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2020-2021

Student Teaching Handbook

Revised June 2020

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HANOVER COLLEGE

Educator Preparation Program Faculty and Staff

Newby Hall

517 Ball Drive

Hanover, IN 47243

Deborah Hanson, Ed. D.

Professor of Education

812-866-7393 (office)

812-344-0233 (cell)

hanson@hanover.edu

Dustin Bailey, Ed. D.

Education Department Chair

Assistant Professor of Education

812-866-7392 (office)

317-370-4486 (cell)

bailey@hanover.edu

Dava Roth, M. Ed.

Instructor of Education

812-866-7395 (office)

roth@hanover.edu

Cheryl Torline

Education Student Services Coordinator & Licensing Advisor

812-866-7390 (office)

812-493-5901(cell)

torline@hanover.edu

NOTE: The Hanover College Education Department and the College hires high-quality adjunct

instructors and student teacher supervisors on an as needed basis. These are current or recently

retired educators who we have every confidence in the professionalism they bring to the

Educator Preparation Program.

“Of the two purposes of education--to make individuals fit for the world as it is and to

make them able to change it--the second is the more important.”

--- C. Delisle Burns

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The Hanover College Educator Preparation Program is a challenging and supportive community whose members take responsibility for lifelong inquiry, transformative learning, and meaningful service which is focused on the ability to share the love of lifelong learning with others within the P-12 school environments. We strive to develop teacher candidates who are professional, competent, and convey high expectations for all learners while promoting a growth mindset. Our candidates have the knowledge, influence, inclusiveness, and dedication needed for changing the world one student at a time. Teacher candidates from Hanover are not only specialists in their content areas but well prepared by their liberal arts background to be critical thinkers with excellent writing and speaking skills. The Hanover College Educator Preparation Program works in collaboration with many professionals in the field to ensure that our program completers are strong candidates for the jobs they seek. This is accomplished by recruiting diverse and multi-talented candidates and supporting them on their quest to share their love of learning to benefit not only their local community but the global community.

Decision Point 3

Passing Criterion: 90% effective or highly effective ratings on all components

These are non-negotiable and all criteria in all three components must be met

for to be eligible for certification and approval of your teaching license.

If the passing benchmark on each component is not achieved, then the

candidate will be asked to

a). redo the task

b). repeat the experience

c). placed on intervention plan for improvement

d). not pass student teaching

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Welcome to student teaching! The Education Department is excited for you to begin your most important

experience to help you grow as a professional and prepare you for your first year of teaching. Please reach out

to us if you have questions or concerns. Student teachers are assigned a faculty supervisor during this

assignment.

TIPS FOR STUDENT TEACHING

General Tips:

• Get involved right away!

• Communicate with your clinical educators; continue to check your Hanover email.

• Initiate questions and progress on tasks (scheduling formal observations, videotaping, midterm/final evaluations)

• Be creative in lesson planning.

• Do not overlook details and routines.

• Leave your mentor teacher something that he/she can incorporate next year!

• Utilize the gold mine of resources and information that your mentor teacher represents!

• Schedule formal observations (2 by your mentor teacher and 2 by your Hanover College supervisor). Ideally, one

formal observations by each should be completed prior to the midterm/second evaluation.

PART A: Decision Point 3

Requirements for the Course

SYLLABUS: EDU 455/456/459: Elementary/Secondary/All Grade Student Teaching Fall 2020

Catalog Description: Supervised student teaching in elementary and secondary classrooms in school settings approved

by Education Faculty and the College. Campus seminars with the Department. Fourteen weeks of full-time student

teaching. 4 units credit. Fee charged. Course Context

The student teaching experience is a culminating experience for Hanover College education programs. The experience

stresses four large goals expressed in the Education Department’s Conceptual Framework: to prepare committed,

competent, culturally responsive, and critically reflective new teachers. Student teaching is part of Decision Point 3 which

determines your readiness for licensure.

Decision Point 3

classsroom teaching

performance as rated on final

rubric

Assignments listed on EDU 455/456/458

syllabi

Reflective presentation

over experience and content

review document

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Course Goals

The teacher candidate will be committed, competent, culturally responsive, and critically reflective ready for their first

year teaching. Text:

The First Day of School (2018). Wong and Wong; 5th edition.

Requirements: THESE REQUIREMENTS ARE NON-NEGIOTABLES

FAILURE TO SUBMIT ANY OF THE DOCUMENTS MAY RESULT IN FAILURE TO PASS EDU

455/456/458/459 Student Teaching.

These assignments are designed to enhance your student teaching experience. It is important that you devote time

and energy to submitting high quality assignments.

• Read The First Day of School text by the beginning of your student teaching experience.

• Weekly reflections submitted to your faculty supervisor and Moodle (format provided; some special

reflections required)

• Interdisciplinary unit (written and taught)

• Video reflection over lesson taught (submitted by week 6)

• Assessments of student learning (over unit)

• Observations of Specials: Physical Education, Music and Art (elementary education only)

• Reflective presentation over student teaching experience (Decision Point 3)

• Attendance at student teaching seminars

• Content portfolio document (social studies)

More details on these assignments can be found later in the student teaching handbook. Rubrics will be provided for each assignment and on the department website. 90% of the criterion in the candidate teaching assessment is required to pass student teaching.

Student teaching Seminars: (topics can be added upon request) Date time Topics Assignments (to be

completed before seminar)

Monday, August 17 9 am-3 pm Classroom management

Developing higher order

thinking: DOK and Bloom’s

taxonomy

Developing a unit

Professional behavior

Moodle questions over reading

Week 2: How does your

mentor teacher illustrate the

classroom management

strategies detailed in Wong’s

book The First Day of School.

Monday, September 14 9 am-3 pm Analyzing student learning

(pre/post)

Differentiating instruction

Interactions with Parents and

Colleagues

Video and reflection over

teaching must be submitted

by this date

Monday, October 5 9-3 pm Suicide Prevention module

debrief

Attending to the social and

emotional needs of students

Suicide training prevention

module

Week of December 7 TBD DPT 3 presentations Unit and assessment project

should be submitted to

supervisor by November 23

EDU 458: Integrated Student Teaching

Fall 2020

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Mission Statement

Hanover College is dedicated to being a challenging and supportive community engaging in transformative

scholarly inquiry that establishes a foundation for lifelong service and learning

Catalog Description: Supervised student teaching in elementary and secondary classrooms in school settings approved

by Education Faculty and the College. Campus seminars with the Department. Fourteen weeks of full-time student

teaching. 4 units credit. Fee charged. Course Context

The student teaching experience is a culminating experience for Hanover College education programs. The experience

stresses four large goals expressed in the Education Department’s Conceptual Framework: to prepare committed,

competent, culturally responsive, and critically reflective new teachers. Student teaching is part of Decision Point 3 which

determines your readiness for licensure.

Course Goals

The teacher candidate will be committed, competent, culturally responsive, and critically reflective. Text:

The First Day of School (2018). Wong and Wong; 5th edition.

Requirements: THESE REQUIREMENTS ARE NON-NEGIOTABLES

FAILURE TO SUBMIT ANY OF THE DOCUMENTS MAY RESULT IN FAILURE TO PASS EDU 458-Student

Teaching

• Read The First Day of School by the beginning of your student teaching experience.

• Weekly reflections submitted to campus supervisor and moodle (format provided; some special reflections

required)

• Interdisciplinary unit (written and taught in gen ed placement)

• Video reflection over lesson taught (in both placements)

• Assessment of student learning (over unit in gen ed placement and some type of assessment in SPED)

• Completion/implementation of Behavior Intervention Plan (BIP)

• Completion/implementation of CBA (content based assessment)

• Reflective presentation over student teaching experience (Decision Point 3) additional time for reflection

over SPED experience

• SPED portfolio due at end of student teaching experience.

• Attendance at student teaching seminars

More details on these assignments can be found later in the student teaching handbook. 90% of the criterion in the candidate teaching assessment is required to pass student teaching. Student teaching Seminars: (topics can be added upon request)

Date time Topics Assignments (to be

completed before seminar)

Monday, August 17 9 am-3 pm Classroom management

Developing higher order

thinking: DOK and Bloom’s

taxonomy

Developing a unit

Professional behavior

Moodle questions over reading

Week 2: How does your

mentor teacher illustrate the

classroom management

strategies detailed in Wong’s

book The First Day of School.

Monday, September 14 9 am-3 pm Analyzing student learning

(pre/post)

Differentiating instruction

Interactions with Parents and

Colleagues

Video and reflection over

teaching must be submitted by

this date

Monday, October 5 9-3 pm Suicide Prevention module

debrief

Suicide training prevention

module

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Attending to the social and

emotional needs of students

Week of December 7 TBD DPT 3 presentations Gen ED Unit and assessment

project should be submitted

to supervisor by November

23; SPED materials by

November 30

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Hanover College Teacher Education Program requires proof of student membership in the National Education

Association (NEA) in order to ensure that our candidates are adequately covered in the case of an accident or

lawsuit. This membership provides $1,000,000 of liability insurance for our student teachers at a very low cost.

Proof of membership is required to be on file in the Newby Hall office prior to allowing you to begin your

teaching assignment. Please forward to the Student Services Coordinator the membership confirmation

email from NEA when you apply online or photocopy your membership card for our records. Dues for the

Hanover College chapter of ISEA ($7) are included in the ONLINE NEA membership cost. NEA sends this

payment to Hanover for you

Who can enroll?

Student Membership is available if you are enrolled in a postsecondary program that is preparatory for

employment in a position that will make you eligible for Active (teacher) membership in the NEA.

Early Enrollment Program

The Early Enrollment Program offers first-time members enrollment for the next membership year, plus

selected benefits of membership, including coverage in the Employment Educators Liability insurance

program, starting immediately upon completing the online enrollment procedure. (If the online system is

unavailable but you need to enroll immediately, simply submit a paper enrollment form for the next

membership year, with check payment.) To apply – browse to the following https://sites.nea.org/HowToJoin/stateStudent.do?mbrType=STUDENT&sea=in

Membership Year and Benefits Coverage

Please pay attention and note the coverage year dates when you are applying. If you are unsure, please call NEA

to ensure you get the coverage that you need. Benefits of current-year membership, including Employment

Educators Liability insurance coverage, are effective from the date application is made with payment, through

the end of the membership year. FALL STUDENT TEACHERS NEED TO USE THE EARLY

ENROLLMENT OPTION FOR THE NEXT ACADEMIC YEAR IN ORDER TO NOT HAVE TO

PURCHASE MEMBERSHIP TWICE!! For more information about benefits of NEA Student Program

Membership, go to https://nea.org

There are many other advantages of being a part of the NEA Student Program. Benefits include:

Member Discounts and Services:

low-interest credit cards

car rentals

mortgage plan with low down payment options

early-start investment plan for retirement

life insurance

accidental death and dismemberment insurance

magazine subscriptions

$20 dues rebate after graduation and more

During your first year of teaching and regular NEA membership, you'll be eligible to receive a rebate of $20

for each year you were a student member. The rebate form is downloadable from the NEA website.

Indiana Office:

Indiana State Teachers Association

150 W. Market Street

Suite 900

Indianapolis, IN 46204

Phone: (317) 263-3400 Fax: (317) 655-3700

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PART B: Decision Point 3

Student Teaching Guidelines

STUDENT TEACHER RESPONSIBILITY

Required Background Checks

Information: The Student Teacher is responsible for researching and completion of all background checks required by

their specific host school system. These can vary in scope and cost - student teachers are responsible for all costs

involved. Some can require a wait time so do pursue this well before the first of the school year! In the rare case that

a school system would not require any background check, the student teacher would be required to follow the same

policy as any other EDU course with a field component, and obtain a background check via Safe Hiring Solutions

(please see information at www.education.hanover.edu under the ABOUT tab.

Please note: you should forward proof of your background check to the Student Services Offices for your student

records. If you have any questions or concerns, please contact Cheryl Torline in the Student Services Office.

Note: The Student Services Office is normally closed the month of July.

INTRODUCTION TO HANOVER’S STUDENT TEACHING PROGRAM

This handbook is available to student teachers, cooperating mentor teachers, school administrators, College supervisors,

members of the Hanover College Teacher Education Committee, members of the Department of Education’s Teacher

Education Advisory Board, state and national accrediting agencies, and other identified stakeholders in the teacher

education program at Hanover College. This handbook is designed to offer an accessible overview of Hanover’s student

teaching program. It is understood that for many teachers, the most important aspect of their professional preparation has

been the student teaching experience. This handbook is meant to reflect a meaningful, carefully planned student teaching

experience, which requires clear, cooperative communication between the College, its student teachers, and cooperating

school personnel.

Questions, concerns, or changes related to an individual student teacher’s program should be brought to the attention of

the designated College supervisor in a timely way. The College supervisor is available to student teachers, cooperating

teachers, and cooperating school personnel to answer questions and explain procedures used or recommended by the

College during each term. Effective communication among the student teacher, mentor, and College supervisor is

essential in achieving a successful, productive, and positive learning and teaching experience for all participants. If

deemed necessary by clinical supervisors, the student teaching period can be extended beyond the 14 week time period.

Student teachers should follow the calendar of the school to which they have been assigned. They should also adhere to

the usual school faculty requirements that include: faculty, department, and other professional meetings, Parent Teacher

Organization meetings, parent/teacher conferences, and co-curricular events. Student teachers are required to complete

fourteen consecutive weeks in their placement. Required attendance begins with the first teacher day and ends at the

completion of the thirteen or fourteen-week time period noted by the cooperating mentor teacher and College supervisor.

CO-TEACHING MODEL: This model provides the student teacher an interactive and collaborative experience for

effective teaching while the mentor teacher can still maintain an active presence and control over classroom instruction.

Hopefully by using this model, all parties can benefit, grow and meet the expectations of their particular position.

Some guidelines for this experience:

1. The clinical educators and the student teacher should be actively involved from the beginning. While student

teaching is initially observing, suggested activities include learning the special learning needs, interests and IEPs

of the classroom using a seating chart format, and documented observations of student personalities and

interactions with each other and the teacher, and attendance. The student teacher should be seen as the lead

teacher in some fashion during the first two weeks of the experience.

2. The clinical educator and student teacher should interchange roles throughout the experience so each is acting as

the lead teacher approximately 50% of the time. One suggested method is to pass a baton back and forth so the

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students know who the lead teacher is for that particular lesson. This can be more or less depending on the

readiness of the student teacher.

When acting in the supporting teacher role, the student teacher is expected to be actively engaged in the

classroom. The supporting teacher can be working on small group instruction, tutoring, computers, centers,

monitoring the “perimeter” for student interaction and behavior.

3. The student teacher is expected to collaborate with grade level/department planning and data analysis.

4. The student teacher should be the lead teacher during his/her interdisciplinary unit.

5. The student teacher needs to be lead teacher for each subject area at some point during the experience. If the

student teacher is ready, more responsibility can be given.

GOALS AND PURPOSES FOR THE STUDENT TEACHING EXPERIENCE

Hanover College Department of Education’s mission is to prepare competent, committed, culturally responsive, and

critically reflective new teachers. The General Assessment Principles for New Teachers approved by the Interstate New

Teacher Assessment Support Consortium (INTASC) and the professional, developmental, and content standards

established by Specialized Professional Associations (SPAs) and the Council for the Accreditation of Educator

Preparation (CAEP) support and strengthen the student teaching experience.

QUALIFICATIONS OF STUDENT TEACHERS

Students who graduate from the Hanover College teacher certification programs must demonstrate effectiveness in the

following areas: competence in the content knowledge-base and the art of teaching, critical reflection in all aspects of

learning and teaching, responsiveness to cultural diversity in schools and communities, and commitment to the ideals and

standards of excellence in education. Teacher candidates have completed most of the academic major courses prior to

student teaching and have the approval of their subject-matter advisors and the Hanover College Teacher Education

Committee. All teacher candidates must show competencies in the second of three decision points in order to qualify for

student teaching:

a) Minimum of 3.0 GPA in the Major.

b) Portfolio (meeting criterion at 90% level)

c) Successful completion of all Education methods courses, Foundations of Education, and Education Law and

Ethics with positive feedback from field work experiences.

d) Successful Decision Point II interview

LEGAL STATUS OF STUDENT TEACHERS The student teacher may exercise the same duties as a certified teacher with respect to the supervision or disciplining of

students. The student teacher may also be liable for any acts of negligence. Student teachers are required by Hanover

College to hold current student membership in the National Education Association (NEA) which includes liability

insurance coverage. Proof of this must be received by the Education Student Services Office prior to the beginning of

student teaching. Because legal liability for student teachers has not been determined in the Indiana court of law, it can

be assumed that all contacts with students must be under the guidance of a certified teacher. The student teacher is not to

serve as a substitute teacher in the absence of the regular classroom teacher. When supervising students outside of the

classroom, the student teacher must be accompanied by a certified staff member. SEE PAGE 7 REGARDING NEA!

QUALIFICATIONS OF CLINICAL EDUCATORS (TEACHING MENTORS) Teachers who serve as mentors for Hanover College student teachers have a minimum of three years of classroom

teaching experience, are regarded by their principals as effective or highly effective teachers, are held in high esteem by

Hanover College faculty, and have communicated their willingness to fulfill a teaching mentor’s responsibilities for

preparing new teachers. The mentor anticipates gaining new ideas for improving instruction through an association with

the student teacher. The mentor expects that a student teacher can make worthwhile contributions to the school program.

ATTENDANCE POLICY DURING THE STUDENT TEACHING EXPERIENCE Student teaching is a full-time commitment on the part of the teacher candidate. However, the Department recognizes that

there will certain instances when one has to be absent. A student teacher is allowed five absences for illness; two

absences without a doctor’s note, and three with a doctor’s note. Student teachers are not allowed personal days.

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When absent, the student teacher is to keep in touch daily with their mentor and supervisor. After returning to the student

teaching assignment, the student teacher will provide the supervisor with the required doctor’s notes if they were absent

past two days. A prescription does not count as a note; it must be from a doctor written to the school. The student teacher

must make up each day of absence by the end of the College term. As it is crucial to be in school every day, should the

student teacher have to miss more than five days and failure is imminent, a meeting will be set with the Education

Department to decide how to proceed. During their placement, student teachers are required to attend every regularly

scheduled school day and follow the daily schedule for faculty arrival and dismissal times. Student teachers will follow

daily schedules and vacation dates of the school in which they are assigned. The student teacher is to remain on site

between arrival and dismissal times. If there is a school in-service day, the student teacher is expected to be present.

If a student teacher is unable to attend because of illness or an emergency, the student teacher must telephone the school

immediately or by 6:30AM on the day of the absence to notify the clinical educators and school administration of the

absence, as well as the College supervisor. Contact must be made and simply sending an email is not appropriate. Lesson

plans, materials, and essential information must be present and accessible to the clinical educators so that he or she can

serve as the substitute teacher during the student teacher’s absence.

Student Teachers are required to attend all scheduled student teaching seminars on campus. These are excused absences

from the student teaching assignment.

PLANNING EXPECTATIONS

Planning is expected. It is a must! Carefully planned lessons are key for communication between the student teacher and

the clinical educators. However, planning for a student teacher will look different than your teachers. A student teacher

CANNOT simply use the notes in the plan book as lesson plans; this is not the level of planning that is required for

a beginning teacher. It is imperative to continue to develop teaching skills that one must think through all aspects of a

lesson for every lesson you teach. Lesson plans need to be written and submitted to your mentor teacher. Once you start

teaching a subject or class period, the lesson plans should be submitted the Thursday before the week teaching. This time

is needed for clinical educators to review lesson plans and provide feedback to finalize lessons. There are two different

formats for lesson planning: an abbreviated lesson plan and the formal lesson plan. Abbreviated lesson plan formats are

used for daily lessons and announced observations from your campus supervisor and mentor teacher require the formal

lesson plan format. Both lesson plan formats are included in the handbook.

Abbreviated Lesson Plan Format – For Daily Lesson Planning

Academic Standards:

Lesson Objectives:

Differentiation for diverse learners:

Procedures: (special attention to engaging introduction, safety, transitions, time management, higher order questions,

content, 5E format)

Assessment strategies:

Formal Lesson Plan Format for observations is found later in this handbook.

STUDENT TEACHER RESPONSIBILITIES

The student teacher should consider this assignment as a full-time, professional responsibility and is expected to:

• Report to school for all teacher workdays within the required fourteen weeks and check in and out of the school

according to hours expected of the school faculty.

• Prepare daily lesson plans as required by school faculty, particularly in the case of needing a substitute teacher.

• Prepare three formal lesson plans for lessons that the College supervisor observes and three that the mentor

teacher observes.

• Conference with the mentor teacher and College supervisor at least 3 times during the term.

• Plan with the mentor on a regular, scheduled basis and submit written lesson plans in advance

• Submit a weekly reflective journal to the College supervisor.

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• Report any concerns regarding the student teaching assignment to the College supervisor.

• Report anticipated absences by 6:30AM of the day of absence to the mentor teacher.

• Ask for and constructively respond to feedback from the mentor and College supervisor about teaching and

student (K-12) learning. Write formal analysis of teaching and student learning for each of the four formal

lessons taught for observations.

• Read and sign all observation, conferencing, and evaluation forms.

• Complete evaluation of mentor and supervisor at the end of the term.

• Attend student teaching seminars.

• Observe and become acquainted with other classrooms and teachers in the school and/or school district.

• Analyze at least one set of assessment results during student teaching.

• Prepare and maintain artifacts, photos and video clip for final Decision Point 3 presentation.

Note: All documents must be submitted in electronic format (Word, PDF, or scan) so the documentation can be uploaded

to the student’s electronic file.

CLINICAL EDUCATOR/MENTOR TEACHER RESPONSIBILITIES

The fourteen-week student teaching experience offers the teacher candidates the opportunity to expand their professional

knowledge-base and develop their personal philosophies of teaching students. Clinical educators work together to support

student teachers as they begin to translate sound learning theory into effective classroom practice. These efforts enable the

student teacher, with guidance, to assume a full-time teaching responsibility. We embrace a co-teaching model (please

see the bottom of page 8 for more details). In addition to the co-teaching model description, cooperating mentors are

expected to:

• Complete and return a signed W9 FORM for payment of honorarium (emailed to torline@hanover.edu)

• Complete the online QUALIFICATIONS FORM for accreditation files at

https://education.hanover.edu/resources/mentorteacherresources.php

• Acquaint the student teacher with school policies, procedures, and specific classroom organization principles.

Orient the student teacher to the faculty, staff, school, district, and local community.

• Assist the student teacher in making her or his role understood and welcomed by parents and students, help the

student teacher make the sometimes difficult transition from “college student” to “teacher.”

• Provide the student teacher with a personal workspace in the classroom, a teacher’s plan book, a school calendar,

copies of grade level curriculum materials, a weekly schedule of special activities, access to audio-visual

equipment, rules and access for the copy center, all required textbooks and instructional materials, and

information about daily routines and responsibilities.

• Introduce the student teacher to the children and define her or his role in terms of identity and authority, and

teaching responsibilities for the next fourteen weeks.

• Model and discuss effective classroom management techniques and assist the student teacher in adapting them for

her/his own use.

• Support the student teacher in gradually taking on new and appropriate responsibility for planning, teaching,

evaluation, and record-keeping.

• Schedule weekly instructional planning sessions with the student teacher.

• Schedule weekly formal evaluation conferences to discuss student teacher strengths and areas in need of

improvement. The mentor should complete two written observations by the second evaluation.

• Participate in two conferences with the student teacher and College supervisor. Complete and submit to the

College supervisor (with a copy to the student teacher) the initial and final evaluation forms. The mentor should

complete one after the midterm conference and before the final conference. These should be electronic in format -

even a scan of the document is preferable to a hard copy.

• Offer assistance in video recording the student teacher for her or his self-evaluation of teaching.

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• Provide time for and maintain communication with the College supervisor about the student teacher’s progress in

the program. The mentor should consistently meet with the college supervisor and student teacher during the

term for conferences.

• Complete College Supervisor Evaluation form and email this to the Education Program Office

COLLEGE SUPERVISOR RESPONSIBILITIES

• Establish and maintain communication with mentors, student teachers, building principals and administrative

staff, colleagues in the Education Department, Hanover College faculty, and stakeholders in the teacher education

program.

• Offer critique and assistance to student teachers as they revise and communicate their philosophies of teaching

and learning, develop unit and lesson plans and portfolios, explore effective teaching approaches, develop

appropriate classroom organization techniques, and refine their professionalism.

• Listen and respond appropriately, as soon as it is possible to do so, to any problems, questions, or concerns

brought to the supervisor’s attention by the mentor or student teacher.

• Read and respond to the student teachers’ portfolios and weekly reflective journal entries.

• Complete two on-site observations and one video observation (see Observation Form) of teaching and share these

critiques with the student teachers and mentors. Require formal lesson plans and analysis from the student

teacher for these observations.

• Participate in and document consistent goal setting with the mentor and student teacher to share information and

clarify expectations for the student teaching experience.

• Participate in and document two evaluation conferences with the mentor and student teacher.

NOTE: Clinical Educators will find all documents on our website at

https://education.hanover.edu/resources/ and we must REQUIRE that we receive them back in electronic

format – Word or PDF. These documents become an official part of each student’s record as well as data

for our Program accreditation.

TIMELINE OF EXPECTATIONS

How the Student Teacher and Clinical Educators Can Develop a Successful Student Teaching Experience

Following confirmation of the student teacher’s placement and prior to classes beginning if possible…

Student Teacher:

• Become familiar with school rules and guidelines regarding attendance, dress, and participation in extra-curricular

or professional development activities, confidentiality, and schedules.

• Notify mentors, school principal and supervisor about anticipated absences or change of schedule during the

student teaching assignment. Anticipate and attend seminars, conferences, or workshops scheduled by the

College or the school.

• Become acquainted with school personnel and their responsibilities such as the secretary, guidance counselor,

custodian, nurse, special education specialists, cafeteria managers, and bus drivers.

• Share resume or brief biographical sketch with mentor.

Clinical Educator:

• Complete and submit W-9 and Credential Form for stipend by October 1st for fall and March 1st for

winter.https://education.hanover.edu/resources/mentorteacherresources.php

• Prepare classroom and students for the student teacher’s arrival.

• Orient student teacher to school faculty, staff, and community.

• Anticipate two evaluation conferences and forms.

• Invite the student teacher to meetings and other school events.

• Plan for some early participation in class activities for the student teacher

College Supervisor:

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• Respond to student teacher and mentor requests or concerns in a timely and professional manner.

• Provide pertinent materials to student teachers, mentors, and school administrators.

• Clarify the student teaching program, policies or guidelines.

• Develop schedule for two evaluation conferences and two lesson observations.

Phase 1: Week 1 - Student Teacher’s Early Observation/Preparation

(In addition to the co-teaching model description on page 2) Student Teacher:

• Begin to establish a professional rapport with students that models an appropriate teacher-student relationship.

• Follow school policies and procedures regarding students’ daily routine, discipline, safety, and communication with parents.

• Assist mentor with routine duties, housekeeping, data collection, and extra-curricular or professional development activities.

• Acquire information about students which will help in designing and planning lessons.

• Acquire information about accepted curriculum, current units or projects, ways of assessing student progress, and the

school’s current special programs.

• Participate in school functions that teachers are expected to attend.

• Participate in informal planning, critique, and organizing of classroom events with mentor.

• Participate in data team meetings.

Clinical Educator:

• Provide student teacher with instructional materials, a personal space for work, guidance concerning access to student

records, audio-visual equipment, and other materials

• Acquaint student teacher with needs of students, the curriculum, and the types of instruction used in the classroom and school

• Acquaint student teacher with student learning standards that are currently being addressed

• Allow the student teacher to share in setting goals for instruction/unit/program

• Ensure confidentiality of student records

College Supervisor:

• Document informal visits and goal setting sessions

Phase 2: Student Teacher’s Early Participation in Classroom Instruction

(Weeks 2-3) Student Teacher:

• Submit lesson plans to the mentor for approval before teaching. Consistently work with the mentor in planning and teaching.

Maintain a teacher’s daily/weekly plan book, which is available to the mentor and College supervisor (when he/she comes to

the classroom). Establish a time frame for phase in of teaching duties.

• Develop and use a variety of student assessment activities.

• Use the mentor’s system for recording or documenting student performance.

• Submit reflection on mentor teacher’s classroom management plan and how it relates to the concepts discussed in Wong’s

book.

Clinical Educator:

• Encourage student teacher to use a variety of teaching and student assessment strategies.

• Discuss with the student teacher the extent of authority and responsibility he/she will have or reach an agreement on the

mentor and student teacher roles.

• After guided practice teaching, determine with the student teacher when he/she has demonstrated competence and confidence

to assume lead teaching responsibility in the co-teaching model.

• Schedule a regular time to discuss student teacher’s strengths and weaknesses and make specific suggestions for

improvement.

College Supervisor:

• Begin to assist in the improvement of the student teacher’s instructional skills through observation and conferences and

discuss with the teaching mentor the needs of the student teacher.

Phase 3: Lead Teaching Responsibility

(Weeks 4-13) Student Teacher:

• Work with the cooperating mentor to design and document unit/lesson plans, prepare and organize in advance all

instructional materials necessary for effective learning experiences; student teacher should have full control over at least one

subject or class period.

15 | P a g e

• Demonstrate effective teaching in accordance with professional and content standards and student standards to meet

curricular and individual student learning goals.

• Seek advice of mentor concerning curriculum resources, long term projects or programs, classroom management, student

safety, or professional development.

• Collaborate with the mentor teacher in defining the co-teaching responsibilities.

• Observe music, art, and PE classrooms at least one time, and complete a reflection for each experience (Elementary

Education).

Clinical Educator:

• Monitor student performance and learning standards and review this with the student teacher. Except for serious problems

that must be corrected while class is in session, avoid correcting the student teacher in front of a classroom of students.

• Encourage the student teacher’s self-evaluation and critical reflection.

• Continue to participate in the classroom in the co-teaching model.

• Ensure students have exposure to the case conference process (Special Education/Dual License).

• Have student teacher observe music, art, and PE classrooms at least one time each (Elementary Education).

College Supervisor:

• Assist in the improvement of the student teacher’s instructional skills through observation and conferences.

• Discuss with the teaching mentor the needs of the student teacher.

• Document and share classroom observations with student teacher and mentor.

Phase 4: Culminating Experience

(Week 14) Student Teacher:

• Provide for the transition of instruction and other lead teaching responsibilities back to the mentor.

• Complete final evaluation.

• Evaluate the student teaching program and supervision.

• Complete Decision Point 3 Presentation for faculty and others

Clinical Educator:

• Assess if the student teacher has a realistic and accurate understanding of his/her current competencies.

• Evaluate the student teaching program and supervision.

• Letters of professional support would be greatly appreciated by student teachers as they begin their search for a teaching

position; however, mentors have no obligation to provide a letter of reference.

College Supervisor:

• Facilitate final checklist of supervising responsibilities. See attached documentation - includes attending Decision Point 3

Culminating Experience Presentation of your students and electronic submission of all forms.

Special Education Dual License Requirements

Student teachers pursuing a dual license in special education (Mild Interventions) need to ensure that they have enrolled in

EDU 458 (Integrated Student Teaching) and will have an assignment that has both regular and special education

experience. Special Education placements will be arranged in one of the following manners:

• A general education placement and a separate special education placement.

• An inclusion placement (if greater than 30% special education) integrating special education in the general

education classroom, as indicated by number IEP’s in the student population.

• A separate day school placement (diploma-track) that focuses on the relevant primary content area for licensure.

The division of the placements will be in collaboration with the clinical educators and host school administration.

It is highly recommended that student teaching for dual certification occur in the fall semester so more time can be

devoted to each placement. Student teaching may be extended up to 17 weeks to accommodate requirements in

both general education and SPED.

Student teachers are expected to participate in the case conference process and collaborate with the clinical educator in

their role as Teacher of Record during weeks 4-14. Student teachers will accompany mentor teachers to case conferences

and join in the process, rather than remaining in the classroom. The student teacher will complete a BIP/CBA plans

16 | P a g e

during student teaching. A separate SPED portfolio reflecting on the experiences in this area and based on the CEC

standards is due at the end of student teaching.

Most importantly, student teachers should not solely develop IEP’s, but may assist the mentor teacher by collaborating,

collecting data, and presenting the document with assistance. Student teachers should follow all the standard teaching

duties of the mentor teacher, including meetings, collaboration with providers, meeting with families, and processing

data.

Candidates must be observed in both the general education and special education environments. Candidates will receive

two sets of final evaluations (e.g., the first evaluation would be on the general education experience, and the second

evaluation would be a combination of both general education and special education experiences). Two documented lesson

observations should twice in each placement.

On-going Assessment of Student Teaching

The clinical educators should encourage the student teacher to incorporate the following in the student teaching

assignment:

• Take initiative in seeking help from mentor or supervisor and request constructive criticism/feedback about

professional progress in the student teaching assignment.

• Document personal growth by recording critical reflections on teaching and learning.

• Participate with College supervisor and mentor in formal conferences, initial and final evaluations and submit all

reports to designated personnel as scheduled.

WEEKLY JOURNAL OF CRITICAL REFLECTIONS ON STUDENT TEACHING

A written record of critically reflective responses to the challenges and opportunities of student teaching is an

essential component of professional development. A reflective journal documents important events, evidences

progress, expresses frustrations and hopes, poses important questions, notes interesting ideas, focuses creative

thinking about teaching and life-long learning, and demonstrates professional growth to one’s self, as well as to the

mentor, college supervisor, and colleagues.

Frequent entries are essential, but these reflections should not be an extensive recounting of minute by minute

activities. Please consult with the faculty about specific requirements detailed on the next page. This journal is not a

personal diary, nor is it a chronology of activities; it is an insightful record of one’s development as an effective,

creative teacher who can think critically about the processes of guiding and assessing students’ learning. It is

important to include observations of student’s cognitive and social development along with reflections on their

responses to learning opportunities. It might be helpful to organize the journal into special sections for recording

memorable questions and comments from the students, noting other teachers’ philosophies and effective practices,

recording inspiring quotes, listing books and articles that others recommend for future reading, and posing questions

for the mentor’s and supervisor’s comments.

This record is open to public view. Certain entries could be used in a final Decision Point 3 Presentation (particularly

for INTASC Principle 9). Awareness of one’s readers is vital, and their questions and comments should receive

thoughtful attention. The quality of reflections and the manner in which the completed record is presented for final

review will be considered in the evaluation of the student teaching. Responses included in this journal will support

the refinements of one’s philosophy of teaching, as well as offer information and perspectives for stating professional

goals for one’s first year of teaching

Submit Weekly Journal Progress Reports to your supervisor. This reflection is due Sunday reflecting on the previous

week’s experiences. Approximate length of reflections should be 3 pages.

Weekly Journal Progress Report: Week #______

Word Describing Your week: ____________________________

17 | P a g e

1. General overview of your week: how did it go?

2. Targeted reflections:

a. Week 2: How does your mentor teacher illustrate the classroom management strategies detailed in

Wong’s book The First Day of School.

b. Classroom Management:

• What boundaries did you set?

• How are you establishing your teacher presence?

• How are you being proactive and diffusing possible situations?

• How was your time management? How are you managing transitions and the amount of downtime?

c. Did you challenge your students this week?

• What DOK levels were your activities? (give examples)

• Provide some examples of your Higher Order thinking lesson objectives along with

Student responses and Bloom’s taxonomy level.

• Provide some examples of your Higher Order thinking lesson questions along with student responses and

Bloom’s taxonomy level

3. How did you meet the academic learning needs of your students this week?

• Include both students with IEP and 504 plans along with those with accelerated learning needs.

4. How did you do at communicating and collaborating with parents and colleagues this week?

5. How did you model moral and ethical this week?

6. Progress on another student teaching goal?

7. Self-care: What did you do for yourself this week? Self-care is important!

Assignments There are two assignments that must be completed during the student teaching experience: an interdisciplinary unit and

an assessment project from the unit.

A. Guidelines for Interdisciplinary Unit Plans

Candidates are expected to develop an interdisciplinary unit and be lead teacher during the student teaching experience.

During this unit, you will be expected to collect and analyze data to measure student understanding for the standards

taught for the assessment project assignment. These are two different assignments and each section will be evaluated

separately. The unit rubric will serve as a guide for the expectation for this unit.

The unit should be developmentally appropriate; the length should be equivalent to a typical unit for your grade level. The

unit should be interdisciplinary and intentionally incorporate at least one other content area with the appropriate standards

and objectives for the integrated content. The lesson plans should be at least the quality of what is used to lead instruction

in the classroom, but more detail about what the teacher does and what the student will do and for time management may

need to be included. Differentiation strategies should be explicitly detailed and included for all exceptional learners.

The unit should include:

a). unit standards and objectives (may be organized for each day).

b). clearly labelled and sequenced lesson plans for each day throughout the unit including best practices for

teaching content

c). differentiation strategies for instruction

d). assessment strategies (formative and summative)

18 | P a g e

e). technology to enhance student learning

The unit is due one week before your Decision Point 3 interview.

Updated June 2020

InTASC standards: 3, 6, 7, 8 REPA 3 pedagogy/developmental standards: 1,3,4 (elementary and secondary) Criterion Highly Effective Effective Developing Ineffective

Standards

Unit contains new standards to

be learned along with separate

list of prerequisite skills

required in lesson

Unit focused on one

or two new

standards

Extensive list of standards listed;

unable to teach all to the depth

required

No academic standards

listed

Objectives All objectives are measurable

covering all standards

(including process/practices as

applicable and ISTE) and

requiring multiple levels of

higher order thinking

All objectives are

measurable

covering all

standards (including

process/practices as

applicable and

ISTE)

At least one Objective not

measurable

Not all standards are

met with learning

objectives

Content covered in

lessons (discipline)

Content reviewed, restated

and rephrased throughout unit

with main points emphasized

repeatedly with clear purpose

making content meaningful

and relevant to student’s lives

Content reviewed,

restated and

rephrased

throughout unit with

main points

emphasized

repeatedly with

clear purpose

connections to the

“big transferrable

idea”

Content presented with some

checks for reviewing and

restating previous concepts and

main points; lists big

transferrable idea but not

embedded

Content presented in

individual isolated

lessons

Lessons Lessons are Sequential and

varied in creative and

engaging formats building on

prerequisite knowledge and

targeted on debunking student

misconceptions

Lessons are

Sequential building

on prerequisite

knowledge with

more than 25%

varied in creative

and engaging

formats

Lessons are sequential building

on prerequisite knowledge with

less than 25% of the lessons

varied in format

Lessons have

appearance of being

somewhat random and

non- sequential

allowing for concepts to

not be fully developed

Interdisciplinary

connections

Authentic and meaningful

interdisciplinary learning

experiences with multicultural

aspects included

Unit makes

authentic, smooth

and meaningful

interdisciplinary

connections meeting

standards for each

discipline

Unit has interdisciplinary

connections, but seem forced

and do not flow naturally

between disciplines

Unit lists

interdisciplinary content

but at least one area not

fully developed

Instructional

Activities

Clearly developed lesson

plans in formal lesson plan

format using best practices

and

higher order thinking

questions listed in each lesson

Lesson plans are

developed with

details using best

practices for

discipline and plan

for effective time

management

Lesson plans are minimal in

detail but have enough

description so one can tell what

teacher is doing and what

students should be doing

Lesson plans are in

minimal with limited

details on how the

teacher is presenting the

material and student

expectations

Differentiation

strategies

Detailed Differentiation

strategies present for all

exceptional learners including

those that may not be present

in actual classroom (advanced,

SPED, ENL)

Contains

differentiation

strategies for all

exceptional learners

Differentiation strategies are

vague, lacking detailed plans to

meet individual student learning

needs

Differentiation

strategies not present

Technology

Uses technology to meet at

least one ISTE standards and

impact student learning

Uses technology to

enhance lessons

Technology use is basic

classroom technology (document

cameras, smart boards, etc.)

Technology is not

incorporated in unit

19 | P a g e

Assessments

Varied formative and

summative assessment

formats requiring higher order

thinking covering all standards

and objectives

Mix of formative

and summative

assessments

covering all

standards and

objectives

Mix of formative and summative

assessments covering at least

one standard and/or objective

not covered

Limited or no

assessment strategies

included in unit

B. Assessment/Pre-Post Assignment: Teacher Standards: Teacher Standards: InTASC standard 6, REPA 3 (state) developmental/pedagogy standard 4:

Assessment (elementary and secondary). Increase understanding of 1) strategies and skills for effectively assessing

content-specific student understanding; 2) characteristics, uses, advantages, and limitations of different types of

assessments; 3) measurement theory and evaluation of assessments for validity, reliability, and bias; and 4) circular

process in planning instruction, assessment, and curriculum--adapts instruction and curriculum given student

assessment results

There are many ways to assess student learning. As long as the assessment is valid, reliable, and unbiased, the best

method of assessing student learning will depend on the context and content of the lesson or unit. In this assessment,

you are to assess student learning at one point during the unit (formative) and at the end of the unit

(summative or pre-post). The analysis is for ONE class of students.

Your analysis of student learning should include:

a). standards and lesson objectives taught and assessed (discipline specific, ISTE, and interdisciplinary)

b). detailed lesson plans for the unit

c). analysis of student learning:

d). your reflection on student learning investigating your teaching, the student and the assessment instruments

(exit slip, quiz, test questions).

e). disaggregated data by objective for each individual including your exceptional learners

f). assessment quality: discussion of reliability, validity and bias of instrument and how to improve

g). changes in lesson, curriculum or differentiation strategies if you could reteach this lesson to increase student

learning for ALL learners

h). higher order thinking required for this lesson

See rubric on next page!

20 | P a g e

Hanover College Rubric for Pre and Post Test Assignment: (revised May 2020) InTASC standard 6: Assessment

REPA 3 developmental/pedagogy standard 4 (elementary and secondary)

Theme Highly Effective 4

Effective 3

Developing 2

Ineffective 1

Objectives Explicit alignment and clear

flow between state

standards, objectives and

lesson

Implied Alignment

with standards with clear

flow between standards,

objectives and lesson

Statement of how

objectives align and met

state standards, but

objectives and standards

are not thoroughly covered

in lesson

No alignment

with academic

standards

Objectives Objectives broken down into

clear statements including

objectives in all areas (ISTE,

SEPS, math practices)

Objectives written in clear

measurable statements but

limited to content only

Objectives are clear but not

measurable

No lesson objectives

Reflection of Teaching Detailed and in-depth

reflection

(examples)on student

learning includes teaching,

student and instrument

tools

Reflection on student

learning includes teaching,

student and instrument

tools but depth lacking in

one of these areas.

Limited Reflection based

only on teaching and

students

Shallow reflection of

teaching with limited

details on student

performance only

Analysis of Student

Learning Addressed strengths and

weaknesses in student

learning, broken down in

percentages for each

objective level in

percentages for individual

students with special

attention to exceptional

learners

clear statement of which

objectives students

learned and what should

be retaught for the group

Addresses general patterns

and differences between

pre and post results

No indication of

analysis for student

growth or learning

Instrument Quality Addresses adjustments to be

made to

improve the validity,

reliability and bias pre-post

assessments

Discusses validity,

reliability and bias of the

pre-post assessments in

detail and how met in

assessment

Mentions validity,

reliability, or bias of pre

and post results

Only reliability mentioned

No indication of

consideration for

assessment validity,

reliability or bias

Strategies and RTI (differentiation)

Explains new strategies for

improving student learning

and ways to adjust

instruction or curriculum for

individuals, subgroups, or

whole class to increase

student learning

Strategies for improving

student learning for

individuals, subgroups, or

whole class to increase

student learning

Mentions need for

improvements in

instruction

No indication of ways

to increase student

learning

Higher Order Thinking Explains DOK level and

higher order

questions; student responses

discussed over objectives,

assessments and in student

learning analysis; examples

provided in each area

Discusses Higher order

question responses over

objectives, assessments

and in student learning

analysis

Mentions higher order

thinking; limited to

objectives or questions in

lesson plan

No evidence or

discussion of how

Lesson promoted higher

order thinking by

students

- 21 -

Hanover College Lesson Observation Form This observation form is to be completed a total of four times: twice by the clinical educator (classroom teacher) and

twice by the clinical faculty (Hanover College ST Supervisor) Revised June 2020 *TWO PAGES

It is available at education.hanover.edu

Student Teacher Name: ______________________________ Clinical Educator Name: _________________________________

Placement: ________________________________________________________________________ Date: _________________

Grade level: ________ Subject: __________________Whole group:______Small group:___________ Mix:_______________

Criteria: Skill well-executed in

lesson focused on

student needs

Skill present

but still

developing

Listed on

lesson plan but

not executed in

lesson

Skill was not

observed

INTASC- Standard 1: Learner Development

Developmentally appropriate instructional level

INTASC 2- learner differences –individual and

cultural-high expectations- inclusive learning

environments

Adapts and differentiates instruction for

students’ abilities including IEP’s

Communicates High expectations and

demonstrates respect for all learners and self

Has Appropriate accommodations for ENL

students

Comments:

INTASC 3- learning environment- individual

and collaborative learning, positive social

interaction, active engagement in learning

Facilitates a community of learners that

demonstrates inclusion

Creates an atmosphere where all students can be

successful and learn to the best of their ability

High level of student engagement in lesson

Creative learning options and teaching

techniques

Engaging introductions to lesson and activities

Interacted with ALL students

Clear directions provided

Wait time used effectively

Positive and respectful classroom environment

and good student rapport

Establishes and maintains effective classroom

management; students on-task majority of class

time with few disruptions

Effective time management of classroom

activities and other responsibilities (routines,

transitions, and procedures well- executed)

Comments:

- 22 -

Criteria: Skill well-executed in

lesson focused on

student needs

Skill present

but still

developing

Listed on

lesson plan but

not executed in

lesson

Not observed

INTASC 4-content reviewed

restated, rephrased and retaught, main points

emphasized repeatedly

Clear objectives established for lesson and

communicated to students

Incorporates appropriate examples, explanations

and multiple representations of content

Responds appropriately to student

misunderstanding

Comments:

INTASC 5-application of content- connect

concepts, critical thinking, collaborative

problem solving with applications to local and

global issues

Students engaged in higher order critical

thinking and problem solving

Lessons build on prior knowledge of key

concepts and make connections evident

Demonstrates relevance to student’s lives and to

the community; provides real-world examples

and opportunities for learning

INTASC 6-assessment- multiple methods, use to

guide instruction, monitor learner progress

Frequently checks for student understanding

Comments:

INTASC 7-planning for instruction, cross

disciplinary skills

Advanced preparation of plans and materials;

lessons well-organized with all materials

prepared

Data used for planning lessons

INTASC 8-instructional strategies-variety of

strategies

Variety of instructional strategies used

throughout lesson

Comments:

9-professional learning and ethical practice-

Continually evaluating practice, adapts practice

to meet needs of each learner

10-Leadership and Collaboration –collaborate

with other teachers, community, families to

ensure learner growth and the profession

Comments:

Comments from post-observation discussion (insight on INTASC 9 and 10: reflective practice, context, school community

activities):

Goals:

- 23 -

Candidate Evaluation Rubrics Each teacher certification program has a student teaching evaluation form that is specific to their content area, because

teacher standards are different for the various content areas. For example, secondary mathematics teacher standards are

different from elementary generalist teacher standards. Therefore, these programs have different rubrics. The rubrics will

be provided electronically and are also available on our website. These rubrics should be completed twice during the

student teaching experience; once early (approximately at week 4) and again at the end. For split placements, these

documents should be completed in each placement. For Mild Interventions, both the Content Area and the Mild

Interventions rubrics must be submitted. https://education.hanover.edu

Formal Lesson Plan Format

PRE-CONFERENCE WITH CLINICAL EDUCATOR

In preparation for a formal observation, please review the questions below with your mentor teacher. Share your formal

lesson plan, example of handout, or student assessment that would be used during this lesson.

1. What learning objectives or standards will you target during this lesson?

2. How will you know if students have met the objective?

3. Are there questions that you have about students or this lesson?

4. Are there skills or new practices that you have been working on that I should look for in this lesson? How are

you addressing your student teaching goals in this lesson?

Identification

Teacher name

Grade level(s)/Content

Title of lesson

Date

Materials List

Textbook publisher, title, pages; Online resources, movies, clips, etc.; Children’s book author, title; Lab equipment;

Manipulatives prepared for students; Handouts or worksheets (attach copies)

Big Transferable Idea

One or two sentences about WHY the content of this unit or lesson is important, useful, or universally valued

Essential Questions

List a short set of questions that all students should meaningfully respond to as a result of this unit or lesson.

Questions should support higher level thinking or all six levels of Bloom’s taxonomy or six facets of understanding.

Key Concepts or Vocabulary

List only concepts or vocabulary that all students should understand as a result of this unit or lesson. Check student

standards, student goals, required reading, and handouts.

Do NOT list concepts or words that you do not use in your lesson or unit!

Prerequisite Skills for Unit or Lesson

What skills are required for students to be successful in this unit or lesson?

Student Standards (Include Indiana State Academic Standards and ISTE Technology Standards)

List both numerical indicator and standard wording. Units can be interdisciplinary and include standards across subject

areas.

Measurable Student Goals or Objectives

Restate student standards as specific, measurable goals for the lesson or unit.

a. Students will include 100% of key concepts in their small group presentation.

b. Students will compute two-digit multiplication problems by hand with 80% accuracy.

- 24 -

Instructional Activities (detailed breakdown of instructional time—minute-by-minute)

• Bell-ringer-Engaging Introduction-Anticipatory Set

• 5E Format for Science and Mathematics

• Sample Higher-Order Thinking Questions

Anticipated Adaptations or Accommodations (RtI) for Activities, Materials, or Assessments

Considerations for ELLs, IEPs, Section 504, gender, cultural differences such as poverty, assistive technologies, gifted &

talented

Safety Concerns (e.g., physical, social-emotional, and psychological)

Assessment Plan

The unit plan must include a pre/post assessment.

An exit slip is typical for any lesson plan.

Teacher observation is fine, if there is a record of what was observed.

Attach rubrics and actual tests, quizzes, guidelines for projects or presentations, etc.

Analysis of Teaching (after you teach)

What did you notice about your ability to facilitate student academic practice so that all students participated and had the

opportunity to meet your goals or student standards?

What did you do to foster a climate of high expectation, excellence, and respect?

How did you engage students in academic content?

Which teacher standards were you able to address?

Analysis of Student Learning (after you teach)

What data did you generate from exit slips? Pre/post? A checklist/\? What did the data indicate about student progress in

meeting instructional goals? What changes would you make to increase effectiveness of this lesson or unit?

Teacher Candidate’s Critical Reflection of a Video-taped Lesson*

The student teacher must write an analysis of learning and evaluation of one (15 to 20 minute) video-taped lesson

during student teaching. This video needs to be completed with reflection by the week 6 of student teaching. Consult

with your faculty advisor/clinical supervisor for specific requirements. Include all the sections below. This assignment

addresses Critical Reflection in the Conceptual Framework and INTASC Principal 9. Attach the analysis paper to the

corresponding lesson plan. Be sure to check on parent permission forms for classroom video-taping, which often are

routinely completed at the beginning of each year.

Evaluation of the objectives. Based on student response during the lesson, discuss the appropriateness of the

objectives. Did all the students have the prerequisite knowledge, behavior, or disposition which allowed them to learn

from this lesson? Were there students for whom you discovered the objectives of the lesson were not appropriate?

What adaptations of the objectives did you make during the lesson, if any, if you discovered that the objectives were

not appropriate for some of the students?

Evaluation of the instructional strategies. Based on student response during the lesson, discuss the effectiveness of

the instructional strategies that you chose. Did all the students respond to your instructional strategies the ways that

you envisioned? What were the variations in response which you felt informed you about particular students, i.e.

motivating factors, learning styles, past experience, etc. What adaptations in the instructional strategies did you

make?

Evaluation of learning environment. Based on student response during the lesson, discuss the effectiveness of

handling the learning environment, i.e. classroom management, use of space, use of time, etc. Consider such diverse

issues as distributing materials, disruptions, student feedback, and interactions. What will you do differently in the

future?

Evaluation of student learning. Based on student learning (student response to your informal and/or formal

assessments), discuss the effectiveness of this lesson. What percentage of students demonstrated that they met your

- 25 -

intended objectives? If some students did not meet the objectives, how do you account for that lack of learning? You

might also want to consider the effectiveness of the assessment that you chose to use. Did the assessment measure

what you wanted it to measure?

Evaluation of Teacher Presence, Use of Voice, and Body Language: As you view the videotape, study your

teacher presence, use of voice, and use of body language. How do you alter the volume and quality of your voice to

maintain student attention and enhance teaching and learning? How do you use body language and gestures to engage

students? How does your teacher presence reveal enthusiasm for teaching and for content? How do teacher

presence, voice, and body language impact student learning and connection to you and to subject matter? Do you

exhibit any distracting movements, repetitions, or habits that interfere with effective teaching?

PART C: Decision Point 3

Culminating Student Teaching Experience Formal Presentation and Content Portfolio

Decision Point 3 will occur at the end of your student teaching experience. There are three parts to this decision point:

successful completion of student teaching (90% of the bullets at level 3 or 4 on the final student teaching evaluation),

accountability of the content required by your discipline, and an oral presentation reflecting on your goals, growth and

evidence of meeting certain criteria from student teaching. This oral presentation will replace the final portfolio based on

the INTASC principles.

This will parallel Decision Point 2; however, for this Decision Point, the student teacher is expected to present evidence

visually (PowerPoint) and will be more interactive with department faculty discussing the experience.

The presentation will occur on the last Friday of the academic term. Each student will have 45 minutes to summarize

their student teaching experience to an audience of the department faculty, advisory board members and faculty from

other departments on campus. FOR THOSE DOING AN INTEGRATED EXPEREINCE, 45 MINUTES WILL BE

DEVOTED TO THE GEN ED PLACEMENT AND 15 MINUTES FOR THE SPED PLACEMENT.

Candidates that do not reach the 90% benchmark will be asked to submit an additional reflection over criterion not

covered in the presentation.

A candidate cannot pass Decision Point 3 and obtain licensure without successful completion of all parts (student

teaching, content portfolio and successful presentation).

During the presentation, the student teacher is expected to reflect upon the goals set during Decision Point 2, throughout

the semester, and with emphasis on growth during student teaching. The presentation should cover 2 or 3 lessons from

student teaching. These lessons should vary in the content covered and may include discipline-specific requirements. A

video is required from one of the lessons discussed. Requirements for the oral presentation are listed on next three pages.

- 26 -

Hanover College Decision Point 3 Presentation Rubric (revised Feb 2020)

Purpose: To provide insight into candidate dispositions throughout student teaching.

Candidate Name: Name of Scoring Panel Member:

Conceptual Framework Candidate was well-prepared for presentation;

on-time; professional appearance and demeanor.

If not – this is negative indicator of commitment by candidate.

Candidate will be asked to reschedule or will fail interview.

COMMITED InTASC Criterion Highly

Effective

Effective Developing Ineffectiv

e

No

Reference

9 Communication Candidate was in

constant

communication

about all aspects

of teaching:

lesson planning,

feedback,

students,

classroom

atmosphere

Candidate was in

constant

communication

about all aspects

of teaching:

lesson planning,

feedback,

students,

classroom

atmosphere

Candidate was in

communication

about lesson

planning and

feedback but did

not inquire about

student needs

and/or school

environment

Candidate

had limited

communica

tion with

mentor;

conversatio

ns initiated

by mentor

2 Classroom

management

Two classroom

management

strategies

discussed with

reflection on

journey to

implement and

impact on

establishing a

positive

classroom

environment

One classroom

management

strategy explicitly

discussed with

reflection on

journey in

implementing

these strategies

One classroom

management

strategy discussed

or

limited/shallow

discussion of

journey to

implement these

strategies

No

discussion

of journey

in

developing

classroom

manageme

nt

strategies

Culturally

Responsive

Importance and

ability to

establish a

Positive learning

environment

and community

of learners free

from bias

interacting with

all students

Conveyed

importance and

purposeful plan

and execution of

ability to

establish an

inclusive

community of

learners

Conveyed

importance and

an example of

ability to

establish an

inclusive

community of

learners

Importance of

inclusive

community of

learners was

noted, but

example limited

to one group or

student

No

evidence

was able to

establish

Importance of

high levels of

student

engagement

AND motivation

Multiple

examples of

Detailed

examples of high

levels of student

engagement

making an

explicit

connection to a

positive

classroom

environment

At least one

Detailed example

of high levels of

student

engagement and

motivation

making an

explicit

connection to a

positive

classroom

environment

At least one

example of high

levels of student

engagement and

motivation but

deeper

connections not

present

No mention

of value or

how

promoted

high level

of student

engagemen

t and

motivation

Involvement in

school activities

Examples of

school

involvement that

helped form

collaborations

with colleagues

and a community

of learners in the

classroom

Examples of

school

involvement to

assist in

collaborating and

developing

relationships with

colleagues

Examples of

school

involvement do

not contribute to

developing a

community of

learners or

collaboration

with colleagues

No

discussion

of

involvemen

t in school

activities

- 27 -

Commitment to

serving the

diverse learning

needs of students

in poverty- all

students can

learn

(CAEP diversity tag)

Evidence

Implementing

activities with

students

benefitting from

growth mindset

of the teacher

Intentionality in

lesson planning

and classroom

activities to

support students

Commitment to

low SES student

success verbally

expressed but not

supported by

evidence

Briefly

mentioned

need to

consider

low SES

students

learning

needs

Commitment to

serving the

diverse learning

needs of ENL

students

(CAEP diversity tag)

Examples of

culturally

responsive

teaching

implementing

additive or above

levels of Banks

MC framework

Intentionality in

lesson planning

and classroom

activities to

support students

Commitment to

ENL student

success verbally

expressed but not

supported by

evidence

Briefly

mentioned

need to

consider

ENL

learning

differences

Commitment to

serving the

diverse learning

needs of students

from various

races and ethnic

backgrounds

(CAEP diversity tag)

Examples of

culturally

responsive

teaching

implementing

additive or above

levels of Banks

MC framework

Intentionality in

lesson planning

and classroom

activities for

inclusive

classroom

Commitment to

students from

different races

and ethnic

backgrounds

verbally

expressed but not

supported by

evidence

Briefly

mentioned

need to

consider

racial and

ethnic

differences

Commitment to

presenting

gender in an

unbiased

manner

(CAEP diversity tag)

Evidence using

curricular

resources and

materials to

impartially

portray all scopes

of gender

Intentionality in

lesson planning

and classroom

activities for

inclusive

classroom

Commitment to

gender equity

verbally

expressed but not

supported by

evidence

Briefly

mentioned

need to

consider

gender

differences

Differentiation

for all learners

with special

attention for

exceptional

learners in gen

ed classroom

(CAEP diversity tag)

Evidence

Implementing

activities with

students

benefitting from

growth mindset

of the teacher

Intentionality in

lesson planning

and classroom

activities for

inclusive

classroom

Commitment to

exceptional

learner’s success

verbally

expressed but not

supported by

evidence

Briefly

mentioned

need to

meet needs

of

exceptional

learners

Accommodation

s for students

with disabilities

SPED in gen ed

classroom

(CAEP diversity tag)

Evidence

Implementing

activities with

students

benefitting from

growth mindset

of the teacher

Intentionality in

lesson planning

and classroom

activities for

inclusive

classroom

Commitment to

exceptional

learner’s success

expressed but not

supported by

evidence

Briefly

mentioned

meeting

needs of

exceptional

learners

Technology

(CAEP

technology tag)

Discuss how

multiple forms of

technology were

used to enhance

instruction and

student learning

Discusses how

technology

purposely used to

impact K-12

instruction and

student learning

Discusses how

technology was

used as a tool to

enhance

instruction

Shallow or

No

discussion

of using

technology

as a

teaching

tool

Assessment Discusses value,

importance and

multiple

examples of using

data to make data

driven decisions

with continual

feedback to K-12

students

Discusses value,

importance and

an example of

using data to

make data driven

decision with

continual

feedback to K-12

students

Discusses

example of data

driven decision

but no insight to

value or

importance to

guide instruction

and/or assess

student learning

Data not

effectively

used or

valued to

guide

instruction

and/or

assess

student

learning

- 28 -

Challenge and

goals during

student teaching

Honest reflection

of journey with

insights of

lessons learned,

flexibility, open-

mindedness and

initiative to try

new strategies

Honest Reflection

of journey with

insights of

lessons learned,

flexibility and

open-mindedness

Guarded

reflection of

journey focusing

only on positive

moments without

demonstrating

flexibility and

open-mindedness

to new ideas

Reflection

shallow

with few

details of

challenges

and goals

Problem Solve

and flexibility

Example of

problem- solving

using flexibility,

feedback and

analysis and

reflection

Example of

problem solved

using flexibility,

and feedback

Example of

problem solved

but no details or

insight into

flexibility,

feedback and

reflection

Struggled

to problem

solve

feedback Sought and

implemented

feedback on a

regular basis

discussing

examples

A detailed

example of how

sought and used

feedback from

clinical educators

Did not

effectively

discuss how

sought and used

feedback

Did not

actively

seek and

implement

feedback

Reflection on

Philosophy of

Teaching

Can clearly and

succinctly

articulate

personal

philosophy of

teaching, changes

in that philosophy

since being

admitted into

program and how

impacts practice

Can clearly and

succinctly

articulate

personal

philosophy of

teaching and

changes since

being admitted

into program

Can articulate

reflection on

philosophy of

teaching but not

in clear or

succinct manner

Did not

include

reflection

on

philosophy

of teaching

Validity established by Advisory Council-January 2020

.

- 29 -

ISTE Nets Education Technology Standards

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using

technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes

b. create original works as a means of personal or group expression

c. use models and simulations to explore complex systems and issues

d. identify trends and forecast possibilities

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support

individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments

and media

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats

c. develop cultural understanding and global awareness by engaging with learners of other cultures

d. contribute to project teams to produce original works or solve problems

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks

d. process data and report results

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed

decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation

b. plan and manage activities to develop a solution or complete a project

c. collect and analyze data to identify solutions and/or make informed decisions

d. use multiple processes and diverse perspectives to explore alternative solutions

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Students:

a. advocate and practice safe, legal, and responsible use of information and technology

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. demonstrate personal responsibility for lifelong learning

d. exhibit leadership for digital citizenship

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems

b. select and use applications effectively and productively

c. troubleshoot systems and applications

d. transfer current knowledge to learning of new technologies

Copyright © 2007, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@iste.org,

www.iste.org. All rights reserve

- 30 -

A Look at The Model Code of Ethics for Educators (MCEE)

The MCEE serves as a guide for future & current educators faced with the complexities of P-12 education. The code establishes principles for ethical best practice, mindfulness, self-reflection, and decision-making, setting the groundwork for self-regulation & self-accountability. The establishment of this professional code of ethics, by educators and for educators, honors the public trust and upholds the dignity of the profession. Following are the MCEE principles; the full code with indicators is available at www.nasdtec.net. Principle I: Responsibility to the Profession

The professional educator is aware that trust in the profession depends upon a level of professional conduct and

responsibility that may be higher than required by law. This entails holding one and other educators to the same ethical

standards.

Principle II: Responsibility for Professional Competence

The professional educator is committed to the highest levels of professional and ethical practice, including demonstration

of the knowledge, skills and dispositions required for professional competence.

Principle III: Responsibility to Students

The professional educator has a primary obligation to treat students with dignity and respect. The professional educator

promotes the health, safety and well-being of students by establishing and maintaining appropriate verbal, physical,

emotional and social boundaries.

Principle IV: Responsibility to the School Community

The professional educator promotes positive relationships and effective interactions, with members of the school

community, while maintaining professional boundaries.

Principle V: Responsible and Ethical Use of Technology

The professional educator considers the impact of consuming, creating, distributing and communicating information

through all technologies. The ethical educator is vigilant to ensure appropriate boundaries of time, place and role are

maintained when using electronic communication. The MCEE was developed under the leadership of the National Association of State Directors of Teacher Education and

Certification (NASDTEC) and is supported by a number of national education organizations that undergird the profession. More information, details, and resources are available at: http://www.nasdtec.net