college of education mission - grand valley state university · · 2018-01-03college of education...

College of Education College of Education Mission: ~~Teaching, Leading and Learning in a Democratic Society~~ We believe that schools function as social and political entities as well as for the growth of individuals We prepare candidates to . . .

Enhance the academic and personal potential of their students, Establish policies and practices that promote democratic education, Evaluate the social and ethical implications of educational policies and practice

We value these ideals in our candidates, our faculty, and our relationships with the larger communities we serve:

Expertise to guide our practice, Equity to guide our interactions, Liberal education to guide our perspectives, Social responsibility to guide our commitment to democratic education.

GVSU College of Education 401 Fulton Street West

Grand Rapids, MI 49504-6431

GTC Information and Questions: Contact the Student Information and Services Center (SISC) 401C DEV, (616) 331-6650

http://www.gvsu.edu/coe

Dear Cooperating Teacher,

Thank you so much for your willingness to host and mentor a Grand Valley State University Teacher Candidate. Your role is critical in

the development of well-prepared, beginner-level teachers and as such represents an invaluable contribution to the profession. We are

honored that you are willing to provide this contribution in partnership with us and for the betterment of our teacher candidates. This

handbook contains information about the Student Teaching semester that should be useful to both you and your Student Teacher. If

you have additional questions, please feel free to contact your Student Teacher’s Field Coordinator or me at 331-6650. Again, thank

you for your efforts.

Best Regards,

Paula Lancaster Director of Teacher Education College of Education Grand Valley State University

http://www.gvsu.edu/coe

Table of Contents

Program Overview .......................................................................................................3 Course Schedule .........................................................................................................4

Elementary Certification ...........................................................................................4 Secondary Certification ............................................................................................4

Field Placement Information ........................................................................................5 Role: Field School Personnel ......................................................................................6 Role: Mentor Teacher ..................................................................................................6 Role: University Field Coordinator ...............................................................................7 Expected Outcomes: Fall Field ....................................................................................7 Teacher assistant Guidelines: Fall Field ......................................................................8 Teacher Assistant Checklist: Fall Field ......................................................................10 Teacher Assistant Activity Planning Guide ................................................................11 Professionalism .........................................................................................................13 Mentor Teacher Guidelines: Fall Field .......................................................................14 Mentor Teacher Guidelines: Winter Field ..................................................................15 Lesson Plan Format: Fall and Winter ........................................................................16 GTC Unit Plan Rubric ................................................................................................18 Mentor Teacher Evaluation and Forms .....................................................................19 Teacher Assisting Midterm Form ...............................................................................20 Student Teaching Midterm Form ...............................................................................23 Final Student Teacher Evaluation Form ....................................................................26 Referral Form: Student Improvement ........................................................................27 GTC Program Policies ...............................................................................................29 Admission Requirements ...........................................................................................29 Certification ................................................................................................................29 CPR and First Aid Training ........................................................................................30 Field Placement Policies ...........................................................................................30 Field: Unsatisfactory Performance ............................................................................31 Cooperating/Mentor Teacher Letter ..........................................................................32 GVSU TA Practicum Performance Evaluation Standards .........................................33 Directions for University Coordinator and Cooperating/Mentor Teacher ...................36 GVSU TA Practicum Performance Evaluation Rubric ...............................................37 GVSU TA Dispositions .............................................................................................47 GVSU TA Dispositions Rubric ...................................................................................48 GVSU ST Practicum Performance Standards ...........................................................52 Directions for University Coordinator and Cooperating/Mentor Teacher ...................55 GVSU ST Practicum Performance Evaluation Rubric ...............................................56 GVSU ST Disposition Standards ...............................................................................65 GVSU ST Dispositions Rubric ...................................................................................66 Folio Rubric D Directions to Students ........................................................................72 Folio Rubric D ............................................................................................................73 Clinical Experience Form: TA/ST Cooperating/Mentor Teacher Directions ...............78 Working with Teacher Candidate Rubric .................................................................79 Working with University Field Coordinator Rubric ...................................................80 Clinical Experience Form: TA/ST University Field Coordinator Directions ................81 Working with Teacher Candidate Rubric .................................................................82 Working with Cooperating/Mentor Teacher Rubric ..................................................83 Clinical Experience Form: TA/ST Teacher Candidate Directions ..............................84 Working with Cooperating/Mentor Teacher .............................................................85 Working with University Field Coordinator ...............................................................86

REVISED DECEMBER 2017

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PROGRAM OVERVIEW

The Graduate Teacher Certification (GTC) program prepares non-traditional graduate level students for teacher certification. The program is full-time for one year. Candidates meet requirements for either elementary or secondary level teacher certification while earning credits towards a master's degree. Quality is not sacrificed for speed. The program is an intense year as candidates combine field work and coursework. The key to the program's success is its partnerships with mentor teachers in area schools. Their generous sharing of time and expertise provides candidates with a rich array of opportunities that prepare them well for teaching in the 21st century.

Field Placement:

GTC candidates have two semesters of field work in a public school. Placements are contingent on school personnel acceptance and usually involve an interview with the principal and/or prospective mentor teacher. The first semester of teacher assisting includes 20 hours a week of classroom time with required weekly Tuesday seminars designed to integrate the teacher assistant into all aspects of school life. During second semester field placement, student teachers are in school all day Monday – Friday. Winter field placement typically ends at the beginning of spring break.

GTC candidates with majors in physical education, art, or music do an extended placement because they will be certified to teach at both elementary and secondary levels in these content areas. Extended field generally begins in mid-March and lasts for six weeks.

Elementary Student teachers continue winter semester field when they gradually assume all teaching duties for a minimum of four weeks. Student teachers should have sustained teaching experience in all content areas.

Secondary Secondary student teachers should have sustained experience in both their major and minor fields. Student teachers in schools on a semester schedule assume all teaching duties for a minimum of one marking period or minimum of four weeks, typically beginning at the end of January.

Mentor Teachers:

Mentor teachers are assigned to elementary and secondary GTC candidates in the fall. These teachers should be experienced and highly-skilled teachers who can assist in the development of skills and evaluate teaching progress throughout the field placement. The mentor teacher(s) should contact the university field coordinator immediately should any questions or concerns arise. The university field coordinator will work with the GTC candidate and mentor teacher to develop a plan to address concerns.

University Field Coordinators:

Each teacher assistant and student teacher will have a designated university field coordinator who will visit a minimum of four (4) times both fall and winter semesters. The coordinator’s role is to ensure a high quality field experience by sharing expertise, guidance and encouragement while evaluating the growth of the GTC candidates’ teaching skills.


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COURSE SCHEDULE

*ELEMENTARY CERTIFICATION 36 Credit Hours

Spring Summer Semester

EDR 622 Developmental Literacy for Children (3 credits)

EDI 631 Teaching Science: K-8 (3 credits)

EDI 632 Teaching Creative and Performing Arts (3 credits)

EDI 635 Development and Needs of Students (3 credits) online

EDI 633 Teaching Social Studies and Diversity (3 credits)

Fall Semester

EDI 630 Teaching Math: K-8 (3 credits)

EDI 638 Facilitating the School Environment (3 credits)

EDI 685 Practicum/Graduate Field Experience (3 credits)

EDR 627 Literacy Strategies for Content Areas (3 credits)

Winter Semester

EDS 652 Foundations of Special Education (3 credits)


*SECONDARY CERTIFICATION 27 Credit Hours


EDI 635 Development and Needs of Students (3 credits) online

EDS 652 Foundations of Special Education (3 credits) online

Fall Semester

EDI 636 Instruction in Middle and High Schools (3 credits) online

EDI 638 Facilitating the School Environment (3 credits) online


EDR 623 Developmental Literacy for Adolescents (3 credits) online

Winter Semester


**EDT 627 Technology Integration for Secondary Teachers (3 credits) online

a

A

*All courses are taught on the GVSU Pew Campus, Grand Rapids, MI

**Course may require documentation of standards met

http://gvsu.edu/coe/course.htm?id=95D69248-EBA5-FF4E-12D2BB4544FFA38C


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FIELD PLACEMENT INFORMATION

Note: Candidates follow the calendar at their placement school, so specific dates are not listed.


Candidates finalize their field placement with school interviews during which they should confirm the date on which they report to school in the fall to begin their placement. Candidates participate in opening school in-service activities in late August or early September.

Fall Semester

Teacher assistants are required to report the first day of class at their assigned placement. Teacher assistants are in their assigned schools 20 hours per week. They should submit their practicum schedule on their placement card for approval to their university field coordinator and give their mentor teacher a copy by the second week of the semester.

Candidates remain in the same placement throughout their field experience and are expected to observe other grade levels and/or content areas.

In the first two weeks of October, teacher assistants participate in a diversity observation experience. This experience includes observing students who meet at least four diversity characteristics: race/ethnicity, socioeconomic status, English language learners, academic ability and exceptionalities, gender, religion and/or sexuality. Specifics of this experience will be discussed with the mentor teacher. The observations should be for a minimum of twenty (20) hours.

Teacher assistants remain in their placement school until the school holiday vacation begins in mid/late December.

Winter Semester

Student teachers return to their placement schools for full days when school reopens in January. They will phase into full control of instruction for a minimum of four weeks. If possible, secondary level candidates should have the opportunity to teach in both their major and minor content areas. Student teachers will continue full time until spring break unless the candidate has a K-12 major in art, music or physical education. These candidates complete their first placement in mid-March and then go to a new placement at the alternate level from either the elementary or secondary level of their first placement. They continue in this second placement for six weeks.

This calendar assumes growth and progress in the school placement. Occasionally the candidate, mentor teacher, and university field coordinator agree to extend the placement experience.

Professional Development Days

October and March: Fire-Up Conference

Inter-Institutional Teacher Education Council of West Michigan presents a professional conference where student teachers meet and interact with colleagues from other Michigan colleges and universities and attend informational sessions regarding many aspects of teaching. GTC students may attend either or both Fire Up conferences. Payment is due two weeks in advance of the conference.

March: Cooperating Teacher Conference

Mentor teachers meet with their peers and invited guests for a morning of professional growth and discussion.

Mentor teacher will receive a letter when dates are set.


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ROLE: FIELD SCHOOL PERSONNEL

The field school becomes a learning laboratory for GTC teaching candidates. Field school personnel significantly influence GTC candidates’ growth and development as education professionals. Public school personnel partner with Grand Valley State University and the College of Education to ensure that candidates have a positive teaching and learning experience.

Role

1. Assign GTC candidates to mentor teachers who are models of professionalism and skillful teaching.

2. Assist candidates to integrate education theory and practice.

3. Provide candidates with opportunities to discuss the value and rationale for a variety of educational practices.

4. Invite candidates to participate in a full array of school activities.

5. Foster candidate understanding of the roles and responsibilities of school personnel.

6. Participate in site-based action research conducted by the candidate.

7. Share information with the College of Education to foster program improvement and continued school participation.

8. Help the candidate feel welcome in the building.

ROLE: MENTOR TEACHER

The mentor teacher is the key to GTC teacher preparation. The COE greatly appreciates and values their work.

Role

1. Stress with students the advantages of having two teachers.

2. Emphasize the fact that a second teacher has the same authority as the mentor teacher.

3. Provide the teacher assistant/student teacher with a work area and storage space.

4. Inform the teacher assistant/student teacher where materials are located, including a school policy book.

5. Provide copies of teacher manuals when possible.

6. Explain fire drill and emergency procedures.

7. Alert the candidate to students with health problems.

Complete the mid-term evaluation checklist and final narrative (for both Teacher Assisting and Student Teaching semesters) and share these evaluations with your Teacher Assistant/Student Teacher. The major purpose of evaluation is to document growth in teaching effectiveness. The Final Evaluation [narrative] (i.e. sample on page 21) will be placed in the student’s file in the College of Education (COE) and will be used by him/her for future job seeking opportunities. Additionally, Mentor Teachers will receive an e-mail with directions on completing the Practicum Performance Evaluation Form online via the LiveText system, as part of the COE Assessment System prior to the end of both fall and winter semesters.


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ROLE: UNIVERSITY FIELD COORDINATOR

The university field coordinator is a vital connecting link between the teacher candidate, the placement school, and the mentor teacher. The university field coordinator generally works directly with the candidate and the mentor teacher to ensure a positive experience.

Role

1. Hold conferences with teacher candidate/teacher and mentor teacher to facilitate the understanding of university expectations and to formulate a field experience plan.

2. Visit teaching candidates in the schools a minimum of four (4) times during both teacher assisting and student teaching.

3. Observe the teaching environment and confer with the candidate and mentor teacher regarding progress or problems.

4. Offer constructive assistance for growth and improvement as concerns arise.

5. Provide an improvement plan in the event that concerns arise regarding performance.

6. Assign a final grade after consultation with the mentor teacher and the teacher candidate.

7. Complete a written final evaluation to be placed in the College of Education candidate file.

EXPECTED OUTCOMES: FALL FIELD

At the end of the field experience, the teacher candidate should be able to:

1. Demonstrate knowledge and understanding of classroom teacher responsibilities.

2. Perform, under supervision, the various instructional responsibilities of the teacher.

3. Develop lesson plans that reflect instructional continuity and align with district and state curricular guidelines.

4. Create a classroom climate conducive to instruction and learning.

5. Use procedures and methods that recognize individual and group differences.

6. Use appropriate classroom organization and management skills that facilitate active student involvement in the learning process.

7. Demonstrate effective use of principles of instruction and evaluation.

8. Demonstrate knowledge of content subject matter.

9. Use effective and professional written and oral communication.

10. Perform all teaching duties in a professional manner.

11. Analyze and adapt the learning environment to meet the diverse needs of students.

12. Demonstrate the ability to analyze and apply information about one’s own teacher effectiveness.


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TEACHER ASSISTANT GUIDELINES: FALL FIELD

During the first semester field experience, the teacher assistant should have a broad introduction to the complex functions of the school community through an array of learning experiences. There will be a gradual buildup of knowledge and responsibility that will assist the teacher assistant in understanding the role of the teacher. The teacher candidate, mentor teacher, and university field coordinator will develop these experiences collectively.

Observations: As part of their experience, teacher assistants will observe teachers in other classrooms and/or in special rooms. Secondary student assistants observe in their minor area. The mentor teacher may assist with these arrangements. Such observations will broaden the teacher candidate’s perspective on teaching practices, classroom environments, and classroom management methods.

Suggested Progress

Depending on candidate ability/skill level, the mentor teacher may advance the process of assigning classroom responsibilities and teaching involvement.

First Week

Seek out and meet the school principal; s/he may be an excellent resource for educational issues and concerns

Attend back-to-school orientation sessions

Learn the roles and routines of the school community

Become familiar with the teaching faculty

Be available to assist and take advantage of every learning experience

Second Week

Know the school philosophy classroom management discipline teacher instructional approaches

Become acquainted with students in a variety of settings and activities

Become acquainted with the school record keeping system

Be familiar with student and faculty handbooks

Assist the classroom teachers with all activities

Learn the grade level curriculum through district-provided curriculum materials

Third and Fourth Weeks

Observe various classroom teachers, various grade levels and content area; identify strategies/techniques used

Observe special education classes, media and technology, the arts, and special programs

Secondary candidates observe in their minor subject area

Begin to assist the teacher with supervised instructional activities

Interact with teachers and the principal regarding concerns, problems, and processes

Begin assisting in monitoring student learning

Plan and prepare a learning aid

Begin work with individual students with classroom teacher guidance


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Fifth and Sixth Weeks

Plan and teach a lesson/activity observed by the mentor teacher by mid-semester

Continue to work with individual students with classroom teacher guidance

Participate in open houses, parent conferences, and staff development workshops as the university class schedule permits

Secondary candidates continue to observe in their minor subject area (complete a minimum of five observations.)

Elementary and secondary student assistants observe and document experiences with students who meet at least four of the following diverse characteristics:

Race/Ethnicity Socioeconomic Status English Language Leaner’s Academic Ability and Exceptionalities Gender, Religion and/or Sexuality

Continue to observe other classrooms for teaching styles/strategies and discipline models

Seventh and Eighth Weeks

Plan and teach several lessons (elementary and secondary)

Develop a winter semester teaching unit with mentor teacher guidance

Continue to assist individual students, small groups, and full class learning

Ninth through remaining weeks

Plan and teach several activities/lessons (elementary and secondary) Fine tuning the winter semester teaching unit Continue to assist individual students, small groups, and full class learning

Candidates should take the opportunity to expand their knowledge by volunteering for other school experiences beyond those listed above in order to increase their involvement with students.


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TEACHER ASSISTANT CHECKLIST: FALL FIELD

Name

Completed Task

Attend back-to-school orientation sessions Dates =

Collect and know school philosophies Classroom management Discipline codes Teacher instruction models

Acquaint yourself with your students in a variety of settings

Know the background of students with special needs

Read the faculty handbook

Know the grade level curriculum in which you are doing your assisting

Schedule observations in other grade levels and content areas (elementary)

Schedule observations in your minor area with five teachers (secondary)

Observe instruction in special education, media and technology, the arts, and special programs.

Schedule diversity observations

Participate in open houses, parent conferences and staff development

September October November December

# of times absent

# of times late

Please sign off when completed (by the end of the semester):

Mentor Teacher:

GTC Candidate:


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TEACHER ASSISTANT ACTIVITY PLANNING GUIDE

Guide to assist teacher candidates in planning for all elements of teaching and classroom management.

Classroom Experiences - submit “Plan for Assuming Responsibility”

Planning

____ Daily ____ Weekly ____ Long range ____ Unit

Units

____ Planned ____ Taught ____ Evaluated

Field Trips

____ Pre-planning ____ Making the visit ____ Follow-up teaching

Technology Used

____ TV/video tapes ____ DVDs ____ Interactive white boards ____ School or teacher web sites ____ Document readers ____ Elmo ____ On line resources ____ Computer ____ Other

Materials Used

____ Teacher-made ____ Used outside material ____ Used school material ____ Wise selection of material ____ Previewed materials before using

Routine Tasks

____ Attendance ____ Room set up ____ Library or other room resources ____ Other ________________________________

Parent Conferences

____ Prepared for ____ Observed ____ Took active role ____ Conducted telephone conferences ____ Wrote note to parents ____ Other ________________________________

Curriculum Content Areas Observed

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

Curriculum Content Areas Taught

__________________________________________

__________________________________________

__________________________________________


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Other School Experiences

School Curricular Activities

____ PTA or PTO ____ Open house ____ Faculty activities ____ Faculty or staff meeting ____ Faculty social function

Others

____ Clubs ____ Athletic events ____ Board meetings ____ Professional meetings

Pupil Progress Reporting Evaluation Experiences

____ Daily assignments ____ Teacher developed assessments ____ Performance assessments ____ Standardized assessments ____ End of book tests ____ Student developed rubrics ____ Grade cards ____ Other _________________________________

Resource Personnel

____ Invited resource persons ____ Planned visit to use resource persons ____ Implemented follow-up activities

Special Teachers

____ Awareness of roles ____ Worked cooperatively with some ____ Discussed other sources of help

Other categories you wish to add?

__________________________________________

__________________________________________


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PROFESSIONALISM

The College of Education is committed to preparing professional educators. Becoming a member of a profession carries responsibilities and expectations. GVSU Teacher Candidates are oriented to both professional behavior and the responsibility of being a member of a profession. The following list addresses both of these aspects.

Professional Behavior includes:

Promptness and preparedness

Attention to and interest in the work of teaching and the people involved in the work.

Intellectual curiosity and desire to learn and improve

Clear, appropriate communication and social interaction

Positive interactions and attitude

Appropriate appearance and demeanor

Becoming a Member of a Profession requires:

Implementing the most effective practices available to meet the needs of students.

Exhibiting appropriate care for students’ academic, social, and emotional well-being.

Recognizing the strengths that all learners bring and building instruction from a strengths perspective.

Collaborating with students and other adults to support learner development and growth.

Participating in the work of the profession beyond classroom teaching.

Setting aside differences and frustrations in order to support learner development and growth.

Communicating concerns through the appropriate channels.

Establishing strong relationships with colleagues and other professionals.

Reflecting on progress, addressing weaknesses, and capitalizing on strengths.

Setting aside personal preferences in order to support learner development and growth.


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MENTOR TEACHER GUIDELINES: FALL FIELD

Student Assisting

The mentoring of a student assistant requires a great deal of careful planning. Such pre-planning will create a good learning atmosphere and alleviate problems before they arise. These guidelines will assist the mentor teacher in preparing for a student assistant.

Preparing for the Student Assistant

1. Prepare Students

Discuss with the class the advantages of having two teachers Explain that another teacher will have the same authority as you have

2. Organize Classroom

Provide the student assistant with a work area and storage space Show the student assistant where materials are located

3. Locate Materials and Services

Provide copies of teacher manuals when possible Provide a schedule of classes Provide a school policy book Provide a seating chart(s) Explain room rules established with pupils Alert the student assistant to pupils with health problems Locate copy machine, etc. and how to use Locate special rooms such as lunchroom, office, and counseling office Explain fire drill and emergency procedures

4. Plan a Teaching Experience

Talk with the student assistant about expectations Become familiar with the student assistant’s background Identify and communicate long and short-term class goals Plan a tentative sequence of learning activities with the student assistant Plan to teach various lessons with the student assistant Plan follow-up discussions on these lessons that promote reflective dialogue Explain your teaching approaches and discuss them with the student assistant

5. Plan with Student Assistant and University Field Coordinator

Provide time to develop plans jointly Plan sufficient time for conferences Locate an appropriate place for conferences Discuss and share teaching experiences

6. Written Evaluations Midterm narrative Practicum Performance Evaluation (1st semester common assessment)


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MENTOR TEACHER GUIDELINES: WINTER FIELD

Student Teacher Skill Development

During the teacher candidate’s second semester of fieldwork the teacher candidate, referred to as the student teacher, is responsible for planning, guiding, directing, and evaluating learning activities of a group of students under the guidance and supervision of the experienced and skillful mentor teacher. The student teacher gradually assumes all of the regular responsibilities of a classroom teacher for a 4-week period. Field placement requires a classroom experience over a period of approximately thirteen weeks.

In order to assist the student teacher to become an effective manager of instruction, the mentor teacher should:

1. Involve the student teacher in activities from the first day. Start with routine duties: attendance, hall supervision, and working with individual pupils and small groups.

2. Help the student teacher to be viewed and respected by the pupils as a co-teacher in the classroom.

3. Aid the student teacher in quickly becoming familiar with the class curriculum; communicate immediate goals and long-range objectives at an orientation conference.

4. Assign teaching responsibilities during the first week. Add additional class responsibility as s/he demonstrates readiness to assume additional responsibilities until s/he is carrying a full planning and teaching load.

5. Work closely with the student teacher in planning for the initial lessons in each subject area. Require a detailed lesson plan for each class/subject being taught until the student teacher shows by his/her performance that operating successfully with fewer written details is possible.

6. GVSU lesson planning form (or provide a form of your own) that includes:

a) Statement of purpose (standards or CCSS, objectives, targets, expected student outcomes)

b) Materials and equipment

c) Practices and procedures to be used

d) Evaluation of pupil learning and teacher self-evaluation of lesson

e) Lesson summary (may include a statement of principles developed during the lesson, a recognition of the relationship between the lesson and a previous one, projected activities which will carry this lesson into future lessons.

7. Discuss the lesson plan with the student teacher before and after the lesson is taught. Early in the semester, observe the lesson and help the student teacher evaluate it in terms of meeting learning objectives.

8. Allow the student teacher to try various teaching methods and techniques that are consistent with research and best practices.

9. Plan for the student teacher to assume full teaching responsibility for a month or a marking period.

10. Provide the student teacher with both verbal and written feedback. Point out strengths and identify areas needing improvement. Both informal and formal conferences will be beneficial.

11. Help the student teacher to identify his/her role and establish a good working relationship:

a) Co-plan and observe frequently.

b) Avoid class interruptions.

c) Make follow-up suggestions that emphasize classroom learning improvement rather than criticizing the student teacher’s performance.

12. Demonstrate skillful teaching. Help the student teacher identify what to observe and discuss specific lesson goals.

13. Use a cooperative or co-teaching approach if there is an interest in trying such an organizational structure.

14. Notify the university field coordinator immediately if the student teacher is unable to do required work. This will allow time to correct deficiencies so the student teacher will have a successful field experience.

15. Complete student teaching evaluation forms by the dates requested (i.e. midterm narrative and Practicum Performance Evaluation – 2nd semester common assessment).


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EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

I. Standard: District curriculum guidelines, MDE core curriculum, or CCSS

II. Objective/Target and I can statements – written in student friendly language

What is it you are going to teach? Why is this important? (Rationale/purpose)

What will the students be able to do at the end of the lesson, how will it be measured/observed, and how can they

use/apply it? What formative assessments are used to inform instruction?

What aspects of this lesson might be challenging to students and why?

iii. Lesson Management: Focus and Organization

Positive strategies, techniques, and tools

Ideas for on task, active, and focused student behavior

IV. Introduction: Creating Excitement and Focus for the Lesson Target

Generate interest: do something to capture attending behavior

Access prior knowledge: provide examples to activate thinking

Practice/review something already known

V. Input: Setting up the Lesson for Student Success A. Task Analysis

What information does the leaner need? If information is needed, how will it be provided?

What are the step-by-step procedures of the lesson? How is the lesson scaffolded?

B. Higher Level Thinking – Questions to engage students’ thinking Bloom’s Taxonomy Webb’s Depth of Knowledge - Remembering – recalling information - Recall – facts, information, procedure - Understanding – explaining information - Skills/Concept – requires 2 or more steps - Applying – using information - Strategic Thinking – requires reasoning - Analyzing – breaking information down - Extended Thinking – requires investigation, complex thinking - Evaluating – justifying - Creating – generating new ideas C. Accommodations: differentiating to meet student needs

Remediation/Intervention; helping those who have not reached target

Extension/Enrichment; challenging those who have met target

Enhance instruction to address challenges

D. Methods, Materials, and Integrated Technology

Instructional techniques: ways of presenting: lecture, discussion, demonstration, simulations, and collaboration

Engagement strategies (movement and active student participation)

Materials and Integrated Technology list

VI. Modeling: “I DO”

SHOW/TELL – (Visual/Verbal Input)

Show: Demonstrate the learning target Tell: Use think-aloud techniques

HOW/WHAT

How: Use questioning techniques (written list of questions in student friendly language) What: Redirecting, wait time and prompting


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VII. Checking for Understanding

Teach Some – STOP & CHECK – Resume Teaching – STOP & CHECK, etc.

Provide ways for children to respond (e.g. choral response, signal response, etc.)

Include the formative assessment strategies to be implemented

VIII. Guided Practice: “WE DO”

Repeated practice of new learning as stated in the objective/target (teacher and student together)

Modeled first, then practice together with a gradual release of responsibility

IX. Collaborative (“YOU DO TOGETHER”) and/or Independent Practice (“YOU DO”)

Practices what was demonstrated/modeled

Makes connections and shares responses

Demonstrates target(s)

X. Closure:

Review the I can statement(s)

Elicit student input and feedback

Connections to future learning

XI. Assessment

Refer to your objective(s)/target(s): how will you know that the objective(s)/target(s) was met? Ask yourself; how will I

know, what my students know, understand, and are able to do? What will be my evidence?

What formative assessments will be used to inform instruction?

XII. Reflection: for every lesson – suggested questions to ask yourself

Refer to your objective(s)/target(s): how do you know that the objective(s)/target(s) was met? What is your evidence?

Based on data gathered, what will you do next?

How well did the students perform/respond? How did students show they were engaged?

What evidence do you have?

How many students struggled? What will you do to help the student(s) who struggled?

What will you do to extend the learning for those students who met target?

Were there any surprises? What would you do if you taught this lesson again?

Revised August 2016


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Note: The unit plan is the major assignment for the fall semester. See also the unit plan checklist.

Unit Plan

The unit plan assignment is a long range plan that implements the state’s standards per the district’s curriculum. The topic of the unit must be part of the district’s curriculum, meet grade level curriculum standards, and be approved by the mentor teacher. The unit is taught in the winter semester of student teaching. The unit consists of at least five lesson plans including an introductory lesson as well as a culminating lesson. Each lesson is written in a standard based lesson plan format. The sequence for submission of the unit plan includes the following elements in a typed format:

- Cover Page - Table of Contents - Unit Overview (summary format-written in paragraphs) - Unit Composition (standard based lessons) - Assessment of Student Learning - References/Bibliography

Assessment of the unit objectives that measure student learning is a required element of the unit plan. The Unit Plan Rubric describes the unit components, expectations, and their respective point value for the intern.


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MENTOR TEACHER EVALUATION AND FORMS

Evaluation Conferences:

To insure full benefit from the supervised field experience, the candidate, mentor teacher, and university field coordinator will communicate frequently throughout field placement. These discussions help establish rapport, maintain good working relationships, and prevent compounding minor difficulties caused by misunderstandings or lack of communication. Informal conferences between the student assistant/student teacher and the mentor teacher are held as needed. They provide discussion opportunities about observed strengths as well as weaknesses with specific improvement suggestions.

Initial visitation: When the semester begins, the university field coordinator will meet with the mentor teacher and the teacher assistant to discuss the placement and responsibilities of each.

Final conference: The university field coordinator will meet with the mentor teacher and with the student teacher to evaluate the candidate’s performance.

Teaching Candidate Conference Responsibilities:

Arrive promptly for a scheduled conference.

Be prepared with a list of specific questions, discussion topics, and lesson plan documentation.

Be an active participant and attentive listener.

Promote self-development by analyzing results of teaching strategies.

Seek additional clarification and request additional conferences as the need arises.

Evaluation Procedures:

All teacher candidates are evaluated throughout field placement with instruments provided by the College of Education.

The mid-term evaluation is formative; one should be completed by the mentor teacher and the candidate. After completion, it should prompt discussion of candidate progress by focusing on areas of strengths and weaknesses observed during the initial weeks of the field placement. The mentor teacher can either e-mail the completed form to the university field coordinator or give it to the teacher candidate for delivery. The university field coordinator will also confer with the teacher candidate to insure that all parties understand areas of strengths and weaknesses. The evaluation is a means of emphasizing progress, or lack of it. Interim reports provide the teacher candidate with indicators of progress s/he is making in addressing weaknesses.

The final evaluation is summative and serves as a report of candidate achievement at the culmination of the field placement assignment. The final evaluation is submitted to the university field coordinator at the final evaluation meeting. The university field coordinator will assign a grade after consultation with the mentor teacher. The final evaluation needs to be written as a Word document, signed, and submitted to the university field coordinator.

Mentor teachers will receive e-mail directions describing how to complete the Practicum Performance Evaluation Form, part of the COE Assessment System prior to the end of both fall and winter semesters. This evaluation form is done online via a link in an e-mail mentor teachers will receive. This evaluation serves as a research tool for data collection necessary for the COE accreditation process.

Grade Report Standards: Candidates must earn a B- or better and have positive recommendations in professional fieldwork courses in order to be recommended for teacher certification.


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Teacher Assisting Practicum Midterm Evaluation Form

Teacher Candidate: Field Coordinator: School: Grade: Cooperating Teacher: Please complete this midterm evaluation form. The practices listed below are taken from the InTASC Standards that our candidates are striving to meet. For each practice, select the appropriate rating and provide evidence or comments clarifying your rating. In the event you did not see evidence of an element, select “N/A” to represent, Not Applicable or Not Observed. Please print two copies, review the ratings with your teacher candidate, and provide the candidate with the two signed copies. Thank you so much for completing this work for our candidates.

Evaluated Elements of Practice The following elements are subcomponents of the InTASC standards.

Rating: Developing, Novice, Unsatisfactory, Not Observed

Evidence and/or Comments

Learners and Learning: InTASC Standards 1, 2, 3 The Candidate:

Creates and delivers developmentally appropriate single lessons and sequences of lessons.

D N US N/A

Checks student understanding during and at the conclusion of lessons and adjusts instruction accordingly.

D N US N/A

Coordinates and adapts instruction smoothly and in a timely manner.

D N US N/A

Designs, adapts, and delivers instruction to meet diverse student needs.

D N US N/A

Collaborates with learners, families, communities, and colleagues to promote learner growth and development.

D N US N/A

Collaborates with learners and others to promote positive classroom management.

D N US N/A

Establishes and maintains organizational norms and routines that help to actively and equitably engage students.

D N US N/A

Collaborates with learners to adjust the learning environment as needed.

D N US N/A

Content Knowledge and Application: InTASC Standards 4, 5

Uses multiple representations for explaining and modeling content, practices, and strategies in order to guide learner achievement.

D N US N/A

Engages students in learning experience that encourage leaners to question, analyze, and understand information from diverse perspectives.

D N US N/A

Stimulates learners’ reflection on prior knowledge, connection to familiar topics, and connects to learners’ experiences.

D N US N/A


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Engages learners in applying knowledge to real world problems using interdisciplinary themes.

D N US N/A

Engages learners in questioning and challenging assumptions and approaches in order to foster problem solving in local and global contexts.

D N US N/A

Engages learners in generating and evaluating new ideas.

D N US N/A

Instructional Practices: InTASC Standards 6, 7, 8

Balances use of summative and formative assessment.

D N US N/A

Engages learners in multiple ways of demonstrating knowledge and skills.

D N US N/A

Interprets the results of multiple and appropriate types of assessment data to identify student learning needs and differentiate instruction.

D N US N/A

Individually and collaboratively selects and creates appropriate learning experiences.

D N US N/A

Plans how to achieve each student’s learning goals.

D N US N/A

Plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

D N US N/A

Continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to learner needs.

D N US N/A

Engages all learners in developing higher order questioning skills and metacognitive processes.

D N US N/A

Uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

D N US N/A

Professional Responsibility: InTASC Standards 9, 10

Engages in ongoing professional learning opportunities.

D N US N/A

Engages in meaningful and appropriate professional learning experiences aligned with needs of learners, school system, and self.

D N US N/A

Independently and in collaboration with colleagues uses a variety of data to analyze instruction for the purpose of improving it.

D N US N/A

Takes an appropriately active and productive role on the instructional team.

D N US N/A

Works collaboratively and participates in ongoing communication with learners and families.

D N US N/A

Engages in professional learning, contributes to the knowledge and skill of

D N US N/A


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others, and works collaboratively to advance professional practice.

Additional Midterm Comments:

Cooperating Teacher’s Signature__________________________________ Date______________ Teacher Candidate’s Signature ____________________________________Date______________


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Student Teaching/Practicum Midterm Evaluation Form

Teacher Candidate: Field Coordinator: School: Grade: Cooperating Teacher: Please complete this midterm evaluation form. The practices listed below are taken from the InTASC Standards that our candidates are striving to meet. For each practice, select the appropriate rating and provide evidence or comments clarifying your rating. In the event you did not see evidence of an element, select “N/A” to represent, Not Applicable or Not Observed. Please print two copies, review the ratings with your teacher candidate, and provide the candidate with the two signed copies. Thank you so much for completing this work for our candidates.

Evaluated Elements of Practice The following elements are subcomponents of the InTASC standards.

Rating: Proficient, Developing, Unsatisfactory, Not Observed

Evidence and/or Comments

Learners and Learning: InTASC Standards 1, 2, 3 The Candidate:

Creates and delivers developmentally appropriate single lessons and sequences of lessons.

P D US N/A

Checks student understanding during and at the conclusion of lessons and adjusts instruction accordingly.

P D US N/A

Coordinates and adapts instruction smoothly and in a timely manner.

P D US N/A

Designs, adapts, and delivers instruction to meet diverse student needs.

P D US N/A

Collaborates with learners, families, communities, and colleagues to promote learner growth and development.

P D US N/A

Collaborates with learners and others to promote positive classroom management.

P D US N/A

Establishes and maintains organizational norms and routines that help to actively and equitably engage students.

P D US N/A

Collaborates with learners to adjust the learning environment as needed.

P D US N/A

Content Knowledge and Application: InTASC Standards 4, 5

Uses multiple representations for explaining and modeling content, practices, and strategies in order to guide learner achievement.

P D US N/A

Engages students in learning experience that encourage leaners to question, analyze, and understand information from diverse perspectives.

P D US N/A

Stimulates learners’ reflection on prior knowledge, connection to familiar topics, and connects to learners’ experiences.

P D US N/A


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Engages learners in applying knowledge to real world problems using interdisciplinary themes.

P D US N/A

Engages learners in questioning and challenging assumptions and approaches in order to foster problem solving in local and global contexts.

P D US N/A

Engages learners in generating and evaluating new ideas.

P D US N/A

Instructional Practices: InTASC Standards 6, 7, 8

Balances use of summative and formative assessment.

P D US N/A

Engages learners in multiple ways of demonstrating knowledge and skills.

P D US N/A

Interprets the results of multiple and appropriate types of assessment data to identify student learning needs and differentiate instruction.

P D US N/A

Individually and collaboratively selects and creates appropriate learning experiences.

P D US N/A

Plans how to achieve each student’s learning goals.

P D US N/A

Plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

P D US N/A

Continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to learner needs.

P D US N/A

Engages all learners in developing higher order questioning skills and metacognitive processes.

P D US N/A

Uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

P D US N/A

Professional Responsibility: InTASC Standards 9, 10

Engages in ongoing professional learning opportunities.

P D US N/A

Engages in meaningful and appropriate professional learning experiences aligned with needs of learners, school system, and self.

P D US N/A

Independently and in collaboration with colleagues uses a variety of data to analyze instruction for the purpose of improving it.

P D US N/A

Takes an appropriately active and productive role on the instructional team.

P D US N/A

Works collaboratively and participates in ongoing communication with learners and families.

P D US N/A


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Engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.

P D US N/A

Additional Midterm Comments:

Cooperating Teacher’s Signature__________________________________ Date______________ Teacher Candidate’s Signature ____________________________________Date_____________


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GTC Intern Final Evaluation Form

PLEASE TYPE

Name Student Teacher _____________________________________________Semester/Year____________________ School District__________________ School Building____________________ City ______________State__________ Provide a summary description of the student teacher’s performance related to the INTASC Standards: Learners & Learning (Learner Development; Learning Differences; Learning Environments); Content (Knowledge & Application); Instructional Practice (Assessment; Planning, Instructional Strategies); and Professional Responsibility (Professional Learning, Ethical Practice, Leadership & Collaboration). This candidate has successfully completed student teaching: ___ yes ___ no Mentor Teacher: _____________________________________________________________________________________________ (Please print name)

Mentor Teacher:_____________________________________________________________________________________________


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REFERRAL FORM: STUDENT IMPROVEMENT Graduate Teacher Certification Program

Return to: GTC Coordinator, 401 Fulton Street West, 401C DEV, Grand Rapids, MI 49504-6431

Student _____________________________________________ Date ________________

Emphasis Area (check one): ____ Elementary ____ Secondary

Submitted by: ________________________________________ ___________________

Name Role

AREA(S) OF CONCERN

For each area of concern only, place 1, 2, or 3 in the space provided with 3 indicating a higher level of concern, and 1 a lower level.

Planning and Preparation

1.1 ____ Knowledge of content and pedagogy

Classroom Environment

2.1 ____ Managing classroom procedures 2.2 ____ Managing student behavior 2.3 ____ Creating an environment of respect and rapport

Instruction 3.1 ____ Clear and accurate communication skills related to instruction ____ verbal ____ written

Professional Responsibilities

4.1 Professional Relationships With ____ students ____ parents ____ principal ____ school staff ____ peers ____ mentor teacher ____ faculty Skills ____ self-control ____ judgment/tactful ____ tolerance ____ sensitive to all students ____ flexibility ____ energetic ____ maturity ____ positive attitude ____ inappropriate behavior _____________________________ 4.2 Professional Responsibilities ____ student advocacy ____ meeting obligations ____ overall quality of instruction ____ reliability/dependability ____ organization ____ desire to improve ____ persistence ____ responsive to feedback ____ approach to at-risk students ____ appearance/dress ____ commitment (attendance/punctuality)

DOCUMENTATION OF EXPLANATION/DESCRIPTION of concern(s), including examples of specific behavior or events.

(Attach added sheets if necessary.)


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IMPROVEMENT PLAN

Improvement Plan Approved by

University Field Coordinator Signature _____________________________________ ______ Date

I have reviewed, discussed and agreed to the above stated plan

Student Signature _____________________________________________________ ______ Date


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GTC PROGRAM POLICIES

ADMISSION

Foreign Language Oral Proficiency Interview (OPI)

Prospective candidates with majors in French, German and Spanish must pass the Oral Proficiency Interview (OPI) before beginning student teaching.

Postponement

Candidates admitted to the GTC program who postpone their first field placement must seek re-admission as first-time applicant in order to re-enter the program.

CERTIFICATION

Certification Recommendation

Candidates must earn a B- or better in all courses within the GTC program and have positive professional fieldwork course recommendations in order to be recommended for teacher certification.

Certification Denial

Fraud

Certification may be denied for fraud, material misrepresentation, or concealment in the certificate application. The College of Education will report any instances of fraud in the application, including altered transcripts from other institutions and improperly reported teaching experiences.

Immoral Conduct

Certification may be denied for failure or ineligibility of the applicant to meet the certificate criteria or prior conviction as an adult of an act of immoral conduct contributing to the delinquency of a child or a felony involving moral turpitude.

Misdemeanors and Felonies

Criminal Background Check

A criminal background check using digitally scanned fingerprints is required by prospective candidates when submitting Teacher Assisting applications. The subsequent report will be compared with the misdemeanor and felony page of the candidate application. Discrepancies will be addressed by a Student Information Services Center (SISC) Assistant Director. If charged with a misdemeanor and/or felony after submission of this application, I will notify immediately the College of Education at (616) 331-6650 and will provide copies of court documents.

CERTIFICATION continued

Individual Case Review

Candidates who have been convicted or have pled no contest to a felony or certain misdemeanors will be required to provide additional information. The College of Education Assistant Director of the Student Information and Services Center (SISC) will review, on an individual basis, records of prospective candidates who have been convicted or pled no contest to a felony or certain misdemeanors to determine admission status. Such candidates may subsequently be denied admission, denied field placement by cooperating school districts, or denied certification by the Michigan Department of Education. If such a candidate is granted certification, there is no guarantee of employability.

Notification of Status to Applicant

If the applicant is admitted to the College of Education s/he will be advised that program completion will not be possible if cooperating schools deny field placement. The applicant will also be advised that the Michigan Department of Education has the authority to deny a recommendation for certification based upon a prior conviction.

Notification of Status to Cooperating Schools

If the College of Education admits a candidate with a conviction record into any field course, it will advise the cooperating school district of the individual's status prior to finding a classroom placement.

Notification of Status to Michigan Department of Education

The College of Education will report directly to the Michigan Department of Education Office of Professional Preparation Services any known individual who has been convicted or pled no contest to a felony or misdemeanor.

Request for Records

According to law, the College of Education must request information on a candidate’s conviction record. Candidates are required to disclose any and all convictions even if they have been dismissed or expunged. If a candidate misrepresents himself/herself and/or fails to disclose any and all misdemeanors and/or felonies, s/he could be removed from the undergraduate or graduate program. A candidate may be denied any level of certification: initial provisional, first or second renewal of their provisional certification, professional certification, additional endorsements, school counseling license or administrator certification.


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CPR AND FIRST AID TRAINING

Candidates are required to earn a CPR and First Aid certificate before being recommended for teacher certification. Training must encompass infant, child, and adult classes offered only by a Red Cross or American Heart Association organization. Certification needs to be current so classes should be taken near the end of student teaching. After completing training, candidates fill out a verification form, at the Student Information and Services Center within the College of Education. The form will be sent to the university Records Office so certification can proceed.

FIELD PLACEMENT POLICIES

Alternate Placement

Alternate arrangements are unusual and will be made only if a school site is unable to fulfill the GTC programmatic needs as determined by the GTC faculty and university field coordinators. The GTC faculty and/or university field coordinator will make alternate arrangements.

Calendar

Candidates enrolled in field placement follow the calendar of the assigned school for both starting and vacation dates. See the Field Placement Calendar in this handbook.

Corporal Punishment

Teaching candidates never administer corporal punishment as a means of discipline. Doing so may result in program removal.

Diversity Observation Experience – Student Teachers

To ensure experience with diverse students, candidates must plan and document one week (20 hours) of observations during the month of October. This experience needs to include students who meet at least four diversity characteristics: race/ethnicity, socioeconomic status, English language learners, academic ability and exceptionalities, gender, religion and/or sexuality.

Evaluation – University Field Coordinator

Each candidate will have a designated university field coordinator who will visit a minimum of four (4) times both fall and winter semesters. The coordinator will ensure a high quality field experience by sharing expertise, guidance, and encouragement. The coordinator will evaluate candidate growth and development as a teacher.

FIELD PLACEMENT POLICIES continued

Field Length

All GTC field placements are for two semesters. Fall semester field is 20 hours a week, all day Monday, Wednesday, Friday. There will be required weekly seminars and weekly cohort sessions. Second semester field is a full-time, 13 week experience. Candidate placed in schools with a trimester schedule will begin their student teaching placement when the assigned school begins its second trimester in late fall.

Liability

Grand Valley State University carries liability insurance for field candidates acting within the scope of their duties or performing services on behalf of or under university direction.

Observations by Student Assistants

Candidates must observe in grades and/or content areas or specialty areas that are not part of their placement. Arrangements should be made with consultation with the mentor teacher.

Outside Activities

The teaching candidate’s primary responsibility is the instructional experience. Candidates are discouraged from out-of-school employment or enrolling in additional course work during field. Special responsibilities during field (e.g., after school coaching) must not interfere with instructional responsibilities.

Placement

Field placements will be made by university staff. Candidates are not to seek their own placement.

School Interview

School placement will be contingent upon acceptance by school personnel and usually involves an interview with the principal and/or possible mentor teacher. If school personnel, following the first placement interview, do not accept a candidate, s/he will be given another placement opportunity. If the candidate is denied a second placement, s/he may be removed from the GTC program.

School and Seminar Attendance

All field candidates must exhibit regular and consistent attendance. Unexcused absences from the school setting or the accompanying seminar may result in course failure. Excused absences will be considered on an individual basis.


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FIELD PLACEMENT POLICIES continued

Site Location

Public school placements will be made by the university within designated school districts. Most schools are in the Grand Rapids and lakeshore areas.

Strikes and Work Stoppage

In the event of a teacher strike or work stoppage, GTC teaching candidates do not report for duty or appear at their assigned buildings.

Substitute Teaching

The College of Education policy states that Student Teachers (or Student Interns) may substitute and accept pay in their own classroom no more than five (5) times during the semester with the prior consent of the University Field Coordinator, the Mentor Teacher, and the building Principal. Exceptions to this policy are rare and evaluated on a case-by-case basis. The Student Teacher/Student Intern must be registered as a substitute teacher. If the Student Teacher/Student Intern is not comfortable serving as a substitute teacher, s/he has the right of refusal.

Withdrawal

A candidate must inform the Associate Director of Graduate Programs, Student Information and Services Center (SISC) if s/he withdraws from field placement. Notification must be immediate and in writing. Failure to do so will result in program removal.

FIELD: UNSATISFACTORY PERFORMANCE

Determination

The university field coordinator, in collaboration with the mentor teacher and/or school administrator, will judge unsatisfactory performance. Such a judgment reflects the expertise of teaching professionals and will be supported with field visit documentation and with one or more candidate evaluation instruments.

Grade

The grade for dismissal is "F' unless the candidate requests and qualifies for an "I". An "incomplete" is appropriate only for illness or extenuating circumstances beyond the candidate’s control and does not substitute for a failing grade or withdrawal.

FIELD: UNSATISFACTORY PERFORMANCE

continued

Improvement Plan

A teacher candidate whose performance is unsatisfactory will be given an opportunity to correct and adjust behavior and/or skills with an improvement plan. The plan will state the problem(s) and outline procedures and timelines for correction. The university field coordinator will decide if the candidate will:

Remain in the current placement with specific remediation plans

Be assigned a new placement

Be removed from the field for the remainder of the semester

Be asked to repeat winter field in a different semester. The candidate is required to re-enroll in the course and pay tuition.

Removal

A GTC candidate dismissed by school district personnel may face immediate removal from field work and possible program removal. Teacher candidates may be dismissed for any of the following:

Failure to meet established field placement standards

Demonstrated ineffectiveness so that student progress is impaired

Failure to comply with school/faculty norms

Defying reasonable requests

Any reason for which a certified classroom teacher might be dismissed

Failure to improve teaching deficiencies within a reasonable period of time after being given an improvement plan

Failure to improve teaching deficiencies during a repeat semester of field.

Repeat Field

Candidates who have been removed from the field or have received an unacceptable grade may be allowed one more attempt. Ordinarily a full semester must intervene before the next field placement to allow time for remediation and to negotiate a placement. Re-assignment after field removal requires the completion of an entire semester of field and seminar.


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Dear Cooperating/Mentor Teacher,

Thank you so much for your willingness to be a part of the rich tradition of teacher preparation at Grand Valley

State University’s College of Education. The role you play is critical. Each initial program is committed to

developing collaborative relationships and cooperative partnerships with K-12 schools within our service area.

As a partner with Teacher Education in the College of Education we ask you to assess your Teacher

Assistant/Student Teacher/Intern using the Practicum Performance Evaluation (included below). Data obtained

from the Practicum Performance Evaluation, a formative assessment instrument, are used to make

programmatic decisions/changes such as which area(s) the majority of our candidates are proficient or in which

area(s) candidates need more support. In addition, this formative assessment is part of our national

accreditation process, which is similar to what K-12 schools/districts experience with a North Central

accreditation visit.

As you complete the Practicum Performance Evaluation you might ask yourself whether or not the candidate is

ready for student teaching or is ready for his or her own classroom.

Again, thank you for your work with our candidate and your commitment to our profession.

Teacher Education Faculty


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GVSU Teacher Assisting Practicum Performance Evaluation (PPE) Rubric (updated 6/1/2017)

Standards

INTASC-2013.1 Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

INTASC-2013.1.a The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.

INTASC-2013.1.b The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.

INTASC-2013.1.c The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.

INTASC-2013.10 Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

INTASC-2013.10.a The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

INTASC-2013.10.d

The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.

INTASC-2013.10.f The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.

INTASC-2013.2 Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

INTASC-2013.2.a The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.

INTASC-2013.2.b The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.

INTASC-2013.2.c The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.


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INTASC-2013.3 Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

INTASC-2013.3.a The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.

INTASC-2013.3.c The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.

INTASC-2013.3.d The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

INTASC-2013.4 Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

INTASC-2013.4.a The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.

INTASC-2013.4.b The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.

INTASC-2013.4.d The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.

INTASC-2013.5 Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

INTASC-2013.5.b The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

INTASC-2013.5.d The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.

INTASC-2013.5.f The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.

INTASC-2013.6 Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

INTASC-2013.6.a The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.

INTASC-2013.6.e The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.


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INTASC-2013.6.g The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.

INTASC-2013.7 Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

INTASC-2013.7.a The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners

INTASC-2013.7.b The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.

INTASC-2013.7.d The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

INTASC-2013.8 Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

INTASC-2013.8.b The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.

INTASC-2013.8.f The teacher engages all learners in developing higher order questioning skills and metacognitive processes.

INTASC-2013.8.h The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

INTASC-2013.9 Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

INTASC-2013.9.a The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.

INTASC-2013.9.b The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.

INTASC-2013.9.c Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.


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Overview

This rubric is used in Teacher Assisting placements.

The College of Education at GVSU uses the Interstate Teacher Assessment and Support Consortium 2013 standards (InTASC) as the foundation for teacher preparation. Adherence to InTASC standards is required by both the Michigan Department of Education and our national accreditation agency, the Council for the Accreditation of Educator Preparation (CAEP). The InTASC standards outline what teachers should know and be able to do to ensure every PK-12 student reaches the goal of being ready to enter college or the workforce in today’s world. InTASC is comprised of ten standards. Each standard includes indicators specific to performance, essential knowledge and critical dispositions. The list below is a summary of the InTASC standards (2013).

Directions

At the end of the Teacher Assisting semester, please evaluate the candidate’s level of performance based on the indicators provided (student completes a self-evaluation). Please be sure to share this evaluation form with the candidate at the beginning of the term. Use it to have discussions about effective pedagogy and goal setting. Please retain this form until the end of the candidate’s experience. The Practicum Performance Evaluation is used primarily to assist the College of Education with assessing its program. It one piece of evidence used to assign the candidate’s final letter grade for the practicum. Please ignore the percentage figures that are automatically computed in our electronic assessment system.

Levels of Performance:

Developing – The candidate at this level demonstrates understanding and supported application of the descriptors represented by the standard.

Novice – The candidate at this level demonstrates understanding but is unable to apply the descriptors represented by the standard, even with support.

Unsatisfactory – The candidate at this level demonstrates limited understanding and application of the descriptors represented by the standard.

Remember the percentage score generated by the rubric is NOT indicative of the candidate’s final grade.

PLEASE NOTE: Percentages and Grades PLEASE NOTE: Percentages and Grades within LiveText should be ignored. When a rubric is completed in LiveText, a percentage may appear within the rubric. This percentage will not be regarded by the College of Education and is no reflection of the Grand Valley student’s grade or performance within the course. It is a result of assigning numeric values to the columns of the rubric. This numbering generates numeric data for the College of Education to inform us of areas within our courses that we need to improve in the future. Likewise, LiveText provides instructors with a grading tool to grade assignments in LiveText. The College of Education asks faculty not to use this tool, as official grades are currently managed through Banner. Any grade shown in LiveText is non-official and should not be regarded by LiveText users.

Please also remember that an "assessment" is not an end goal, nor is it the same as a course grade. Rather, an assessment is a learning tool that demonstrates students’ ability to meet course expectations and allows the College of Education to look for ways to improve our programs. An assessment is also not a student


37

satisfaction/opinion survey. Instead, it is a direct measure of student learning and development outcomes. Providing students with access to these assessments ensure all College of Education students have the ability to showcase their progress throughout their program(s) and beyond graduation.

GVSU Teacher Assisting Practicum Performance Evaluation Rubric

InTASC Performance Standard 1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Element Developing (3) (3.000 pts) Novice (2) (2.000 pts) Unsatisfactory (1) (1.000 pt)

InTASC 1(a) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development. (1.000, 3%) INTASC-2013.1 INTASC-2013.1.a

Can describe and apply methods for assessing individual and group performance and with guided support uses results to design and modify instruction to meet learners’ needs in areas of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.

Can describe and apply methods for assessing individual and group performance to design and modify instruction to meet learners’ needs in areas of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development, but instruction does not meet learners’ needs.

Is unable to describe or apply methods for assessing individual and group performance in order to design and modify instruction to meet learners’ needs in areas of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.

InTASC 1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/ her learning. (1.000, 3%) INTASC-2013.1 INTASC-2013.1.b

Can describe and name models and approaches and needs support of cooperating teacher or field coordinator to create developmentally appropriate instruction that takes into account learners’ strengths, interests, and needs that enables each learner to advance and accelerate his/her learning.

Can describe and name models and approaches for creating instruction that takes into account learners’ strengths, interests, and needs that enables each learner to advance and accelerate his/her learning but is unable to apply this knowledge to classroom situations.

Is unable to describe or apply methods for creating instruction that takes into account learners’ strengths, interests, and needs or enable each learner to advance and accelerate his/her learning.

InTASC 1(c) The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development. (1.000, 3%) INTASC-2013.1 INTASC-2013.1.c

Can describe and apply, with guided support, ways to collaborate with families, communities, colleagues, and other professionals to promote learner growth and development.

Can describe approaches or steps for collaborating with families, communities, colleagues, and other colleagues to promote learner growth and development but collaboration has little effect on candidate.

Is unable to describe or apply methods for collaborating with families, communities, colleagues, and other colleagues to promote learner growth and development.


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InTASC Performance Standard 2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.


InTASC 2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways. (1.000, 3%) INTASC-2013.2 INTASC-2013.2.a

Can name and apply processes for designing, adapting, and delivering instruction to address each student’s diverse learning strengths and needs and create opportunities for students to demonstrate their learning in different ways.

Can name and with support apply processes for designing, adapting, and delivering instruction to address students’ diverse learning strengths and needs and Can co-create with a mentor opportunities for students to demonstrate their learning in different ways.

Can name processes for designing, adapting, and delivering instruction to address students’ diverse learning strengths and needs and but is unable to create opportunities for students to demonstrate their learning in different ways.

InTASC 2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs. (1.000, 3%) INTASC-2013.2 INTASC-2013.2.b

Can describe and apply appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.

Can describe and with support apply appropriate and timely provisions (e.g. pacing for individual rates of growth, task demands, communication, assessment, and response modes) for students with particular learning differences or needs.

Can describe methods for making appropriate and timely provisions (e.g. pacing for individual rates of growth, communication, assessment, and response modes) for individual students with particular learning differences or needs.

InTASC 2(c) The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings. (1.000, 3%) INTASC-2013.2 INTASC-2013.2.c

Can explain and independently apply methods for designing instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.

Can explain how to and with support design instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.

Can explain how to design instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.


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InTASC Performance Standard 3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.


InTASC 3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. (1.000, 3%) INTASC-2013.3 INTASC-2013.3.a

Can describe how to collaborate with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry and independently apply this knowledge.

Can describe how to collaborate with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry and with support can apply this knowledge.

Can describe how to collaborate with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.

InTASC 3(c) The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work. (1.000, 3%) INTASC-2013.3 INTASC-2013.3.c

Can describe how to and independently apply methods for collaborating with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.

Can describe how to and with support can apply methods for collaborating with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.

Can describe methods for collaborating with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.

InTASC 3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention. (1.000, 3%) INTASC-2013.3 INTASC-2013.3.d

Can describe how to and independently apply methods for managing the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

Can describe how to and with support can apply methods for managing the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

Can describe methods for managing the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.


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InTASC Performance Standard 4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.


4(a) The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards. (1.000, 3%) INTASC-2013.4 INTASC-2013.4.a

Can describe how to and independently apply methods for using multiple representations and explanations that capture key ideas in the discipline, guiding learners through learning progressions, and promoting each learner’s achievement of content standards.

Can describe how to and with support can apply methods for using multiple representations and explanations that capture key ideas in the discipline, guiding learners through learning progressions, and promoting learners’ achievement of content standards.

Can describe methods for using representations and explanations that capture key ideas in the discipline, guiding learners through learning progressions, and promoting learners’ achievement of content standards.

4(b) The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content. (1.000, 3%) INTASC-2013.4 INTASC-2013.4.b

Can describe how to and independently apply methods for engaging students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.

Can describe how to and with support can apply methods for engaging students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.

Can describe methods for engaging students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.

4(d) The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences. (1.000, 3%) INTASC-2013.4 INTASC-2013.4.d

Can describe how to and independently apply methods for stimulating learner reflection on prior content knowledge, linking new concepts to familiar concepts, and making connections to learners’ experiences.

Can describe how to and with support can apply methods for stimulating learner reflection on prior content knowledge, linking new concepts to familiar concepts, and making connections to learners’ experiences.

Can describe methods for stimulating learner reflection on prior content knowledge, linking new concepts to familiar concepts, and making connections to learners’ experiences.


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InTASC Performance Standard 5: Application of Content

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.


5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy). (1.000,

3%) INTASC-2013.5 INTASC-2013.5.b

Can describe how to and independently apply methods for engaging learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

Can describe how to and with support can apply methods for engaging learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

Can describe methods for engaging learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

5(d) The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts. (1.000, 3%) INTASC-2013.5 INTASC-2013.5.d

Can describe how to and independently apply methods for engaging learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.

Can describe how to and with support can apply methods for engaging learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.

Can describe methods for engaging learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.

5(f) The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work. (1.000, 3%) INTASC-2013.5 INTASC-2013.5.f

Can describe how to and independently apply methods for engaging learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.

Can describe how to and with support can apply methods for engaging learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.

Can describe methods for engaging learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.


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InTASC Performance Standard 6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.


6(a) The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning. (1.000, 3%) INTASC-2013.6 INTASC-2013.6.a

Can describe how to and independently apply methods for balancing the use of formative and summative assessment as appropriate to support, verify, and document learning.

Can describe how to and with support can apply methods for balancing the use of formative and summative assessment as appropriate to support, verify, and document learning.

Can describe methods for balancing the use of formative and summative assessment as appropriate to support, verify, and document learning.

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process. (1.000,

3%) INTASC-2013.6 INTASC-2013.6.e

Can describe how to and independently apply methods for engaging learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

Can describe how to and with support can apply methods for engaging learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

Can describe methods for engaging learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences. (1.000, 3%) INTASC-2013.6 INTASC-2013.6.g

Can describe how to and independently apply methods for using multiple and appropriate types of assessment data to identify each student’s learning needs and for developing differentiated learning experiences.

Can describe how to and with support can apply methods for using multiple and appropriate types of assessment data to identify most students’ learning needs and for developing differentiated learning experiences.

Can describe methods for using multiple and appropriate types of assessment data to identify students’ learning needs and for developing differentiated learning experiences.


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InTASC Performance Standard 7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.


7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners. (1.000, 3%) INTASC-2013.7 INTASC-2013.7.a

Can describe how to and independently apply methods for individually and collaboratively selecting and creating learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

Can describe how to and with support can apply methods for individually and collaboratively selecting and creating learning experiences that are appropriate for curriculum goals and content standards, and are relevant to most learners.

Can describe methods for individually and collaboratively selecting and creating learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners. (1.000, 3%) INTASC-2013.7 INTASC-2013.7.b

Can describe how to and independently apply methods for planning how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.

Can describe how to and with support can apply methods for planning how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.

Can describe methods for planning how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.

7(d) The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest. (1.000, 3%) INTASC-2013.7 INTASC-2013.7.d

Can describe how to and independently apply methods for planning for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

Can describe how to and with support can apply methods for planning for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

Can describe methods for planning for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.


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InTASC Performance Standard 8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.


8(b) The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs. (1.000, 3%) INTASC-2013.8 INTASC-2013.8.b

Can describe how to and independently apply methods for monitoring student learning, engages learners in assessing their progress, and adjusting instruction in response to student learning needs.

Can describe how to and with support can apply methods for monitoring student learning, engaging learners in assessing their progress, and adjusting instruction in response to student learning needs.

Can describe methods for monitoring student learning, engages learners in assessing their progress, and adjusting instruction in response to student learning needs.

8(f) The teacher engages all learners in developing higher order questioning skills and metacognitive processes. (1.000, 3%) INTASC-2013.8 INTASC-2013.8.f

Can describe how to and independently apply methods for engaging all learners in developing higher order questioning skills and metacognitive processes.

Can describe how to and with support can apply methods for engaging all learners in developing higher order questioning skills and metacognitive processes.

Can describe methods for engaging all learners in developing higher order questioning skills and metacognitive processes.

8(h) The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes. (1.000, 3%) INTASC-2013.8 INTASC-2013.8.h

Can describe how to and independently apply methods for using a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

Can describe how to and with support can apply methods for using a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

Can describe methods for using a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.


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InTASC Performance Standard 9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.


9(a) The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards. (1.000, 3%) INTASC-2013.9 INTASC-2013.9.a

Can describe how to and independently apply methods for engaging in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.

Can describe how to and with support can apply methods for engaging in ongoing learning opportunities to develop knowledge and skills in order to provide learners with engaging curriculum and learning experiences based on local and state standards.

Can describe methods for engaging in ongoing learning opportunities to develop knowledge and skills in order to provide learners with engaging curriculum and learning experiences based on local and state standards.

9(b) The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system. (1.000, 3%) INTASC-2013.9 INTASC-2013.9.b

Can describe how to and independently apply methods for engaging in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.

Can describe how to and with support can apply methods for engaging in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.

Can describe methods for engaging in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.

9(c) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice. (1.000, 3%) INTASC-2013.9 INTASC-2013.9.c

Can describe how to and independently apply methods for independently and in collaboration with colleagues, using a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.

Can describe how to and with support can apply methods for collaborating with colleagues, uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.

Can describe methods for independently and in collaboration with colleagues, using a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.


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InTASC Performance Standard 10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.


10(a) The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning. (1.000, 3%) INTASC-2013.10 INTASC-2013.10.a

Can describe how to and independently apply methods for taking an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

Can describe how to and with support can apply methods for taking an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

Can describe methods for taking an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

10(d) The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement. (1.000, 3%) INTASC-2013.10 INTASC-2013.10.d

Can describe how to and independently apply methods for working collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.

Can describe how to and with support can apply methods for working collaboratively with learners and with their families to establish mutual expectations and ongoing communication to support learner development and achievement.

Can describe methods for working collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.

10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice. (1.000, 3%) INTASC-2013.10 INTASC-2013.10.f

Can describe how to and independently apply methods for engaging in professional learning, contributes to the knowledge and skill of others, and working collaboratively to advance professional practice.

Can describe how to and with support can apply methods for engaging in professional learning, contributing to the knowledge and skill of others, and working collaboratively to advance professional practice.

Can describe methods for engaging in professional learning, contributing to the knowledge and skill of others, and working collaboratively to advance professional practice.


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GVSU TEACHER ASSISTING DISPOSITIONS RUBRIC (UPDATED 6/1/2017)

Standards

Ethical: demonstrates personal honesty and integrity; abides by the professional code of ethics, professional standards of practice and relevant law and policy

Fair: is equitable and unbiased towards others. Values all identities, perspectives, and backgrounds and is committed to incorporating diverse perspectives

Resourceful: Demonstrates self-efficacy; is proactive, persistent, and an engaged problem solver

Student centered: Keeps the needs of the students at the center of one’s practice; builds positive relationships with students and serves as an advocate when needed; caring; demonstrates sincere concerns for others through kindness, compassion and displays of empathy

Challenging: Sets high expectations for all students, rooted in the assumption that all students can learn

Responsive: Designs and differentiates instruction to address students’ background experiences, thinking processes, and other needs

Scholarly: Has a critical stance towards professional practice. As a life-long learner, is intellectually curious, and regularly seeks opportunities for ongoing professional learning

Reflective: Committed to deepening understandings of own teaching practice with the goal of continual improvement. Is introspective, self-regulatory, and demonstrates self-awareness

Rubric Instructions

For each row of the rubric, assess on a 0-3 scale by selecting a score from the right-side columns for the element on the left-side of the same row.

PLEASE NOTE: Percentages and Grades

PLEASE NOTE: Percentages and Grades within LiveText should be ignored. When a rubric is completed in LiveText, a percentage may appear within the rubric. This percentage will not be regarded by the College of Education and is no reflection of the Grand Valley student’s grade or performance within the course. It is a result of assigning numeric values to the columns of the rubric. This numbering generates numeric data for the College of Education to inform us of areas within our courses that we need to improve in the future. Likewise, LiveText provides instructors with a grading tool to grade assignments in LiveText. The College of Education asks faculty not to use this tool, as official grades are currently managed through Banner. Any grade shown in LiveText is non-official and should not be regarded by LiveText users.


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Please also remember that an "assessment" is not an end goal, nor is it the same as a course grade. Rather, an assessment is a learning tool that demonstrates students’ ability to meet course expectations and allows the College of Education to look for ways to improve our programs. An assessment is also not a student satisfaction/opinion survey. Instead, it is a direct measure of student learning and development outcomes. Providing students with access to these assessments ensure all College of Education students have the ability to showcase their progress throughout their program(s) and beyond graduation.

GVSU Dispositions

Element Developing (3) (3.000 pts)

Novice (2) (2.000 pts) Unsatisfactory (1) (1.000 pt)

Ethical: Laws and Policies (1.000, 4%) Adheres to local, state and federal rules and laws. Complies with University and school district policies and procedures.

Demonstrates awareness of Federal, state, local, school and university policies and procedures.

Does not adhere to Federal, state, local, school or university policies and procedures.

Ethical: Professional Standards for Technology (1.000, 4%)

Adheres to the all professional standards regarding the use of technologies (e.g., accesses authorized websites, uses personal electronic devices as appropriate).

Demonstrates awareness of professional standards regarding the use of technology.

Violates professional standards regarding the use of technologies.

Ethical: Assessments and Data (1.000,

4%) Models ethical use of assessments and assessment data to identify learner strength and promote learner growth.

Appears to understand but does not always model ethical issues related to assessments and the use of assessment data.

Uses assessments or assessment data in ways that are unethical.

Ethical: Professional Practice (1.000,

4%) Models standards of professional practice such as academic honesty, and appropriate separation of personal and professional domains.

Demonstrates awareness of standards of professional practice; still developing consistent pattern of demonstrating professional practice.

Demonstrates a pattern of unprofessional practices such as absence, tardiness, failure to fulfill responsibilities, academic dishonesty (e.g., plagiarism, cheating), or imposition of personal, religious or political views upon others.

Fair: School Practices (1.000, 4%) Challenges negative attitudes or school practices that limit any student’s opportunity to learn.

Encourages and supports participation and success for all students.

Is unaware that some school practices limit learning opportunities for some children.


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Fair: Diverse Perspective (1.000, 4%) Integrates diverse perspectives for example, when selecting materials, designing activities, and interacting with others.

Understands and appreciates diverse perspectives but does not always integrate diverse perspectives in teaching.

Ignores diverse perspectives, promotes stereotypes, and/or demeans others. Approaches diversity as if it is a problem to be solved.

Fair: Decision Making (1.000, 4%) Models ethical behavior in decision making, drawing upon the perspectives and values of all participants.

Considers a variety of perspectives when solving dilemmas or making decisions.

Approaches dilemmas and problems from a personal, self-serving, or unitary perspective.

Resourceful: Problem Solving (1.000,

4%) Takes the lead to proactively solve problems.

Recognizes problems and seeks resolutions, collaborates with others.

Acts helpless when confronted with problems. Repeatedly waits for others to take the lead.

Resourceful: Resource Management (1.000, 4%)

Takes initiative in the procurement or distribution of necessary professional resources (time, knowledge, materials, support mechanisms).

Uses available resources to act appropriately and effectively in the pursuit of professional and academic goals.

Does not adequately plan, prepare or manage resources to fulfill responsibilities.

Student Centered: Students’ Needs (1.000, 4%)

Solicits knowledge about individual students from a variety of sources and puts students’ needs at the center of practice. Advocates for students when needed.

Demonstrates awareness of individual differences but does not consistently advocate for students.

Demonstrates little or no understanding of students’ backgrounds or needs.

Student Centered: Care and Respect (1.000, 4%)

Behavior and language are indicative of caring and supportive professional relationship with students.

Behavior and language communicate respect for students.

Resists working with some groups or individuals, Makes derogatory remarks, uses destructive criticism, threats, physical coercion, or other inappropriate language or behavior with and about students.

Student Centered: Classroom Interactions (1.000, 4%)

Creates a classroom environment where student interactions are characterized by respectful talk, active listening, and turn-taking.

Attends to disrespectful behavior among students but does not always create conditions for positive classroom interactions.

Disregards or allows disrespectful interactions among students.


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Challenging: Work Expectation (1.000,

4%) Uses a variety or series of questions, prompts, or assignments to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition.

Asks the students questions designed to promote thinking and understanding, but assignments do not challenge learners.

Asks low level questions to some students, conveying that the work is too challenging for them. Accepts low quality work from some students.

Challenging: Methods and Materials (1.000, 4%)

Enables the success of all students through the selection and use of appropriate methods and materials.

Makes perfunctory attempts to use a variety of methods and materials.

Fails to use appropriate methods and materials; Main objective is to get through the lesson.

Responsive: Student Understanding and Learning (1.000, 4%)

Analyzes student understanding, interests and needs using information from formal and informal assessment strategies and monitors their academic progress.

Uses data to provide ideas about what can be done to improve students’ learning but does not always consider students’ interest and needs.

Uses only low-level summative assessments and is unaware of what students have learned or haven’t learned from a lesson.

Responsive: Individual Learning Needs (1.000, 4%)

Differentiates planning and instruction by considering individual student’s diverse strengths, needs, interests, and cultural styles.

Monitors the progress of the class as a whole but minimally differentiates planning and instruction.

Fails to provide extra assistance or alternative learning experiences when needed.

Responsive: Feedback to Students (1.000, 4%)

Provides timely, thoughtful individualized feedback that promotes deep learning.

Provides timely feedback on superficial aspects of the task.

Feedback to students is of poor quality and not provided in a timely manner.

Scholarly: Activities for Professional Growth (1.000, 4%)

Actively seeks out and engages in opportunities to expand professional knowledge and build professional skills; an example would be active membership in a professional organization.

Attends required or expected activities for professional growth.

Does not attend required or expected activities for professional growth.


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Scholarly: Approaches to Teaching and Learning (1.000, 4%)

Investigates and implements approaches to teaching and learning that are supported by theory-, research-, or data-based evidence.

Demonstrates knowledge of approaches to teaching and learning that are supported by theory-, research-, or data-based evidence but does not take initiative to investigate and implement.

Is unware of the importance of using theory-, research-, or data-based evidence to support teaching and learning.

Scholarly: Intellectual Engagement (1.000, 4%)

Analyzes, synthesizes and evaluates materials, seeks further information, and engages (e.g., peers, instructors, students) others in intellectual discussion.

Demonstrates minimal intellectual engagement with materials and others (e.g., peers, instructors, students).

Lack of intellectual engagement with materials or others (e.g., peers, instructors, students).

Reflective: Effectiveness of Lessons (1.000, 4%)

Makes thoughtful and accurate assessment of performance (e.g., interactions, written work, test results), and includes specific indicators of effectiveness.

Has a general sense of whether or not instructional practices were effective.

Misjudges the effectiveness of a lesson.

Reflective: Self-Improvement (1.000,

4%) Generates potential improvements or revisions, and applies them to future practice. Seeks out opportunities for growth.

Recognizes areas that need improvement, but is uncertain how to proceed.

Does not provide any substantive suggestions for positive self-improvement and fails to see the need for positive change.

Reflective: Feedback on Practice (1.000, 4%)

Actively solicits feedback on practice from both supervisors and colleagues.

Accepts feedback about his/her performance openly and in a non-defensive manner and uses feedback to improve/refine his/her practice.

Rejects suggestions from others directly or by failing to act. Offers excuses/assigns blame to others (e.g., students, parents, colleagues, and supervisor) for negative results.


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GVSU STUDENT TEACHING PRACTICUM PERFORMANCE EVALUATION (PPE) RUBRIC (UPDATED 6/2/2017)

Standards INTASC-2013.1

Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

INTASC-2013.1.a

The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.

INTASC-2013.1.b

The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.

INTASC-2013.1.c

The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.

INTASC-2013.10

Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

INTASC-2013.10.a

The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

INTASC-2013.10.d

The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.

INTASC-2013.10.f

The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.

INTASC-2013.2

Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

INTASC-2013.2.a

The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.

INTASC-2013.2.b

The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.

INTASC-2013.2.c

The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.

INTASC-2013.3

Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.


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INTASC-2013.3.a

The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.

INTASC-2013.3.c

The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.

INTASC-2013.3.d

The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

INTASC-2013.4

Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

INTASC-2013.4.a

The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.

INTASC-2013.4.b

The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.

INTASC-2013.4.d

The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.

INTASC-2013.5

Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

INTASC-2013.5.b

The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

INTASC-2013.5.d

The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.

INTASC-2013.5.f

The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.

INTASC-2013.6

Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

INTASC-2013.6.a

The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.

INTASC-2013.6.e

The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

INTASC-2013.6.g

The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.

INTASC-2013.7

Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.


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INTASC-2013.7.a

The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners

INTASC-2013.7.b

The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.

INTASC-2013.7.d

The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

INTASC-2013.8

Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

INTASC-2013.8.b

The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.

INTASC-2013.8.f

The teacher engages all learners in developing higher order questioning skills and metacognitive processes.

INTASC-2013.8.h

The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

INTASC-2013.9

Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

INTASC-2013.9.a

The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.

INTASC-2013.9.b

The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.

INTASC-2013.9.c

Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.

Overview

This rubric is used in Student Teaching placements.

The College of Education at GVSU uses the Interstate Teacher Assessment and Support Consortium 2013 standards (InTASC) as the foundation for teacher preparation. Adherence to InTASC standards is required by both the Michigan Department of Education and our national accreditation agency, the Council for the Accreditation of Educator Preparation (CAEP). The InTASC standards outline what teachers should know and be able to do to ensure every PK-12 student reaches the goal of being ready to enter college or the workforce in today’s world. InTASC is comprised of ten standards. Each standard includes indicators specific to


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performance, essential knowledge and critical dispositions. The list below is a summary of the InTASC standards (2013).

Directions

At the end of the Student Teaching semester, please evaluate the candidate’s level of performance based on the indicators provided (student completes a self-evaluation). Please be sure to share this evaluation form with the candidate at the beginning of the term. Use it to have discussions about effective pedagogy and goal setting. Please retain this form until the end of the candidate’s experience. The Practicum Performance Evaluation is used primarily to assist the College of Education with assessing its program. It one piece of evidence used to assign the candidate’s final letter grade for the practicum. Please ignore the percentage figures that are automatically computed in our electronic assessment system.

Levels of Performance:

Proficient – The candidate at this level demonstrates understanding and application the descriptors represented by the standard.

Developing – The candidate at this level demonstrates understanding and supported application of the descriptors represented by the standard.

Unsatisfactory – The candidate at this level demonstrates limited understanding and application of the descriptors represented by the standard.

Some Guiding Principles:

NOTE: The “Proficient” level is reserved for outstanding and consistent performance and therefore should not be selected commonly. A candidate should not expect to receive the “Proficient” rating unless his or her performance is or has been exceptional, at his/her particular level of practicum.

Remember the percentage score generated by the rubric is NOT indicative of the candidate’s final grade.


PLEASE NOTE: Percentages and Grades within LiveText should be ignored. When a rubric is completed in LiveText, a percentage may appear within the rubric. This percentage will not be regarded by the College of Education and is no reflection of the Grand Valley student’s grade or performance within the course. It is a result of assigning numeric values to the columns of the rubric. This numbering generates numeric data for the College of Education to inform us of areas within our


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courses that we need to improve in the future. Likewise, LiveText provides instructors with a grading tool to grade assignments in LiveText. The College of Education asks faculty not to use this tool, as official grades are currently managed through Banner. Any grade shown in LiveText is non-official and should not be regarded by LiveText users.


GVSU Student Teacher Practicum Performance Evaluation Rubric

Element Proficient (3) (3.000 pts)

Developing (2) (2.000 pts)

Unsatisfactory (1) (1.000 pt)

InTASC 1(a) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development. (1.000,

3%) INTASC-2013.1 INTASC-2013.1.a

Can describe and apply methods for assessing individual and group performance and uses results to independently design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.

Can describe and apply methods for assessing individual and group performance and with guided support uses results to design and modify instruction to meet learners’ needs in areas of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.

Can describe and apply methods for assessing individual and group performance to design and modify instruction to meet learners’ needs in areas of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development, but instruction does not meet learners’ needs.

InTASC 1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/ her learning. (1.000, 3%) INTASC-2013.1 INTASC-2013.1.b

Can describe and apply developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/ her learning.

Can describe and name models and approaches and needs support of cooperating teacher or field coordinator to create developmentally appropriate instruction that takes into account learners’ strengths, interests, and needs that enables each learner to advance and

Can describe and name models and approaches for creating instruction that takes into account learners’ strengths, interests, and needs that enables each learner to advance and accelerate his/her learning but is unable to apply


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accelerate his/her learning.

this knowledge to classroom situations.

InTASC 1(c) The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development. (1.000, 3%) INTASC-2013.1 INTASC-2013.1.c

Can describe and apply independently ways to collaborate with families, communities, colleagues, and other professionals to promote learner growth and development.

Can describe and apply, with guided support, ways to collaborate with families, communities, colleagues, and other professionals to promote learner growth and development.

Can describe approaches or steps for collaborating with families, communities, colleagues, and other colleagues to promote learner growth and development but collaboration has little effect on candidate.

InTASC 2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways. (1.000, 3%) INTASC-2013.2 INTASC-2013.2.a

Can name and apply processes for designing, adapting, and delivering instruction to address each student’s diverse learning strengths and needs and create opportunities for students to demonstrate their learning in different ways.

Can name and with support apply processes for designing, adapting, and delivering instruction to address students’ diverse learning strengths and needs and Can co-create with a mentor opportunities for students to demonstrate their learning in different ways.

Can name processes for designing, adapting, and delivering instruction to address students’ diverse learning strengths and needs and but is unable to create opportunities for students to demonstrate their learning in different ways.

InTASC 2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs. (1.000, 3%) INTASC-2013.2 INTASC-2013.2.b

Can describe and apply appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.

Can describe and with support apply appropriate and timely provisions (e.g. pacing for individual rates of growth, task demands, communication, assessment, and response modes) for students with particular learning differences or needs.

Can describe methods for making appropriate and timely provisions (e.g. pacing for individual rates of growth, communication, assessment, and response modes) for individual students with particular learning differences or needs.

InTASC 2(c) The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as

Can explain and independently apply methods for

Can explain how to and with support design instruction

Can explain how to design instruction to build


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they demonstrate their understandings. (1.000,

3%) INTASC-2013.2 INTASC-2013.2.c

designing instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.

to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.

on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.

InTASC 3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. (1.000, 3%) INTASC-2013.3 INTASC-2013.3.a

Can describe how to collaborate with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry and independently apply this knowledge.

Can describe how to collaborate with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry and with support can apply this knowledge.

Can describe how to collaborate with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.

InTASC 3(c) The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work. (1.000, 3%) INTASC-2013.3 INTASC-2013.3.c

Can describe how to and independently apply methods for collaborating with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.

Can describe how to and with support can apply methods for collaborating with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.

Can describe methods for collaborating with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.

InTASC 3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention. (1.000, 3%) INTASC-2013.3 INTASC-2013.3.d

Can describe how to and independently apply methods for managing the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

Can describe how to and with support can apply methods for managing the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

Can describe methods for managing the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

4(a) The teacher effectively uses multiple representations and explanations that capture

Can describe how to and independently

Can describe how to and with support

Can describe methods for using


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key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards. (1.000, 3%) INTASC-2013.4 INTASC-2013.4.a

apply methods for using multiple representations and explanations that capture key ideas in the discipline, guiding learners through learning progressions, and promoting each learner’s achievement of content standards.

can apply methods for using multiple representations and explanations that capture key ideas in the discipline, guiding learners through learning progressions, and promoting learners’ achievement of content standards.

representations and explanations that capture key ideas in the discipline, guiding learners through learning progressions, and promoting learners’ achievement of content standards.

4(b) The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content. (1.000, 3%) INTASC-2013.4 INTASC-2013.4.b

Can describe how to and independently apply methods for engaging students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.

Can describe how to and with support can apply methods for engaging students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.

Can describe methods for engaging students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.

4(d) The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences. (1.000, 3%) INTASC-2013.4 INTASC-2013.4.d

Can describe how to and independently apply methods for stimulating learner reflection on prior content knowledge, linking new concepts to familiar concepts, and making connections to learners’ experiences.

Can describe how to and with support can apply methods for stimulating learner reflection on prior content knowledge, linking new concepts to familiar concepts, and making connections to learners’ experiences.

Can describe methods for stimulating learner reflection on prior content knowledge, linking new concepts to familiar concepts, and making connections to learners’ experiences.

5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy). (1.000, 3%) INTASC-2013.5 INTASC-2013.5.b

Can describe how to and independently apply methods for engaging learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

Can describe how to and with support can apply methods for engaging learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

Can describe methods for engaging learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).


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5(d) The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts. (1.000, 3%) INTASC-2013.5 INTASC-2013.5.d

Can describe how to and independently apply methods for engaging learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.

Can describe how to and with support can apply methods for engaging learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.

Can describe methods for engaging learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.

5(f) The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work. (1.000,

3%) INTASC-2013.5 INTASC-2013.5.f

Can describe how to and independently apply methods for engaging learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.

Can describe how to and with support can apply methods for engaging learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.

Can describe methods for engaging learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.

6(a) The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning. (1.000,

3%) INTASC-2013.6 INTASC-2013.6.a

Can describe how to and independently apply methods for balancing the use of formative and summative assessment as appropriate to support, verify, and document learning.

Can describe how to and with support can apply methods for balancing the use of formative and summative assessment as appropriate to support, verify, and document learning.

Can describe methods for balancing the use of formative and summative assessment as appropriate to support, verify, and document learning.

6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process. (1.000, 3%) INTASC-2013.6 INTASC-2013.6.e

Can describe how to and independently apply methods for engaging learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

Can describe how to and with support can apply methods for engaging learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

Can describe methods for engaging learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.

6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.

Can describe how to and independently apply methods for using multiple and appropriate types of

Can describe how to and with support can apply methods for using multiple and appropriate

Can describe methods for using multiple and appropriate types of assessment


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(1.000, 3%) INTASC-2013.6 INTASC-2013.6.g

assessment data to identify each student’s learning needs and for developing differentiated learning experiences.

types of assessment data to identify most students’ learning needs and for developing differentiated learning experiences.

data to identify students’ learning needs and for developing differentiated learning experiences.

7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners. (1.000, 3%) INTASC-2013.7 INTASC-2013.7.a

Can describe how to and independently apply methods for individually and collaboratively selecting and creating learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

Can describe how to and with support can apply methods for individually and collaboratively selecting and creating learning experiences that are appropriate for curriculum goals and content standards, and are relevant to most learners.

Can describe methods for individually and collaboratively selecting and creating learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners. (1.000, 3%) INTASC-2013.7 INTASC-2013.7.b

Can describe how to and independently apply methods for planning how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.

Can describe how to and with support can apply methods for planning how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.

Can describe methods for planning how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.

7(d) The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest. (1.000, 3%) INTASC-2013.7 INTASC-2013.7.d

Can describe how to and independently apply methods for planning for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

Can describe how to and with support can apply methods for planning for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

Can describe methods for planning for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.

8(b) The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response

Can describe how to and independently apply methods for monitoring student

Can describe how to and with support can apply methods for monitoring

Can describe methods for monitoring student learning,


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to student learning needs. (1.000, 3%) INTASC-2013.8 INTASC-2013.8.b

learning, engages learners in assessing their progress, and adjusting instruction in response to student learning needs.

student learning, engaging learners in assessing their progress, and adjusting instruction in response to student learning needs.

engages learners in assessing their progress, and adjusting instruction in response to student learning needs.

8(f) The teacher engages all learners in developing higher order questioning skills and metacognitive processes. (1.000, 3%) INTASC-2013.8 INTASC-2013.8.f

Can describe how to and independently apply methods for engaging all learners in developing higher order questioning skills and metacognitive processes.

Can describe how to and with support can apply methods for engaging all learners in developing higher order questioning skills and metacognitive processes.

Can describe methods for engaging all learners in developing higher order questioning skills and metacognitive processes.

8(h) The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes. (1.000, 3%) INTASC-2013.8 INTASC-2013.8.h

Can describe how to and independently apply methods for using a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

Can describe how to and with support can apply methods for using a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

Can describe methods for using a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

9(a) The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards. (1.000, 3%) INTASC-2013.9 INTASC-2013.9.a

Can describe how to and independently apply methods for engaging in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.

Can describe how to and with support can apply methods for engaging in ongoing learning opportunities to develop knowledge and skills in order to provide learners with engaging curriculum and learning experiences based on local and state standards.

Can describe methods for engaging in ongoing learning opportunities to develop knowledge and skills in order to provide learners with engaging curriculum and learning experiences based on local and state standards.

9(b) The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system. (1.000, 3%) INTASC-2013.9 INTASC-2013.9.b

Can describe how to and independently apply methods for engaging in meaningful and appropriate professional

Can describe how to and with support can apply methods for engaging in meaningful and appropriate professional

Can describe methods for engaging in meaningful and appropriate professional learning


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learning experiences aligned with his/her own needs and the needs of the learners, school, and system.

learning experiences aligned with his/her own needs and the needs of the learners, school, and system.

experiences aligned with his/her own needs and the needs of the learners, school, and system.

9(c) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice. (1.000, 3%) INTASC-2013.9 INTASC-2013.9.c

Can describe how to and independently apply methods for independently and in collaboration with colleagues, using a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.

Can describe how to and with support can apply methods for collaborating with colleagues, uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.

Can describe methods for independently and in collaboration with colleagues, using a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.

10(a) The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning. (1.000, 3%) INTASC-2013.10 INTASC-2013.10.a

Can describe how to and independently apply methods for taking an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

Can describe how to and with support can apply methods for taking an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

Can describe methods for taking an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

10(d) The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement. (1.000, 3%) INTASC-2013.10 INTASC-2013.10.d

Can describe how to and independently apply methods for working collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner

Can describe how to and with support can apply methods for working collaboratively with learners and with their families to establish mutual expectations and ongoing communication to

Can describe methods for working collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner


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development and achievement.

support learner development and achievement.

development and achievement.

10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice. (1.000, 3%) INTASC-2013.10 INTASC-2013.10.f

Can describe how to and independently apply methods for engaging in professional learning, contributes to the knowledge and skill of others, and working collaboratively to advance professional practice.

Can describe how to and with support can apply methods for engaging in professional learning, contributing to the knowledge and skill of others, and working collaboratively to advance professional practice.

Can describe methods for engaging in professional learning, contributing to the knowledge and skill of others, and working collaboratively to advance professional practice.


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GVSU STUDENT TEACHING DISPOSITIONS RUBRIC (UPDATED 6/1/2017)

Standards

Ethical: demonstrates personal honesty and integrity; abides by the professional code of ethics, professional standards of practice and relevant law and policy

Fair: is equitable and unbiased towards others. Values all identities, perspectives, and backgrounds and is committed to incorporating diverse perspectives

Resourceful: Demonstrates self-efficacy; is proactive, persistent, and an engaged problem solver

Student centered: Keeps the needs of the students at the center of one’s practice; builds positive relationships with students and serves as an advocate when needed; caring; demonstrates sincere concerns for others through kindness, compassion and displays of empathy

Challenging: Sets high expectations for all students, rooted in the assumption that all students can learn

Responsive: Designs and differentiates instruction to address students’ background experiences, thinking processes, and other needs

Scholarly: Has a critical stance towards professional practice. As a life-long learner, is intellectually curious, and regularly seeks opportunities for ongoing professional learning

Reflective: Committed to deepening understandings of own teaching practice with the goal of continual improvement. Is introspective, self-regulatory, and demonstrates self-awareness

Rubric Instructions

For each row of the rubric, assess on a 0-3 scale by selecting a score from the right-side columns for the element on the left-side of the same row.


PLEASE NOTE: Percentages and Grades within LiveText should be ignored. When a rubric is completed in LiveText, a percentage may appear within the rubric. This percentage will not be regarded by the College of Education and is no reflection of the Grand Valley student’s grade or performance within the course. It is a result of assigning numeric values to the columns of the rubric. This numbering generates numeric data for the College of Education to inform us of areas within our courses that we need to improve in the future. Likewise, LiveText provides instructors with a grading tool to grade assignments in LiveText. The College of Education asks faculty not to use this tool, as


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official grades are currently managed through Banner. Any grade shown in LiveText is non-official and should not be regarded by LiveText users.


GVSU Dispositions

Element Proficient (3) (3.000 pts)

Developing (2) (2.000 pts)

Unsatisfactory (1) (1.000 pt)

Ethical: Laws and Policies (1.000, 4%) Adheres to local, state and federal rules and laws. Complies with University and school district policies and procedures.

Demonstrates awareness of Federal, state, local, school and university policies and procedures.

Does not adhere to Federal, state, local, school or university policies and procedures.

Ethical: Professional Standards for Technology (1.000, 4%) Adheres to the all professional standards regarding the use of technologies (e.g., accesses authorized websites, uses personal electronic devices as appropriate).

Demonstrates awareness of professional standards regarding the use of technology.

Violates professional standards regarding the use of technologies.

Ethical: Assessments and Data (1.000, 4%) Models ethical use of assessments and assessment data to identify learner strength and promote learner growth.

Appears to understand but does not always model ethical issues related to assessments and the use of assessment data.

Uses assessments or assessment data in ways that are unethical.


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Ethical: Professional Practice (1.000, 4%) Models standards of professional practice such as academic honesty, and appropriate separation of personal and professional domains.

Demonstrates awareness of standards of professional practice; still developing consistent pattern of demonstrating professional practice.

Demonstrates a pattern of unprofessional practices such as absence, tardiness, failure to fulfill responsibilities, academic dishonesty (e.g., plagiarism, cheating), or imposition of personal, religious or political views upon others.

Fair: School Practices (1.000, 4%) Challenges negative attitudes or school practices that limit any student’s opportunity to learn.

Encourages and supports participation and success for all students.

Is unaware that some school practices limit learning opportunities for some children.

Fair: Diverse Perspective (1.000, 4%) Integrates diverse perspectives for example, when selecting materials, designing activities, and interacting with others

Understands and appreciates diverse perspectives but does not always integrate diverse perspectives in teaching.

Ignores diverse perspectives, promotes stereotypes, and/or demeans others. Approaches diversity as if it is a problem to be solved.

Fair: Decision Making (1.000, 4%) Models ethical behavior in decision making, drawing upon the perspectives and values of all participants.

Considers a variety of perspectives when solving dilemmas or making decisions.

Approaches dilemmas and problems from a personal, self-serving, or unitary perspective.

Resourceful: Problem Solving (1.000, 4%) Takes the lead to proactively solve problems.

Recognizes problems and seeks resolutions, collaborates with others.

Acts helpless when confronted with problems. Repeatedly waits for others to take the lead.


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Resourceful: Resource Management (1.000, 4%) Takes initiative in the procurement or distribution of necessary professional resources (time, knowledge, materials, support mechanisms).

Uses available resources to act appropriately and effectively in the pursuit of professional and academic goals.

Does not adequately plan, prepare or manage resources to fulfill responsibilities.

Student Centered: Students’ Needs (1.000, 4%) Solicits knowledge about individual students from a variety of sources and puts students’ needs at the center of practice. Advocates for students when needed.

Demonstrates awareness of individual differences but does not consistently advocate for students.

Demonstrates little or no understanding of students’ backgrounds or needs.

Student Centered: Care and Respect (1.000, 4%) Behavior and language are indicative of caring and supportive professional relationship with students.

Behavior and language communicate respect for students.

Resists working with some groups or individuals, Makes derogatory remarks, uses destructive criticism, threats, physical coercion, or other inappropriate language or behavior with and about students.

Student Centered: Classroom Interactions (1.000, 4%) Creates a classroom environment where student interactions are characterized by respectful talk, active listening, and turn-taking.

Attends to disrespectful behavior among students but does not always create conditions for positive classroom interactions.

Disregards or allows disrespectful interactions among students.


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Challenging: Work Expectation (1.000, 4%) Uses a variety or series of questions, prompts, or assignments to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition.

Asks the students questions designed to promote thinking and understanding, but assignments do not challenge learners.

Asks low level questions to some students, conveying that the work is too challenging for them. Accepts low quality work from some students.

Challenging: Methods and Materials (1.000, 4%) Enables the success of all students through the selection and use of appropriate methods and materials.

Makes perfunctory attempts to use a variety of methods and materials.

Fails to use appropriate methods and materials; Main objective is to get through the lesson.

Responsive: Student Understanding and Learning (1.000, 4%) Analyzes student understanding, interests and needs using information from formal and informal assessment strategies and monitors their academic progress.

Uses data to provide ideas about what can be done to improve students’ learning but does not always consider students’ interest and needs.

Uses only low-level summative assessments and is unaware of what students have learned or haven’t learned from a lesson.

Responsive: Individual Learning Needs (1.000, 4%) Differentiates planning and instruction by considering individual student’s diverse strengths, needs, interests, and cultural styles.

Monitors the progress of the class as a whole but minimally differentiates planning and instruction.

Fails to provide extra assistance or alternative learning experiences when needed.

Responsive: Feedback to Students (1.000, 4%) Provides timely, thoughtful individualized feedback that promotes deep learning.

Provides timely feedback on superficial aspects of the task.

Feedback to students is of poor quality and not provided in a timely manner.


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Scholarly: Activities for Professional Growth (1.000, 4%) Actively seeks out and engages in opportunities to expand professional knowledge and build professional skills; an example would be active membership in a professional organization,

Attends required or expected activities for professional growth.

Does not attend required or expected activities for professional growth.

Scholarly: Approaches to Teaching and Learning (1.000, 4%) Investigates and implements approaches to teaching and learning that are supported by theory-, research-, or data-based evidence.

Demonstrates knowledge of approaches to teaching and learning that are supported by theory-, research-, or data-based evidence but does not take initiative to investigate and implement.

Is unware of the importance of using theory-, research-, or data-based evidence to support teaching and learning.

Scholarly: Intellectual Engagement (1.000, 4%) Analyzes, synthesizes and evaluates materials, seeks further information, and engages (e.g., peers, instructors, students) others in intellectual discussion.

Demonstrates minimal intellectual engagement with materials and others (e.g., peers, instructors, students).

Lack of intellectual engagement with materials or others (e.g., peers, instructors, students).

Reflective: Effectiveness of Lessons (1.000, 4%) Makes thoughtful and accurate assessment of performance (e.g., interactions, written work, test results), and includes specific

Has a general sense of whether or not instructional practices were effective.

Misjudges the effectiveness of a lesson.


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indicators of effectiveness.

Reflective: Self-Improvement (1.000, 4%) Generates potential improvements or revisions, and applies them to future practice. Seeks out opportunities for growth.

Recognizes areas that need improvement, but is uncertain how to proceed.

Does not provide any substantive suggestions for positive self-improvement and fails to see the need for positive change.

Reflective: Feedback on Practice (1.000, 4%) Actively solicits feedback on practice from both supervisors and colleagues.

Accepts feedback about his/her performance openly and in a non-defensive manner and uses feedback to improve/refine his/her practice.

Rejects suggestions from others directly or by failing to act. Offers excuses/assigns blame to others (e.g., students, parents, colleagues, and supervisor) for negative results.


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EDI 685 GTC Student Teaching Common Course Assessment 1 Academic Professional Development Folio Level D [second field]

Course Outcomes and Standards: InTASC Standards 1-10

InTASC Standard 1: Learner Development InTASC Standard 2: Learning Differences InTASC Standard 3: Learning Environments InTASC Standard 4: Content Knowledge InTASC Standard 5: Application of Content InTASC Standard 6: Assessment InTASC Standard 7: Planning for Instruction InTASC Standard 8: Instructional Strategies InTASC Standard 9: Professional Learning and Ethical Practice InTASC Standard 10: Leadership and Collaboration

Directions to Student:

Candidates toward the end of their second practicum (i.e. Student Teaching) will provide their University Field Coordinator with four (4) folders, which serve as the documentation for the Academic Professional Development Folio Level D (APDF). The four (4) folders document the College of Education’s (COE’S) Conceptual Framework, including the Unit’s Mission. The Mission: Teaching, Leading and Learning in a Democratic Society. In addition, the InTASC standards (see Course Outcomes) will also be embedded within these folders.

Each folder is required to contain a minimum of two (2) different pieces of evidence (i.e. evidence submitted must have been created after being admitted into the COE). The evidence provides documentation that the candidate knows, understands, applies, and articulates the COE’S Mission. In addition to the evidence, each folder will contain a reflection paper, approximately ½ to one full page in length. The reflection should state concisely the candidate’s rationale for placing the piece of evidence in the folder (e.g. candidate states why s/he personally believes that the piece of evidence demonstrates how an educator enhances the academic and personal potential of his/her students or what expertise does s/he possess that guides his/her practice (each is based upon the COE’S definition of those particular value or belief statements). The candidate should also provide an additional overall (personal) reflection (totaling 5 reflections) concerning the process of compiling Level D of the APDF (i.e. Second Field Folio). The following are the folders, including the elements to be assessed. Helps: candidates may use a piece of evidence in more than one folder (e.g. a lesson plan or a unit plan will address more than one folder and certainly more than one element/indicator contained within the folder).

Folder 1: Teaching

[High-Quality Teaching Experiences; Critical Thinking; Connections to World Problems; Technology; Special Populations, Learning Environments, Data]

Learner Development (InTASC: 1) Learning Differences (InTASC: 2)

Learning Environments (INTASC: 3) Content Knowledge (InTASC: 4)

Application of Content (InTASC: 5) Instructional Strategies (InTASC: 8)

Folder 2: Leading

[High-Quality Teaching Experiences; Technology; Special Populations; Critical Thinking; Connections to World Problems; Technology; Special Populations]

Assessment (InTASC: 6) Planning for Instruction (InTASC: 7) Professional Learning and Ethical Practice (InTASC: 9)


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Leadership and Collaboration (InTASC:10)

Folder 3: Learning

[High-Quality Teaching Experiences; Critical Thinking; Technology]

Learner Development (InTASC: 1) Learning Differences (InTASC: 2) Assessment (INTASC: 6) Professional Learning and Ethical Practice (InTASC: 9) Leadership and Collaboration (InTASC:10)

Folder 4: In a Democratic Society

[Critical Thinking; Connections to World Problems; Technology; Special Populations; Data]

Expertise to guide our practice Equity to guide interactions Liberal Education to guide our perspectives Social Responsibility to guide our commitment to democratic education

Rubric for Academic Professional Development Folio (Second Field Folio) Level D

InTASC = Interstate New Teacher Assessment and Support Consortium Standards

Element Proficient Developing Unsatisfactory Not Observed

InTASC: 1(f) (EK) Learner Development

Identifies readiness for learning, and understands how development in any one area may affect performance in others.

Periodically identifies readiness for learning, and understands how development in any one area may affect performance in others.

Seldom identifies readiness for learning, and understands how development in any one area may affect performance in others.

Does not identify readiness for learning, and understand how development in any one area may affect performance in others.

InTASC: 1(h) (CD)

Learner Development

Respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.

Periodically respects learners’ differing strengths and needs and uses this information to further each learner’s development.

Seldom respects learners’ differing strengths and needs and seldom uses this information to further each learner’s development.

Does not respect learners’ differing strengths and needs and seldom uses this information to further each learner’s development.

InTASC: 2(g) (EK) Learning Differences

Understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner's strengths to promote growth.

Understands and periodically identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner's strengths to promote growth.

Understands but seldom identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner's strengths to promote growth.

Understands but does not identify differences in approaches to learning and performance and know how to design instruction that uses each learner's strengths to promote growth.


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InTASC: 2(m) (CD) Learning Differences.

Respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

Periodically respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

Seldom respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

Does not respect learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

InTASC: 3 (k) (EK) Learning Environments

Knows how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations, routines, and organizational structure.

Periodically demonstrates how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations, routines, and organizational structure.

Seldom demonstrates how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations, routines, and organizational structure.

Does not demonstrate how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations, routines, and organizational structure.

InTASC: 3 (m) (CD)

Learning Environments

Knows how to use technologies and how to guide learners to apply them in appropriate safe, and effective ways.

Periodically uses technologies and periodically guides learners to apply them in appropriate safe, and effective ways.

Seldom uses technologies and seldom guides learners to apply them in appropriate safe, and effective ways.

Does not use technologies and does not guide learners to apply them in appropriate safe, and effective ways.

InTASC: 3 (o) (CD)


Values the role of learners in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning.

Values the role of learners in promoting each other’s learning and periodically recognizes the importance of peer relationships in establishing a climate of learning.

Values the role of learners in promoting each other’s learning and seldom recognizes the importance of peer relationships in establishing a climate of learning.

Values the role of learners in promoting each other’s learning and does not recognize the importance of peer relationships in establishing a climate of learning.

InTASC: 3 (p) (CD)


Committed to supporting learners as they participate in decision making, engage in exploration and invention, work collaboratively and independently, and engage in purposeful learning.

Periodically supports learners as they participate in decision making, engage in exploration and invention, work collaboratively and independently, and engage in purposeful learning.

Seldom supports learners as they participate in decision making, engage in exploration and invention, work collaboratively and independently, and engage in purposeful learning.

Does not support learners as they participate in decision making, engage in exploration and invention, work collaboratively and independently, and engage in purposeful learning.

InTASC: 4 (j) (EK) Content Knowledge

Understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central

Periodically demonstrates an understanding of major concepts, assumptions, debates,

Seldom demonstrates an understanding of major concepts, assumptions, debates, processes of inquiry,

Does not demonstrate an understanding of major concepts, assumptions, debates, processes of inquiry,


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to the discipline(s) s/he teaches.

processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.

and ways of knowing that are central to the discipline(s) s/he teaches.

and ways of knowing that are central to the discipline(s) s/he teaches.

InTASC: 4 (r) (CD)

Content Knowledge

Committed to work toward each learner’s mastery of disciplinary content and skills.

Periodically works toward each learner’s mastery of disciplinary content and skills.

Seldom works toward each learner’s mastery of disciplinary content and skills.

Does not work toward each learner’s mastery of disciplinary content and skills.

InTASC: 5 (l) (EK) Application of Content

Understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.

Periodically uses digital and interactive technologies for efficiently and effectively achieving specific learning goals.

Seldom uses digital and interactive technologies for efficiently and effectively achieving specific learning goals.

Does not use digital and interactive technologies for efficiently and effectively achieving specific learning goals.

InTASC: 5 (r) (CD)

Application of Content

Values knowledge outside his/her own content area and how such knowledge enhances student learning.

Values knowledge outside his/her own content area and periodically uses such knowledge to enhance student learning.

Values knowledge outside his/her own content area and seldom uses such knowledge to enhance student learning.

Values knowledge outside his/her own content area and does not use such knowledge to enhance student learning.

InTASC: 6 (k) (EK) Assessment

Understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.

Understands the range of types and multiple purposes of assessment and periodically designs, adapts, or selects appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.

Understands the range of types and multiple purposes of assessment and seldom designs, adapts, or selects appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.

Understands the range of types and multiple purposes of assessment and does not design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.

InTASC: 6 (r) (CD)

Assessment

Takes responsibility for aligning instruction and assessment with learning goals.

Periodically takes responsibility for aligning instruction and assessment with learning goals.

Seldom takes responsibility for aligning instruction and assessment with learning goals.

Does not take responsibility for aligning instruction and assessment with learning goals.

InTASC: 7 (k) (EK) Planning for Instruction

Knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan

Knows a range of evidence-based instructional strategies, resources, and technological tools and periodically uses them effectively to plan

Knows a range of evidence-based instructional strategies, resources, and technological tools but seldom uses them effectively to plan

Knows a range of evidence-based instructional strategies, resources, and technological tools but does not use them effectively to plan


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instruction that meets diverse learning needs.




InTASC: 7 (p) (CD)

Planning for Instruction

Takes professional responsibility to use short-and long-term planning as a means of assuring student learning.

Periodically takes professional responsibility to use short-and long-term planning as a means of assuring student learning.

Seldom takes professional responsibility to use short-and long-term planning as a means of assuring student learning.

Does not take professional responsibility to use short-and long-term planning as a means of assuring student learning.

InTASC: 7 (q) (CD)

Planning for Instruction

Believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances.

Periodically demonstrates that plans must always be open to adjustment and revision based on learner needs and changing circumstances.

Seldom demonstrates that plans must always be open to adjustment and revision based on learner needs and changing circumstances.

Does not demonstrate that plans must always be open to adjustment and revision based on learner needs and changing circumstances.

InTASC: 8 (m) (EK) Instructional Strategies

Understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self-expression, and build relationships.

Periodically demonstrates an understanding how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self-expression, and build relationships.

Seldom demonstrates an understanding how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self-expression, and build relationships.

Does not demonstrate an understanding how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self-expression, and build relationships.

InTASC: 8 (q) (CD)

Instructional Strategies

Values the variety of ways people communicate and encourages learners to develop and use multiple forms of communication.

Values the variety of ways people communicate and periodically encourages learners to develop and use multiple forms of communication.

Values the variety of ways people communicate but seldom encourages learners to develop and use multiple forms of communication.

Values the variety of ways people communicate but does not encourage learners to develop and use multiple forms of communication.

InTASC: 9 (g) (EK) Professional Learning and Ethical Practice

Understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.

Periodically demonstrates an understanding how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.

Seldom demonstrates an understanding how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.

Does not demonstrate an understanding how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.

InTASC: 9 (m) (CD) Committed to deepening understanding of his/her

Periodically works toward deepening understanding of his/her

Seldom works toward deepening understanding of his/her

Does not work toward deepening understanding of his/her


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Professional Learning and Ethical Practice

own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.




InTASC: 10 (m) (EK) Leadership and Collaboration

Understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.

Periodically demonstrates an understanding that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.

Seldom demonstrates an understanding that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.

Does not demonstrate an understanding that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.


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CAEP STANDARD 2.2 CLINICAL EXPERIENCE FEEDBACK FORM: TA/ST COOPERATING MENTOR TEACHER'S FEEDBACK (UPDATED 11/15/17)

Directions to the Cooperating Mentor Teacher

As part of the College of Education's national accreditation through CAEP (the Council for Accreditation of Education Preparation), the College of Education is required to collect feedback from cooperating mentor teachers, field coordinators, and the teacher candidates about your clinical experience:

CAEP Standard 2.2: Clinical Educators — Partners co-select, prepare, evaluate, support, and retain high-quality clinical educators, both provider- and school-based, who demonstrate a positive impact on candidates’ development and P-12 student learning and development. In collaboration with their partners, providers use multiple indicators and appropriate technology-based applications to establish, maintain, and refine criteria for selection, professional development, performance evaluation, continuous improvement, and retention of clinical educators in all clinical placement settings.

Please complete the following feedback rubrics to reflect on your most recent clinical experience with your GVSU teacher candidate (the teacher assistant or student teacher) and their university field coordinator. Use the following performance levels for each feedback question:

5 Completely Agree 4 Agree 3 Neither Agree or Disagree 2 Disagree 1 Completely Disagree

Your responses are confidential and will be used to improve future candidates’ experiences. There is an option to leave overall written comments the top of the feedback page. You also have the option to leave comments associated with individual elements of the feedback rubric by selecting the small dialog-box icon/"Add" button immediately to the right of the rubric elements.


PLEASE NOTE: Percentages and Grades within LiveText should be ignored. When a rubric is completed in LiveText, a percentage may appear within the rubric. This percentage will not be regarded by the College of Education and is no reflection of the Grand Valley student’s grade or performance within the course. It is a result of assigning numeric values to the columns of the rubric.


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This numbering generates numeric data for the College of Education to inform us of areas within our courses that we need to improve in the future. Likewise, LiveText provides instructors with a grading tool to grade assignments in LiveText. The College of Education asks faculty not to use this tool, as official grades are currently managed through Banner. Any grade shown in LiveText is non-official and should not be regarded by LiveText users.


CAEP Standard 2.2 Clinical Experience Feedback: My Experience working with the Teacher Candidate

Element Completely Agree (5) (5.000 pts)

Agree (4) (4.000 pts)

Neither Agree or Disagree (3) (3.000 pts)

Disagree (2) (2.000 pts)

Completely Disagree (1) (1.000 pt)

The teaching candidate with whom I worked communicated with me clearly and consistently. (1.000, 16%)

Completely Agree (5)

Agree (4)

Neither Agree or Disagree (3)

Disagree (2)

Completely Disagree (1)

The teaching candidate with whom I worked provided/accepted feedback. (1.000, 16%)


Agree (4)


Disagree (2)


The teaching candidate with whom I worked clearly cared about the well-being of the students in the classroom. (1.000, 16%)


Agree (4)


Disagree (2)


The teaching candidate with whom I worked modeled strong professional behavior. (1.000,

16%)


Agree (4)


Disagree (2)


The teaching candidate with whom I worked possessed an expected level of knowledge for his or her position. (1.000, 16%)


Agree (4)


Disagree (2)


The teaching candidate with whom I worked fulfilled his or her obligations. (1.000, 16%)


Agree (4)


Disagree (2)



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CAEP Standard 2.2 Clinical Experience Feedback: My Experience working with the University Field Coordinator


Agree (4) (4.000 pts)




The field coordinator with whom I worked communicated with me clearly and consistently. (1.000, 16%)


Agree (4)


Disagree (2)


The field coordinator with whom I worked provided/accepted feedback. (1.000, 16%)


Agree (4)


Disagree (2)


The field coordinator with whom I worked clearly cared about the well-being of the students in the classroom. (1.000, 16%)


Agree (4)


Disagree (2)


The field coordinator with whom I worked modeled strong professional behavior. (1.000,

16%)


Agree (4)


Disagree (2)


The field coordinator with whom I worked possessed an expected level of knowledge for his or her position. (1.000, 16%)


Agree (4)


Disagree (2)


The field coordinator with whom I worked fulfilled his or her obligations. (1.000, 16%)


Agree (4)


Disagree (2)



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CAEP STANDARD 2.2 CLINICAL EXPERIENCE FEEDBACK FORM: TA/ST FIELD COORDINATOR'S FEEDBACK (UPDATED 11/15/17)

Directions to the Field Coordinator



Please complete the following feedback rubrics to reflect on your most recent clinical experience with your GVSU teacher candidate (the teacher assistant or student teacher) and their cooperating mentor teacher. Use the following performance levels for each feedback question:




PLEASE NOTE: Percentages and Grades within LiveText should be ignored. When a rubric is completed in LiveText, a percentage may appear within the rubric. This percentage will not be regarded by the College of Education and is no reflection of the Grand Valley student’s grade or performance within the course. It is a result of assigning numeric values to the columns of the rubric. This numbering generates numeric data for the College of Education to inform us of areas within our courses that we need to improve in the future. Likewise, LiveText provides instructors with a grading


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tool to grade assignments in LiveText. The College of Education asks faculty not to use this tool, as official grades are currently managed through Banner. Any grade shown in LiveText is non-official and should not be regarded by LiveText users.


CAEP Standard 2.2 Clinical Experience Feedback: My Experience working with the Teacher Candidate


Agree (4) (4.000 pts)




The teaching candidate with whom I worked communicated with me clearly and consistently. (1.000, 16%)


Agree (4)


Disagree (2)


The teaching candidate with whom I worked provided/accepted feedback. (1.000, 16%)


Agree (4)


Disagree (2)


The teaching candidate with whom I worked clearly cared about the well-being of the students in the classroom. (1.000, 16%)


Agree (4)


Disagree (2)


The teaching candidate with whom I worked modeled strong professional behavior. (1.000,

16%)


Agree (4)


Disagree (2)


The teaching candidate with whom I worked possessed an expected level of knowledge for his or her position. (1.000, 16%)


Agree (4)


Disagree (2)


The teaching candidate with whom I worked fulfilled his or her obligations. (1.000, 16%)


Agree (4)


Disagree (2)



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CAEP Standard 2.2 Clinical Experience Feedback: My Experience working with the Cooperating Mentor Teacher


Agree (4) (4.000 pts)




The cooperating mentor teacher with whom I worked communicated with me clearly and consistently. (1.000, 16%)


Agree (4)


Disagree (2)


The cooperating mentor teacher with whom I worked provided/accepted feedback. (1.000, 16%)


Agree (4)


Disagree (2)


The cooperating mentor teacher with whom I worked clearly cared about the well-being of the students in the classroom. (1.000, 16%)


Agree (4)


Disagree (2)


The cooperating mentor teacher with whom I worked modeled strong professional behavior. (1.000, 16%)


Agree (4)


Disagree (2)


The cooperating mentor teacher with whom I worked possessed an expected level of knowledge for his or her position. (1.000, 16%)


Agree (4)


Disagree (2)


The cooperating mentor teacher with whom I worked fulfilled his or her obligations. (1.000, 16%)


Agree (4)


Disagree (2)



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CAEP STANDARD 2.2 CLINICAL EXPERIENCE FEEDBACK FORM: TA/ST TEACHER CANDIDATE'S FEEDBACK (UPDATED 11/15/17)

Directions to the Teacher Candidate



Please complete the following feedback rubrics to reflect on your most recent clinical experience with your cooperating mentor teacher and your university field coordinator. Use the following performance levels for each feedback question:




PLEASE NOTE: Percentages and Grades within LiveText should be ignored. When a rubric is completed in LiveText, a percentage may appear within the rubric. This percentage will not be regarded by the College of Education and is no reflection of the Grand Valley student’s grade or performance within the course. It is a result of assigning numeric values to the columns of the rubric. This numbering generates numeric data for the College of Education to inform us of areas within our courses that we need to improve in the future. Likewise, LiveText provides instructors with a grading tool to grade assignments in LiveText. The College of Education asks faculty not to use this tool, as


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official grades are currently managed through Banner. Any grade shown in LiveText is non-official and should not be regarded by LiveText users.


CAEP Standard 2.2 Clinical Experience Feedback: My Experience working with the Cooperating Mentor Teacher

Element

Completely Agree (5) (5.000 pts)

Agree (4) (4.000 pts)




The cooperating mentor teacher with whom I worked communicated with me clearly and consistently. (1.000, 16%)


Agree (4)


Disagree (2)


The cooperating mentor teacher with whom I worked provided/accepted feedback. (1.000, 16%)


Agree (4)


Disagree (2)


The cooperating mentor teacher with whom I worked clearly cared about the well-being of the students in the classroom. (1.000, 16%)


Agree (4)


Disagree (2)


The cooperating mentor teacher with whom I worked modeled strong professional behavior. (1.000, 16%)


Agree (4)


Disagree (2)


The cooperating mentor teacher with whom I worked possessed an expected level of knowledge for his or her position. (1.000, 16%)


Agree (4)


Disagree (2)


The cooperating mentor teacher with whom I worked fulfilled his or her obligations. (1.000, 16%)


Agree (4)


Disagree (2)



86

CAEP Standard 2.2 Clinical Experience Feedback: My Experience working with the University Field Coordinator


Agree (4) (4.000 pts)




The field coordinator with whom I worked communicated with me clearly and consistently. (1.000, 16%)


Agree (4)


Disagree (2)


The field coordinator with whom I worked provided/accepted feedback. (1.000, 16%)


Agree (4)


Disagree (2)


The field coordinator with whom I worked clearly cared about the well-being of the students in the classroom. (1.000, 16%)


Agree (4)


Disagree (2)


The field coordinator with whom I worked modeled strong professional behavior. (1.000,

16%)


Agree (4)


Disagree (2)


The field coordinator with whom I worked possessed an expected level of knowledge for his or her position. (1.000, 16%)


Agree (4)


Disagree (2)


The field coordinator with whom I worked fulfilled his or her obligations. (1.000, 16%)


Agree (4)


Disagree (2)


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