverse audiences, and model high moral

and ethical professional standards and dispositions.

KNOWLEDGE, SKILLS, AND DISPOSITIONS EXPECTED OF TEACHER EDUCATION CANDIDATES

Components taken from Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching

were chosen by the College 533as the competencies expected of its teacher education candidates. These

components were chosen because of their relationship to the Arkansas Teacher Excellence and Support

System (TESS), which has been adopted by the state of Arkansas for mentoring and assessing new teachers.

Moreover, these components have been aligned with the principles of the Arkansas Teacher Licensure

Standards and the ten principles of the InTASC Standards.

These principles guide the professional development of pre-service teachers in content knowledge

organization, classroom environment, instruction, and teacher professionalism. At the core of this

development is the goal of student learning. Through class performance and clinical experiences, teacher

education candidates are expected to demonstrate proficiency in each of these best professional practices.

Moreover, they are expected to meet the ISTE National Educational Technology Standards (NETS).

Teachers College, Henderson recognizes that the ability to demonstrate content knowledge and skills is

only part of the package necessary to become an effective teacher. Teachers must also possess

appropriate dispositions toward teaching and students. Teachers College has identified six core

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dispositions that are associated with effective teachers and are expected of its teacher education

candidates. The teacher education program completer will

1. care about students and their families. 2. appreciate and be sensitive to diversity. 3. possess a sense of fairness. 4. be reflective. 5. possess a sense of efficacy. 6. possess a sense of professionalism.

These dispositions are defined as follows:

Caring for students and their families

The essence of this disposition is that students learn better if they believe that a teacher cares about them

both inside and outside of the classroom. Caring teachers teach students, not just content. These

teachers recognize the importance of the involvement of the family in student learning and are concerned

about the overall well-being of the family.

Sensitivity to diversity

Teachers with this disposition value the diversity brought to the classroom from students and colleagues,

regardless of gender, race, culture, religion, ability, or sexual orientation. These teachers recognize how

differences enrich the learning environment and organize the content of their classes accordingly.

Sense of fairness

Teachers who have a sense of fairness can maintain fair classroom interactions between the teacher and

the students and among students. “Fairness” here means helping all students to have access to learning

and to feel that they are equally valued in the classroom. Fair treatment should not be interpreted to mean

a stereotype-based way of treating all students the same. (Danielson, C. (1996) Enhancing Professional

Practice: A Framework for Teaching. Alexandria, VA: ASCD.)

Sense of efficacy

Teachers who have a sense of efficacy attribute the degree of students’ success in meeting learning goals

to factors within the classroom rather than to factors outside it. They regard student difficulties in learning

as challenges to their own creativity and ingenuity. They convey a sense of commitment to persisting in the

search for an effective approach so every student can meet the learning goals. (Danielson, C. (1996)

Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: ASCD.)

Personal reflection

Being able to reflect upon what happened before and during classroom instruction allows teachers to focus

upon what needs to be done next in planning instruction. Reflective teachers can identify what worked and

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did not work during a given lesson. They can determine which students need extra help or additional

challenge.

Sense of professionalism

In addition to being able to reflect on their teaching, teachers who possess a sense of professionalism

maintain accurate records, communicate with families, and contribute to the school and district. Moreover,

such teachers continue to enhance their content knowledge and pedagogical skill while providing service to

the profession. (Danielson, C. (1996) Enhancing Professional Practice: A Framework for Teaching.

Alexandria, VA: ASCD.)

Teachers College, Henderson attempts to assess candidates’ dispositions through the interviews for

admission into and exit from the Teacher Education Program (assessed by rubrics), appropriate clinical

experience in multicultural contexts (multiple assessments), and reflective papers. In addition, candidates

are expected to assess their own dispositions, as well as those of their peers.

Moreover, Teachers College, Henderson recognizes the importance of preparing its candidates to

understand technology operations and concepts; the use of technology in productivity and professional

practice; and the social, ethical, legal, and human issues associated with the use of technology. Upon

completion of their professional preparation, Teachers College, Henderson graduates will use technology to

plan and design learning environments and experiences, teach, learn, assess and evaluate according to the

ISTE National Educational Technology Standards.

Operational Definitions

According to the Educator Preparation Program handbook, the following terms are defined:

Accreditation of an institution of higher learning, professional education unit, or program of study is the

official recognition granted to the institution of higher learning, professional education unit or program of

study that meets the standards of quality established by the accrediting agency.

Candidate is an individual who has been admitted into an educator licensure program.

Classroom Teacher is an individual who has been assigned the lead responsibility for a student’s learning

in a subject/course with aligned performance measures.

Cooperating Teacher is a highly qualified classroom teacher in a public school assigned to the daily

supervision of the teacher intern during a semester. Cooperating teachers must meet certain minimum

standards set forth by the Teachers College, Henderson Educator Preparation Program, including having

had proficient ratings on most recent TESS evaluations and/or being recommended by their school or

district administration.

Disposition for Teaching means the professional attitudes, values, and beliefs of an individual regarding

instruction, student learning and development, including beliefs that all students can learn and all teachers

can improve their knowledge and skills.

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Educator Licensure is the official recognition by the State Board that an individual has met state

requirements and has been authorized to practice as a professional educator in Arkansas.

Field Experiences means the activities for students in professional education that are completed in P-12

school settings.

Internship means pre-service teaching in a school setting that provides candidates with extensive

opportunities to develop and demonstrate competence in the professional roles for which they are

preparing; completed under the guidance and supervision of a licensed practicing school personnel and

college or university supervisory personnel.

Teacher Effectiveness Support System (TESS) is an integrated evaluation, feedback, and support system

under the Department of Education Rules Governing the Teacher Effectiveness and Support System that

encourages teachers to improve their knowledge and instructional skills in order to improve student

learning.

Teacher Intern is a candidate from Henderson State University enrolled in teacher internship for academic

credit. The teacher intern serves in a non-salaried internship under the guidance and supervision of a

licensed teacher in an approved public school setting. The teacher intern must meet certain general,

academic, and state requirements in order to be permitted to enroll in teacher internship.

TK20 is the official assessment and portfolio software system of Teachers College, Henderson. Program-

required key assessments, portfolios, projects, work samples, applications required for program admission

and field experience, and data related to professional testing and certification are all collected, processed,

and archived through the university’s Tk20 secure portal.

University Supervisor is a faculty or adjunct faculty member from Henderson State University assigned to

serve as liaison between Teachers College, the cooperating teacher, and teacher intern. Secondary and

middle school teacher interns will have clinical supervisors and content area supervisors. In many cases, a

university supervisor will have responsibility for the supervision of more than one teacher intern.

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TEACHERS COLLEGE, HENDERSON STATE UNIVERSITY

VISION AND MISSION STATEMENT

Creating a shared vision allows us to see ourselves as we would like to be. A shared vision moves us

beyond personal agendas, while encompassing the beliefs, values, mission, and goals of Teachers

College. It simplifies the complexities of education into a statement of purpose. Creating a shared mission

statement allows us to agree upon the general manner in which, within the mission of the university-at-

large, our vision seeks to become reality.

The Vision

Teachers College, Henderson will be recognized as a national model for using the liberal arts as a strong

foundation for preparing well-rounded educators and other professionals who are leaders in their schools,

professions, and communities.

The Mission

Influenced by Henderson State University’s long history as a teachers’ college and a liberal arts college, the

mission of Teachers College, Henderson is to prepare educators and other professionals for a lifetime of

service, intellectual and personal growth, and leadership in a global society.

EDUCATOR PREPARATION PROGRAM MISSION STATEMENT

Based upon the four domains of Charlotte Danielson’s 22 Components of Professional Practice, the

Educator Preparation Program at Henderson State University has as its mission the creation of an

educational environment which, through quality instruction, service, and research, prepares teachers who

begin and end their careers on the leading edge of academics and pedagogy. The program is further

designed to prepare, sustain, and nurture committed, informed, professional educators who demonstrate

high expectations for student learning. Immersed in a strong liberal arts core, these teachers will motivate

and educate a diverse student body in an increasingly technological society. Furthermore, the educator

preparation program seeks to perpetuate these ideals as they are personified in future generations of

teachers to whom its faculty would gladly and willingly entrust their own children.

In keeping with the mission of Teachers College, Henderson, the Educator Preparation Program will assess

the components of its mission through the domains and criteria of Arkansas’s model of the Charlotte

Danielson’s Enhancing Professional Practice: A Framework for Teaching (2011).

WHAT IS TEACHER INTERNSHIP

Teacher internship is a period of guided teaching during which the teacher intern, under the direction of

cooperating teachers, takes increasing responsibility for leading the school experiences of a given group of

learners over an extended period of time and engages directly in many of the activities which constitute the

wide range of teacher responsibilities. This opportunity is to allow the teacher intern to put into practice

what has been learned thus far in the teacher education program and to experience the full—time life of a

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teacher. It serves as a period of professional growth in which the intern faces new challenges daily. By the

end of the teacher internship experience, interns’ should be ready to take the next step toward a regular

teaching position.

Teacher interns occupy a pre-professional position; therefore, they may not be assigned any situation as a

replacement for a qualified teacher. Teacher interns will have many of the responsibilities of a qualified

teacher, particularly in their relationship with students. However, they are an intern under the supervision of

a cooperating teacher and the HSU University Supervisor. This is a challenging assignment, as they are

required to fulfill the requirements of the internship setting and those of a classroom teacher.

As the culminating experience, teacher internship will provide extensive opportunities for developing skill in

reflective decision-making and evaluating competencies in the major areas of teacher activity. The

possibilities are endless but each teacher intern should have a chance to:

- Appraise basic personal qualifications for teaching

- Apply and test professional knowledge, skill, and dispositions

- Participate in and assume responsibility for teacher activities

- Have direct contact with the major phases of a school's operation

- Develop both personal and professional competence under typical conditions

- Implement National Technology Education Standards

- Evaluate readiness to enter the profession

- Prepare, as nearly as possible, to meet demands faced by beginning teachers.

These experiences are directed by the best cooperating teachers available. In most cases, teacher

internship is an approximation of the tasks for which the cooperating teacher is responsible. With few

exceptions, teacher interns indicate that the cooperating teachers are the keys to their success and that

internship is their single most valuable professional experience.

GOALS FOR THE INTERNSHIP

Although no teacher intern situation is the same for any two interns, the goals the teacher intern program is

to develop competent, effective teachers who organize content for student learning, create an environment

for student learning, teach for student learning, and accept professional responsibilities. More specifically,

completers of the program should be able to

1. demonstrate knowledge of content and pedagogy. 2. demonstrate knowledge of students. 3. Select valuable, clear, and balanced instructional goals that are suitable for diverse students. 4. demonstrate knowledge of resources. 5. design coherent instruction.

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6. assess student learning and use results for improved student learning. 7. create rapport through an environment of respect and support. 8. manage classroom procedures and student behavior. 9. organize physical space to accommodate all students. 10. communicate clearly and accurately. 11. arrange a parent/teacher conference. 12. use effective questioning and discussion techniques. 13. engage students in learning. 14. provide specific feedback to students. 15. demonstrate flexibility and responsiveness. 16. reflect on effectiveness of teaching. 17. maintain accurate records. 18. involve families in student learning. 19. contribute to the school, district, and the profession.

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THE ROLE OF THE COOPERATING TEACHER

Every effort is made to ensure that highly competent, qualified, and dedicated teachers are selected to

serve as cooperating teachers. Cooperating teachers should be classified as highly qualified teachers,

demonstrate expertise in the classroom, be skilled in interpersonal relationships, and be interested in

guiding teacher interns. Cooperating teachers have one of the most critical roles in the teacher education

process. By assuming the responsibility of teacher interns, cooperating teachers affirm a commitment to

the profession to aid in the development of qualified beginning teachers.

*While the degree of authority given to teacher interns may vary from district to district and building to

building, cooperating teachers remain legally responsible for the students at all times. Caution should be

exercised whenever activities involve some risk.

Selection of Cooperating Teachers

Cooperating teachers are selected on the basis of agreement between the teacher, a representative of the

participating school (superintendent, principal, or their representative), and the Teachers College,

Henderson Director of Educator Preparation Clinical Experiences.

To be considered for a cooperating teacher, qualified individuals must meet the following qualifications:

1. Teachers must hold a bachelor’s degree 2. Teachers must hold a current teaching license in the established content area 3. Teachers must have a minimum of three successful years of teaching experience in the district and

specified grade level 4. Teachers must be trained in the domains and criteria of Arkansas’ Teacher Excellence Support

System (TESS). Interns shall be placed with only cooperating teachers who have been rated proficient or above in their latest TESS review

5. Teachers may not be assigned to more than one intern in an assignment

Contract, payment processing

Each semester, the Cooperating Teacher Application and Invoice and W-9 forms must be completed and

submitted to the EPACE office. Once all documents are received, the HSU Human Resources department

will continue the next steps in payment processing. If all processing steps have been completed and

approved, cooperating teachers will receive a check for payment via U.S. Postal service approximately one

month after the end of the semester of services rendered. Until all paperwork is submitted no payment will

be processed.

Considerations

Instructional materials purchased and constructed by teacher interns are the property of the teacher

interns. Dispersal of the instructional materials made from the school's supplies will be left to the discretion

of the cooperating teacher and the principal.

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Cooperating Teachers will utilize the TK20 Data Assessment System to evaluate teacher interns and their

performance. All evaluation forms are to be completed and submitted prior to the end of the internship

setting.

Early identification of serious problems within the first few weeks of the teacher internship setting is

essential. The university supervisor should be contacted immediately if a serious problem occurs.

If, after a conference between the cooperating teacher, the teacher intern, and the university supervisor, it

is determined that a teacher intern's performance is too weak to achieve success during the teacher

internship term, the Director of Educator Preparation Admissions/Clinical Experiences should be notified

immediately. The Director, in consultation with the Dean of Teachers College, will decide what action

should be taken.

Expectations

Cooperating teachers are expected to:

1. Be patient with interns in this new experience and offer them constructive criticism and suggestions during this most important and profitable period of their training.

2. Capitalize upon the strengths of teacher interns and allow them to use their own ideas, techniques, and philosophies to the greatest extent possible.

3. Discuss techniques and philosophy of teaching and instructional strategies with teacher interns. 4. Schedule conference time each week to evaluate progress and plan for the next week. This

conference time should be used to discuss teaching techniques and materials, to look at problems that may have occurred, to assess areas of teaching that have been successful and not successful, and to discuss any problems which need further attention.

Responsibilities

Cooperating teachers undertake definite responsibilities in the program of educating beginning teachers.

Essentially, cooperating teachers are responsible for showing teacher interns how to put into practice the

principles of teaching that the interns have already learned.

Cooperating teachers must be willing to devote the time necessary to assist in the proper training of new

teachers. If teachers do not have the time to spend with teacher interns during and after school, they

should not serve as cooperating teachers.

Specific Functions of Cooperating Teachers

Teachers College, Henderson respects the teacher’s classroom and has no intention of infringing upon that

domain. However, these suggestions are accepted by the learned society as good guidelines for effective

communication among public school personnel, teacher interns, and university personnel. Cooperating

teachers who disagree or have difficulty with any of the guidelines should discuss them with the university

supervisor or the Director of Educator Preparation Admissions and Clinical Experiences.

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Cooperating teachers should:

1. Prepare students for a second teacher in the classroom; 2. Orient teacher interns to the physical facilities (audio-visual equipment, duplicating equipment, library,

cafeteria, restrooms, etc.), school personnel. 3. Provide teacher interns with school policies and regulations, curriculum guides and other instructional

materials, and relevant pupil records and provide copies of school handbooks and/or teachers’ guides, textbooks and school handbooks;

4. Provide teacher interns with school schedules, desks and storage areas; 5. Plan initial activities that will allow interns to become involved in the classroom routine immediately; 6. Assist interns in performing routine duties and record keeping; 7. Allow teacher interns to observe cooperating teachers, increasing teaching responsibility as intern

shows evidence of the ability to do so. A program of observation should include student behavior, organization of classes for learning, emotional climate of classes, teaching strategies, and management of clerical responsibilities.

8. Establish times for weekly conferences. Regular conferences should be held with the interns to determine goals to be accomplished, establish a basis for communication, evaluate teacher intern’s growth, discuss various materials and the relationship between educational theory and observed classroom practice, and help teacher interns understand the importance of professional behavior;

9. Plan the entire internship experience with the intern. A program of participation should include opportunities for (1) routine non-teaching duties, (2) individual and small group planning and teaching responsibilities, and (3) gradual assumption of additional responsibilities as teacher interns attain confidence and skills necessary for full responsibility of directing and managing the class;

10. Give the interns sufficient notice of the time of the first teaching assignment to properly plan. 11. Cooperating teachers should observe the intern’s performance and provide immediate and specific

feedback. 12. Help interns to analyze lessons taught, determining strengths and weaknesses; 13. Check lesson plans regularly and long-range plans well in advance of their intended use; 14. Keep a record of the intern’s absences and times tardy; 15. Schedule time to allow interns to observe other classrooms; 16. Encourage positive attitudes in interns about supervision and the teaching profession; 17. Suggest final grades to the university supervisor’s for teacher intern at the completion of the internship

settings. Final evaluations should be meaningful and discussed with the teacher intern. 18. Provide candid feedback about the performance of the university supervisor; 19. Complete all field experience forms necessary in Tk20.

Suggested format for interns’ assuming classroom responsibility

The internship setting provides an opportunity to be part of a teaching team. As a team member, the

teacher intern’s role, responsibilities, and tasks will vary from time to time, as determined by the

cooperating teacher and the university supervisor.

Teacher Internship assignments are highly individualistic. Involvement in these classroom activities will

depend upon the individual’s readiness to perform the tasks assigned. The teacher should not be asked to

step in immediately and assume total responsibility of the classroom. Due to the individualistic nature of the

assignment and the readiness factor, no set time period can be required for the various stages of teacher

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internship placement. Some teacher interns may become involved with limited teaching during the first

week of classes, while others may be observing for a longer period of time. All teacher interns should be

teaching full-time by the 5th week of each placement of the internship setting. Generally speaking, all

teacher interns will move through three stages during the internship experience. They are as follows:

Orientation and Observation Stage 1-

Interns will begin by being oriented to the building and to the classroom, observing the cooperating teacher,

observing classrooms in related areas, and reflecting upon the observations. Additional activities move the

intern into an assisting role with the cooperating teacher. These activities include, but are not limited to,

planning, preparing resources, correcting papers, helping small groups, supervising study periods, tutoring,

constructing quizzes, preparing instructional materials, and teaching a complete lesson that has been

cooperatively developed. In this stage, the cooperating teacher provides the continuity for the classroom

and provides immediate feedback to the student teacher.

Limited Teaching Experience Stage 2-

At this stage, the teacher intern begins to take responsibilities for small groups or for whole group

instruction for a limited number of subjects or classes. Activities build upon the previous experiences, and

the intern assumes responsibility for teaching a sequence of lessons and the planning, teaching, and

evaluation of a complete unit or units. Additional activities move the intern into an assisting role with the

cooperating teacher. The goal is a gradual move toward assuming full responsibility for the classroom. If it

becomes a possibility that the student teacher will not be able to assume full responsibility for the

classroom for a minimum of one week, the cooperating teacher and the university supervisor must notify

the Director of Teacher Education Admissions and Clinical Experiences immediately.

Extensive Teaching Experience Stage 3-

The teacher intern, in this stage, provides most of the teaching with the complete responsibility for planning

the lessons and evaluating the students. It is important that a teacher intern understand that just because

he/she has moved into Stage 3, it does not mean that he/she will remain there, teaching the class for the

remainder of the setting. It may well be that the cooperating teacher wishes to provide activities or

experiences which will move the cooperating teacher back into full responsibility for the classroom.

Suggested format for Early Childhood (P-4) and Elementary (K-6) interns assuming responsibility in the classroom

Suggested format for Middle Level (4-8) and Secondary (7-12) interns assuming responsibility in the classroom

Observation: One (1) week or less Observation: One (1) week or less

Gradual Teaching: Small group instruction Solo Teaching Week 2: One (1) class period

Full-morning Teaching: Solo Teaching Week 3: Two (2) class periods

Full-afternoon Teaching: Solo Teaching Week 4: Three (3) class periods

Full-day Solo Teaching: Solo Teaching Week 5: Four (4) class periods

Full-week Solo Teaching: Full-Time Solo Teaching Week 6: All class periods

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Evaluations

Cooperating teachers are expected to use the Danielson Domain Observation Benchmark instrument (See

Appendix C) to make two formative assessments of the intern during each assignment. It is recommended

that the two assessments are completed in conjunction with the assessments of the university supervisor.

Observations by the university supervisor should be scheduled at times that are mutually convenient for the

supervisor, the intern, and the cooperating teacher. The cooperating teacher should allow time for the

intern to meet with the university supervisor prior to a scheduled observation for a pre-observation

interview. After the scheduled observation, the intern should take over the class to allow time for the

university supervisor to meet with the cooperating teacher. Then the cooperating teacher should allow the

intern to meet with the university supervisor for a post-observation conference.

Cooperating teachers are expected to help their interns conduct professional parent/teacher conferences.

Conferences can be a part of the regular parent-teacher conferences scheduled by the school, or they may

be conferences that cooperating teachers initiate. Interns conduct the conferences, but cooperating

teachers assess the interns’ performance by using the Parent-Teacher Conference rubric as a scoring

guide (See Appendix H). Interns must share the results of the assessment with their clinical university

supervisors.

Cooperating Teachers are expected to assess the dispositions of the teacher interns and university

supervisors by completing the Teacher Intern evaluation form and the University Supervisor Evaluation

form both located in the TK20 Data Assessment system.

Resources

For questions concerning technical assistance with TK20, please contact Ms. Jessica Allen, TK20 Unit

Administrator at [email protected] 870-230-5364.

For questions concerning intern supervision, assignments, or evaluations, please contact Dr. TaLisha

Givan, Director of Educator Preparation Program Admissions and Clinical Experiences at [email protected]

or 870-230-5187.

For questions concerning Cooperating Teacher paperwork or any other generic questions, please contact

the Teachers College Admissions and Clinical Experiences office at [email protected] or 870-230-5330.




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2018

Appendix

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CLASS SUMMARY FORM

Please respond to all questions in the space provided.

1. How many students will be observed?

Total Number

Male Students

Female Students

2. What is the students’ age range?

3. Approximately how many students are in each of the following language categories?

English Language Proficient Limited English Language Proficient

4. Approximately how many students have the following exceptionalities?

Blind or visually impaired Learning disabled

Deaf or hearing impaired Physically disabled

Developmentally disabled Autism

Emotionally or behaviorally disabled 504 Accommodations _______________________________________

Gifted Other (please specify) ______________________________________

5. Given the following categories, how many students are in each of these categories?

African American or Black, non-Hispanic Asian, Asian American, or Pacific Islander

Mexican American or Chicano Native American, Inuit or Aleut

Puerto Rican Other Hispanic

White, non-Hispanic Other (please specify) ______________________________________

6. How do you become familiar with your students’ background knowledge in terms of both skills and the cultural resources they bring in the classroom?

7. How do you communicate with the parents or guardians of students in the class? How and for what reasons?

8. Is there anything about the learning environment that you think might affect your students or the scheduled observation (e.g. this is not your assigned classroom; there is a new display, pet, or equipment in the room; there is construction going on in the building)? If so, please note.

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9. What are the most important classroom routines that will be in operation during the observed lesson (e.g. collecting papers, reviewing homework, safety precautions)?

10. Are there any special circumstances that the observer should be aware of in order to understand what will occur during the scheduled observation (e.g. school wide routines or policies, interruptions, behavior patterns or students)? If so, please explain.

11. When you need assistance with your teaching skills or when you have difficulties with a student, whom do you talk with (e.g. mentor teachers, other teachers, cooperating teachers, clinical supervisor, principal, professors)?

12. How do you coordinate learning activities with your cooperating teachers?

13. In the space below, please provide a simple sketch of the instruction shape for this lesson (e.g. student desks, teacher desk, student work space, playing field, or laboratory). Please attach a seating chart with the students’ names (if available) or a list of the students for the class to be observed.

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Instruction and Reflection Profile Summary (Lesson Plan)

As you plan for your observed lesson, you are to complete the Instruction Plan side on the left side of the page to guide your planning of your observed lesson. After you have taught the lesson, you will complete the Reflection side on the right side of the page. You must complete this form for every lesson that you plan to show your Clinical and Content University Supervisor.

INSTRUCTION PLAN To be completed before observation

REFLECTION To be completed after observation, by intern alone or by

observer during the post observation interview

Learning Goals/Objectives What are your goals for student learning for this lesson? (What do you intend to do?)

To what extent did students learn what you intended? How do you know? What student work can be evidenced?

Why have you chosen these goals?

STANDARDS What specific student expectations, common core standards, frameworks and content standards are addressed in your lesson?

To what extent were the standards learned by the students?

How do the student expectations support the district curriculum?

How do you know?

STUDENT GROUPING How will you group students for instruction?

How would you group students for similar instruction in the future? Why?

Why have you chosen this grouping?

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METHODS What teaching method(s) will you use for this lesson? (What does the teacher do?)

In what ways were your teaching methods effective? How do you know?

Why have you chosen this method or these methods?

ACTIVITIES AND PROCEDURES What activities have you planned? (What will tasks will the students perform?)

Activity

Time Allocated

In what ways were your activities effective? How do you know?

Time Actually Used

MATERIALS What instructional materials (including electronic materials or media) will you use, if any?

In what ways were your materials effective?

Why have you chosen these materials?

ACCOMMODATIONS What accommodations will be made for children with special needs (i.e. teaching, evaluation, time)?

Were those accommodations appropriate and how do you know?

EVALUATION How and when do you plan to evaluate student learning on the content of this lesson?

Did anything happen during this lesson to influence your evaluation plan? If so, how did it change, and why?

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Why have you chosen this approach to evaluation?

How will you use the information from the evaluation to plan future instruction?

GENERAL REFLECTION AFTER THE OBSERVATION 1. Did you depart from anything you planned for today? If so, why?

2. If you were going to teach this class again to the same students, what would you do differently? What would you do the same? Why?

3. Based on what happened today, what do you plan to do next with this class?

4. Identify an individual or group of students who did well in today’s lesson. How do you account for this individual or group’s performance? What might you try in the future to further challenge this (these) students?

5. Identify an individual or group of students who had difficulty in today’s lesson. What accounted for this individual or group’s performance? How will you help this (these) student(s) achieve the learning goals?

6. Please add any other comments, reactions, or questions about the lesson. For example, is there anything that you felt particularly good, frustrated, or confused about?

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Teachers College, Henderson State University Danielson’s Framework Observation Rubric

(To be completed within the first eight weeks of internship by the clinical university supervisor)

Teacher Intern: _______________________________ Cooperating Teacher: ___________________________________ School/Grade/Subject: ______________________________________________ Date of Observation: ___________________

LEVELS OF PERFORMANCE Level 4: Target Level 3: Advanced Level 2: Basic Level 1: Basic Below

LESSON PLAN RUBRIC 4 3 2 1 Movement to next performance level will be accomplished by:

Component 1a: Demonstrating Knowledge of Content and Pedagogy

Component 1b: Demonstrating Knowledge of Students

Component 1c: Selecting Instructional Goals

Component 1d: Demonstrating Knowledge of Resources

Component 1e: Designing Coherent Instruction

Component 1f: Designing Student Assessments

LESSON OBSERVATION RUBRIC 4 3 2 1 Movement to next performance level will be accomplished by:

Component 2a: Creating an environment of Respect and Rapport

Component 2b: Establishing a Culture for Learning

Component 2c: Managing Classroom Procedures

Component 2d: Managing Student Behaviors

Component 2e: Organizing Physical Space

Component 3a: Communicating with Students

Component 3b: Using Questioning and Discussion Techniques

Component 3c: Engaging Students in Learning

Component 3d: Using Assessment in Instruction

Component 3e: Demonstrating Flexibility and Responsiveness

LESSON REFLECTION RUBRIC 4 3 2 1 Movement to next performance level will be accomplished by:

Component 4a: Accuracy

Component 4a: Efficacy

Component 4a: Use in Future Teaching

Additional comments: __________________________________________________________________________________________________________________________________________________________________________

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Danielson’s Framework Observation Reference Rubric (To be completed by the clinical university supervisor and the cooperating teacher)

Performance Assessment Instrument

Teachers College, Henderson State University

DOMAIN 1: PLANNING AND PREPARATION

DISTINGUISHED PROFICIENT BASIC BELOW BASIC Element Component 1a: Demonstrating Knowledge of Content and Pedagogy

Knowledge of content and the structure of the discipline

Teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines.

Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another.

Teacher is familiar with the important concepts in the discipline but may display lack of awareness of how these concepts relate to one another.

In planning and practice, teacher makes content errors or does not correct content errors students make.

Knowledge of pre-requisite relationships

Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by students to ensure understanding.

Teacher’s plans and practices reflect accurate understanding of prerequisite relationships among topics and concepts.

Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete.

Teacher’s plans and practice display little understanding of prerequisite relationships important to student learning of the content.

Knowledge of content-related pedagogy

Teacher’s plans and practices reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.

Teacher’s plans and practices reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

Teacher’s plans and practice reflect a limited range of pedagogical approaches or some approaches that are not suitable to the discipline or to the students.

Teacher displays little or no understanding of the range pedagogical approaches suitable to student learning of the content.

Element Component 1b: Demonstrating Knowledge of Students Knowledge of child and adolescent development

In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, teacher displays knowledge of the extent to which individual students follow the general patterns.

Teacher displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns.

Teacher displays partial knowledge of the developmental characteristics of the age group.

Teacher displays little or no knowledge of the developmental characteristics of the age group.

Knowledge of the learning process

Teacher displays extensive and subtle understanding of how students learn and applies this knowledge to individual students.

Teacher’s knowledge of how students learn is accurate and current. Teacher applies this knowledge to the class as a whole and to groups of students.

Teacher recognizes the value of knowing how students learn, but this knowledge is limited or outdated.

Teacher sees no value in understanding how students learn and does not seek such information.

Knowledge of student's skills, knowledge, and language proficiency

Teacher displays understanding of individual students’ skills, knowledge, and language proficiency and has a strategy for maintaining such information.

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of students.

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency but displays this knowledge only for the class as a whole.

Teacher displays little or no knowledge of students’ skills, knowledge, and language proficiency and does not indicate that such knowledge is valuable.

Knowledge of students' interests and cultural heritage

Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for individual students.

Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

Teacher recognizes the value of understanding students’ interests or cultural heritage but displays this knowledge only for the class as a whole

Teacher displays little or no knowledge of students’ interests or cultural heritage and does not indicate that such knowledge is valuable.

Knowledge of students' special needs

Teacher possesses information about each student’s learning and medical needs, collecting such information from a variety of sources.

Teacher is aware of students’ special learning and medical needs.

Teacher displays awareness of the importance of knowing students’ special learning or medical needs, but such knowledge may be incomplete or inaccurate.

Teacher displays little or no understanding of students’ special learning or medical needs or why such knowledge is important.

Element Component 1c: Setting Instructional Outcomes Value, sequence, and alignment

All outcomes represent high expectations and rigor and

Most outcomes represent high expectations and rigor

Outcomes represent moderately high expectations

Outcomes represent low expectations for students

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important learning in the discipline. They are connected to a sequence of learning both in the discipline and in related disciplines.

and important learning in the discipline. They are connected to a sequence of learning.

and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning.

and lack of rigor. They do not reflect important learning in the discipline or a connection to a sequence of learning.

Clarity

All the outcomes are clear, written in the form of student learning, and permit viable methods of assessment.

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

Outcomes are only moderately clear or consist of combination of outcomes and activities. Some outcomes do not permit viable methods of assessment.

Outcomes are either not clear or are stated as activities, not as student learning. Outcomes do not permit viable methods of assessment.

Balance

Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.

Outcomes reflect several different types of learning and opportunities for coordination.

Outcomes reflect several types of learning, but teacher had made no attempt at coordination or integration.

Outcomes reflect only one type of learning and only one discipline or strand.

Suitability for diverse learners

Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups.

Most of the outcomes are suitable for all students in the class and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated.

Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning.

Outcomes are not suitable for the class or are not based on any assessment of student needs.

Element Component 1d: Demonstrating Knowledge of Resources

Resources for classroom use

Teacher’s knowledge of resources for classroom use is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet.

Teacher displays awareness of resources available for classroom use through the school or district and some familiarity with resources external to the school and on the Internet.

Teacher displays awareness of resources available for classroom use through the school or district but no knowledge of resources available more broadly.

Teacher is unaware of resources for classroom use available through the school or district.

Resources to extend content knowledge and pedagogy

Teacher’s knowledge of resources to enhance content and pedagogical knowledge is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet.

Teacher displays awareness of resources to enhance content and pedagogical knowledge available through the school or district and some familiarity with resources external to the school and on the internet.

Teacher displays awareness of resources to enhance content and pedagogical knowledge available through the school or district but no knowledge of resources available more broadly.

Teacher is unaware of resources to enhance content and pedagogical knowledge available through the school or district.

Resources for students

Teacher’s knowledge of resources for students is extensive, including those available through the school or district, in the community, and on the Internet.

Teacher displays awareness of resources for students available through the school or district and some familiarity with resources external to the school and on the Internet.

Teacher displays awareness of resources for students available through the school or district but no knowledge of resources available more broadly.

Teacher is unaware of resources for students available through the school or district.

Element Component 1e: Designing Coherent Instruction

Learning activities

Learning activities are highly suitable to diverse learners and support the instructional outcomes. They are designed to engage students in high-level cognitive activity and are differentiated, as appropriate, for individual learners.

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

Only some of the learning activities are suitable to students or instructional outcomes. Some represent a moderate cognitive challenge, but with no differentiation for different students.

Learning activities are not suitable to students or instructional outcomes and are not designed to engage students in active intellectual activity.

Instructional materials and resources

All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. There is evidence or appropriate use of technology and of student

All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning.

Some of the materials and resources are suitable to students, support the instructional outcomes, and engage students in meaningful learning.

Materials and resources are not suitable for students and do not support the instructional outcomes or engage students in meaningful learning.

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participation in selecting or adapting materials.

Instructional groups

Instructional groups are varied as appropriate to the students and the different instructional outcomes. There is evidence of student choice in selecting different patterns of instructional groups.

Instructional groups are varied as appropriate to the students and the different instructional outcomes.

Instructional groups partially support the instructional outcomes, with an effort at providing some variety.

Instructional groups do not support the instructional outcomes and offer no variety

Lesson and unit structure

The lesson’s or unit’s structure is clear and allows for different pathways according to student needs. The progression of activities is highly coherent.

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Progression of activities is uneven, with most time allocations reasonable.

The lesson or unit has no clearly defined structure, or the structure is chaotic. Activities do not follow an organized progression, and time allocations are unrealistic.

Element Component 1f: Designing Student Assessments

Congruence with instructional outcomes

The proposed approach to assessment is completely congruent with the instructional goals, both in content and process.

All the instructional outcomes are assessed through the approach to assessment; assessment methodologies may have been adapted for groups of students.

Some of the instructional outcomes are assessed through the proposed approach, but many are not.

Assessment procedures are not congruent with instructional outcomes.

Criteria and standards

Assessment criteria and standards are clear; there is evidence that the students contributed to their development.

Assessment criteria and standards are clear.

Assessment criteria and standards have been developed, but they are not clear

Proposed approach contains no clear criteria or standards.

Design of formative assessments

Approach to using formative assessment is well designed and includes students as well as teacher use of the assessment information.

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes.

Teacher has no plan to incorporate formative assessment in the lesson or unit.

Use for planning

Teacher plans to use assessment results to plan future instruction for individual students.

Teacher plans to use assessment results to plan for future instruction for groups of students.

Teacher plans to use assessment results to plan for future instruction for the class as a whole.

Teacher has no plans to use assessment results in designing future instruction.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

DISTINGUISHED PROFICIENT BASIC BELOW BASIC Element Component 2a: Creating an environment of Respect and Rapport

Teacher interaction with students

Teacher interactions with students reflect genuine respect and caring for individuals as well as groups of students. Students appear to trust the teacher with sensitive information.

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for the teacher.

Student interactions with other students

Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed.

Student interactions are generally polite and respectful.

Students do not demonstrate disrespect for one another.

Student interactions are characterized by conflict, sarcasm, or put-downs.

Element Component 2b: Establishing a Culture for Learning

Importance of the content

Students demonstrate through their active participation, curiosity, and taking initiative that they value the importance of the content.

Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent commitment to its value.

Teacher communicates importance of the work but with little conviction and only minimal apparent buy-in by the students.

Teacher or students convey a negative attitude toward the content, suggesting that it is not important or has been mandated by others.

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Expectations for learning and achievement

Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for all students. Students appear to have internalized these expectations.

Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for most students.

Instructional outcomes, activities and assignments, and classroom interactions convey only modest expectations for student learning and achievement.

Instructional outcomes, activities and assignments, and classroom interactions convey low expectations for at least some students.

Student pride in work

Students demonstrate attention to detail and take obvious pride in their work, initiating improvement in it by, for example, revising drafts on their own or helping peers.

Students accept teacher’s insistence on work of high quality and demonstrate pride in that work.

Students minimally accept the responsibility to do good work but invest little of their energy into its quality.

Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete a task rather than do high-quality work.

Element Component 2c: Managing Classroom Procedures

Management of Instructional Groups

Small-group work is well organized; the students are productively engaged at all times, with students assuming responsibility for productivity.

Small-group work is well organized, and most students are productively engaged in learning while unsupervised by the teacher.

Students in only some groups are productively engaged in learning while unsupervised by the teacher.

Students not working with the teacher are not productively engaged in learning.

Management of Transitions

Transitions are seamless, with students assuming some responsibility for efficient operation.

Transitions occur smoothly, with little loss of instructional time.

Only some transitions are efficient, resulting in some loss of instructional time.

Transitions are chaotic, with much time lost between activities or lesson segments.

Management of Materials and Supplies

Routines for handling materials and supplies are seamless, with students assuming some responsibility for efficient operation.

Routines for handling materials and supplies occur smoothly, with little loss of instructional time.

Routines for handling materials and supplies function moderately well, but with some loss of instructional time.

Materials and supplies are handled inefficiently, resulting in loss of instructional time.

Performance of non-instructional duties

Systems for performing non-instructional duties are well established, with students assuming considerable responsibility for efficient operation.

Efficient systems for performing non-instructional duties are in place, resulting in minimal loss of instructional time.

Systems for performing non-instructional duties are only fairly efficient, resulting in some loss of instructional time.

Considerable instructional time is lost in performing non-instructional duties.

Supervision of volunteers and paraprofessionals

Volunteers and paraprofessionals make substantive contribution to the classroom environment

Volunteers and paraprofessionals are productively and independently engaged during the entire class.

Volunteers and paraprofessionals are productively engaged during portions of class time but require frequent supervision

Volunteers and paraprofessionals have no clearly defined duties and are idle most of the time.

Element Component 2d: Managing Student Behavior

Expectations

Standards of conduct are clear to all students and appear to have been developed with student participation. appropriate.

Standards of conduct are clear to all students.

Standards of conduct appear to have been established, and most students seem to understand them.

No standards of conduct appear to have been established, or students are confused as to what the standards are.

Monitoring of Student Behavior

Monitoring by teacher is subtle and preventive. Students monitor their own and their peers’ behavior, correcting one another respectfully.

Teacher is alert to student behavior at all times.

Teacher is generally aware of student behavior but may miss the activities of some students.

Student behavior is not monitored, and teacher is unaware of what the students are doing.

Response to student misbehavior

Teacher response to misbehavior highly effective and sensitive to students’ individual needs, or student behavior is entirely

Teacher response to misbehavior is appropriate and successful and respects the student’s dignity, or student behavior is generally appropriate.

Teacher attempts to respond to student misbehavior but with uneven results, or there are no major infractions of the rules.

Teacher does not respond to misbehavior, or the response is inconsistent, is overly repressive, or does not respect the student’s dignity.

Element Component 2e: Organizing Physical Space

Safety and Accessibility

The classroom is safe, and students themselves ensure that all learning is equally accessible to all students.

The classroom is safe, and learning is equally accessible to all students.

The classroom is safe, and at least essential learning is accessible to most students.

The classroom is unsafe, or learning is not accessible to some students.

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Arrangement of furniture and Use of Physical Resources

Both teacher and students use physical resources easily and skillfully, and students adjust the furniture to advance their learning.

Teacher uses physical resources skillfully, and the furniture arrangement is a resource for learning activities.

Teacher uses physical resources adequately. The furniture may be adjusted for a lesson, but with limited effectiveness.

The furniture arrangement hinders the learning activities, or the teacher makes poor use of physical resources.

DOMAIN 3: INSTRUCTION

DISTINGUISHED PROFICIENT BASIC BELOW BASIC Element Component 3a: Communicating with Students

Expectations for Learning

Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning, linking that purpose to student interests.

Teacher’s purpose for the lesson or unit is clear, including where it is situated within broader learning.

Teacher attempts to explain the instructional purpose, with limited success.

Teacher’s purpose in a lesson or unit is unclear to students.

Directions and Procedures

Teacher’s directions and procedures are clear to students and anticipate possible student misunderstanding.

Teacher’s directions and procedures are clear to students.

Teacher’s directions and procedures are clarified after initial student confusion.

Teacher directions and procedures are confusing to students.

Explanations of Content

Teacher’s explanation of content is imaginative and connects with students’ knowledge and experience. Students contribute to explaining concepts to their peers.

Teacher’s explanation of content is appropriate and connects with student’s knowledge and experience.

Teacher’s explanation of the content is uneven; some is done skillfully, but other portions are difficult to follow.

Teacher’s explanation of the content is unclear or confusing or uses inappropriate language.

Use of Oral and Written Language

Teacher’s spoken and written language is correct and conforms to standard English. It is also expressive, with well-chosen vocabulary that enriches the lesson. Teacher finds opportunities to extend students’ vocabularies.

Teacher’s spoken and written language is clear and correct and conforms to standard English. Vocabulary is appropriate to students’ ages and interests.

Teacher’s spoken language is audible, and written language is legible. Both are used correctly and conform to standard English. Vocabulary is correct but limited or is not appropriate to students’ ages or backgrounds.

Teacher’s spoken language is inaudible, or written language is illegible. Spoken or written language contains errors of grammar and syntax. Vocabulary may be inappropriate, vague or used incorrectly, leaving students confused.

Element Component 3b: Using Questioning and Discussion Techniques

Quality of Questions

Teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.

Most of teacher’s questions are of high quality. Adequate time is provided for students to respond.

Teacher’s questions are a combination of low and high quality, posed in rapid succession. Only some invite a thoughtful response.

Teacher’s questions are virtually all of poor quality, with low cognitive challenge and single correct responses, and they are asked in rapid succession.

Discussion Techniques

Students assume considerable responsibility for the success of the discussions, initiating topics and making unsolicited contributions.

Teacher creates a genuine discussion among students, stepping aside when appropriate.

Teacher makes some attempt to engage students in genuine discussion rather than recitation, with uneven results.

Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.

Student Participation

Student themselves ensure that all voices are heard in the discussion.

Teacher successfully engages all students in the discussion.

Teacher attempts to engage all students in the discussion, but with only limited success.

A few students dominate the discussion

Element Component 3c: Engaging Students in Learning

Activities and Assignments

All students are cognitively engaged in the activities and assignments in their explorations of content. Students initiate or adapt activities and projects to enhance understanding.

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

Activities and assignments are appropriate to some students and engage them mentally, but other are not engaged.

Activities and assignments are inappropriate for students’ age or background. Students are not mentally engaged in them.

Grouping of Students

Instructional groups are productive and fully appropriate to the students

Instructional groups are productive and fully

Instructional groups are only partially appropriate to the

Instructional groups are inappropriate to the

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or to the instructional purposes of the lesson. Students take the initiative to influence the formation or adjustment of instructional groups.

appropriate to the students or to the instructional purposes of the lesson.

students or only moderately successful in advancing the instructional outcomes of the lesson.

students or to the instructional outcomes.

Instructional Materials and Resources

Instructional materials and resources are suitable to the instructional purposes and engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their learning.

Instructional materials and resources are suitable to the instructional purposes and engage students mentally.

Instructional materials and resources are partially suitable to the instructional purposes, or students’ are only partially mentally engaged with them.

Instructional materials and resources are unsuitable to the instructional purposes or do not engage students mentally.

Structure and Pacing

The lesson’s structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students.

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent.

The lesson has no clearly defined structure, or the pacing of the lesson is too slow or rushed, or both.

Element Component 3d: Using Assessment in Instruction

ASSESSMENT CRITERIA

Students are fully aware of the criteria and performance standards by which their work will be evaluated and have contributed to the development of the criteria.

Students are fully aware of the criteria and performance standards by which their work will be evaluated.

Students know some of the criteria and performance standards by which their work will be evaluated.

Students are not aware of the criteria and performance standards by which their work will be evaluated.

MONITORING OF STUDENT LEARNING

Teacher actively and systematically elicits diagnostic information from individual students regarding their understanding and monitors the progress of individual students.

Teacher monitors the progress of groups of students in the curriculum, making limited use of diagnostic prompts to elicit information.

Teacher monitors the progress of the class as a whole but elicits no diagnostic information.

Teacher does not monitor student learning in the curriculum.

FEEDBACK TO STUDENTS

Teacher’s feedback to students is timely and of consistently high quality, and students make use of the feedback in their learning. Teacher’s feedback to students is timely and of consistently high quality, and students make use of the feedback in their learning.

Teacher’s feedback to students is timely and of consistently high quality.

Teacher’s feedback to students is uneven, and its timeliness is inconsistent.

Teacher’s feedback to students is of poor quality and not provided in a timely manner.

STUDENTS SELF-ASSESSMENT AND MONITORING OF PROGRESS

Students not only frequently assess and monitor the quality of their own work against the assessment criteria and performance standards but also make active use of that information in their learning.

Students frequently assess and monitor the quality of their own work against the assessment criteria and performance standards.

Students occasionally assess the quality of their own work against the assessment criteria and performance standards.

Students do not engage in self-assessment or monitoring of progress.

Element Component 3e: Demonstrating Flexibility and Responsiveness

Lesson Adjustment

Teacher successfully makes a major adjustment to a lesson when needed.

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

Teacher attempts to adjust a lesson when needed, with only partially successful results.

Teacher adheres rigidly to an instructional plan, even when a change is clearly needed.

Response to students

Teacher seizes a major opportunity to enhance learning, building on a student’s interests or a spontaneous event.

Teacher successfully accommodates students’ questions or interests.

Teacher attempts to accommodate students’ questions or interests, although the pacing of the lesson is disrupted.

Teacher ignores or brushes aside students’ question or interests.

Persistence

Teacher persists in seeking effective approaches for students who need help, using an extensive

Teacher persists in seeking approaches for students who have

Teacher accepts responsibility for the success of all students but has only a limited repertoire

When a student has difficulty learning, the teacher either gives up or

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repertoire of strategies and soliciting additional resources for the school.

difficulty learning, drawing on a broad repertoire of strategies.

of instructional strategies to draw on.

blames the student or the student’s home environment.

Domain 4: PROFESSIONAL RESPONSIBILITIES

DISTINGUISHED PROFICIENT BASIC BELOW BASIC Element Component 4a: Reflecting on Teaching

Accuracy

Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strength of each.

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met.

Teacher does not know whether a lesson was effective or achieved its instructional outcomes, or teacher profoundly misjudges the success of a lesson.

Use in future teaching

Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with probable successes of different courses of action.

Teacher makes a few specific suggestions of what could be tried another time the lesson is taught.

Teacher makes general suggestions about how a lesson could be improved another time the lesson is taught.

Teacher has no suggestions for how a lesson could be improved another time the lesson is taught.

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PARENT TEACHER CONFERENCE ASSIGNMENT

Please arrange to have a conference with a parent concerning the educational progress of his or her child. The conference can be a part of the regular parent-teacher conferences scheduled by your school, or it may be a conference that you and your cooperating teacher initiate. You should conduct the conference, but you are to be observed by your cooperating teacher. Your cooperating teacher will use the established rubric as a scoring guide for your performance. You are expected to share the results of your assessment with your clinical university supervisor. According to respected educational practitioners, the following components are necessary for a successful parent-teacher conference: effective planning; private, comfortable environment; appropriate initiation of the conference; appropriate verbal and nonverbal communication; appropriate use of documents; respectful, accepting attitude; appreciation of parent involvement; and appropriate closure (Couchenour and Chrisman; Jones, Kellough; and Moore). Remember to apply the theories and research you have learned concerning conducting conferences with parents.

References Couchenour, D., and Chrisman, K. Families, Schools, and Communities: Together for Young Children, 3rd edition. Clifton Park, New York: Delmar, 2008. Jones, Fred. Tools for Teaching. Santa Cruz, CA: Fredrick H. Jones & Associates, 2000. Kellough, Richard. A Resource Guide for Teaching K-12, 5th edition. Upper Saddle River, NJ: Pearson Education, 2007. Moore, Kenneth. Effective Instructional Strategies. Thousand Oaks, CA: Sage, 2005.

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PARENT-TEACHER CONFERENCE ASSESSMENT (To be completed by the cooperating teacher)

Please rate the teacher intern’s performance on each criterion below, using the following scale: Target = 3, Acceptable = 2, Unacceptable = 1

Criteria Target Acceptable Unacceptable Score Planning The intern articulates a clear

understanding of family characteristics, including culture and language, and plans the conference accordingly. The intern clearly understands the purpose of the conference. Relevant examples of student work are ready for parents to review.

The intern articulates some understanding of family characteristics, including culture and language, and attempts to plan the conference accordingly. The intern somewhat understands the purpose of the conference. Limited examples of student work are ready for parents to review.

The intern has not considered family characteristics, such as culture and language, before the conference and has no clear understanding of the purpose of the conference. Examples of student work are insufficient or irrelevant for parents to review.

Environment The intern insures a private setting for confidentiality. The intern arranges seating and furniture for the comfort of the parents, allowing comfortable communication.

The intern attempts to secure a private setting with few distractions. Some provisions are made for comfortable seating, and the intern’s positioning is less authoritative.

The intern makes no arrangements to secure a private setting to ensure confidentiality. No provisions are made for comfortable seating. The intern’s positioning may appear to be authoritative.

Initiation of Conference

The intern greets the parent by name and warmly welcomes the parent to the conference. The intern begins the conference with a positive statement about the child.

The intern greets the parent by name and welcomes the parent to the conference.

The intern does not greet the parent by name. There is no formal introduction or welcome.

Nonverbal Communication

The intern’s eye contact, facial expression, and body language are appropriate and relaxed. Respect for the parent is evident.

The intern makes frequent eye contact with the parent. The intern’s facial expression and body language convey an interest in the parent and child.

The intern makes little or no eye contact with the parent. The intern’s facial expression and body language do not indicate an interest in the parent or child.

Verbal Communication

The intern is assertive and speaks with a consistently clear and appropriate tone. Grammar and word choice are consistently appropriate. Comments are worded positively.

The intern is somewhat assertive. The speech is frequently clear and appropriate in tone. The intern uses mostly appropriate grammar and language. Comments are mostly worded positively.

The intern speaks too little or too much. The speech may be too soft, too loud, too passive, or too aggressive. The intern uses inappropriate language or grammar. Comments may be phrased negatively.

Use of Documents

The intern supports information concerning student progress with ample, relevant documentation, including samples of student work.

The intern supports information concerning student progress with some appropriate documentation.

The intern cannot support information concerning student progress with appropriate documents.

Attitude The intern demonstrates fairness and shares only appropriate information. The intern is consistently genuine and empathetic in words and actions and is accepting and accommodating to family differences.

The intern attempts to be fair and avoids disclosing inappropriate information. The intern appears to be genuine, empathetic, and respectful of family differences.

The intern does not demonstrate fairness and may disclose inappropriate information. The intern does not appear to be genuine or empathetic. He/she does not demonstrate respect for family differences.

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Involvement of parent in student learning

The intern carefully listens to the parent before responding and encourages feedback from the parent. Not only does the intern involve the parent in the student’s learning, but he or she also provides appropriate resources.

The intern attempts to listen to the parent, encourages some feedback from the parent, does not place blame on the parent, and attempts to involve the parent in the student’s learning.

The intern does not listen to the parent, discourages feedback from the parent, may blame the parent, and does not see the parent as a partner in improvement of student learning.

Closure The intern and the parent mutually end the conference with the intern expressing appreciation for the parent’s attendance. The intern and parent establish a goal and follow-up procedure.

The intern politely ends the conference, thanks the parent for participating, and offers future assistance to the parent if needed.

The intern abruptly ends the conference with no indication of follow up.

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