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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
13
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.
16
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.
17
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.
20
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.
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
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.
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
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
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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
Date Teaching Assisting Observing Planning Other Total PIM
Check
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:
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: _________________________
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.
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.
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
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
_____ 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):
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.
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
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
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
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.
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):
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.