4.5.1 CULTURAL COMPETENCY IN EDUCATIONAL ENVIRONMENTSPREPARING CULTURALLY COMPETENT NEW TEACHERSHANOVER COLLEGE UNDERGRADUATE TEACHER CERTIFICATION PROGRAMS, K-12AUGUST, 2004REPORT PREPARED BY: KAY WILLIAMS, PHD, DIRECTOR OF TEACHER EDUCATION

Teacher Education Unit’s Conceptual Framework Regarding Cultural Competency

At Hanover College, a community of teachers and learners prepare committed, competent, CULTURALLY RESPONSIVE, and critically reflective new teachers.

When we teach across the boundaries race, class, or gender -- indeed when we teach at all -- we must recognize and overcome the power differentials, the stereotypes, and the other barriers which prevent us from seeing each other. Those efforts must drive our teacher education, our curriculum development, our instructional strategies, and every aspect of the educational enterprise. Until we can see the world as others see it, all the educational reforms in the world will come to naught (Delpit, 1995, p. 134).

Professional commitment to responding effectively to the changing educational needs of the diverse linguistic, cultural, ethnic, and socio-economic representatives in our schools is fundamental in the development of beginning teachers. Students and professors regard highly the diverse needs and concerns of the communities we shape and share. We strive to be fully aware of, and responsive to, the multiple perspectives influencing our scholarship and service. Our present aim is to structure creative, lived-through, vicarious learning experiences which foster interest in and knowledge of the voices and lives that differ from our own (Perrone, 1991; Delpit, 1995; Nieto, 1996). Our constant challenge is to enhance our understanding and deepen our respect for all peoples, and in so doing, establish among ourselves and future teachers "a sense of history, worth, and hope" (Shannon, 1990).

Hanover College strives to provide a culturally enriched academic and social environment for students and professors. The Academic Vision Plan with its strong emphasis on the liberal arts requires that first-year students be involved in interdisciplinary study and experiences with world languages, alternative cultures, and global perspectives. Hanover requires students to reach outward and look inward through at least one off-campus experience that immerses a student in a culture or setting different from what the Hanover student knows. We enthusiastically encourage (and often require) students to participate in guest lectures on global concerns and in multicultural performances and the visual arts.

We offer courses that focus on multicultural, multilingual, gender fair, global education. Student teaching opportunities in Hanover and Madison, Indiana, provide students with valuable experiences among economically disadvantaged students and diverse learners. Faculty maintain and advance professional communication networks with colleagues who are academic leaders in schools in Louisville, Kentucky, Cincinnati, Ohio, and Indianapolis, Indiana, where our student teachers meet the demands and earn the rewards of teaching in urban centers. A program called Panthers Teach connects high school students from two ethnically diverse high schools in Indianapolis with the Hanover College Education Department. May term travel courses include special topics related to Critical Issues in Education. One travel study focuses on the Civil Rights Movement with students and faculty traveling to important historical locations in the South. Another version of Critical Issues focuses upon experiences of Native Americans with travels through parts of the Cherokee Nation and along the Trail of Tears.

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We are a community of learners and teachers who value the richness of diversity. We listen and learn with compassionate sensitivity, promote democracy, and advocate social justice in our own classrooms so that others will never suffer the lack of it in theirs.

Cultural Competency in Educational EnvironmentsHighlights from Hanover Education Courses Regarding Cultural Competency

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Name and number of course: EDU 221, Foundations of EducationRequired Objectives: The student will begin to clarify his/her own values and beliefs about learning, teaching, and schooling. The student will recognize that all children/youth can learn and that a sensitivity to diversity is important to school

and teacher effectiveness. The student will demonstrate in discussion and in writing an understanding of diverse populations that impact

teaching, learning, and schooling.

Assessment: written reading responses, inquiry project and oral presentation, discussion participation.

Materials: Sadker, Chapter 2 [Student Diversity], 12 [Struggle for Educational Opportunity]; Teaching Tolerance curriculum (Southern Poverty Law Center, Montgomery, Alabama).

Methods: Discussion/questioning, cooperative learning, written reading responses, peer editing; inquiry project and oral presentation.

Field experiences: 20 hours in Madison/Southwestern classroom.

* * * * * Name and number of course: EDU 305, Language Arts Teaching and InquiryRequired

Objectives: The candidate will strive to recognize and appreciate the value that diversity brings to the classroom and to our

culture. The candidate will address student diversity and individual differences through planning and implementation of

lesson plans.

Assessment: lesson plan, practice teaching feedback

Materials: Teaching Tolerance (Southern Poverty Law Center, Montgomery, Alabama); IPSB Standards for Teachers of Early Childhood and Middle Childhood and Indiana p-12 proficiencies; Creating Classrooms for Authors and Inquirers (Short & Harste, 1996).

Methods: Discussion/questioning, cooperative learning, written reading responses, peer editing; practice teaching; collaborative assessment, tuning protocol between mentor, professor, and teacher candidate; identifying literature rich environments.

Field experiences: 20 hours lead teaching in Madison/Southwestern classroom.

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Name and number of course: EDU 333, Methods in Middle/Junior/Senior High School: EnglishRequired

Objectives: The candidate will strive to recognize and appreciate the value that diversity brings to the classroom and to our

culture. The candidate will address student diversity and individual differences through planning and implementation of

lesson plans

Assessment: lesson plan series, written fieldwork reflections, class discussion.

Materials: The English Teacher’s Companion (Burke, 2003).

Methods: live videotaping, cooperative learning, lesson artifacts, written reflections.

Field experiences: 5 hours lead teaching in Madison/Southwestern classroom and 25 hours of participant-observation.

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Name and number of course: EDU 230, Critical IssuesRequired

Objectives:

Develop an understanding of major concepts, misconceptions, processes of inquiry, and belief systems associated with special education and inclusion and relate this knowledge to pedagogy. [INTASC Principle 1, 2, 10]

Develop an ability to anticipate pre-conceptions and diverse perspectives when making instructional decisions [INTASC Principle 3 and 7; IPSB Developmental Standards 6 and 7 Knowledge for Middle Childhood]

Increase the ability to create learning opportunities that are adapted to and connect with diverse learners. [INTASC Principle 3]

Identify ways to be accurate and authentic when teaching or talking about other cultural groups. [INTASC Principle 3]

Assessment:

Take Home Exam: Course participants will interpret special education law as posed in a written exam. Daily journal as special education and inclusion classroom participant-observer; Possible themes for your

observations and journal include: Inclusion, cross-categorical approaches, Individualized Education Program (IEP), multidisciplinary team or case conference team, paraprofessionals (aides), classroom procedures, one-to-one instruction, textbooks, peer tutoring, reading skills, low-incidence or high-incidence disabilities, assessments, managing challenging behavior.

Cherokee Lead Discussion and Cultural Study Project: What do you want to know about the Cherokee or Native American experience? How did your perspective, attitude, or understanding about the Cherokee or Native American change or become clearer? Possible themes: interpretations of change, time, theology, education (concept of boarding schools), Earth and nature, governance, American history, the media, “the right way”, or language. The daily journal will include

1) reading responses to each session of reading that you do2) synthesis of daily class discussion or evening seminar on the road3) record of observations during the trip4) record of photographs (James Moody) analysis and talk with archivist5) notes for your lead discussion about your choice of reading

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Your writing should address seven characteristics of culture (Smith, 1998). (Purple) Patterns of Knowledge(Blue) Belief Systems or World Views(Chartreuse) Contributions (economy, artifacts, government, art, etc)(White) Ways of Knowing Dominant Culture(Umber) Unique Skills and Behaviors(Red) Recognition and Perception Patterns(Charcoal) Communication Style and Language

Materials: Banks, James. (1997). “Bank’s Approaches for the Integration of Multicultural Content”; Friend, M. & Bursuck. (2002). Including students with special needs. Boston: Allyn & Bacon; Indiana State Board of Education Title 511, Article 7, Special Education Rules; Common Sense About Uncommon Knowledge: The Knowledge Bases for Diversity.(Smith, 1998); The Removal of the Cherokee; primary documents (literature review is attached to syllabus).

Methods: Course instruction in the school and on the road; mentoring by special education personnel; cooperative learning; student-lead seminar; Native American and interdisciplinary expert presentations (archeologist, historian, naturalist, historian, folklorist, archivist, etc.)

Field experiences: 32 hours in middle school special education and inclusion classes; off-campus, five-day study along the Trail of Tears. [Note: The EDU department schedules one off-campus experience each May specifically to study an American minority culture or setting.]

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Name and number of course: EDU 340, Early Childhood Learning and Social TheoryRequired

Objectives: The candidate will strive to recognize and appreciate the value that diversity brings to the classroom and to our

culture. The candidate will address student diversity and individual differences in planning and working with young

children.

Assessment: Video, presentation, products of student learning (p-K), lesson artifacts, writing, inquiry, case study

Materials: Literacy’s Beginnings: Supporting Young Readers and Writers. (McGee & Richgels, 2004); IPSB Developmental Standards; Early Childhood Development: A Multicultural Perspective. (Trawick-Smith, 2003).

Methods: peer editing, discussion, field observation, practice teaching, projects, writing workshop, view of alternative schooling.

Field Experience: 20 hours in Southwestern or Madison elementary/preschools.

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Courses: EDU 302, Social Studies Teaching and Inquiry; EDU 303 Science and Health Teaching and Inquiry;EDU 304 Mathematics Teaching and Inquiry (elementary certification K-6)

Objectives: Strive to recognize and appreciate the value that diversity brings to the classroom and to our culture. Address student diversity and individual differences through planning and implementation of lesson plans

Assessment: P-12 Classroom Performance (Live, Vide); Lesson Artifacts; Peer/college presentations; Paper/Pencil Test of Knowledge;On-Demand Tasks; Writing; Interviews of Candidates; Testimonials;Products Reflecting Learning of Candidates’ Students

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Materials:Gay, G. (2003). Culture and communication in the classroom; Payne, R. (2001). A Framework for Understanding Poverty; Tiedt, P.L. & Tiedt, I.M. (2002). Multicultural teaching: A handbook of activities, information, and resources,

Methods: Discussion, problem-solving, projects, role playing, practice teaching, cooperative learning, collaborative assessments, tuning protocol, viewing.

Field experiences:The candidates are in schools in Southern Indiana where racial diversity in limited. They are likely to have less than 5% of their contact with racial diverse students. They will work with students in poverty and will develop and implement plans to teach about other cultures.

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Courses: EDU 101 – 401 Inquiry in Education sequence

Objectives: Develop understanding of Hanover conceptual framework [cultural responsiveness] Clarify link between liberal arts course of study and teaching. Document evidence for IPSB teacher standards.

Assessment: Inquiries, portfolio formal scoring, journal entries, oral presentation. Please see portfolio scoring guide below.

Materials: INTASC Principles, especially Principle 3 on diversity; review of literature regarding diverse populations of school children; liberal arts coursework related to cultural diversity.

Methods: problem-solving, inquiry and original research, writing workshop, small group discussion and questioning, goal setting, discovery, use of technology, one-to-one coaching/advising, use of models, peer coaching

Field experiences: n/a

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Course: MS 111 Cultures and Socialization: Cultures of Learning (as ½ of a Foundations of Education choice)Recommended Elective

Objectives:• recognize and analyze the interplay of various subcultures and microcultures within an organization, and

specifically evaluate how these multiple cultures impact learning in a school or college.• understand that there are different ways of solving problems of human living, and that other cultures have viable

and satisfactory alternatives to our own cultural and structural arrangements.• describe, evaluate, and analyze how external environments—local, national, and global—shape the internal

decisions and processes of an educational institution.• illustrate the fact that, regarding human behavior, causality is often complex and multifaceted.• view things from alternative perspectives—to take the role of a person unlike themselves in order to evaluate

learning communities or institutions.• make critical reflective judgments—to integrate, to distinguish and define individual parts, and to show their

relationship to each other and to the whole. • identify, analyze, and evaluate ethical dilemmas in educational systems.

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• demonstrate skills in independent thinking by developing their own thesis statement, supporting that thesis with logical rationale and appropriate evidence, and presenting the thesis in a convincing fashion, orally and in writing.

Assessment: reflection papers; field research paper

Materials:Jeanne H. Ballantine. The Sociology of Education: A Systematic Analysis; Barrie Thorne. Gender Play: Girls and Boys in School; Penelope Eckert. Jocks and Burnouts: Social Categories and Identity in the High School; Delgato-Gaitan, G. (1994). "Socializing Young Children in Mexican American Families: AnIntergenerational Perspective".

Methods: field observation, problem-solving, inquiry and original research, writing workshop, small group discussion and questioning, discovery, use of technology, viewing films, use of models, peer coaching

Field experiences: Freshman students are placed in local elementary and secondary schools.

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Course: MS 112 Cultures and Socialization: Cultural Diversity and CommunicationRecommended Elective

Objectives: View things from alternative perspectives, i.e. increase their capacity to step imaginatively outside of their own

experiences to get a new point of view, Demonstrate skills in independent thinking by developing their own thesis statement, supporting that thesis with

logical rationale and appropriate evidence, and presenting the thesis in a convincing fashion, orally and in writing, Identify and articulate viable alternatives to Western cultural systems, products, structures, and preferences,

Assessment:1. Essay on the definition of Communication2. Essay on Worldview3. Essay on Co-culture4. Essay on the Global Village5. Attendance and Participation in class discussions6. Field Experience Report* (I will attach separately)7. Oral Presentation

Materials: Samovar, L.A. & R.E. Porter, (2003). Intercultural Communication: A Reader (Samovar, 2003); A Negro School

Master in the New South (DuBois, 1899)

Methods: observation, original research, group discussions, role playing, viewing films, cooperative learning, writing workshop

Field Experience: Observation in classrooms, working at a Hispanic community organization, and joint projects with international students on campus

For the term project in this course, each student will write an original, field experience paper. Students will choose between three venues: a senior citizen volunteer organization, a Hispanic community service organization, and the Hanover College International Club. The field experience is an opportunity for you to apply, analyze, and evaluate the cultural communication issues and theoretical knowledge you will be gaining from class sessions and readings. There will be planning meetings for each of the three venues with key individuals from the three organizations.

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The primary purposes of this paper are 1) to encourage viewing things from alternative perspectives and 2) to demonstrate skills in independent thinking by developing your own thesis statement, supporting that thesis with logical rational and appropriate evidence, and presenting the thesis in a convincing fashion in writing.

Write a paper that synthesizes your field experience and presents an original thesis statement. You will be expected to keep a journal with at least 4-6 entries where you reflect on the cultural differences you are encountering and your reactions to them.

International Club

Who: 6 MS 112 students; students from the International Club. What: Two small groups of Hanover students (3 MS students and 2 international diplomats from the International Club) will be formed. The groups will have four experiences together. The following suggestions are from Margaret Richards, Program Director of International Admissions, and Amy Weir, Assistant Director of the Haq Center & International Advisor. The Haq Center (or the Goldberg home) will host two dinners where the students will cook for each other. A third experience will be a sports event, either playing volley ball or learning (for the MS students) how to play cricket. If the game of cricket is chosen, the students may practice the skills and join a regular faculty/student game on Friday afternoon. The last experience would be a trip to a museum, possibly the Speed Art Museum in Louisville, which would allow for the group to discuss and compare reactions to various exhibits.When: Times will be arranged among the students. Four sessions

Casa Amiga

Who: 6 MS 112 students who have tested out of the first level of Spanish courses and can handle an all Spanish situation; newly immigrated Mexican familiesWhat: This group of students will be participating in a new program called the “bilingual story hour” initiated by the Spanish program. Currently, all the volunteers work in pairs and are Spanish majors. Students are responsible for going to the children's collection at the Duggan Library and selecting an age appropriate book. They will have to translate the book. In the bilingual story hour they will be reading one page in Spanish first and then in English. Students are supposed to prepare the reading carefully so that they can tell the story while showing the pictures. In addition, the students need to prepare a craft activity somewhat related to the story. They have to meet with either Dr. Miryam Criado or Dr. Pat Goldberg before going to La casa amiga, so that the faculty member can approve the story (there are cultural issues that students might be unaware of), and help them with the translation and the craft.When: Last term the "bilingual story hour" met every Wednesday from 4:30 until 5:15 p.m. The MS students will be expected to attend 4-6 story hours.

RSVP (Retired Senior Volunteer Program)

Who: 6 MS 112 students; Jefferson County senior citizens who volunteer for various community projects and organizations What: This group of students will choose, individually or in pairs, to work alongside the senior volunteers on projects of interest. Examples of volunteer opportunities are making children’s presents at a weekly craft workshop, and assisting in the library, hospital, schools, nursing home/assisted living, food pantry, Salvation Army, or Big Brothers/Big Sisters.When: The weekly craft workshop meets every Wednesday morning. The other volunteer opportunities are scheduled around the needs of the organization and the senior volunteers’ time frame. The MS students will be expected to attend the craft session or accompany a senior volunteer for 4-6 times.

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Grading Rubric for Field Experience Paper, MS 112, Winter Term 2004

Thesis Logic and Evidence Alternative Perspectives Language, Coherent paragraphing and organization

Grammatical, Mechanical clarity

5 The essay's thesis is original, intelligently presented, and serves as well-articulated summary of an answer to the central question.

5 The writer demonstrates a breadth of understanding through careful selection and presentation of evidence from the field experience, theoretical writings, and other studies.

5 The essay anticipates alternative perspectives on the issues and incorporates those into the analysis; demonstrates a disposition and ability to see and feel what others see and feel; willing to explore and accept what is different between people.

5 The writer chooses language and crafts sentence construction with care, making statements in support of the argument directly and clearly.

5 The essay contains no errors in sentence structure, spelling, word choice, punctuation, or documentation; the composition is elegant and complex while remaining clear.

4 The essay's thesis asserts a clear summary of an answer to the central question.

4 The writer supports assertions and thesis with careful selection and presentation of evidence.

4 The essay demonstrates awareness of alternative perspectives on the issues and alludes to those in the analysis; disposed to see and feel what others see and feel; open to the unfamiliar or different

4 The writer includes inappropriate or ineffective language or wordy sentence construction very few times throughout the paper but the argument is clearly understood.

4 The essay contains very few errors in sentence structure, spelling, word choice, punctuation, or documentation.

3 The essay has a thesis. 3 The writer supports assertions with evidence.

3 The essay points vaguely toward alternative perspectives on the issues but treats them as straw man arguments; knows and feels that others see and feel differently; somewhat able to empathize with others; has difficulty making sense of odd or alien views

3 The writer includes several wordy or unclear sentences, but the paper’s argument remains discernable.

3 The essay contains a substantial number of errors in sentence structure, spelling, word choice, punctuation, or documentation.

2 The essay has a topical indicator rather than a thesis.

2 The writer fails to support assertions with evidence once or twice.

2 The essay points vaguely toward alternative perspectives on the issues but does not

2 The paper includes several sentences that are wordy, unclear, or overwritten, detracting from the paper’s

2 The essay contains multiple errors in sentence structure, spelling, word choice, punctuation, or

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address those in the analysis; has some capacity and self- discipline to “walk in another’s shoes,” but is still primarily limited to one’s own reactions and attitudes, puzzled or put off by different feelings or attitudes.

argument. documentation.

1 The essay’s thesis is unclear or absent.

1 The writer fails to support assertions with evidence three or more times.

1 The essay ignores alternative perspectives entirely; has little or no empathy beyond intellectual awareness of others; sees things through own ideas and feelings; ignores or is threatened or puzzled by different feelings, attitudes, or views.

1 Severn or more sentences in paper are wordy, unclear, or overwritten, obscuring the papers’ argument.

1 The essay contains extensive errors in sentence structure, spelling, word choice, punctuation, or documentation.

This rubric has drawn from several sources including Hanover students, professors, and Understanding by Design by Grant Wiggins and Jay McTighe, especially for criteria “Alternative Perspectives.”

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Name and number of course: EDU 316, Differentiated Instruction.Required

Objectives:This course is based on three key questions: 1. What does the teacher candidate find enlightening and culturally significant about the discipline or subject matter that he/she teaches? 2. How does the teacher candidate know that a student understands? 3. How does the teacher candidate bring the text to life? What does an effective lesson or unit look like?The course participant will: Develop an understanding of major concepts, misconceptions, processes of inquiry, and belief systems associated with the design and planning of instruction. Develop an ability to anticipate adolescent interests, issues, and world views. Design and plan for effective instruction. Design and plan for continuous and varied student assessment.

Assessment: oral presentation, mini-lesson with peers, practice teaching, written observations, collaborative assessments, inquiry, written unit plan, self-evaluation, professional webpage.

Materials: Banks, James.(1997). “Bank’s Approaches for the Integration of Multicultural Content; Wiggins, Grant & McTighe, James. (1998). Understanding by design.

Methods: student (adolescent) observations, practice teaching, discussion, simulation, problem-solving, cooperative learning, multicultural feature in lesson and unit plans; differentiate instruction; individual coaching and conferencing.

Field experiences: 30 hours at Madison High School

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Name and number of course: EDU 33X, Methods in Middle/Junior/Senior High ContentRequired

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Objectives: Teacher candidates consistently plan, instruct, adjust, and analyze student learning with reference to cultural differences among their students, within the school community,

and across the curriculum. Teacher candidates demonstrate high expectations for all students.

Assessment: Formal portfolio scoring at level 2; formal interview for student teaching; unit/lesson artifacts; observation notes and evaluation of teaching by mentor and professor.

Materials: Content-area textbooks, Banks, James.(1997). “Bank’s Approaches for the Integration of Multicultural Content; Wiggins, Grant & McTighe, James. (1998). Understanding by design.

Methods: Practice teaching, problem-solving, tuning protocol, face-to-face coaching, videotaping, simulation/role playing, observation.

Field experiences: 30 hours at Madison High School

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Name and number of course: EDU 455 and 456, Student Teaching (k-12)Required

Objectives:

Document evidence that all students learn at high levels. Minimally observe in diverse classroom settings. Demonstrate appreciation for student diversity in cultural identity, language, learning differences, beliefs and gender Designs learning activities and selects instructional materials which repect and enrich student diversity Actively pursues opportunities for extending learning with regard to issues of diversity Demonstrates high expectations for all learners and self Seeks school and community involvement to support student learning and professional development

Assessment: Student teaching evaluation; observation record, journal entries, lesson artifacts; analysis of teaching and learning.

Materials: Indiana p-12 proficiencies; mentor/school resources.

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Methods: Weekly supervision, weekly student teacher seminar, formal observation of teaching, conferencing between mentor, student teacher, and college supervisor, modeling, videotaping, team-teaching, tuning protocol; required one-week field experience at Minors Lane Elementary, Louisville, Kentucky for student teachers in Madison and Hanover; visits beyond the student teaching assignment in urban or alternative school settings; incentive scholarship for urban student teaching assignments which helps to pay for room and board away from home.

Field experiences: 14 consecutive weeks in Louisville, Cincinnati, Indianapolis, Madison, Hanover, Scottsburg, or North Vernon.

Student Teacher Instructional Observation Form (compressed)

Student Observed_______________________________________ Subject/Grade Level______________

Observer _____________________________________________ Date ________ Time _____________

INTASC I. CENTRAL CONCEPTS

INTASC II. DEVELOPMENTAL LEVELS

INTASC III. DIVERSITY

INTASC IV. INSTRUCTIONAL STRATEGIES

INTASC IV. QUESTIONING STRATEGIES

INTASC IV. HIGHER ORDER THINKING

INTASC V. CLASSROOM MANAGEMENT

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INTASC V. GROUPING OF STUDENTS

INTASC V. MOTIVATION

INTASC VI. COMMUNICATION

INTASC VII. LESSON PLANNING

INTASC VIII. ASSESSMENT

STUDENT TEACHER REFLECTION AND DEBRIEFING CONFERENCEINTASC Principles IX and X (compressed)

I. Pre-teaching conference with mentor teacher

II. Examples of collaboration with colleagues, parents, and the larger community.

III. Efforts at professional development.

IV. Responses made to issues of diversity.

V. Reflections on teaching. What is going smoothly? Any questions or concerns?

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HANOVER COLLEGEDEPARTMENT OF EDUCATION

FINAL EVALUATION OF STUDENT TEACHING

Student Teacher________________________Evaluator___________________________Date______________

Mentor___________________________________Grade________School______________________________

Please complete this evaluation of the student teacher by using the following scale:

1=Unsatisfactory 2=Basic 3=Developing 4=Proficient

Content Areas Taught: _________________, ____________________, _____________________Major: ____________________ Minor/Supporting Area _____________________COMPETENCE: KNOWLEDGE – Demonstrates sufficient knowledge, skill, and appropriate disposition to teach curriculum, making appropriate connections within the subject area and to other subjects. (INTASC Principles 1,7)

1 2 3 4

COMPETENCE: UNIT/LESSON PLANNING – Demonstrates the following components: (INTASC Principles 1,2,7,8)

Complete, legible, submitted on time 1 2 3 4 Clear focus, long-range goals, interesting and relevant learning progression 1 2 3 4 Appropriate cognitive, affective, and psycho-motor behavioral objectives 1 2 3 4 Creative learning options and teaching techniques 1 2 3 4 Appropriate instructional level 1 2 3 4 Demonstrates relevance to students’ lives and to the community 1 2 3 4 Include appropriate formal and informal assessment strategies 1 2 3 4

COMPETENCE: ORGANIZING FOR TEACHING – Demonstrates the following components: (INTASC Principles 5,6)

Positive classroom climate and good student rapport 1 2 3 4 Effective and mutually respectful classroom (verbal and nonverbal) interactions 1 2 3 4 Effective time management 1 2 3 4 Advance preparation of materials 1 2 3 4 Engaging learning activities 1 2 3 4

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Using displays, including student work to enhance learning 1 2 3 4 Appropriate use of whole class, focus group, paired, and independent learning structures 1 2 3 4 Engaging introductions to activities 1 2 3 4 Appropriate examples and explanations 1 2 3 4 Effective use of resource materials 1 2 3 4

COMPETENCE: GUIDING STUDENTS’ LEARNING THROUGH CRITICAL THINKING – Demonstrates the following actions: (INTASC Principles 4,6,8)

Use of insightful questions to promote divergent responses 1 2 3 4 Use of effective questioning strategies 1 2 3 4 Development of opportunities for solving real world problems 1 2 3 4 Integration of educational technology 1 2 3 4 Appropriate use of traditional and alternative assessment 1 2 3 4 Clear communication of high expectations to all students 1 2 3 4 Continuous self-evaluation 1 2 3 4 Support for students’ self-evaluation 1 2 3 4

CULTURAL RESPONSIVENESS – Demonstrates the following actions: (INTASC Principle 3) Appreciation for student diversity in cultural identity, language, learning differences,

beliefs, and gender1 2 3 4

Designs learning activities and selects instructional materials which respect and enrich student diversity

1 2 3 4

Actively pursues opportunities for extending learning with regard to issues of diversity 1 2 3 4

COMMITMENT – Demonstrates the following characteristics: (INTASC Principle 10)

Cooperation, courtesy, tact 1 2 3 4 Confidence 1 2 3 4 Self-control, patience 1 2 3 4 Appropriate professional attire 1 2 3 4 Initiative and enthusiasm 1 2 3 4 Punctuality and dependability 1 2 3 4 School and community involvement to support student learning and professional development 1 2 3 4 High expectations for all learners and self 1 2 3 4

CRITICALLY REFLECTIVE – Demonstrates the following characteristics: (INTASC Principle 9) Values feedback from supervising and mentor teachers 1 2 3 4 Analyzes his or her teaching practice accurately 1 2 3 4

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Reflects on implications of analysis 1 2 3 4 Uses analysis and reflection of own instruction to make timely adjustments 1 2 3 4 Makes connections between his or her teaching and student learning 1 2 3 4 Conducts continuous analysis and reflection on his or her teaching practice 1 2 3 4

ADDITIONAL COMMENTS:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signatures:College supervisor: ___________________________________________Date:___________________

Student teacher mentor: _______________________________________Date:___________________

Student teacher:______________________________________________Date:___________________

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Name and number of course: Hanover Teacher Certification RequirementRequired

Objectives: Teacher candidates score at least at a level 3 for their final portfolio. Teacher candidates score at least at a level 2 for student teaching.

Assessment: Three to four year portfolio development

Materials: Hanover Conceptual Framework, INTASC Principles, education course content, liberal arts course content.

Methods: Four-course sequence dedicated to linking liberal arts and teacher education and to an assessment portfolio development; individualized advising and coaching; education course guidelines for portfolio documentation; formal scoring before student teaching and after student teaching.

Field experiences: All courses listed above have a required field experience that can be represented in the teacher candidate’s final portfolio.

Portfolio Scoring GuideTeacher Education Program - Hanover College

I. Competence: Critical Thinking (INTASC Principle 4,6 & 8)Criteria Level 1 Level 2 Level 3 Level 4

Type of Thinking

* Lists various kinds of instructional strategies

* Uses a variety of instructional strategies* Provides some support for student self-evaluation to help them become aware of their strengths and needs

* Uses a variety of instructional strategies which promote higher level thinking and problem solving* Supports student self-evaluation to help them become aware of their strengths and needs and encourages learners to set educational goals

* Intentional use of instructional strategies which promote higher level thinking and problem solving to meet specific goals or student needs* Uses and documents student feedback to adjust strategies for higher level thinking and/or problem solving * Supports student self-evaluation, helps them become aware of their strengths and needs, encourages them to set personal goals for learning, and uses the information

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to enhance instruction.

Diverse Perspectives

* Encourages critical thinking though thinking is limited to single perspective

* Encourages critical thinking by presenting diverse perspectives and representations of concepts

* Encourages critical thinking and problem solving by presenting diverse perspectives and representations

* Encourages critical thinking and problem solving by presenting diverse perspectives and representations

Role of Teacher/Role of Student

* Dominates discourse providing few opportunities for any students to engage in conversations about the discipline*Limits student classroom discourse to routine activities such as clarifying directions or responding to questions

* Conducts teacher-directed lessons

* Encourages discourse that provides opportunities for many students to engage in discussions about the discipline

* Provides opportunities for many student to initiate and contribute to the discourse on a discipline* Conducts mostly teacher-directed lessons with some role variation

* Encourages discourse and that provides opportunities for all students to engage in discussions about the discipline

* Regularly provides opportunities for all students to initiate and contribute to the discourse on a discipline

* Varies the role of teacher to include instructor, coach, audience member, participant, etc.

* Encourages discourse that provides opportunities for all students to engage in discussions about the discipline

* Encourages all students so that they take responsibility for quality discourse that focuses on important content in the discipline.*Identifies purposeful variation of teacher role to meet specific goals or student needs

PORTFOLIO SCORING GUIDETEACHER EDUCATION PROGRAM - HANOVER COLLEGE

January 2003 II. Cultural Responsiveness (INTASC Principle 3)

Criteria Level 1 Level 2 Level 3 Level 4

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Individual Differences and Cultural Differences

* Attempts to identify cultural, language, learning style, multiple intelligences, student strengths, performance modes, belief, and gender differences of students* Identifies areas of exceptionality and acquisition of English as a second language* Some attempt to connect instruction to student’s prior knowledge and learning

* Identifies and considers cultural, language, learning style, multiple intelligences, student strengths, performance modes, belief and gender differences of students* Identifies and considers a framework for understanding cultural and community diversity* Identifies resources and services in an effort to meet students’ learning needs* Identifies and considers students who are learning English as a second language

* Identifies and provides for cultural, language, learning style, multiple intelligences, student strengths, performance modes, belief, and gender differences of students by creating learning opportunities that are adapted to diverse learners* Accommodates learning exceptionalities and acquisition of English as a second language* Connects instruction to student’s prior knowledge and learning, talents, and community values*Uses a framework for understanding cultural and community diversity* Accesses resources and services to meet students’ learning needs* Demonstrates high expectations for all students

* Anticipates and provides cultural, language, learning style, multiple intelligences, student strengths, performance modes, belief, and gender differences of students and creates learning opportunities that are designed for diverse learners* Analyzes student work for areas of exceptionality or acquisition of English as a second language in order to support student learning* Uses and documents a framework for understanding cultural and community diversity* Incorporates resources and services in instruction to meet students’ learning needs

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