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1 University of Tennessee-Chattanooga School of Education Clinical Experience Handbook Requirements for Graduate and Undergraduate Students Updated: May 2017

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Page 1: University of Tennessee-Chattanooga School of Education ... · University of Tennessee-Chattanooga School of Education Clinical Experience ... Teacher Candidates shall be denied admission

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University of Tennessee-Chattanooga School of Education

Clinical Experience Handbook

Requirements for Graduate and Undergraduate Students

Updated: May 2017

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Table of Contents

Mission Statement ....................................................................................................... 3

Introduction .................................................................................................................................... 3

Clinical Experience Participants.............................................................................................. 3

Dispositions of an Effective Educator …………………………...…………………………………….4

Clinical Experience Eligibility Requirements……………………………………………………..5

Policies and Procedures for Clinical Experience…………………………..…………………….5

Clinical Experience Violations…………………………………………………………………………….7

Clinical Experience Exemptions………………………………………………………...………………..8

Sample Clinical Practice Syllabus……………………………………….……………………………….9

Clinical Practice Student Learning Outcomes……………………………………….……..9

Prequisites and Eligibility Requirements…………………………………………………13

Evaluation and Grading.…………………………………………………………………………..13

Withdrawal Procedures……………………………………………………………………………………...14 Graduating without Licensure Procedure…………………………………………………………...14 Remediation Process…………………………………………………………………………………………..14 Expectations for Clinical Supervisor……………………………………………………………………15 Expectations for Pre-Service Instructive Mentor………………………………………………...17 Expectations for Teacher Candidates………………………………………………………………….19 Expectations for the Principal………………………………………………………………………….....20 Appendix………………………………………………………………………………………………………….…21

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School of Education Mission Statement The UTC School of Education is dedicated to the preparation of its graduates to positively impact the lives of all

children and families through demonstrating excellence in content, professional practice, leadership and service.

Clinical Experience Introduction This guide is to provide information on the policies and procedures related to Clinical Experiences within the

University of Tennessee at Chattanooga’s School of Education. Clinical Experience is a highly-valued component of

the Teacher Education Program, housed in the School of Education. Clinical Experience is the cornerstone of an

effective education preparation program. The goal of Clinical Experience is to bridge theory and practice and is

integral in developing an effective reflective practitioner.

Clinical Experience, as defined by the Council for the Accreditation of Educator Preparation (CAEP), is guided,

hands-on, practical applications and demonstrations of professional knowledge of theory to practice, skills, and

dispositions through collaborative and facilitated learning in field-based assignments, tasks, activities, and

assessments across a variety of settings. Teacher Candidates (TC) at the University of Tennessee at Chattanooga

(UTC) will complete Clinical Experience (CE) requirements while enrolled in the Teacher Education Program

(TEP).

Clinical experiences are categorized as either a Field Experience or Clinical Practice:

Field Experiences: Early and ongoing practice opportunities to apply content and pedagogical knowledge in

PreK-12 settings to progressively develop and demonstrate knowledge, skills, and dispositions. As Teacher

Candidates progress in coursework, field experiences are designed to practice pedagogical knowledge.

Teacher Candidates may have Field Experience placements in either a PreK-12 classroom or with community

organizations working with PK-12 students. UTC values experiences where teacher candidates can work with

students in one on one, small group, and large group instructional activities with direct oversight from a

licensed teacher or mentor.

Clinical Practice: Opportunities that provide candidates with an intensive and extensive culminating, field-based

set of responsibilities, assignments, tasks, activities, and assessments that demonstrate candidates’ progressive

development of the professional knowledge, skills, and dispositions to be effective educators. Clinical Practice at

the undergraduate level is called Student Teaching and at the graduate level it is called Induction Experience.

Clinical Practice at UTC is an opportunity for Teacher Candidates to participate in diverse educational settings

and to apply the concepts learned in applicable course work.

Clinical Experience Participant Roles:

Teacher Candidate (TC): The UTC student who is working towards licensure in the School of

Education’s (SOE) Teacher Education Program (TEP).

Pre-Service Instructive Mentor (PIM): During Field Experiences, the PIM will be either the teacher of

record in the classroom in which you are placed or the person holding a supervisory role at the organization in

which Field Experience is being completed. During Clinical Practice, the PIM will be the PreK-12 teacher of

record in the classroom in which you are placed. (See Page 17 for PIM Expectations.)

Clinical Supervisor (CS): Specific to the Clinical Practice, the CS will act as the liaison between the TC

and SOE. The CS will assist the TC by orienting the TC to the placement requirements, providing periodic

observations, suggestions for improvement, continuous assessment of performance, and recognizing success.

Formal and informal feedback from CS will be considered when determining the TC’s success throughout the

Clinical Experience. The CS serves as the TC’s primary point of contact during the Clinical Practice

Experience. See Appendix for CS Expectations. It is the CS’s responsibility to communicate with the PIM and

the SOE to address problems and/or request support.

Field Placement Coordinator: Staff member in the SOE who oversees all clinical placements for the

department. Coordinates with and trains the CS and PIMs.

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Dispositions of an Effective Educator The School of Education has identified eight dispositions with specific indicators that the effective professional

educator displays. As a Teacher Candidate enrolled in the TEP at UTC, it is expected that I demonstrate the

following: Professional ethics:

Maintaining my position as a positive role model for students and others in regular attendance,

grooming, punctuality, and professional demeanor

Demonstrating positive work habits and interpersonal skills, including a positive attitude, dependability,

honesty, and respect for others

Maintaining the standards of confidentiality regarding student information and communications

Using sound judgment and thoughtful decision-making with consideration of the consequences

Collaboration:

Collaborating with other professionals to improve the overall learning of students

Understanding and involving a wide variety of resources in the school, family, culture, and community

to facilitate student learning

Diversity:

Recognizing students’ unique prior knowledge, life experiences, and interests as part of the context for

student learning

Understanding and involving a wide variety of resources in the school, family, culture, and community

to facilitate student learning

Providing equitable learning opportunities for all students

Self-reflection:

Life-long learning and personal growth through reflection, seeking constructive feedback, and

willingness to learn from others and past experience

Using analysis and reflection to assess and plan for student learning

Belief in students’ ability to learn:

Promoting achievement of students at all levels

Understanding and involving a wide variety of resources in the school, family, culture, and community

to facilitate student learning

Developing students’ skills as problem-solvers as they progress toward becoming independent, self-

directed learners

Effective planning and classroom organization as tools in maximizing the time available for instruction

and learning

Technology:

Understanding and involving a wide variety of resources in the school, family, culture, and community

to facilitate student learning

Using analysis and reflection to assess and plan for student learning

Maintain professional behavior with the use of social media while working with minors, parents of

minors and colleagues.

The teaching profession:

Accepting responsibility for what occurs in my classroom and for other school-wide responsibilities that

contribute to student learning and a safe, orderly environment

Using sound judgment and thoughtful decision-making with consideration of the consequences

Life-long learning and personal growth through reflection, seeking constructive feedback, and

willingness to learn from others and past experience

Participating in professional growth activities within and outside the school

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Professional growth:

Participating in professional growth activities within and outside the school

Life-long learning and personal growth through reflection, seeking constructive feedback, and

willingness to learn from others and past experience

Clinical Experience Eligibility Requirements Prior to participation in any Clinical Experience, TC must adhere to the TEP Checkpoint requirements. By

participating in Clinical Experience the TC acknowledges and understands all requirements in the TEP Handbook. It

is the TC’s responsibility to ensure that all requirements have been met and appropriate documentation is on file with

the SOE. The TC must notify the SOE immediately if at any point the TC’s status changes, as stated in the TEP

Handbook. Any student who fails to arrange to begin the field experience by mid-term per UTC calendar will

NOT be permitted to complete the field experience.

If field experience is in a Hamilton County Department of Education school, the TC must provide a signed HCDE

Field Experience Approval Form (See Appendix). The TC must print out and complete the form, have signed by the

course professor, and drop off with the Principal’s Administrative Assistant. Do NOT email Principals about your

form or completing the field experience at his or her school. Any student who does not drop off the form and

make arrangements to begin the field experience by UTC calendar midterm date will NOT be permitted to

complete the experience in HCDE. The Principal must sign the form prior to the TC being allowed to start the

clinical experience. This form remains on-file with the school. Neither the Field Placement Coordinator nor your

professor need a copy of this form.

(Clinical Practice eligibility requirements can be found on page 13.)

Policies and Procedures for Clinical Experiences Conduct: All TCs must conduct themselves in a professional manner at all times and demonstrate the Dispositions

of an Effective Educator. At all times, the TC should consider themselves preservice teachers. The TC must follow

the rules of the school system or organization where placed, in addition to the University’s policies. At all times the

TC must implement the mission of the SOE.

Cell phones: TC’s must follow the policy at their placement. Cell phones are not permitted for personal use

during time in the field.

Technology: TC’s should only bring and use laptop/tablets for use during class lessons if approved by PIM.

TCs are not allowed to use devices for personal use or to work on coursework while at their placement. TCs

must adhere to the technology usage policy followed by the school district.

Social Media: TC’s are not allowed to use social media for any communication with minors or parents of

minors while at their placement. TCs should not post comments about their clinical experience, pictures of

PIMs, students, or events at their placement, or have any communication with parents or guardians. In

addition, TCs are cautioned to remove any inappropriate pictures or commentary on their personal social

media sites. TCs should make all social media accounts private during their placement. Information on any

social media accounts will be reviewed for professionalism. Postings on your social media sites (i.e.

Facebook, Twitter, Instagram) deemed inappropriate or unprofessional by the SOE or placement site can lead

to a disqualification hearing and removal from the clinical experience placement.

Professional Ethics: The TC must model moral standards that are expected in the profession, such as

confidentiality, fairness, honesty, trustworthiness, and integrity. The TC must model a commitment to

intellectual, moral and professional virtues. Defamatory comments about the placement and its personnel,

UTC’TEP, and the TEP’s faculty and staff will not be tolerated.

Placement: All Clinical Experiences must be arranged and/or approved by the Field Placement Coordinator per the

course requirements. The SOE partners with area school districts to place TCs. Because SOE and school districts are

responsible for assigning TCs to their placement sites, regional preference and special circumstances are considered,

but are not guaranteed. Clinical Placement requirements will be specified in the corresponding course syllabus.

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Clinical Practice: TCs are not allowed to be in the same school where they work and/or where their family members,

close friends and/or significant others go to school, work, volunteer, etc. This information must be disclosed on the

Clinical Practice Application (see SOE Website). Specific placement requirements will be specified in the

corresponding course syllabus.

Background Checks and Liability Insurance: Prior to being allowed to begin any clinical experience, a current,

clean Tennessee background check and active liability insurance must be on file with the School of Education. Per

State policy, Teacher Candidates shall be denied admission to teacher preparation programs and not allowed to

complete clinical experiences if they have been convicted of any of the following criminal offenses (as provided in

the Rules of the Tennessee Board of Education 0520-2-4-.01).

A background check is required to be completed and documented results on-file in the SOE prior to any clinical

experience. At no time, may a TC be involved in a clinical experience unless it has been confirmed by the TC that

the background check results are clear. Results are sent directly to the SOE, but it is the TC’s responsibility to

ensure that results have been received. When the background check is completed, the TC must retain the receipt in

case there is an issue with the results being sent. Results are valid for four years so as long as the TC remains

consecutively enrolled in the TEP. However, prior to being allowed to register for the Clinical Practice (Student

Teaching/Induction Experience), the TC must have background check results no older than one year. If the

background results were completed over one year prior to the start of the Clinical Practice semester, the TC must

complete the background check again. Rarely, the School of Education will accept background checks that were

completed for other purposes. In order for the TC to use a prior background check, the following requirements must

be met:

- A Tennessee Bureau of Investigation (TBI) Child Related Worker/Volunteer/Private

- Must not be more than one-year-old

- It is the responsibility of the TC to provide documentation to the SOE and the TC must

confirm that results have been received prior to beginning the clinical placement.

Liability Insurance must be purchased from one of the three providers below:

Professional Educators of Tennessee (PET): Valid for one year at the time of purchase. Membership benefits

include access to the professional organization.

National Educators Association (NEA): Valid from September 1st (or at time of purchase)-August 31st.

Membership benefits include access to the professional organization.

Bursar’s Office: Valid from June 1st (or at time of purchase)-May 31st. No professional organization

affiliation.

The specific procedures and details of the process for completing background checks and purchasing liability

insurance are found on the School of Education website under Student Resources at http://www.utc.edu/school-

education/studentresources/fingerprint.php.

Disclosure Requirements:

Candidates MUST provide full disclosure to the SOE within 5 days of any misdemeanor or felony conviction neglect

that occurs after initial background check.

Attendance: During Clinical Experience, candidates are required to follow the schedules set by the placement and

the course syllabus. Tardiness and early departures are not permitted and accurate documentation of clinical

experience hours must be maintained. Documentation of the placement must follow the guidelines per the related

syllabus. Work or family/personal commitments cannot be excused for failing to meet the commitments of Clinical

Experience. Attendance should be recorded on the Attendance Log and school records, if required. See the

Appendix for the Attendance Log.

TCs are expected to follow the calendar of the schools to which they are assigned. Therefore, university days off

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(example: spring break, fall break, etc.) are received only if your placement location is also off those days. Snow

days or other unexpected school closing days must be made up unless the SOE declares an exception. In rare cases

of delays or early dismissals, the TC must follow the official start/end time determined by the district or placement

site. For example, if the district announces a 2-hour delay, the TC is expected to report to their placement site 2-

hours later than when they are typically required to start their day. Any questions about start times should be

communicated to the CS and/or the PIM. It is the TC’s responsibility to be aware of the news and weather alerts that

could affect the school day.

Specific Requirements for Clinical Practice:

During the Clinical Practice semester, TCs will participate in a full semester, full-day placement that is arranged by

the Field Placement Coordinator. During Clinical Practice, TCs are expected to arrive early and depart beyond the

established dismissal times. Typically, TCs should plan to arrive at least 30 minutes early and leave at least 30

minutes beyond the dismissal time (more time may be required at your particular school). Expected arrival and

dismissal times must be discussed with and set by the PIM. Because State policy requires that Clinical Practice

consists of a minimum of 15 weeks, there are no excused absences and any days missed due to illness, inclement

weather, bereavement and other special situations must be made up.

If illness or emergency should require a TC to be absent for any period of time, the TC must notify the school, the

PIM, and the CS. If the TC is scheduled to teach during the day he/she is absent, the TC must provide the lesson

plans, materials and all information for the lessons to the PIM and CS. If more than two days are missed, the Field

Placement Coordinator must be notified. In cases of prolonged or repeated absence, the CS, the Field Placement

Coordinator, and the Director of the SOE will, after consulting with the PIM and School Administrator, determine

whether the TC’s experience will be terminated or extended. It is highly recommended that TCs do not work during

the Clinical Teaching Semester. Outside commitments must be listed on the Clinical Practice Application.

TCs participating in Clinical Practice will be required to attend mandatory orientation and a midpoint meeting and

all scheduled seminars. These dates will be determined prior to the start of the semester and will be listed in the

Clinical Placement syllabus. Attendance at these sessions is mandatory. Important information such as licensure

forms, job interview info, roles and responsibilities will be discussed. Additional requirements and information are

found in the corresponding syllabus for the course.

Dress Code and Personal Hygiene: Teacher Candidates are expected to present themselves in a professional

manner in all Clinical Experiences in regard to personal hygiene and appearance. At minimum the TC must adhere

to the dress code at the placement site, but the following are examples of attire that are not permitted at any time:

Yoga pants, anything see-through, short, tight, or low-cut clothing, flip-flops, strapless shirts, tights and sweater

dresses, leggings worn as pants, or faded or ripped clothing. TCs are also required to maintain a high level of

personal hygiene. Due to some individual’s smell sensitivity, strong odors are not allowed. Strong smelling perfume

and/or deodorant is also discouraged due to the distraction it may cause. TCs who violate dress code or are asked to

leave due to inappropriate attire may be dismissed from the program.

Clinical Experience Violations Teacher candidates are expected to adhere to all policies and procedures set forth by UTC’s Code of

Conduct, the School of Education, as well as the partnering school districts and organizations. Teacher

Candidates who breach protocol for the following reasons may be dismissed from the School of

Education program and may forfeit the opportunity to gain licensure:

The appropriate school authority, for just and explained reasons, requests that the candidate be removed.

The PIM and/or Clinical Supervisor believe circumstances are such to prevent either the development or

maintenance of a satisfactory learning environment.

Unethical behavior exhibited by the candidate (e.g., plagiarism, sexual harassment, inappropriate use of

technology/social media, use of alcohol or drugs).

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Any evidence of a lack of sensitivity to multicultural situations is portrayed by the candidate (e.g., use of

inappropriate terminology in reference to a particular ethnic group).

A decision has been reached and documented with appropriate paperwork that the candidate cannot

receive a satisfactory grade due to lack of professional growth and/or performance

Excessive absenteeism, tardiness, and/or failure to comply with established rules and policies on part of

the candidate are evident.

Teacher candidates who are asked to leave a field experience for any reason may be dismissed from the

School of Education program. At the time of removal, the TC must meet with the Director, Field

Placement Coordinator, and PIM/Course Instructor to determine if remediation is an option. The

remediation plan will be set at this meeting. If remediation is not an option, the TC will not receive

credit for the placement. If the TC does not satisfactorily follow the remediation plan, the TC will be

removed from the TEP and not allowed to continue with the program in the future.

Clinical Experience Exemptions Professors may approve certain Clinical Experience exemptions to TCs who are currently working in a

PK-12 setting as a teacher, teacher assistant, paraprofessional, etc. No exemptions will be approved if the

experience was completed PRIOR to the semester in which the course is taken. For an exemption to be

approved, the TCs must provide a typed letter on the organization’s letterhead that discusses the TC’s job

responsibilities and hours. After the professor receives this letter, the professor will submit this

documentation to the SOE Field Placement Coordinator in Hunter 312.

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Sample Clinical Practice Syllabus

University of Tennessee at Chattanooga

School of Education

STUDENT TEACHING SYLLABUS

EDUC 4XXX/5960

Credits 12/9

Students are enrolled in the specific course(s) according to their major(s).

Students assigned to schools for student teaching are given placements during first week seminar by distribution list when

applying.

Course Numbers and Titles

EDUC 4XXX/5960

Student Teaching

Instructors: Dr. Renee Murley

315 Hunter Hall

423-425-5374

Introduction: The Clinical Teaching Semester has been designed to offer the Teacher Candidate, Pre-Service Instructive Mentor

teacher and Clinical Supervisor plus building administrators a structure which will clearly define roles, responsibilities

and expectations. This handbook should be read carefully and used throughout the semester and will serve as the syllabus

for your Clinical Teaching Semester. While the handbook is prepared to serve as a general guide for TCs in all licensure

areas, some programs may have special requirements that differ slightly from those given in this handbook. If this is the

case, the additional requirements will be supplied by the program faculty.

Clinical Practice Student Learning Outcomes:

InTASC STANDARDS CAEP Standards UTC Dispositions of an Effective Educator

Standard 1: Learner Development: The teacher

understands how children learn

and develop, recognizing that

patterns of learning and

development vary individually

within and across the cognitive,

linguistic, social, emotional, and physical areas, and designs and

implements developmentally

appropriate and challenging

learning experiences.

LEARNER & LEARNING

1.6 Candidates design and implement

appropriate and challenging learning

experiences, based on understanding

of how children learn and develop.

They ensure inclusive learning

environments that encourage and help

all P-12 students reach their full

potential across a range of learner

goals.

The teaching profession:

Accepting responsibility for what

occurs in my classroom and for other

school-wide responsibilities that

contribute to student learning and a

safe, orderly environment

Using sound judgment and thoughtful

decision-making with consideration

of the consequences

Life-long learning and personal

growth through reflection, seeking

constructive feedback, and

willingness to learn from others and

past experience

Participating in professional growth

activities within and outside the

school

Standard 2: Learning Differences: The teacher uses understanding of

individual differences and diverse cultures and communities to ensure

inclusive learning environments that allow each learner to reach his/her full

potential.

LEARNER & LEARNING

1.8 Candidates build strong relationships

with students, families, colleagues, other

professionals, and community members,

so that all are communicating effectively

and collaborating for student growth,

development, and well-being.

Diversity:

Recognizing students’ unique prior

knowledge, life experiences, and

interests as part of the context for

student learning

Understanding and involving a wide

variety of resources in the school,

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InTASC STANDARDS CAEP Standards UTC Dispositions of an Effective Educator

1.2 establish positive learning

environment

1.6 ensure inclusive learning

environments

1.7 encourage positive social interaction

family, culture, and community to

facilitate student learning

Providing equitable learning

opportunities for all students

Standard 3: Learning Environments: The teacher

works with learners to create environments that support

individual and collaborative learning, encouraging positive

social interaction, active engagement in learning, and

self-motivation.

LEARNER & LEARNING

1.6 encourage and help all P-12 students

reach their full potential across a range of

learner goals

1.7 create classroom cultures that support

individual and collaborative learning,

encourage engagement in learning, and

independence.

Professional ethics:

Maintaining my position as a positive

role model for students and others in

regular attendance, grooming,

punctuality, and professional

demeanor

Demonstrating positive work habits

and interpersonal skills, including a

positive attitude, dependability,

honesty, and respect for others

Maintaining the standards of

confidentiality regarding student

information and communications

Using sound judgment and thoughtful

decision-making with consideration

of the consequences

Standard 4: Content Knowledge:

The teacher understands the central

concepts, tools of inquiry, and

structures of the discipline(s) he or she

teaches and creates learning

experiences that make these aspects of

the discipline accessible and

meaningful for learners.

CONTENT and PEDAGOGICAL

KNOWLEDGE

1.1 Candidates demonstrate an

understanding of the critical concepts

and principles in their discipline,

including college and career-

readiness expectations, and of the

pedagogical content knowledge

necessary to engage students’

learning of concepts and principles in

the discipline.

The teaching profession:

Accepting responsibility for what

occurs in my classroom and for other

school-wide responsibilities that

contribute to student learning and a

safe, orderly environment

Using sound judgment and thoughtful

decision-making with consideration

of the consequences

Life-long learning and personal

growth through reflection, seeking

constructive feedback, and

willingness to learn from others and

past experience

Participating in professional growth

activities within and outside the

school

Standard 5: Innovative Applications

of Content: The teacher understands

how to connect concepts and use

differing perspectives to engage learners

in critical/creative thinking and

collaborative problem solving related to

authentic local and global issues.

INSTRUCTIONAL PRACTICE

1.2 Candidates create and implement

learning experiences that motivate P-

12 students’ understanding of the

central concepts and principals in the

content discipline. Candidates support

learners’ development of deep

understanding within and across

content areas, building skills to access

and apply what students have learned.

1.2 create and implement learning

experiences that motivate P-12

students, supports P-12 students’

understanding of the central concepts

and principles in the content discipline

Technology:

Understanding and involving a wide

variety of resources in the school,

family, culture, and community to

facilitate student learning

Using analysis and reflection to

assess and plan for student learning

Standard 6: Assessment: The teacher understands and uses multiple

methods of assessment to engage learners in their own growth, to

document learner progress, and to guide the teacher’s ongoing planning

and instruction.

INSTRUCTIONAL PRACTICE

1.3 Candidates design, adapt, and select a

variety of valid and reliable assessments

(e.g., formative and summative measures

or indicators of growth and proficiency)

and employ analytical skills necessary to

inform ongoing planning and instruction,

as well as to understand, and help

students understand their own progress

and growth.

1.3 design, adapt, and select a variety of

valid and reliable assessments

Self-reflection:

Life-long learning and personal

growth through reflection, seeking

constructive feedback, and

willingness to learn from others and

past experience

Using analysis and reflection to

assess and plan for student learning

Belief in students’ ability to learn

Promoting achievement of students at

all levels

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InTASC STANDARDS CAEP Standards UTC Dispositions of an Effective Educator

1.9 adapt practice to meet the needs of

each learner

EQUITY

1.9 Candidates reflect on their personal

biases and access resources that deepens

their own understanding of cultural,

ethnic, gender, sexual orientation,

language, and learning differences to

build stronger relationships and to adapt

practice to meet the needs of each learner

Understanding and involving a wide

variety of resources in the school,

family, culture, and community to

facilitate student learning

Developing students’ skills as

problem-solvers as they progress

toward becoming independent, self-

directed learners

Effective planning and classroom

organization as tools in maximizing

the time available for instruction and

learning

Standard 7: Planning for Instruction:

The teacher draws upon knowledge of

content areas, cross-disciplinary skills,

and learners, the community, and

pedagogy to plan instruction that

supports every student in meeting

rigorous learning goals.

INSTRUCTIONAL PRACTICE

1.4 Candidates engage students in

reasoning and collaborative problem

solving related to authentic local, state,

national, and global issues, incorporating

new technologies and instructional tools

appropriate to such tasks.

1.1 demonstrate an understanding of the

critical concepts and principles in their

discipline

1.8 build strong relationships with

colleagues, other professionals

Self-reflection:

Life-long learning and personal

growth through reflection, seeking

constructive feedback, and

willingness to learn from others and

past experience

Using analysis and reflection to

assess and plan for student learning

Belief in students’ ability to learn

Promoting achievement of students at

all levels

Understanding and involving a wide

variety of resources in the school,

family, culture, and community to

facilitate student learning

Developing students’ skills as

problem-solvers as they progress

toward becoming independent, self-

directed learners

Effective planning and classroom

organization as tools in maximizing

the time available for instruction and

learning

Standard 8: Instructional Strategies:

The teacher understands and uses a

variety of instructional strategies to

encourage learners to develop deep

understanding of content areas and

their connections, and to build skills to

access and appropriately apply

information.

1.4 engage students in reasoning and

collaborative problem solving

1.6 design and implement appropriate and challenging learning experiences

1.7 create classroom cultures that support

individual and collaborative learning, engagement in learning

Self-reflection:

Life-long learning and personal

growth through reflection, seeking

constructive feedback, and

willingness to learn from others and

past experience

Using analysis and reflection to

assess and plan for student learning

Belief in students’ ability to learn

Promoting achievement of students at

all levels

Understanding and involving a wide

variety of resources in the school,

family, culture, and community to

facilitate student learning

Developing students’ skills as

problem-solvers as they progress

toward becoming independent, self-

directed learners

Effective planning and classroom

organization as tools in maximizing

the time available for instruction and

learning

Standard 9: Reflection and

Continuous Growth: The teacher

is a reflective practitioner who uses

evidence to continually evaluate

Self-reflection:

Life-long learning and personal

growth through reflection, seeking

constructive feedback, and

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InTASC STANDARDS CAEP Standards UTC Dispositions of an Effective Educator

his/her practice, particularly the effects of his/her choices and actions

on others (students, families, and

other professionals in the learning

community), and adapts practice to

meet the needs of each learner.

INSTRUCTIONAL PRACTICE

1.5 Candidates use research and

evidence to continually evaluate and

improve their practice, particularly the

effects of their choices and actions on

others, and they adapt their teaching to

meet the needs of each learner.

1.9 access resources that deepen

understanding of cultural, ethnic,

gender, sexual orientation,

1.3 design, adapt, and select a variety of

valid and reliable assessments

1.9 adapt practice to meet the needs of

each learner

EQUITY

1.9 Candidates reflect on their personal

biases and access resources that deepens

their own understanding of cultural,

ethnic, gender, sexual orientation,

language, and learning differences to

build stronger relationships and to adapt

practice to meet the needs of each learner

1.8 communicating effectively and

collaborating for student growth,

development, and well-being

willingness to learn from others and

past experience

Using analysis and reflection to

assess and plan for student learning

Belief in students’ ability to learn

Promoting achievement of students at

all levels

Understanding and involving a wide

variety of resources in the school,

family, culture, and community to

facilitate student learning

Developing students’ skills as

problem-solvers as they progress

toward becoming independent, self-

directed learners

Effective planning and classroom

organization as tools in maximizing

the time available for instruction and

learning

Professional growth:

Participating in professional growth

activities within and outside the

school

Life-long learning and personal

growth through reflection, seeking

constructive feedback, and

willingness to learn from others and

past experience

Standard 10: Collaboration: The teacher collaborates with

students, families, colleagues, other professionals, and

community members to share responsibility for student growth

and development, learning, and well-being.

LEARNER & LEARNING

1.7 Candidates work with P-12 students

and families to create classroom cultures

that support individual and collaborative

learning and encourage positive social

interaction, engagement in learning, and

independence.

1.8 Candidates building strong

relationships with students, families,

colleagues, other professionals, and

community members, so that all are

communicating effectively and

collaborating for student growth,

development, and well-being.

Collaboration:

Collaborating with other

professionals to improve the overall

learning of students

Understanding and involving a wide

variety of resources in the school,

family, culture, and community to

facilitate student learning

Pre Requisites and Eligibility Requirements The Student Teaching/Induction Experience course is a semester-long practicum experience and an integral part of the

teacher education program at The University of Tennessee at Chattanooga. It is during this period that the student

participates as a pre-professional in the public schools. Essentially this is the experience which provides the student with

the arena for converting theory to practice and demonstrating potential to perform the teaching-learning processes.

Before admission to Student Teaching or the Induction Experience, the student must:

Secure full admission to the Teacher Education Program. Please see the School of Education Checkpoints for more

information on required admission criteria.

Apply online for clinical practice: Deadlines for School of Education students is March 1 for Residency I

Fall/Residency II Spring and by September 1 for Residency I Spring/Residency II Fall. Deadlines for students not

in the School of Education (e.g. Arts, Music, HPE, STEM, and Foreign Language) are March 1 for Fall semester

clinical practice and September 1 for Spring semester clinical practice.

Satisfactorily complete all professional education coursework

Satisfactorily complete all content area coursework

Satisfactorily complete and pass all PRAXIS II exams required for the designated area of licensure, and submit

passing scores to UTC no later than July 15 for the Fall semester and November 30 for the Spring semester of which

the students will engage in the five days a week clinical practice. NO EXCEPTIONS WILL BE MADE. It is the

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responsibility of the TC to monitor the PRAXIS II testing schedule in order to meet the appropriate deadlines. There

are several Praxis exams that are only offered a few times a year.

Earn appropriate minimum grade point averages

for undergraduate & post-baccalaureate students: 2.75 cumulative, 2.75 at UTC, 2.75 in content coursework

with no grade lower than C, and 2.75 in education coursework with no grade lower than C

for graduate students: 2.75 cumulative, 2.75 in content coursework or equivalent with no grade lower than C,

and 3.0 in graduate education coursework

Evaluation and Grading The final grade for Clinical Practice (Student Teaching or Induction Experience) is Satisfactory (S), which is considered

passing or Not Complete (NC), which is considered failing. This grade will be submitted by the Director of the SOE for

after thorough review of the required components. Below are the major assignments TCs must complete in order to

successfully complete Clinical Practice and secure the School of Education’s recommendation for licensure:

1. SOE TEP ePortfolio OR edTPA (both are submitted and uploaded to LiveText)

Either the SOE TEP e-portfolio or edTPA will be assigned dependent upon area of licensure and semester that Clinical

Practice is completed. Teacher Candidates will complete either the SOE TEP ePortfolio or edTPA to track progress,

growth, and feedback.

SOE TEP ePortfolio: All domains must be marked as Meets or Exceeds Expectations for each placement by the

CS in order to satisfactorily pass the clinical practice. If any items on the SOE TEP ePortfolio checklist are marked Does

Not Meet or Developing, a NC will be given.

edTPA: TCs will complete the Teacher Performance Assessment (edTPA) in accordance with the timeline and

protocol provided. Candidates are required to send home a consent form titled, “Notification of Teacher Candidate

Assessment” to all P-12 students involved in the learning segment. If a parent/guardian does not want their child in the

video, the student should participate in the lesson but out of camera view. All consent forms should be kept in the

Clinical Teaching notebook. Additional information about the edTPA and consent forms will be addressed in the seminar.

Remediation will be required should a TC score below the minimum requirement.

2. Observation, Conferencing, and Evaluations

TCs are observed by the PIMs and by the CS and conferences are held for feedback, reflection, and goal setting. Each

Teacher Candidate will be observed throughout the placement by both the PIM and CS. The observations will include a

combined minimum of 4 informal and 4 formals by the PIM and CS. At the end of each placement, a summative

evaluation will be completed by both the CS and PIM to assess competencies in professional dispositions and all

professional licensing teaching standards. It is expected that the PIMs and CSs assigned to the school will continually

share their views of the TC’s potential and will communicate those views to the TC. The final evaluation filed in the

School of Education via Live Text should reflect a collaborative effort to determine the outcome of each placement and

should include the signatures of those educators who had opportunities to observe the TC’s performance.

3. SOE Disposition Check Sheet

At the midpoint of the placement(s), the PIM will complete a Disposition Check List and results will be reviewed with the

TC. If there is indication that the TC has deficiencies, a remediation plan will be developed by the CS and the Field

Placement Coordinator.

4. Pre/Post Student Assessment

Teacher Candidates must complete a pre/post assessment to determine their own competency in using assessment within a

classroom setting. Student teachers are required to develop an assessment, administer, and analyze the results with

emphasis on how the data informed their teaching. All outcomes are uploaded to Live Text

5. Lesson Plans

Teacher Candidates will create a minimum of 4 formal lesson plans. These plans will be the basis for 4 formal

evaluations, and the pre/post assessment should be used prior to and after teaching this unit.

TCs will follow the lesson plan format of their school placement (or edTPA, if applicable) and they must be given

to the PIM two teaching days prior to teaching the lesson (before the start of school) or the observation. If the TC is

responsible for teaching the lesson on the day he/she is absent, the TC must provide a copy of the lesson plan and all

related materials to the PIM.

TCs should start out writing full, detailed lesson plans for each lesson taught. When the PIM and CS decide it is

appropriate, TCs will be permitted to write shorter plans. However, any lesson which is to be evaluated formally should

have a long lesson plan (edTPA lesson plan). When weekly lesson plans are required, submit to the PIM for review two

school days prior to teaching the lesson. The PIM has the right to request lesson plans earlier than two school days.

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Withdrawal or Removal Procedure If at any point in the semester, the TC needs to withdraw from the semester, the TC must notify the Field

Placement Coordinator immediately. A meeting will then be scheduled with the TC, Field Placement Coordinator, and

SOE Director to determine the next steps.

If the TC is removed for any reason or does not complete the Clinical Practice a NC will be given and the TC will

need to pursue the option of graduating without licensure.

Graduating without Licensure Procedure Please refer to the TEP Handbook for information on the process of graduating without licensure. Remediation Process If a TC is not progressing in the expected manner during the placement, remediation may be recommended by the Field

Placement Coordinator and/or Clinical Supervisor (CS) in conjunction with the PIM. Remediation is highly

individualized to meet the specific need of the TC. Depending upon the identified areas and level of weakness, a

remediation plan may be developed which may require the TC to do additional work or extension of the placement. The

TC will not be awarded a S for the semester until remediation is successfully completed. If the remediation plan is not

completed successfully, the TC will earn an NC and will not be eligible for licensure.

Note: The Field Placement Coordinator should be notified immediately if a TC receives more than half 1’s in an

indicator, repeat of 1 in the same indicator, and/or preponderance of 1’s across the indicators on any evaluation form

completed during a formal or informal observation. A remediation conference and/or remediation plan will be necessary

when the TC continues to score 1’s (below expectations).

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Expectations for Clinical Supervisor (CS) during Clinical Practice

The TCs and PIMs have the following expectations of you:

TCs expect:

1. Timely and periodic observation, feedback, and specific suggestions for improvement.

2. Identification of specific weakness early enough to allow for improvement during Clinical Teaching

Semester.

3. Fair and continuing assessment of performance.

4. Support during times of personal and professional concern.

5. Recognition of success.

6. Contact information and means of communication.

PIMs expect:

1. Appropriate information about the program and its requirements.

2. Timely response to professional problems, including inadequate performance and inappropriate behavior by

the TC.

3. Professional courtesy in working together.

4. Recognition of success.

5. Contact information and means of communication.

During the Teacher Candidate’s Experience:

To ensure that the necessary elements of due process are provided each TC, the CS is expected to monitor the

Clinical Practice Semester experience in the following ways:

1. The TC’s progress must be observed and documented by the CS on a periodic basis throughout the program.

A minimum of 2 formal observations and 1 summative are required by the CS. An initial informal visit is

expected prior to the 1st formal visit. If a TC is experiencing difficulty, increased contact is expected.

2. During each visit, the CS should review the TC’s binder and sign off on the attendance log.

3. The CS should observe and provide feedback to the TCs early enough in the semester to allow him/her time

to improve teaching performance.

4. Comprehensive, systematic evaluation of TCs should occur during the experience. The CS should document

and discuss with the TC and PIM the results and recommendations of each observation.

5. The TC is required to submit a complete, detailed lesson plan to the CS when being formally observed.

During the visit, the CS will verify attendance, check over lesson plans, and ensure everything is up to date.

6. The CS should inform the TC and the SOE Field Placement Office of less than satisfactory teaching

performance immediately.

Evaluation of the Teacher Candidates by the Clinical Supervisor:

It is extremely important that evaluations be done fairly and accurately. It is also important that the CS has

significant input from the PIM. All formal evaluations should be made in regularly scheduled sessions throughout

the placement and should last for an entire instructional session.

All evaluations should include specific comments and be reviewed with the TC following the observation. If a TC is

not progressing, check to see that all meetings, evaluations and notes are complete and report the concern to the SOE

Field Placement Office immediately. A determination will be made as to how best to proceed. Options include the

development of a remediation plan, repetition of the placement, or removal from the program.

Additional Procedures for Clinical Supervisors:

1. Meet the principals of the schools they are visiting within the first 2 visits to the school.

2. Meet the Pre-Service Instructive Mentor (PIM) of the schools they are visiting. Exchange means for all

communication (e.g. email, cell phone) and set ground rules for communication.

3. Communicate with the PIM and TC to plan evaluation visits in advance, so that schedule changes will not

preclude observation. Share the observation schedule with the Principal and PIM.

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4. Review carefully the periodic performance observations/evaluations of the PIM. Early identification of

weaknesses should lead to early remediation, and lack of steady progress should be addressed. Notify the

SOE Field Placement Office of any concerns immediately.

5. All mass communication to PIMs and/or TCs must originate from a UTC.edu email address and copy

the Field Placement Coordinator.

6. A positive attitude in working for the benefit of the TC and PIM.

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Expectations for Pre-Service Instructive Mentor (PIM) during Clinical Practice

Introduction:

Selection as a PIM is an endorsement of your competence as a teacher, commitment to students, and skill in human

relations. TCs consistently rank Clinical Teaching Semester among the most valuable components of their teacher

education programs. In large part, this is a tribute to the dedication and quality of you, the PIM.

Guidelines of the Tennessee State Board of Education state the following criteria for selection of PIMs:

At least 3 years of professional teaching experience in their area of licensure

Teacher licensure in the appropriate content area/grades

Evaluation as a highly effective teacher through local assessment and/or state evaluation procedures

Willingness to assume the roles expected of a mentor

Ability to work as a team member with the Teacher Candidate (TC) and Clinical Supervisor (CS)

Facilitate learning experiences including pedagogical instruction

The TC and his/her CS have the following expectations of you:

TCs expect:

1. The opportunity to learn by observing your teaching.

2. Assistance in learning to plan for instruction.

3. Provision of specific suggestions for improvement.

4. Recognition of demonstrated improvement and strengths.

5. Opportunity to collaborate and co-teach.

6. A gradual release into primary planning responsibilities and guiding co-teaching.

7. Awareness that he or she is a beginning teacher and should be evaluated at the pre-professional level.

8. A minimum of 2 formal evaluations and 1 summative evaluation.

9. A willingness to listen and offer suggestions for growth.

10. Provide constructive criticism and support.

Co-Teaching*Full responsibility does not mean that the TC completely takes over with the classroom. The PIM should

always be in the classroom and accessible while the TC is teaching. During this period, the TC will have co-responsibility for

academic planning and execution of lesson plans, classroom management, and record keeping. The PIM is not expected to

relinquish all responsibility to the TC; rather the University of Tennessee at Chattanooga suggests the co-teaching model. This

model allows the PIM and the TC an opportunity to work collaboratively with groups of students sharing the planning,

organization, implementation and assessment of instruction, and classroom. Together this should be an opportunity to engage in

a partnership that allows the sharing of resources and mutual support and learning whereas, the students benefit by being able to

work in small groups, receive more individualized attention, less classroom disruptions, and fast response time. There are a

variety of co-teaching strategies that have shown to be effective when both the PIM and TC co-plan and co-teach. Studies have

shown that implementing the variety of different strategies have a benefit for the PIM, TC and students.

One Teach, One Observe – Either the PIM or TC has the primary instructional responsibility while the other collects

specific information on the students or focuses on the one who has the primary instructional responsibility.

One Teach, One Assist – Either the PIM or TC has primary instructional responsibility while the other assists students,

monitors student behaviors, or corrects assignments.

Station Teaching – Both PIM and TC split the instructional content into sections and students are divided into groups.

Parallel Teaching – Both PIM and TC instruct half of the students. Both address the same instructional content and use the

same teaching strategies while reducing the student to teacher ratio.

Supplemental Teaching – Either the PIM or TC work with students at their expected grade level, while the other works with

students who need extension or remediation.

Alternative or Differentiated Teaching – Both PIM and TC teach the same content with the same learning outcome,

however both use a different approach of teaching.

Team Teaching – Both PIM and TC are active participants in teaching the lesson with no clear leader. Both share the

teaching, interject information, assist the students and answer questions. *Copyright 2012, The Academy for Co-Teaching and Collaboration at St. Cloud State University

Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

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CSs expect:

1. A positive attitude in working for the benefit of the TC.

2. A commitment to follow University and departmental guidelines in structuring the TC’s experience.

3. Regular reporting of the TC’s progress.

4. Early alert about any problems.

5. Mutual confidence and open communication regarding the TC’s progress.

6. Support in ensuring the TC’s timely completion of responsibilities.

7. Open and ongoing communication.

Pre-service Instructive Mentor Responsibilities:

Planning for the Arrival of the TC: The TC is accorded the same status as fully certified teachers. The PIM should

assemble materials and equipment, which might include:

Instructional materials including textbooks, manuals, and curriculum guides.

Desk or table for individual use.

Copy of the faculty handbook, pupil handbook, school policies, plan book, and other useful information.

Sources of information on the background of the pupils to identify ability, program of study, achievement,

socioeconomic status, and individual problems.

Access to notification system regarding school closings and/or delays

Introduce the CT to students in a way that encourages them to respond to him/her as a classroom teacher

The PIM Welcomes the TC: The initial days of Clinical Teaching Semester are crucial for the TC. Each PIM should

make every effort to ensure the TC feels welcome. Introductions to teachers, staff members, and other school

personnel are important. The TC should know about the building and grounds, daily routine of the school, and

appropriate working relationships with other members of the school staff.

The PIM as the Teacher of Record:

1. The PIM’s first responsibility is to the pupils in his/her class.

2. Prepare pupils to work with a TC and notify the parents that there will be a TC in the classroom.

3. Acquaint the TC with assessment criteria.

4. Immediately involve the TC in specific classroom tasks, possibly small group activities.

5. Plan a schedule with the TC for assuming responsibilities and co-teaching of the classroom, which will allow

the TC to assume increasing responsibility as he/she exhibits readiness to do so.

6. Guide the TC in preparing daily lesson plans, unit plans, and tests and approve and critique all plans 2-days

prior to teaching. Assist in understanding and applying evaluation techniques. (over and above edTPA

requirements)

7. Demonstrate a variety of effective teaching techniques and arrange for visits to other classrooms from time to

time.

8. Guide the TC in developing and understanding the skills of self-evaluation.

9. Evaluate the quality of the TC’s performance and engage in frequent informal conferences to ensure

continuous progress and/or early identification of problems.

10. Encourage the TC to participate in extra curricula activities.

11. Take note of attendance and tardiness. If excessive absences or tardiness are observed, report this to the CS

immediately.

12. Prepare and submit evaluation reports according to schedule.

Procedures and Evaluation of the TC by the PIM:

1. Establish a respectful environment

2. Provide the opportunity to co- teach for the CT

3. Assistance in planning for instruction

4. Provide feedback and evaluate at a pre-professional level.

5. Conduct a minimum of 2 formal evaluations and 1 summative evaluation.

6. Develop a positive relationship with the CTs CS.

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Expectations for Teacher Candidates (TCs) during Clinical Practice

TCS are expected to:

1. Maintain a Clinical Practice Semester Notebook (see below) throughout the placement.

2. Keep the contractual schedules/hours of their cooperating teachers and to be on time (complete Attendance Log).

Be punctual and attend each class daily, whether teaching or not. Inform the school in advance of anticipated

absences, or as early as possible on the day that an emergency arises. (Document on the appropriate form).

3. Become familiar with school policies and practices and work in a manner consistent with them.

4. Become thoroughly acquainted with classroom facilities and learn the procedures used by the PIM.

5. Become acquainted with instructional materials available in the school and district.

6. Become familiar with the community and its relationship to the educational program.

7. Assume all the contractual responsibilities and expectations the school/district has of their teachers.

8. Assume this responsibility in a gradual sequence with opportunities to observe and learn from their PIMs

9. Share the pacing guide with PIMs and plan thoroughly, in writing, for all teaching responsibilities.

10. Spend the time necessary outside of school to prepare for their teaching responsibilities.

11. Develop and have in writing an acceptable lesson plan for every lesson to be taught.

12. Act professionally and ethically.

13. Dress professionally according to the dress codes of the schools to which they are assigned.

14. Ascertain permission from their cooperating teachers for all the activities they do on the school site.

15. Be observed in their assigned classrooms by PIMs, CTs and other district or UTC faculty

16. Participate in conferences where they will receive feedback from supervisors, and to participate in the

performance evaluation process with their supervisors.

17. Attend all student teaching seminars, if applicable.

18. Complete assigned work (SOE TEP ePortfolio/edTPA) on Livetext, according to published deadlines.

19. Notify PIM, CS, or Field Placement Coordinator of any persistent problems in their Clinical Practice.

Clinical Practice Semester Notebook:

TCs must keep a three-ring binder in the classroom at all times. The binder must have the appropriate dividers and

tabs and the paperwork must be kept up to date. It is the TC’s responsibility to make copies of all of the evaluation

documents the first week of their placement and have them ready for the PIM and the CS.

The Clinical Teaching Semester Notebook must contain the following tabs and materials:

Tab 1: Attendance log (CS will sign off on every visit, PIM will sign off after each visit)

Make-Up Day’s Schedule (if applicable)

Tab 2: Lesson plans in chronological order with the most recent first

Tab 3: Formal and Informal evaluations and observations of teaching and documented feedback

Tab 4: Summative Evaluation

Tab 5: Returned edTPA video forms (if applicable)

Evaluations:

The CS and the PIM will both complete (2 each) formal observations using the form titled “Formal Evaluation.”

They are encouraged to share their evaluations and each should review their evaluation with the TC in a reflective

conference. The PIM and the CS will conduct the summative evaluation in collaboration. It is the candidate’s

responsibility to provide all the evaluation forms.

The TC is required to submit a complete, detailed lesson plan to the CS when being formally observed. During the

visit, the CS will verify attendance, check over lesson plans, and ensure everything is up to date. It is vital that the

notebooks are kept up to date and in the classroom at all times.

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Expectations for the Principal during Clinical Practice The School of Education at UTC appreciates your willingness to partner with the Teacher Education Program to

prepare effective Teacher Candidates. The Clinical Practice semester is a valuable experience and the TEP

wouldn’t be successful without your support. An open line of communication is encouraged and ensures that

any issues are addressed quickly, so please feel free to reach out to the Field Placement Coordinator with any

questions. We again thank you for your partnership! Below are some expectations to guide you through this

experience:

1. Accept teacher candidates as junior members of the teaching faculty.

2. Offer teacher candidates those facilities, resources, teaching materials, supplies and equipment

customarily available to other teachers.

3. Ensure faculty and parents understand their responsibilities to the teacher candidates.

4. Introduce the teacher candidates and university personnel to the building.

5. Provide support as needed to the Pre-Service Instructive Mentors (PIMs) as they foster the growth of

teacher candidates.

6. Offer feedback to the School of Education in an effort to better prepare new teachers.

7. Provide counsel and assistance to the teacher candidates and university personnel.

in the development of a high quality student teaching experience in the building and the community.

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Appendix Documents

Fingerprinting Instructions and Release Form

Clinical Experience Time Sheet

Field Experience Participation

Attendance Log (Clinical Practice Only)

Make-up Days (Clinical Practice Only)

Hamilton County Clinical Experience Form

Hamilton County Exceptional Learning Form

Informal TC Observation Form (Clinical Practice Only)

Formal TC Observation Form (Clinical Practice Only)

Summative Evaluation (Clinical Practice Only)

Clinical Experience Memorandum of Understanding

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THE UNIVERSITY OF TENNESSEE AT CHATTANOOGA TEACHER EDUCATION

PROGRAM

FINGERPRINTING PROCEDURES FOR STUDENTS

The State of Tennessee and the University of Tennessee at Chattanooga Teacher Education

Program requires you to undergo a fingerprint-based background check. Please follow the steps

below:

Prior to being fingerprinted see Doris Roensch in 312 Hunter Hall and sign a Fingerprint

Release Form.

Register on-line with IdentoGo prior to going out to their location. Go to

https://www.identogo.com/

Search by State: Tennessee, then follow the online directions

Our agency name is “Non-DCS Child Care/Adoption Providers.”

Applicant type: “Child Related Worker Volunteer (Private)”

The ORI number for UTC is TNCC33059.

Either enter zip code or on the map select the number 3 (green)

Select your location, date, and time for you appointment

Employer Name and Address: University of Tennessee at Chattanooga 615 McCallie Ave.

Chattanooga, TN 37403 ATTN: Dr. Renee Murley, School of Education Dept 4154

Be prepared to show a valid photo ID to the fingerprint staff on your printing date.

You must bring a copy of the receipt to Doris Roensch in Hunter 312. You may scan and

email a copy to [email protected]. You must put your UTC ID on the copy of the

receipt. We will not search for your results unless we have received a copy of your receipt.

The requirement will not be met until your clear results have been received by the SOE.

NOTE: It takes about two weeks for UTC to receive your results from the TBI.

PROFESSIONAL LIABILITY INSURANCE To apply for Professional Student Liability Insurance:

Liability insurance can be purchased in one of these ways:

o www.proedtn.org

o www.teateachers.org

o Bursar’s office

Each insurance option has different expiration dates, please check before purchasing. Join

one of the first two organizations listed above and you will automatically get the insurance.

You must provide a copy of the receipt to Doris Roensch in Hunter 312. You may scan and

email to [email protected] (subject line: Liability Insurance). You must include

your UTC ID on the receipt.

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RELEASE FORM

THE UNIVERSITY OF TENNESSEE

AUTHORIZATION TO RELEASE INVESTIGATIVE

AND CRIMINAL BACKGROUND RECORDS

I hereby authorize the Tennessee Board of Education and the Tennessee

Department of Education to perform a criminal history records check on me

through a qualified Tennessee licensed private investigation company.

I hereby authorize the Tennessee Bureau of Investigation to conduct a criminal

history records check on me.

I further authorize the Tennessee Bureau of Investigation to release to the

University of Tennessee the results of any criminal history records check.

I understand that if I am a student, the results of such investigations and/or

background checks may affect my acceptance into teacher training programs at

The University of Tennessee.

Disclosure Requirements:

I understand that candidates MUST provide full disclosure to the SOE within 5 days

of any misdemeanor or felony conviction neglect that occurs after initial background

check.

_______________________________________________________________

Name Date

_______________________________________________________________

Signature UTC ID

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Field Experience Participation Form/Time Sheet

Name:

Semester:

Number of Hours Required for Course

Course:

Instructor:

Total Number of Hours Completed:

DATE TIME IN TIME OUT NO. OF HOURS ORGANIZATION/ACTIVITY TEACHER/SUPERVISOR

TURN THIS FORM IN AT THE END OF THE SEMESTER

22

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Attendance Log

Teacher candidate: UTCID: ___________________________

School: PIM: Grade: ______

Date Teaching Assisting Observing Planning Other Total PIM

Check

4 hours 2 hours 0 1 hour .30 7.30

ABSENT – Sick (list the reason for your absence)

Date Teaching Assisting Observing Planning Other Total Check

ORIENTATION

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Date Teaching Assisting Observing Planning Other Total PIM

Check

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Date Teaching Assisting Observing Planning Other Total PIM

Check

Total # of completed Clinical Teaching Semester days

Total # of days that you were absent that must be made up (complete make-up day schedule form)

Make-Up Days Schedule

PIM sign off date and initials:

CS sign off date and initials:

TC sign off date and initials:

Page 28: University of Tennessee-Chattanooga School of Education ... · University of Tennessee-Chattanooga School of Education Clinical Experience ... Teacher Candidates shall be denied admission

Make-Up Day Notice: If you have make-up days you will need to complete the chart below. Please note that you must start your make-up days immediately and they must be consecutive (that means returning to your school the next school day after both of your placements and going each day until the make-up days are completed). When you finish your make-up days, you will need your PIM’s signature verifying you made up the days and send it to the SOE. Do not send or get your PIM to sign the document until you complete your make-up days. Candidate’s Name:

Date Absent Make-Up Date # of

hours

PIM Verification

PIM Signature: ______________________________ Date: ________________________ CS Signature: ________________________________ Date: ________________________ TC Signature: _______________________________ Date: ________________________ Principal: __________________________________ Date: _________________________

Page 29: University of Tennessee-Chattanooga School of Education ... · University of Tennessee-Chattanooga School of Education Clinical Experience ... Teacher Candidates shall be denied admission

HAMILTON COUNTY DEPARTMENT OF EDUCATION

3074 HICKORY VALLEY ROAD

CHATTANOOGA, TN 37421

Check one box indicating the type of field experience:

Exceptional Education Placement* Regular Education Placement

TO: School Principal

Student Name_ College

Course (course name and number)

Requirement:

Observe in a(n) _class for hours

Requested start date

Conduct a case/field study (please explain and list the number of hours and requested start date):

Other (please explain and list the total number of hours required and requested start date):

Signatures below will indicate that I have met the guidelines of both my college or university and HCDE, including

completion of a criminal background check prior to my placement. I further understand that a criminal background

check is required and HCDE will not incur the cost.

*If the field experience will take place in an exceptional education setting, I may not begin prior to notification

from the school of the return of Parental Consent forms for each student.

Signature of Student Print Name of Student Date

Signature of Professor Print Name of Professor Date

Approved Not Approved

Signature of Principal School Date

HCDE Student Clinical Experience Approval Form

2 0 1 7 - 2 0 1 8

This form is not to be used for clinical experiences requiring more than 40 hours Signed Parental Consent

forms must be obtained by the Ex Ed teacher prior to the opening date of the clinical experience.

Schools are to keep a copy of this form on file.

Page 30: University of Tennessee-Chattanooga School of Education ... · University of Tennessee-Chattanooga School of Education Clinical Experience ... Teacher Candidates shall be denied admission

Dear Parents,

This form is to obtain parental consent to

allow (Name of college/university

student) from (Name of the

college/university) to complete a field experience in your child’s class.

The activities checked below will be completed during the field experience: Observe the student in the classroom

Interview the teacher or paraprofessional

Observe inclusive classrooms or other exceptional education school settings (meetings, testing,

conferences)

Plan for and/or practice individualized instruction in the classroom or other exceptional education

settings

Complete a student case study or interview the exceptional education student. The case study

and/or interview will involve a review of cumulative and confidential school records, conversations with

me and/or my child’s teacher(s), analysis of work samples, in class observations, and the possible

administration of standardized or informal assessments to identify my child’s current level of

performance and educational needs. The case study will be conducted in a sensitive, professional, private

and non-disruptive manner.

Video tape an exceptional education setting that will be used for instructional purposes. Any other

viewing of the video will be considered a violation of confidentiality.

Your signature below indicates approval for your child to participate in applicable areas of the

field experience.

Name of Hamilton County Student

Date:

Printed Name of Parent Signature of Parent Signatures below indicate agreement with the parent as to the extent in which the child may be involved

in the field experience.

Date:

Printed Name of College Student Signature of College Student

Date:

Printed Name of College Instructor Signature of College Instructor

Date:

Printed Name of School Principal Signature of School Principal

Exceptional Education Parental Consent Form

College/University Field Experience Students Hamilton County Department of Education

Completed Parental Consent forms are to be kept on file at the school and are to be made available

upon request.

Parental Consent is voluntary and may be withdrawn at any time.

Page 31: University of Tennessee-Chattanooga School of Education ... · University of Tennessee-Chattanooga School of Education Clinical Experience ... Teacher Candidates shall be denied admission

The University of Tennessee at Chattanooga, School of Education

Informal TC Observation Form

School: TC: Time In:

CS: Date: Time Out:

ACTIVITY OBSERVED NOT

OBSERVED

COMMENTS

1. Provided and followed

lesson plan to CS

2. Stated lesson objective to

students

3. Used formative or summative

assessment

4. Made accommodations or

evidence of differentiation

5. Enthusiastic About Subject

6. Promoted problem solving

7. Efficient Use of Time-

pacing-

8. Group Work Practice

9. Independent Student Practice

10. Used a variety of

questioning types-promoted

thinking skills-

11. Presented instructional

content through modeling

12. Used Technology

13. Skilled at motivating

students

14. Students received feedback

15. Use of peer review for

feedback

16. TC knowledge of students

17. Evidence of classroom

management

18. Set high expectations

19. Materials and activities

supported the lesson objective

20. TC knowledge of content

Page 32: University of Tennessee-Chattanooga School of Education ... · University of Tennessee-Chattanooga School of Education Clinical Experience ... Teacher Candidates shall be denied admission

Formal Evaluation – TEAM—(to be completed in LiveText)

The University of Tennessee at Chattanooga, School of Education

Teacher Candidate: Date:

Grade and Topic: School:

Evaluator: Evaluation # 1 2 3 4

Please evaluate the candidate a minimum of four times: at the beginning, middle and end of placement. At the end of the semester you will summarize your professional judgment of the candidate across all 4 observations on each main heading.

Scoring Key: 1=Below Expectations 2=At Expectations 3=Above Expectations

PLANNING

Instructional Plans

_____ Goals are aligned to state content standards

_____ Activities, materials, and assessments build on prior student

learning, cultural background and proper sequencing

_____ Plan provides opportunities to accommodate individual student

needs

_____ Allows appropriate time intervals for student work, lesson and

closure, etc.

_____ Plan was designed for the age, background knowledge, cultures

and interests of most learners

Student Work

_____ Assignments require students to interpret information rather than

reproduce it

_____ Assignments have students draw conclusions and support them

through discussion or writing

Assessment

_____ All assessments have clear measurement criteria

_____ Formative assessments are utilized

_____ Assessments measure performance in more than two ways

_____ Assessments are aligned to State/Common Core standards

_____ Written tasks are included in assessments

INSTRUCTION Standards & Objectives

_____ Objective(s) and standards are communicated

_____ Expectations for student performance are clear

_____ Teacher candidate relates objective(s) to prior knowledge

_____ Proof that a majority has mastered the daily objective and there

is progression of the mastery of a standard

Motivating Students

_____ Content is personally meaningful and relevant to students

_____ Teacher candidate reinforces and rewards effort

_____ Utilization of inquiry, curiosity and exploration are evident

Presenting Instructional Content

_____ Includes examples, illustrations, analogies and/or labels for

new concepts and ideas

_____ Modeling to demonstrate performance expectations

_____ Logical sequencing and segmenting across the lesson

_____ No irrelevant, confusing, or nonessential information

Lesson Structure and Pacing

_____ Starts promptly

_____ Coherent with a beginning, middle and end

_____ Pacing is appropriate and varied when needed

_____ Efficient distribution of all materials

_____ Transitions are smooth with little lost time

Activities and Materials

_____ Support the lesson’s objectives

_____ Sustain students’ attention

_____ Provides for student to student interaction

_____ Provides students with authentic choices

_____ Encourage student curiosity and are stimulating

_____ Incorporates technology when available

_____ Incorporates resources outside the school’s curriculum (e.g.

teacher candidate made materials, manipulatives, resources

from museums, etc.)

Academic Feedback

_____ Is high-quality, focused and done frequently throughout all

components of the lesson

_____ Candidate circulates during instructional activities to support

engagement and monitor student work

Grouping Students (whole, small, pairs, or individually)

_____ Group adequately enhances student understanding and learning

efficiency

_____ Most students know their roles and responsibilities

_____ Individuals are held accountable for individual and/or group work

_____ Group composition is varied (e.g. race, gender, ability, etc.)

Teacher Candidate Content Knowledge

_____ Displays accurate content knowledge of what he/she teaches

_____ Implements subject-specific content strategies to enhance student

content knowledge

Teacher Candidate Knowledge of Students

_____ Displays understandings of student’s anticipated learning difficulties

_____ Incorporates student interests and cultural heritage

_____ Provides differentiated instructional methods and content to ensure

children have the opportunity to master what is being taught

Thinking

_____ Teacher candidate thoroughly teaches one or more types of thinking:

Analytical Thinking: students analyze, compare and contrast, and

evaluate and explain information

Practical Thinking: students use, apply, and implement what they

learn in real-life scenarios

Creative Thinking: students create, design, imagine, and suppose

Research-Based Thinking: students explore and review a variety of

ideas, models, and solutions to problems

_____ Teacher candidate provides opportunities to generate a variety of

ideas and alternatives

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_____ Activities and materials include tasks that are rich with text and

complexity

Questioning

_____ Varied and high quality providing a balanced mix of question

types

_____ Are purposeful and coherent

_____ Require active responses (e.g. whole-class signaling, choral

responses, or group and individual answers)

_____ Wait time is appropriate

_____ Calls on volunteers and non-volunteers

_____ Teacher candidate provides opportunities to analyze problems from

multiple perspectives and viewpoints

Problem Solving

_____ The teacher candidate implements activities that teach at least two of

the following problem-solving types (circle the types):

Abstraction, categorization, drawing conclusions/justifying

solution, predicting outcomes, observing and experimenting,

improving solutions, identifying relevant/irrelevant information,

generating ideas, and creating and designing

ENVIRONMENT

Expectations

_____ Sets high expectations

_____ Encourages students to learn from mistakes

_____ Create learning opportunities where students can experience

success

_____ Students complete work according to teacher candidate’s

expectations

Managing Student Behavior

_____ Students are well behaved and on task with minor learning

disruptions

_____ Teacher candidate follows PIM’s rules for learning and

behavior

_____ Teacher candidate stops the lesson as needed to address student

behavior appropriately.

Respectful Culture

_____ Teacher candidate-student interactions are friendly and caring

_____ Students exhibit respect for the teacher candidate and to each other

_____ Teacher candidate is receptive to interests and opinions of students

Collaboration

____ Candidate incorporates all suggestions and critiques made in

collaboration with their PIM and CS regarding planning, teaching and

assessing students.

PIM or Clinical Supervisor Follow-Up with Candidate:

Please identify the candidate’s strongest performance elements (reinforcements) and the candidate’s lowest performance elements

(refinements).

AREAS OF REINFORCEMENT AREAS OF REFINEMENT

Indicator:

Statement:

Indicator:

Statement:

Indicator:

Statement:

Indicator:

Statement:

Indicator:

Statement:

Indicator:

Statement:

Evaluator’s comments regarding any suggestions for focusing on refinements (attach additional comments):

Page 34: University of Tennessee-Chattanooga School of Education ... · University of Tennessee-Chattanooga School of Education Clinical Experience ... Teacher Candidates shall be denied admission

TEAM Summative Evaluation (to be completed in LiveText)

The University of Tennessee at Chattanooga, School of Education

Teacher Candidate: Semester/Year: Grade:

School: Evaluator:

Please use this rubric at the end of the placement to make your overall assessment of the teacher candidate’s performance.

Scoring Key: 1=Below Expectations 2=At Expectations 3=Above Expectations

PLANNING

Criteria Unacceptable (1)

Below Expectations

Acceptable (2)

At Expectations

Target (3)

Above Expectations

Overall

Rating

Instructional

planning

Candidate’s goals rarely

aligned to state content

standards. Activities,

materials, and assessments

unconnected to student

prior learning or

background. Appropriate

pacing was not addressed.

Individual students’ needs

neglected.

Candidate’s goals were

aligned to state content

standards. Activities,

materials, and assessments

built on prior student

learning and backgrounds.

Many lesson components

(student work periods,

instruction times, closures,

etc.) were given appropriate

pacing times. Plans

included differentiation

for learners with needs

but accommodations were

not observed.

Candidate’s goals were

always clearly aligned to

state content standards.

Creative activities,

materials, and

nontraditional assessments

built deep student

knowledge. All lesson

components (student work

periods, instruction times,

closures, etc.) were given

appropriate pacing times.

Plans provided multiple

opportunities for students

to have their needs met.

Student work

products

Candidate’s assignments

required students to

reproduce information.

Assignments rarely had

students draw conclusions

and/or offer support for

them.

Candidate’s assignments

required students to

interpret information rather

than reproduce it.

Assignments had students

draw conclusions.

Candidate’s assignments

required students to

interpret information at a

high level of thought.

Assignments nearly always

required students to draw

conclusions and support

them orally or in writing.

Quality of

assessments

utilized

Some assessments had clear

measurement criteria. Some

formative assessments were

used. Assessments used

single measures of

performance.

Most assessments had clear

measurement criteria.

Formative assessments were

utilized frequently.

Assessments measured

performance in more than

one way.

All assessments provided

clear measurement criteria.

Formative and summative

assessments were used

frequently. Assessments

measured performance in

varied and unique ways.

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INSTRUCTION

Knowledge

of

standards

&

objectives

Some objectives and

standards were

communicated. Expectations

for student performances

were unclear. Some

objectives are connected to

what students have learned.

Most objectives and

standards were

communicated. Most

expectations for student

performances were clear.

Most objectives are

connected to what students

have learned.

All objectives and standard

were consistently

communicated. All

expectations for student

performances were clearly

communicated to students.

All objectives are connected to

what students have learned.

Criteria Unacceptable (1)

Below Expectations

Acceptable (2)

At Expectations

Target (3)

Above Expectations

Overall

Rating

Skill at

motivating

students

Content was meaningful to

some students. Candidate

did not consistently

reinforce and reward student

efforts. Candidate did not

develop learning experiences

where inquiry, curiosity, and

exploration were valued.

Content was made

meaningful and relevant to

most students. Candidate

reinforced and rewarded

efforts. Candidate

developed learning

experiences where inquiry,

curiosity, and exploration

were valued.

Content was consistently

meaningful and relevant to

students. Candidate

consistently reinforced and

rewarded efforts. Candidate

developed ample learning

experiences where inquiry,

curiosity, and exploration were

valued.

Compe-

tence in

presenting

instruction

al content

Candidate failed to use

examples, illustrations and/or

labels for new concepts or

ideas on a regular basis.

Didn’t always model

performance expectations.

Sequencing across lesson

was lacking. Presentation

included confusing or

nonessential information.

Candidate used examples,

illustrations, and/or labels

for new concepts and ideas

most of the time. Modeled

performance expectations.

Logical sequencing and

segmenting across the

lesson was apparent most of

the time.

Candidate used meaningful

illustrations and labels for new

concepts or ideas. Always

modeled performance

expectations. Lessons were

always clearly logically

sequenced and segmented

across the lessons. Information

was relevant to the students’

lives.

Compe-

tence in

lesson

structure

and pacing

Lessons did not always start

promptly. The lessons

lacked structure and did not

clearly contain a beginning,

middle and end. Pacing was

non-existent or did not

provide for different learning

rates. Routines and/or

transitions were

unorganized and

inefficient.

Lessons started promptly

most of the time. The

lessons contained a

beginning, middle and end.

Pacing was adequate and

provided some opportunities

for different learning rates.

Routines and/or transitions

were mostly organized and

efficient.

All lessons started promptly.

The lessons clearly contained

a beginning, middle and end.

Pacing was clearly present and

provided multiple

opportunities for different

learning rates. All routines

and/or transitions were

organized and efficient with

minor interruptions.

Qualities of

activities

and

materials

Materials and activities did

not always support lessons’

objectives. Student

interaction was limited.

Technology was not used

but was available. No

outside resources were

Materials and activities

supported lesson objectives

and sustained most

students’ attention. Student

to student interaction and

choices were part of most

lessons. Incorporated

All materials and activities

clearly supported lesson

objectives and consistently

sustained student attention

throughout all lessons.

Students had multiple

opportunities interaction and

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included. Tasks that were

included in activities and

materials lacked complexity

and text.

technology when available.

Lessons relied mainly on

adopted textbook. Most

activities and materials

included tasks that were rich

with complexity and text.

choices. Creative use of

technology, when available.

Multiple resources were used.

All activities and materials

included tasks that were rich

with complexity and text.

Use of a

variety of

questioning

types

Candidate’s questions were

primarily of one type or are

without purpose or sense.

Questions were primarily

asked of individuals. Wait

time was not evident.

Candidate did not spread

the questioning across all

students.

Candidate’s questions were

varied and balanced.

Required active responses

(e.g. whole-class signaling,

choral responses, or group

and individual answers)

Wait time was appropriate

most of the time. Called on

volunteers and non-

volunteers.

Candidate’s questions were

varied, creative, and high

quality providing a balanced

mix of question types that are

purposeful and coherent.

Require active responses as

well as student-to-student

interaction. Wait time was

consistently used

appropriately. Consistently

calls on volunteers and non-

volunteers.

Criteria Unacceptable (1)

Below Expectations

Acceptable (2)

At Expectations

Target (3)

Above Expectations

Overall

Rating

Use and

quality of

academic

feedback

Candidate rarely offered

academic feedback. Candidate did not do

enough to support student

engagement and monitor

their work.

Candidate’s academic

feedback was focused and

frequent. Most of the time

the candidate circulated during instructional

activities to support

engagement and monitor

student work. Feed

Candidate’s academic feedback

was authentic and frequently

given. Candidate consistently

circulated offering genuine

support and documentation

for student engagement and

monitoring of student work.

Using and

managing

the

grouping

of students

(whole,

small,

pairs, or

individual-

ly)

Candidate rarely grouped

students for clear

instructional purposes.

Candidate’s group activities

adequately enhanced

student understanding and

learning. Most students

knew their roles and

responsibilities. Individuals

were held accountable for

individual and/or group

work. Instructional group

composition was not varied

consistently (e.g. race,

gender, ability, and age).

Candidate’s group activities

clearly enhanced student

understanding and learning

effectively. All students knew

their roles & responsibilities.

Individuals were consistently

held accountable for individual

and/or group work.

Instructional group

composition varied (e.g. race,

gender, ability, and age).

Teacher

candidate

knowledge

of content

Candidate did not display

accurate content

knowledge across lessons

taught.

Candidate displayed

accurate content knowledge

of what was taught.

Usually implemented subject-specific content

strategies to enhance student

content knowledge.

Candidate displays accurate

content knowledge of what

he/she teaches and researched

to add to the content being

taught when needed. Consistently implemented

subject-specific content

Page 37: University of Tennessee-Chattanooga School of Education ... · University of Tennessee-Chattanooga School of Education Clinical Experience ... Teacher Candidates shall be denied admission

strategies to enhance student

content knowledge.

Teacher

candidate

knowledge

of students

Candidate was indifferent to

students’ learning needs and

difficulties. Differentiation

was rarely evident.

Candidate displayed

understandings of students’

anticipated learning

difficulties. Sometimes the

candidate incorporated

student interests and cultural

heritage. Provided limited

differentiated instructional

methods and content to

ensure students had the

opportunity to master what

was being taught.

Candidate clearly anticipated

students’ needs and

differentiated seamlessly so all

students could master the

concepts. Incorporated student

interests and cultural heritage

in respectful and meaningful

ways.

Promoting

thinking

skills

Candidate did not teach any

(Analytical Thinking,

Practical Thinking, Creative

Thinking, or Research-Based

Thinking) thinking skills.

Candidate provided minimal

opportunities to generate

ideas and alternatives.

Candidate provided minimal

opportunities to analyze

problems from perspectives

and viewpoints.

Candidate thoroughly

taught one type (Analytical

Thinking, Practical

Thinking, Creative

Thinking, or Research-

Based Thinking) thinking

skill. Candidate provided

some opportunities to

generate ideas and

alternatives. Candidate

provided some

opportunities to analyze

problems from different

perspectives and

viewpoints.

Candidate thoroughly taught

one or more types (Analytical

Thinking, Practical Thinking,

Creative Thinking, or

Research-Based Thinking).

Candidate provided numerous

opportunities to generate a

variety of ideas and

alternatives. Candidate

provided ample opportunities

to analyze problems from

multiple perspectives and

viewpoints.

Criteria Unacceptable (1)

Below Expectations

Acceptable (2)

At Expectations

Target (3)

Above Expectations

Overall

Rating

Promoting

problem

solving

Candidate rarely provided

opportunities for student

problem solving or provided

opportunities that are

artificial and inauthentic.

Candidate implements

activities that teach at least

one of the following

problem-solving types

(abstraction, categorization,

drawing conclusions or

justifying solution,

predicting outcomes,

observing and

experimenting, improving

solutions, identifying

relevant/irrelevant

information, generating

ideas, and creating and

designing).

Candidate teaches by

modeling problem solving

and actively encouraged students to practice problem

solving through two or more

of the following problem-

solving types (abstraction,

categorization, drawing

conclusions or justification,

predicting, observing and

experimenting, improving

solutions, identifying

relevant/irrelevant information,

generating ideas, and creating

and designing). Candidate

modeled and consistently

Page 38: University of Tennessee-Chattanooga School of Education ... · University of Tennessee-Chattanooga School of Education Clinical Experience ... Teacher Candidates shall be denied admission

provided opportunities for

students to generate a variety

of ideas and alternatives.

ENVIRONMENT

Setting

clear and

high

expect-

ations

Candidate did not set high

expectations for students.

Students were not

encouraged to learn from

mistakes. Learning

experiences did not promote

student success.

Candidate sets high

expectations. Encouraged

students to learn from

mistakes. Most of the time

learning opportunities

allowed most students to

experience success.

Students complete work

according to candidate’s

expectations.

Candidate consistently set high

expectations for all students.

Candidate created learning

experiences where mistakes

were helpful and where success

is built in. All Students met or

exceeded candidate’s

expectations.

Managing

student

behavior

Students were not well

behaved. Candidate did not

handle minor learning

disruptions easily during

Residency Semester.

Candidate did not follow

PIM’s classroom rules and

procedures. Candidate

treated all behavior issues

as major issues or all as

trivial; does not distinguish

between them.

Students were well-

behaved and on task with

minor learning disruptions.

Candidate followed PIM’s

classroom rules. Candidate

overlooked some minor

behavior issues, but other

times he/she addresses it,

pausing the lesson.

Students were always well

behaved and on task. Candidate

consistently handled minor

learning disruptions easily.

Candidate always followed

PIM’s classroom rules and

procedures. Disruptions were

handled appropriately and

professionally.

Collabo-

ration

with PIM

and

clinical

supervisor

Candidate does not

incorporate suggestions and

critiques made in

collaboration with their PIM

or Clinical Supervisor.

Candidate incorporates

some of the suggestions

and critiques made in

collaboration with the PIM

and Clinical Supervisor

regarding planning,

teaching, and assessing

children.

Candidate incorporates all

suggestions and critiques made

in collaboration with their PIM

and Clinical Supervisor

regarding planning, teaching,

and assessing children.

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Criteria Unacceptable (1)

Below Expectations

Acceptable (2)

At Expectations

Target (3)

Above Expectations

Overall

Rating

Collabo-

ration with

professionals

parents, and

others

Candidate fails to

communicate and/or

collaborate with

professionals, parents, and

others in a meaningful

way to meet the needs of

all children in the

classroom.

Candidate collaborates &

communicates with

professionals, others and

with parents under the

guidance of their PIM to

meet the specific needs of

all children in the

classroom.

Candidate communicates

and collaborates with

professionals & parents in

meaningful ways in concert

with their PIM. Candidates

seek additional ideas and

suggestions in collaboration

with fellow candidates,

University faculty and

others to improve their

instruction and to assist

students in their learning.

Promoting a

respectful

culture

Candidate-student

interactions were stiff.

Candidate-student and

student-student rapport

was disrespectful.

Candidate expressed no

interest in students’

interests or opinions.

Most candidate-student

interactions were friendly

and caring. Candidate-

student and student-student

rapport was respectful.

Candidate was receptive to

interests and opinions of

students.

Candidate-student

interactions were

consistently professional,

friendly, and caring.

Candidate-student and

student-student rapport was

always respectful.

Candidate was consistently

receptive to interests and

opinions of students.

Comments on areas of reinforcement (strongest performance elements): Comments of areas of refinement (lowest performance elements):

Page 40: University of Tennessee-Chattanooga School of Education ... · University of Tennessee-Chattanooga School of Education Clinical Experience ... Teacher Candidates shall be denied admission

Clinical Experience Memorandum of Understanding

UTC School of Education Teacher Candidate Clinical Experience Agreement

All Teacher Candidates are expected to follow all policies and procedures of the School

of Education program as outlined by the Clinical Experience Handbook and UTC’s Code of

Conduct.

Therefore, prior to beginning a semester with any clinical experience, Teacher Candidates are

expected to sign the following statement indicating their understanding and agreement to adhere to

these policies and ethical standards. Failure to follow these may result in disciplinary action or

removal from the TEP.

As a student enrolled in a course requiring clinical experience, I agree to the following:

I have read and understand the Clinical Experience Handbook prior to entering any type of clinical

experience. If I have questions about the Clinical Experience, I will seek assistance prior to signing

below.

Print Name:_ Signature:

UTC ID: Date:

Course(s): Semester: ______

This form is to be signed by the Teacher Candidate each semester that he or she participates in clinical

experience. Each applicable semester, I will provide the Field Placement Coordinator (Hunter 312) this form to

be placed in my file.