2015 tcp k-8 special education autumn field experience ... · autumn field experience handbook 2019...

EDUCATION PROGRAM

K-8 with K-12 Special Education Certification

Autumn Field Experience Handbook

2019

Autumn Field Experience Handbook 2019

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TABLE OF CONTENTS

PURPOSE 4

ROLES AND RESPONSIBILITIES 4

PROGRAM STRUCTURE AND TIMELINES 6

TEACHER CANDIDATE PROFESSIONAL EXPECTATIONS 8

EVALUATIONS 10

REFLECTIVE SEMINAR 11

CONTACT INFORMATION 12

SCHOOL DISTRICT CALENDARS 13

APPENDIX A FIELD EXPERIENCE BINDER 15

APPENDIX B SCHOOL INFORMATION FORMS 16

APPENDIX C ASSESSMENT OF STANDARDS FOR ESSENTIAL ABILITIES AND DISPOSITIONS 22

APPENDIX D TIME LOG 27

APPENDIX E DI LESSON PLAN SUMMARY FORM 28

APPENDIX F DI LESSON OBSERVATION FORM 29

APPENDIX G RUBRIC FOR DI LESSON OBSERVATION 30

Appendix H TEACHER RUBRIC 37


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Calendar

Autumn Quarter 2019

Date Time Location Purpose

August 8 1:00am-3:30 WCG 103 Autumn Field Experience Orientation

September 2 Labor Day – UW Holiday

September 18-20 10 am – 3 pm Joy 106 Direct Instruction (DI) Training Sessions

September 25 UWT Classes Start

September 27 1:00-3:30 Joy 215 Communication and Problem Solving/Dispositions

Week of Sept. 30-

Oct.4

Varies School Sites Reflective Seminar

Oct. 11 1:00-3:30 Joy 215 DI Lesson Planning

Week of Oct. 14-18 Varies School Sites Reflective Seminar

Week of Oct 21-25 Varies School Sites Reflective Seminar

Nov. 1 1:00-3:30 Joy 215 edTPA Intro./District HR teams

Hiring Procedures FP and UP November 11 Veteran’s Day – UW Holiday

Veteran’s Day – UW Holiday

Week of Nov 12-15 Varies School Sites Reflective Seminar

November 18-22 Varies School Sites Reflective Seminar

November 25-29 No Seminar, November 28 and 29 UW Holiday

December 6 1:30-3:30 Joy 215 Winter/Spring Field Orientation

December 13 Autumn Quarter Ends


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Autumn Field Experience

Welcome to the first quarter of field experience. This is an exciting time in which teacher

candidates will have the opportunity to gain hands-on teaching experience and to link

coursework to the real world of the classroom. During this experience, teacher candidates

will work under accomplished and knowledgeable professionals who will play an

invaluable role in their education. Teacher candidates will be challenged to examine the

demands of the profession as well as their commitment, talent, and general fitness for the

teaching profession.

Purpose

Autumn field experience is designed to provide teacher candidates with the opportunity to:

Become familiar with the operation and culture of public schools.

Participate in school-wide experiences practiced during the first two weeks of school.

Develop skills in teaching small groups of students.

Demonstrate professional skills.

Roles and Responsibilities Productive field placements offer teacher candidates a setting in which they feel secure and

important in the on-going work of the classroom and the school. In these placements there is a

strong partnership and shared responsibility between UWT and each partner school. To meet the

needs of all teacher candidates, partner schools use a “team” of experts, each with unique roles

and responsibilities as reflected below.

Partner School Principals

Contact teacher candidates prior to the first day of school to coordinate additional

required days.

Introduce teacher candidates to the school as a professional member of the school team.

Meet as needed with the school district coordinator to discuss field experience

concerns or questions.

Meet quarterly with faculty to evaluate the quality of the field experience.

Coordinate professional development opportunities with faculty.

Partner School Site Coordinators

Acquaint the teacher candidates with appropriate school and district policies and

procedures, school personnel, materials, resources and programs. Provide each teacher candidate with a place to call his or her own. If possible, please

provide a desk; if not, a table, a desk drawer, or cabinet space will do.

Collaborate with the university field supervisor and mentor teachers in the establishment

of a schedule for expanding teacher candidates’ teaching responsibilities.

Schedule weekly meeting times with teacher candidates to discuss concerns, questions,

changes, etc.


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Advise and support mentor teachers as needed.

Meet regularly with the school district coordinator to discuss concerns, questions,

changes, etc.

Participate in evaluating teacher candidates’ progress with the Essential Abilities and

Disposition Form.

Meet quarterly with other site coordinators and faculty to plan, evaluate, and modify

the field experience.

School District Mentor Teachers

Share daily routines and chores with teacher candidates.

Provide structure and guidance to teacher candidates with planning and delivery of small

group instruction.

Allow teacher candidates to practice and complete university assignments.

Include teacher candidates as a member of the staff in team meetings.

School District and University Liaison

Conduct partner school orientations to acquaint the partner school staff with UWT

fieldwork expectations, roles and responsibilities, and evaluation procedures.

Lead quarterly meetings with site coordinators, university field supervisors, and faculty

to plan, evaluate, and modify the field experience.

Participate in monitoring teacher candidates’ progress and provide additional support for

struggling teacher candidates.

University Field Supervisors

Provide Direct Instruction training sessions for teacher candidates.

Demonstrate and model instructional delivery techniques.

Observe and provide teacher candidates with feedback and assignments using the Lesson

Observation Form.

Participate in evaluating teacher candidates’ lesson plans and data collection.

Participate in planning and conducting on-site reflective seminar sessions.

Faculty

Plan and lead professional development with partner schools.

Meet regularly with the school district and university coordinators, university field

supervisors, and the TCP faculty coordinator to discuss concerns, questions,

changes, etc.

Meet quarterly with site coordinators to plan, evaluate, and modify the field experience.

Meet quarterly with partner school principals to evaluate the quality of the field

experience.


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Program Structure and Timelines

Courses:

K-8/SPED Cohort Autumn Course Schedule

Course Title Meeting Time Location Faculty

TEDUC 560A Math Methods I

T 4:30-7:00 CP 325 Julia Aguirre

TEDUC 560B M 1:30-4:00 WCG 103

TEDSP 541A Reading Methods and Interventions

T 1:30-4:00 JOY 211 Jarek Sierschynski TEDSP 541B M 4:30-7:00 WCG 103

TEDSP 548A Special Education Classroom Management W 1:30-4:00 WCG 110 Kathleen Beaudoin

TEDUC 520A Multicultural Education W 4:30-7:00 JOY 211 Matthew Weinstein

TEDSP 590A Reflective Seminar F 4:30-7:00 JOY 215 Deb Knesal

TEDSP 587A Field Experience I TBA Field Placement Carey Kirkwood

Reflective Seminar:

Note: On site seminars will be arranged by the University Supervisors to be held at your school on a

date and time scheduled by the supervisors. The schedules for on-site seminars will be given in

advance.

Field Experience:

Teacher candidates will be placed in a partner school within a local school district throughout autumn quarter (see the schedule below). Teacher candidates will begin their field experience the first day of school or earlier to attend building orientation/work days prior to the beginning of the first school day. During each school day, teacher candidates are expected to arrive at the same time as the classroom teachers. This may include attending in-service trainings, meetings, or parent conferences prior to the usual start of the school day. Teacher candidates will spend a full day in their schools for the first 10 days of their field experience. For the remainder of autumn quarter, teacher candidates’ time will be split between field experiences in the morning and university classes in the afternoon. They will spend four days/week for approximately four hours/day in their placement and will be given sufficient time to commute, park, and eat lunch prior to the start of afternoon classes. Each site coordinator will determine the exact schedule.

The following table illustrates the autumn quarter field experience schedule:

District Additional Required

Days

1sTen Full Days

(Monday –

Friday)

Week 3

Autumn Experience

(AM only)

University Place August 27, 28 & 29th (3:00-

4:00 for open house)

September 3 – 16

DI training

UWT

Sept 18-20

10:00am-

3:00

Sept. 23–Dec 5

Monday-

Thursday AM

Franklin Pierce

August 19-22

August 27 – Sept 12 Sept. 23 – Dec. 5

Monday – Thursday

AM

Timeline of Teaching Activities and Assignments

The following is a suggested timeline of teaching activities expected of teacher candidates

during autumn quarter. The primary goal of this initial stage of field experience is to

provide teacher candidates with opportunities to develop the necessary foundational skills


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needed for clinical practice in winter quarter. Initially, teacher candidates will learn to

deliver intensive reading, language, and/or math instruction to a small group of Tier 2 or 3

students using scripted programs. Preparation for teaching intensive instruction will occur in

a three-day training session prior to practice teaching. In addition to small group instruction,

teacher candidates will be asked to complete several assignments throughout the quarter as

outlined below. It may be that this timeline varies depending on school contexts and a

teacher candidate’s level of skill.

Days 1-10 (full day)

During the first 10 days of school, teacher candidates will increase their awareness and

understanding of the school community as a whole. They will be asked to prepare a field

experience binder with school and classroom information and daily schedules. (See Appendix A

for the binder requirements.) Teacher candidates will use a School Information Form to

document their activities. (See Appendix B for a copy of the form.) Teacher candidates will:

Be introduced to the school/district philosophy, policies, and procedures.

Be provided with a school handbook and a master schedule.

Be introduced to the entire school staff.

Actively participate in school-wide beginning of the year procedures such as conducting

benchmark assessments and implementing positive behavior support systems.

Spend time in a classroom setting actively participating in daily routines such as morning

meeting, calendar, read-alouds, fluency building, wrap-up, etc.

Week Three (teaching preparation on campus)

In the third week of school, teacher candidates will attend three full-day Direct Instruction

training sessions to be held on campus and led by faculty and university field supervisors.

Teacher candidates will receive general training followed by training on the specific programs

they will be teaching in their partner schools.

Week Four (half day teaching preparation)

Beginning in the fourth week of school, teacher candidates will be assigned to classrooms where

they will be able to observe small group intensive reading, language, or math instruction in

preparation for teaching small groups. Teacher candidates will:

Use a guided observation form with their university field supervisor in order to develop

and learn the skills needed to deliver a lesson effectively.

Collect specific information about the students they will be assigned to work with in

week five.

Remaining days (half day teaching assignments)

After attending training sessions and under the guidance of their university field supervisor and

mentor teacher(s), teacher candidates will begin planning for and teaching small reading groups.

They will be asked to use a lesson planning form for every lesson observed by their field

supervisor. Teacher candidates will:

Practice and work in pairs (or triads) to support each other in learning teaching formats.

Co-teach small group reading, language, or math lessons with the mentor teacher and

gradually assume responsibility for teaching a whole lesson.

Monitor the progress of their small group(s) and use the results to guide instruction.

Attend and participate in Professional Learning Community (PLC) meetings.

Continue to participate in the daily routines of a general education classroom setting.


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Teacher Candidate Professional Expectations

Learning to become a teacher involves not only mastery and application of foundational skills,

but also entails the development of appropriate professional, behavioral, and social attributes.

The Standards for Essential Abilities and Dispositions for Admission and Continuance in the

Education Program of the University of Washington - Tacoma identify the essential attributes

and the requirements for satisfactory progress of teacher candidates. (See Appendix C for the

entire document.)

The following expectations serve to further guide teacher candidates in their daily interactions

with students and staff in schools, and with their peers, faculty, and staff in the program.

• Time Logs: For accountability and reporting purposes, teacher candidates will be responsible for keeping track of their exact days and hours spent in their field placement. This includes accounting for absences and late arrivals. Teacher candidates will be responsible for having their time logs signed by their site coordinator before

submission. Time logs will be submitted weekly in August and monthly for the

remainder of autumn quarter. Time logs are to be scanned and uploaded to the Field

Experience Canvas page by the designated due dates. (See Appendix D for a template of

the time log.)

• Attendance: Each teacher candidate will report to their assigned school site on the

teachers’ first required day (per individual school requirements). Teacher candidates are expected to maintain teachers’ start time hours (per individual school requirements) for

autumn quarter (half day). Teacher candidates are also expected to attend the same meetings teachers attend, such as staff meetings, parent conferences, and professional

development days. Participation on committees is not mandatory; yet, visiting a committee meeting is certainly encouraged.

• Absence Policy: Only in extenuating circumstances (such as illness or family emergency,

etc.) or unavoidable special circumstances (such as an employment interview or professional development conference) may an absence be considered excused. Absences

such as taking off the day before or after a holiday, sporting events, or other non- professional related activity are considered unexcused absences. Planned absences due to

special circumstances will be granted on a case-by-case basis and will require no less than 24 hours advance notice. All unexcused absences will result in an immediate

unprofessional disposition and a possible meeting with the TCP faculty coordinator and

university coordinator.

• Reporting an Absence or Late Arrival: Teacher candidates must notify the Carey

Kirkwood, university field supervisor, mentor teacher(s), site coordinator and Deb Knesal of all absences. This is done via email (or by a phone call or text message if that

is the agreed upon communication). The Carey Kirkwood must be notified via email.

Teacher candidates must make note of their absence on their time log. In cases where a

candidate is responsible for teaching a lesson(s) on the day of the absence or late arrival,

the teacher candidate must send all relevant plans and materials to their mentor teacher.


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• Excessive Absences: Absences exceeding 3 days (from August-June) may result in

lengthening the field experience, a withdrawal from fieldwork, failure to pass field experience, or dismissal. All absences that exceed 3 days are to be made up in a timely

manner. In cases where more than 5 absences occur, teacher candidates must outline a plan of improvement with the TCP faculty coordinator and the university coordinator.

Continued absences during the improvement plan phase will result in possible recommendation for dismissal from field experience and referral to the Graduate Faculty

Council. Additional volunteer time spent in field placements is not considered a bank of

time from which teacher candidates can draw for future absences.

• Inclement Weather: In the event of inclement weather or another situation severe

enough for a district to determine a late start or school closure, teacher candidates should refer to the district policy and follow the teachers’ guidelines. If a school site remains

open during inclement weather, it is the expectation for teacher candidates to be present and arrive at their regular time. In the occasion that there is less than an hour of

instructional time remaining at their placement, teacher candidates may be excused for

the day, but they should still communicate ahead of time with their site coordinator and university field supervisor. All inclement weather-related absences are excused and do

not need to be made up.

• Appearance: Appropriate and professional dress is expected of all teacher candidates. A conservative style of clothing, cleanliness, and comfort are paramount. Teacher candidates are provided with name badges to be worn at all times while in their placements.

• Preparation: Teacher candidates are expected to be punctual and dependable. This

extends beyond being on time and ready to begin class at the start of each day. It means being able to perform well under time constraints and a heavy workload. Paperwork

needs to be submitted on time and emails responded to in a timely manner.

• Conduct: Teacher candidates have the responsibility to present themselves as

professionals. As learners and guests in schools, teacher candidates are expected to adhere to the school-based policies and culture of their particular school community. This

means respectfully accepting the direction of school faculty and staff and being receptive

to their feedback and suggestions for improvement.

• Confidentiality: Teacher candidates are expected to maintain strict confidentiality of all field experience information such as observations of students, student records, and teacher information.

• Social Media: Before the first day at any school, teacher candidates should review their

personal social networking accounts to ensure that privacy settings are set on the highest setting and remove anything that could be considered unprofessional. Do not “friend” or

communicate with any student, parent, or school staff member on a social networking

site.

• Engagement: Teacher candidates are expected to take initiative by volunteering for tasks

and actively participating in classroom activities within their level of skill. At the same


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time, do not be afraid to ask for help and/or seek clarification of expectations when

uncertainties arise.

• Demeanor: Teacher candidates are expected to display energy, enthusiasm, and a positive attitude with students and adults. This is apparent in one’s body language and tone of voice, as well as in one’s actions.

Special Note: Teacher candidates are not allowed to assume any supervisory role without

another certificated person on duty. Washington State laws stipulate that only an individual with

a valid Washington State teaching certificate may be given full responsibility for a group of

public-school children in a school sponsored activity. As teacher candidates do not hold a

teaching certificate, they may not be given the responsibility for a school sponsored activity (i.e.,

classroom, playground, extra-curricular, etc.) except under the supervision or delegation of a

certificated teacher.

Evaluations

A teacher candidate’s performance will be frequently monitored throughout fall quarter using

multiple measures. These measures are designed to provide teacher candidates with specific and

objective feedback for their ongoing improvement. Whether there are big or small concerns

about a teacher candidate’s professionalism, or his/her knowledge and skills, problems will be

identified early and appropriate support will be provided.

While it is the responsibility of the university field supervisor and site coordinator to support and

evaluate the teacher candidate, it is the responsibility of the teacher candidate to willingly

acknowledge their expertise and accept suggestions. If a teacher candidate shows lack of

progress in any area, a plan for remediation will be initiated.

In order to satisfactorily meet field experience requirements a teacher candidate must not have

any incomplete assignments and must have successfully completed any Plan of Improvement.

The following table illustrates the autumn quarter evaluation schedule:

Evaluation Measure Person(s) Responsible Completion Date(s)

Field Experience Time Log Teacher Candidate On-going

Essential Abilities and

Dispositions Form

Site Coordinator September 13

October 4

November 1

December 5

Lesson Planning Forms Teacher Candidate Weekly

Lesson Observation Forms University Field Supervisor Weekly

Field Experience Binder Teacher Candidate On-going


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NOTE: See the Appendix E for the DI Lesson Planning Form and Appendix F for the DI Lesson

Observation Form.

Reflective Seminar

The Reflective Seminar is a class designed to provide support pertinent to teacher candidates as

teachers. The seminar will consist of large group meetings on campus and occasional small

group meetings to be held at school sites. Teacher candidates are required to attend all scheduled

sessions and complete all applicable assignments.

Large Group Meetings

These seminar meetings will provide an opportunity to disseminate information to the entire

Teacher Certification Program Special Education cohort relating to overall teacher candidateship

requirements and address any issues of common concern.

On-Site Meetings

These seminar meetings will provide teacher candidates with opportunities to improve practice

and reflection related to their specific setting. Meetings will be designed to help teacher

candidates connect theory to practice in the areas of reflection, teaching techniques, lesson

planning, and analysis of student data. University field supervisors will coordinate discussion

topics and plan activities.


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Contact Information

Education Program Office

University of Washington, Tacoma

Education Program WCG 324, Box 358435

1900 Commerce St, Tacoma WA 98402

Office phone: 253/692-4430

Fax: 253/692-5612

Field Experience Contacts

Carey Kirkwood

Director of Field Placements and Partnerships

Office: (253)-692-4621

Fax: (253) 692-5612

[email protected]

Lynn Hermanson

UWT Advisor and Certification Specialist

Office: (253) 692-5698

Fax: (253) 692-5612

[email protected]

Debra Knesal

School District and University Liaison

Cell:(253)-310-1225

[email protected]

Deena Beard

University Field Supervisor for Franklin Pierce School District

[email protected]

Mary Goodwin-Austen

University Field Supervisor for University Place School District

[email protected]

For an electronic copy of this handbook, evaluation forms, lesson plan templates, and resources,

please check Canvas or contact Deb Knesal.

mailto:[email protected]






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Source: https://resources.finalsite.net/images/v1559456225/fpschoolsorg/gpd74dkxxrd0fmlir75r/SchoolCalendar2019-2020.pdf

https://resources.finalsite.net/images/v1559456225/fpschoolsorg/gpd74dkxxrd0fmlir75r/SchoolCalendar2019-2020.pdf


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APPENDIX A

Field Experience Binders

Please arrange and tab your binder in the following order:

1. School Information and Schedules

2. Weekly D.I. Lesson Plans

3. Observation Forms and Progress Report

(After your weekly coaching/observation session insert a copy of the observation form.)

4. Lesson Gain Charts

5. Weekly Error Data Forms

6. Disposition Form

(After your monthly disposition meeting insert a copy of the completed disposition form.)

* Notebooks should be made visible to your university field supervisor


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Appendix B

School Information Form

School Personnel I have been introduced to:

(as applicable)

Teacher Candidate Signature:

Site Coordinator Signature:

Date(s) Completed:

Principal/Vice Principal Notes:

Office Staff

School Nurse/Health

Custodial Staff

Department Head

Librarian

Music Teacher

P.E. Teacher

Counselor(s)

Other(s):

School Regulations/ Teacher Candidate Signature: Procedures Site Coordinator Signature:

I am familiar with the Date(s) Completed:

following whole school

practices:

Arrival time

Notes:

Lunch time

Departure time

Duty schedules

Personal absences

Alarm signals


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Communications system

Pick up procedures (e.g.

who can pick up a student)

Library resources

Audio-visual equipment

School supplies and funds

Use of copy machine

I am familiar with the

following classroom

practices:



Date(s) Completed:

Arrival time Notes:

Departure time

Lunch period

Free time

School bus

Assemblies

Flag

School patrol

Library

Multi-purpose room

Gym

Extra-curricular activities


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School Resources and

Supplies:

I have examined… (We suggest that you collect

samples of things for future

reference)



Date(s) Completed:

Instructional materials -

textbooks, manuals at your

grade level(s)

Curriculum guides

(including pacing guides

as applicable)

Notes:

Teacher’s handbook

District website including

instructional resources

(assessment, curriculum,

progress monitoring data,

grade entry system)

Instructional technologies

in the classroom and

building-wide (e.g. Smart

board, document camera,

video or digital camera,

laptop carts)

Teacher’s handbook

Parent/student handbook

I am familiar with supply

sources for:



Date(s) Completed:

Paper, pencils, pens etc.

Staples, paper clips, etc.

Chalk or white board

markers

Art supplies

Maps/Charts/Globes

Teaching kits and games

Notes:


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Science equipment

Mathematics materials

Physical education

equipment

Emergency /Safety Kit

and Procedural Guide (for

emergencies)

PPE Equipment (Personal

protective equipment)

School Facilities: I have received a tour of:



Date(s) Completed:

School building Notes:

School grounds

Ancillary buildings (e.g.

the sports stadium,

portables)

School Bus area(s)

I know the location of: Teacher Candidate Signature:


Date(s) Completed:

Principal’s office Notes:

Vice principal’s office

School nurse’s

office/health room

Library

Audio-visual equipment

storage

Counselor’s office

Faculty lounge


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Multi-purpose room

Gym

Supply room(s)

Workroom

Teachers’ bulletin board

Lunchroom

Conference room

Computer labs

Special Education service

providers’ rooms (SLP,

OT, PT as applicable)

Classroom Procedures Teacher Candidate Signature:

and Activities: I am Site Coordinator Signature:

familiar with practices Date(s) Completed:

regarding:

Attendance Notes:

Lunch count

$ Collection

Field trip arrangements

and policies

Flag salute

Photography policies

(student pictures)

No contact orders and

court orders

Medications

Class dismissal


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Recess

Heat, light, ventilation

adjustments

Daily classroom closure

Distribute/collect

materials (e.g. homework,

newsletters)

Announcements and

bulletins

Classroom assignments

Homework assignments

Pupil progress records

Sick or injured child (e.g.

child gets ill in classroom

or falls on the playground)

Emergency procedures

(e.g. fire drill, earthquake

drill, lock-down, health

care plans)

Any other notes: (things that weren’t on this list)


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Appendix C

EDUCATION

Assessment of Standards for Essential Abilities and Dispositions First year teachers face many challenges. These challenges can be related to the daunting task of

meeting the instructional needs of all students; however, the challenges they face also include

becoming accepted by the school culture. Finding one’s place as a beginning teacher is difficult.

Personal disposition and abilities play a big part in a beginning teachers’ ability to find their

place within the school culture.

In order to help prepare University of Washington Tacoma (UWT) teacher candidates we not

only focus on the teacher skills necessary for success, but also the attitudes and dispositions that

lead to success in schools.

PURPOSE

The purpose of the Assessment of Standards for Essential Abilities and Dispositions is to provide

an early warning and intervention system for UWT teacher candidates who may be “at risk”.

Our hope is that this early identification of teacher candidates who may face possible challenges

will provide the opportunity to establish clear, open communication and avoid more serious

problems later in the school year.

This assessment is NOT of teaching or instruction, rather it is related to teacher candidates’

abilities and dispositions in the following domains: Communication, Diversity, Empathy,

Intellectual Reasoning, Interpersonal Skills, Professional Behaviors, and Self-Awareness. These

domains are thought to be important in teaching success.

The assessment will be completed in two phases – an initial assessment followed by a series of

monthly assessments. The assessment will be completed on a frequent basis so that it will not

only identify early concerns but also will monitor resulting improvements. In some cases,

assessments will be conducted on a weekly basis.

SCORING PROCESS

Initial Assessment Evaluation:

The first assessment of teacher candidates’ abilities and dispositions includes four descriptors:

“Not Enough Information to Assess”, “Satisfactory or Above”, “Needs Improvement”, and

“Fails to Demonstrate”. Site coordinators may use the comment section for identifying particular

strengths. After scoring the assessment, the site coordinator will share the assessment with the

teacher candidate at a scheduled meeting.

Fails to Demonstrate or Needs Improvement. Site coordinators are encouraged to identify

concerns early. Comments regarding specific concerns should be written for any domain in

which the teacher candidate “Needs Improvement” or “Fails to Demonstrate” the ability or


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disposition. The site coordinator’s meeting with the teacher candidate will focus on these areas

of concern. For any domain for which a teacher candidate is initially assessed as “Fails to

Demonstrate” or as “Needs Improvement”, the teacher candidate must write an objective and

a short plan regarding how the teacher candidate will reach the objective(s). The teacher

candidate must distribute the objective and plan to the site coordinator, the university field

supervisor, the university and school district coordinators, and the TCP faculty coordinator by

the next school day following the initial assessment meeting.

The university field supervisor, the university coordinator, and the school district coordinator

will track the teacher candidate’s progress toward meeting his or her objectives. The Assessment

of Standards for Essential Abilities and Dispositions Form will be completed weekly for teacher

candidates assessed in any domain as “needs improvement” or “fails to demonstrate”. In the

case of a plan for a domain that was assessed as “Fails to Demonstrate”, if the teacher candidate

is not evaluated as improving in one week, the concern will be referred to the TCP faculty

coordinator. For a domain that was assessed as “Needs Improvement”, if the teacher candidate is

not evaluated as improving in two weeks, the concerns may be referred to the Graduate Faculty

Council. (See the UWT Education Program Retention and Dismissal Policy in the Teacher

Certification Program Handbook.)

Second and Subsequent Assessments:

The second and subsequent assessments include an additional descriptor: “Improving but Not

Satisfactory”. This descriptor may be used for teacher candidates who were previously identified

as “Fails to Demonstrate” or “Needs Improvement”. These teacher candidates have made

improvements toward their objectives but have not yet reached the goal.

PROCEDURES AND TEACHER CANDIDATE EXPECTATIONS

Generally, site coordinators and/or university field supervisors will assess teacher candidates

monthly. It is expected that the teacher candidate will be evaluated as “Satisfactory or Above” in

all domains by the end of Autumn Quarter. The assessments will be repeated until the teacher

candidate is assessed as satisfactory in all domains for three consecutive evaluations. This must

be no later than the end of Winter Quarter. Unless later concerns arise, the assessment will be

discontinued.

IMPORTANT NOTE

Teacher candidates are encouraged to review the Teacher Certification Program Handbook. It

states, “The Graduate Faculty Council (GFC) may consider performance information provided

by the TCP adviser, university field supervisor, school administrator, mentor teacher, faculty, or

program director on all issues regarding excellence in the professional development of the

teacher candidates”. Concerns may be brought forward to the GFC through the process described

above, but is it also important to note that matters may be brought forward to the GFC at any

point when serious concerns arise regarding academic issues or issues of professionalism and

skill acquisition.

It is also important to note that, by contractual agreement with school districts, in cases of serious

breach of professional standards or legal obligations, teacher candidates may be immediately

removed from their site placement, and may be dismissed from the TCP.


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EDUCATION

Assessment of Standards for Essential Abilities and Dispositions

Communication Skills Communicate effectively and sensitively in spoken and written English with cohort peers, K-12 students,

faculty, staff, and other professionals.

Express ideas and feelings clearly and demonstrate a willingness and ability to listen to others.

Possess sufficient skills in spoken and written English to understand the content presented in the program and

in the field.

Please rate the candidate’s communication skills by checking the best descriptor:

Not enough

information to assess

Fails to demonstrate Needs improvement Improving but not

satisfactory

Satisfactory or above

Additional notes regarding the candidate’s skills in this domain:

Diversity Appreciate the value of human diversity.

Interact in an appropriate and respectful manner with all persons in light of the person’s age, class, race,

ethnicity, cultural background, religious affiliation (or lack of), nationality, gender identity, disability,

sexual orientation, language, and/or value system.

Please rate the candidate’s demonstration of appreciation of diversity by checking the best descriptor:

Not enough



satisfactory



u :


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Empathy Endeavors to comprehend another individual’s way of life and values.

Communicate empathy and support as a basis for a productive professional relationship.

Please rate the candidate’s demonstrated empathy by checking the best descriptor:

Not enough



satisfactory



Intellectual Reasoning Demonstrate the ability to systematically integrate, apply, and evaluate educational issues, situations

and interpersonal professional relationships in an informed way.

Please rate the candidate’s demonstration of intellectual reasoning by checking the best descriptor:

Not enough



satisfactory



Interpersonal Skills

Demonstrate the interpersonal skills needed to relate effectively to cohort peers, K-12 students, faculty,

staff, parents, community members and other professionals. These include, but are not limited to,

compassion, respect, integrity, cultural humility and concern for the welfare of others.

Please rate the candidate’s interpersonal skills by checking the best descriptor:

Not enough



satisfactory




26

Professional Behaviors Behave professionally by knowing and practicing within the scope of education program work

Maintain privacy and confidentiality

Respect others

Is punctual and dependable

Prioritize responsibilities and complete assignments on time.

Please rate the candidate’s professional behaviors by checking the best descriptor:

Not enough



satisfactory



Self-Awareness

Knows how values, attitudes, beliefs, emotions, and past experiences affect thinking, actions, and

relationships.

Examines and changes behavior when it interferes with working effectively with cohort peers, K-12

students, parents, facility, staff and other professionals

Understands and respects power relationships while effectively working with others in educational

settings.

Please rate the candidate’s self-awareness by checking the best descriptor:

Not enough



satisfactory


Additional notes regarding the teacher candidate’s skills in this domain:

Overall remarks:

Areas of concern:

Have you addressed these concerns with the teacher candidate and/or field supervisor?

I s d s on w h y r .


27

Appendix D


28

Appendix E

D.I. Lesson Plan Summary Form

Teacher Candidate Name: Date:

Group: Time:

Program: Lesson Number:

CCSS: Lesson Objectives:

Reflection

Teacher Candidate

Performance:

[Comment on specific plans for this lesson based upon self-evaluation and

your previous focus assignment.]

Preparation to Teach Lesson

Rehearsal: [Comment on how you will teach the formats: list the signals and the

correction procedures you will use.]

Materials: [List materials needed: teacher presentation book, answer key, testing

materials, student textbooks, student workbooks, additional seatwork,

student work folders with graded work, whiteboard, overhead, document

camera, etc.]

Group

Management:

[Comment on how you will teach or reinforce seating, rules, academic

expectations, and your group motivation system.]

Instruction

New Exercises: [Indicate the new skills and concepts.]

Data/Assessment

In Lesson: [Record lesson gain data and weekly error data. Discuss any concerns and

plans for responding to the data.]

In Program

Assessments:

[Identify test objectives, results, and plans for remediation.]


29

Appendix F

Teacher Candidate:

University Field Supervisor:

Program:

Lesson Number:

Number of Students:

D.I. Lesson Observation Form

Score indicated items as Satisfactory, Developing, Needs assistance, or Not observed.

1. Lesson Prep

Teacher reflection completed

Lesson plan completed

2. Lesson Set-up

Materials ready & accessible

Appropriate seating arrangement

All students can see materials/teacher

Rules reviewed

3. Formats

Follows script

Uses a clear consistent signal to gain unison response

Minimum “teacher talk”

Expressive voice

4. Data Management

Data collected and up-to-date

5. Individual Turns

End of each task/page

6. Behavior

Communicates high academic expectations

Uses motivation system

Frequent, specific, targeted praise (3/1)

7. Corrections/Mastery

All errors corrected immediately

Appropriate general or specific correction

Teaches to criterion

8. Pacing

Uses appropriate pacing

9. Last Focus Assignment

10. Last Focus Assignment Outcome Met Unmet

11. Strengths

12. New Focus Assignment

30

Appendix G

Rubric for DI Lesson Observation Form

Lesson Prep Satisfactory Developing Assistance Needed

Teacher Evidence Student Evidence Teacher Evidence Student Evidence Teacher Evidence Student Evidence

Teacher reflection completed Key Questions: What was your focus assignment from last week? What data do you have that can assist you in planning this lesson?

Reflection is organized and complete, addresses focus assignment from last lesson.

Review of weak items from the last lesson is included in plan.

Reflection is on topic but lacks planning for focus assignment from last lesson.

Review of weak items from last lesson planned but unclear.

Reflection is off topic or disorganized, lacks attention to focus assignment from last lesson.

No review included of any items that were weak in the last lesson.

Lesson plan completed Key Questions: Was the lesson reviewed? What areas might be hard for you to teach or your students to master?

Lesson plan summary reflects study and preparation for formats.

NA

Lesson plan summary reflects limited study and preparation for formats.

NA Lesson plan summary lacks study and preparation for formats.

NA

31

Lesson Set-up Satisfactory Developing Needs Assistance


Materials ready & accessible Key Questions: Do you have all the materials needed for this lesson? Are you prepared before the lesson?

All materials are ready and accessible when group begins.

Students have correct materials in front of them, no loss of instructional time.

Most materials are ready when group begins, very little loss of instructional time.

Students have most materials needed for lesson.

Obtaining instructional materials delays or interrupts lesson.

Instruction is delayed while teacher or students retrieve materials.

Appropriate seating arrangement Key Questions: Do you assign seating? Do you put low performers up front? When do you change seating?

Teacher assigns seats based on need and modifies as needed.

Students know where they sit and do so without complaint.

Teacher assigns seats but seating may not be strategic.

Most students follow seating plan but some may try to not follow plan.

No seating plan is available or plan is not followed.

Students sit where they want.

All students can see the materials and the teacher Key Questions: What is the best arrangement for your materials so all can see and hear?

Materials (book, board work, your signal, overhead) are presented so all can see and hear.

Students can see and hear all material all the time.

Materials (book, board work, your signal, overhead) are presented so most can see and hear.

Students can see and hear most of the material most of the time.

Materials (book, board work, your signal, overhead) are poorly located or obstructed.

Some students can see and hear materials some of the time.

Rules reviewed Key Questions: What is your process for reviewing the rules?

Rules quickly reviewed at beginning and reinforced throughout lesson.

Students follow the rules consistently.

Rules are reviewed. Students usually follow rules.

Rules are not reviewed.

Students seem unfamiliar with rules or do not follow them.

32

Formats Satisfactory Developing Needs Assistance

Follows script Key Questions: Did you follow the script’s intent with fidelity?

Lesson delivery is rapid, smooth and shows familiarity with formats and objectives.

Students consistently demonstrate understanding of what is being presented.

Lesson delivery is generally smooth and correct. Formats appear familiar.

Students usually demonstrate understanding of what is being presented.

Lesson delivery is slow, awkward, or incorrect. Formats do not seem familiar.

Students demonstrate confusion when lesson is being presented.

Uses a clear consistent signal Key Question: Which signal should be used for which task? Have you taught and practiced your signal?

Signal is always clear, appropriate, and consistent.

Students always answer on signal.

Signal is usually clear, appropriate, and consistent.

Students usually answer on signal.

Signal is unclear, inconsistent, or inappropriate.

Students fail to answer on signal numerous times.

Minimum “teacher talk” Key Questions: Did you follow the script or did you try to add to it? If you added to the script did it impact the lesson?

Teacher uses wording from script faithfully without adding own words.

Students able to make the most possible lesson gains in time allowed.

Teacher uses wording from script faithfully but occasionally adds own words.

Students are generally able to follow lesson as designed.

Teacher adds own words to script or overly interacts with students so focus on lesson is lost.

Students lose focus on lesson and lesson is not completed in a timely way.

Expressive voice Key Questions: Have you studied the script enough to present it so student interest is captivated?

Teacher voice is expressive, and script is presented in an engaging manner.

Students respond with high interest to lesson.

Teacher voice is expressive and lesson is presented in an interesting way.

Students respond with interest to lesson.

Teacher drones through the script.

Students lose interest and show boredom in the lesson.

33

Data Management Satisfactory Developing Needs Assistance


Data collected and up to Key Questions: What does the data tell you about student progress and success? Are there weaknesses to remediate?

Data is recorded accurately, neatly, and on time.

Data assists student progress.

Data is recorded accurately but may not be neat or timely.

Lack of timely or neat data may hinder student progress.

Data is not recorded accurately, neatly, or on time.

Inaccurate data hinders student progress.

Individual Turns Satisfactory Developing Needs Assistance


End of each task or page Key Questions: Do you identify where in the script students should have individual turns? Does your error data help you identify which students need more practice to achieve mastery of items?

Teacher checks individual mastery of items with frequent individual turns and takes error data to insure additional practice to students when needed.

Students demonstrate mastery of items and get additional practice as needed to ensure mastery.

Teacher usually checks individual mastery of items with frequent individual turns and usually takes error data to ensure additional practice to students when needed.

Students usually demonstrate mastery of items and usually get additional practice as needed to ensure mastery.

Teacher fails to check mastery due to infrequent individual turns and is unable to identify which students need additional practice to gain mastery of items.

Students may demonstrate lack of mastery, which intensifies as students advance in program.

34

Behavior Satisfactory Developing Needs Assistance

Teacher Evidence Student Evidence Teacher Evidence Student Evidence

Teacher Evidence Student Evidence

Sets high academic expectations Key Questions: Does teacher express expectations for learning? For work completion? For neat work?

Academic expectations are explicitly stated, persistently conveyed, positively reinforced, and consistently met.

Students master material presented to them and demonstrate high motivation to learn.

Academic expectations are expressed, generally enforced, and positively reinforced.

Students usually master most of lesson presented and usually demonstrate compliance.

Academic expectations are implied but not expressed, are confusing, or inconsistent.

Students fail to master all material presented to them in lesson and may demonstrate frustration.

Uses motivation system Key Questions: Is your motivational system working to motivate students to work hard?

Motivation system is in evidence and is effectively implemented.

Students respond to system by working hard.

Motivation system in evidence but ineffective or poorly implemented.

Students may not respond by working hard to succeed.

Motivation system not in evidence.

Students not motivated to succeed or work hard.

Frequent, specific, and targeted praise Key Questions: Do you monitor how you give attention to your students?

Teacher praises on a ratio of 3 or more positives to 1 negative.

Student get attention by behaving correctly.

Teacher praises on a ratio of 2 positives to 1 or more negatives.

Students get some attention for behaving correctly but also get attention for misbehavior.

Teacher gives more negatives than positives.

Students seek attention through misbehavior.

35

Corrections and Mastery

Satisfactory Developing Needs Assistance


All errors corrected immediately Key Questions: Were all errors immediately corrected?

All errors are immediately corrected using reasonable correction procedures.

Students learn material correctly and understand that corrections help them learn.

Most errors are corrected using reasonable correction procedures.

Students learn most material correctly. Students usually understand that corrections help them learn.

Errors go uncorrected and the purpose of corrections is misunderstood.

Students fail to learn all material correctly and students question corrections.

Appropriate general or specific correction Key Questions: Did you anticipate what errors might occur? Did you plan the corrections to address anticipated errors?

Teacher anticipates and clearly understands when to use which correction.

Students’ errors are pre-corrected or appropriately corrected for the specific task.

Teacher usually understands when to use which correction.

Students make errors but are supported by a specific correction.

Teacher does not understand when to use which correction.

Students make more errors than necessary.

Teaches to criterion Key Questions: Do you have a system to keep track of students’ first time correct responses?

Teacher ensures that students experience a high level of success by using firming procedures if during initial instruction student performance is below 100%. Teacher skillfully and immediately intervenes to provide scaffolding or review if the level of success drops in any part of the lesson.

Students consistently experience a high level of success, with first time correct answers over 90%.

Teacher does not consistently ensure that students experience a high level of success by using firming procedures if during initial instruction student performance is below 100%. Teacher sometimes provides scaffolding or review if success level drops.

Students usually experience a high level of success, with first time correct answers over 90%.

Teacher allows success levels to fall below 70% first time correct without changing instruction (providing firming or scaffolding) to improve success.

Students experience a low level of success, with first time correct answers below 70%.

36

Pacing

Uses appropriate pacing Key Questions: What do you do when student responses begin to slow down and/or are monotonous? Did you anticipate the difficult items and adjust your think time as needed?

Teacher notices droning, models correct rate of response and starts again. Teacher adjusts think time for harder items or for items with high error rate.

Students respond with enthusiasm and correctly because they have time to process answer.

Teacher usually notices droning and corrects students. Teacher usually adjusts think time for harder items or for items with high error rate.

Students usually respond with enthusiasm and correctly because they have time to process answer.

Teacher does not notice monotonous or tedious responding. Teacher does not adjust for think time on harder items or items with high error rate leading to increased corrections.

Student responses slow down, interest wanes, boredom may be in evidence. Students respond with increased errors needing multiple corrections

37

Appendix H Teacher Rubric

Teacher Name: Date: Program and Lesson:

Expectation Unsatisfactory Developing Proficient Exceptional

Practicing

Teacher stumbles through most of text while conducting a lesson. It is evident that he/she is not practicing enough.

Teacher stumbles through about ½ of his/her lesson. It seems that he/she has practiced some but not enough.

Teacher seldom stumbles through his/her script. It is evident that he/she has practiced some.

Teacher does not stumble through his/her script. It is evident that he/she has practiced often.

Lesson Completion

Teacher is extremely slow at conducting his/her lesson.

Teacher is inconsistent at his/her pace-sometimes fast/slow and sometimes appropriate. Completes 4-6 lessons in a 5 day data period.

Teacher is conducting his/her lesson at an appropriate pace most of the time. Completes 5-7 lessons a week.

Teacher is conducting his/her lesson at an appropriate pace nearly all of the time. Completes 6-8 lessons a week.

Lesson Delivery and Fluidity

Teacher reads script and never or rarely looks up at students. (~80-100% of time looking at script.) Pacing of lesson delivery is slow and choppy.

Teacher reads script and occasionally looks at students while reading script. (~40-79% of the time looking at the script) Lesson of delivery lacks fluidity.

Teacher occasionally reads from the script and looks at students often while conducting the lesson. (~20-39% of the time looking at the script.) Lesson delivery is fluid and natural. Lessons are taught at an appropriate pace.

Teacher rarely looks at the script while conducting the lesson. His/her eyes are on the students nearly all the time. (~0-19% of time looking at the script) Lesson delivery is fluid and natural. Teacher models effective lesson delivery and pacing. (for colleagues.)??

Voice

Voice is monotone and robotic while conducting the lesson. No reflections are used.

Teacher is inconsistent with using inflections while conducting the lesson.

Teacher uses inflections while conducting the lesson most of the time.

Teacher uses inflections while conducting the lesson nearly all of the time.

Student Feedback and Engagement

Students responses and work are not being evaluated/ corrected. No evidence of the teacher/student game. Positive praise not being used effectively. Students not using STAR or SLANT.

Teacher is erratic when evaluating student responses and work. Some positive praise is evident. Teacher/Student game is being used in part. Students using STAR or SLANT some of the time.

Teacher is giving students feedback most of the time. Positive student feedback is evident. Teacher/student game is being used. Students are using STAR or SLANT.

Teacher is giving students consistent positive feedback. Students are using STAR or SLANT and are actively engaged in the lesson.

Student data turned in on time: YES/NO Student data is complete: YES/NO Lesson binder is accessible: YES/NO

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