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Student Teaching / Internship Handbook

Department of Counseling Psychology & Special EducationBrigham Young University

Fall 2017

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Table of ContentsForeword.......................................................................................................................................................iiiPurpose, Objectives, and Portfolio Entries ....................................................................................................1

The Utah Effective Teaching Standards (UETS).......................................................................................3The Interstate New Teacher Assessment and Support Consortium (InTASC) Standards.........................4Council for Exceptional Children ..............................................................................................................5

Portfolio Entries .............................................................................................................................................6Schedule for Portfolio Requirements.........................................................................................................7Student Teaching Portfolio Evaluation......................................................................................................9UETS Standards 1 & 2: Learner Development and Learning Differences..............................................10UETS Standards 1 & 3: Learner Development and Learning Environments ..........................................10UETS Standards 1 through 10 - Teacher Work Sample (TWS)..............................................................11Overview of Teacher Work Sample (TWS) ............................................................................................12Seven Teaching Processes Assessed by the Renaissance Teacher Work Sample ...................................13TWS 1: Contextual Factors......................................................................................................................14TWS 2: Learning Goals ...........................................................................................................................15TWS 3: Assessment Plan .........................................................................................................................16TWS 4: Design for Instruction.................................................................................................................17TWS 5: Instructional Decision-Making...................................................................................................17TWS 6: Analysis of Student Learning .....................................................................................................18TWS 7: Reflection and Self-Evaluation ..................................................................................................18UETS Standards 1 through 10 - Teacher Work Sample (TWS)..............................................................20UETS Standard 3: Learning Environments .............................................................................................26UETS Standard 4: Content Knowledge ...................................................................................................28UETS Standard 5: Assessment ................................................................................................................29UETS Standard 6: Instructional Planning................................................................................................31UETS Standards 8 & 10: Reflection and Continuous Growth & Professional and Ethical Behavior.....34UETS Standard 9: Leadership and Collaboration....................................................................................35

General Information.....................................................................................................................................38BYU Special Education Programs...........................................................................................................39

Mission Statement................................................................................................................................39Preventing Sexual Harassment ............................................................................................................39Students with Disabilities ....................................................................................................................39Diversity and Unity Policy ..................................................................................................................39Student Teacher’s Commitment to the Student ...................................................................................40Commitment to the Profession ............................................................................................................40Code of Ethics for Educators of Persons with Exceptionalities ..........................................................40

Academic Integrity...................................................................................................................................41Educator Preparation Program Outcomes............................................................................................41

Student Teaching/Internship Placements .................................................................................................41Placement into Student Teaching Sites................................................................................................41Student Teaching/Internship in Private or Charter Schools.................................................................42Policy for Obtaining an Internship.......................................................................................................42Process for Obtaining an Internship.....................................................................................................42Appropriate Internship Placements......................................................................................................42Policy for Student Teaching Outside of the BYU-Public School Partnership ....................................43Grading Procedures..............................................................................................................................43Minimum Grade for Student Teaching/Interning ................................................................................43Minimum Grades for the Special Education Program.........................................................................44

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Graduation and Licensure Procedure...................................................................................................44Graduation without Licensure .............................................................................................................44

Student Teaching/Internship Policies ......................................................................................................45Attendance policy for Student Teachers..............................................................................................45Attendance Policy for Interns ..............................................................................................................45Transportation......................................................................................................................................45Teacher Job Actions (Strikes) and Student Teachers/Interns ..............................................................45Nepotism and Anonymity....................................................................................................................46Substitute Policy ..................................................................................................................................46Compliance with District and School Policies ....................................................................................46Problems and/or Grievances ................................................................................................................46

Role of the Student Teacher, Intern, Cooperating Teacher, Principal, University Supervisor....................47Role of the Student Teacher.....................................................................................................................48

Introduction..........................................................................................................................................48Responsibilities....................................................................................................................................48Stages of Student Teaching..................................................................................................................49Prior to Student Teaching ....................................................................................................................49The First Day .......................................................................................................................................49Suggested Weekly Sequence ...............................................................................................................50Focus on Teaching the Students ..........................................................................................................51Focus on Continual Improvement........................................................................................................51Focus on Student Teaching..................................................................................................................51

Role of the Intern .....................................................................................................................................51Responsibilities....................................................................................................................................51Additional Requirements .....................................................................................................................52

Role of the Cooperating Teacher/Mentor ................................................................................................52Responsibilities:...................................................................................................................................52Guidelines for Effective Mentoring: Cooperating Teacher Expectations ...........................................57

Role of the Principal ................................................................................................................................57Role of the University Supervisor............................................................................................................58

Evaluation Forms .........................................................................................................................................59Direct Instruction Observation Form .......................................................................................................60Utah Teacher Candidate Performance Assessment & Evaluation System – PAES ................................63

Utah Teacher Candidate Performance Assessment & Evaluation System (PAES).............................64Rubric...................................................................................................................................................64

Student Teacher Evaluation of University Supervisor.............................................................................72Student Teacher Evaluation of University Supervisor (Continued) ........................................................73

Assignment Forms .......................................................................................................................................74Log of Student Teaching Attendance ......................................................................................................75Student Teacher/Intern and Cooperating Teacher Contact Sheet ............................................................76Student Teaching/Interning Data Sheet ...................................................................................................80A-B-C Observation Form ........................................................................................................................81Functional Behavioral Assessment (FBA)...............................................................................................82Motivation Assessment Scale ..................................................................................................................86Behavior Intervention Plan (BIP) ............................................................................................................89Effective Meetings Assignment ...............................................................................................................95

TIPS Meeting Minutes Form ...............................................................................................................98Alternate Response-Discrepancy Observation Form.............................................................................102Comprehensive Educational Assessment ..............................................................................................103Present Levels of Academic Achievement and Functional Performance ..............................................104

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Educational Assessment.........................................................................................................................105Guidelines on Access to Schools and Students for Pre-service Teachers .............................................107University Supervisor Assignment Checklist ........................................................................................108Cooperating Teacher Assignment Checklist..........................................................................................109Student Teacher Assignment Checklist .................................................................................................110Intern Assignment Checklist..................................................................................................................110

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Foreword

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Foreword

Student teaching has long been the capstone experience of teacher education programs. This experience is viewed as a transition period, during which the pre-service teacher candidate moves from the role of “student” to the role of “teacher.” Student teachers are in the process of becoming teachers as they analyze teaching, develop a personal philosophy of teaching, and put into practice the methods, techniques, and concepts related to teaching.

Brigham Young University’s Special Education program has placed students in worthwhile classroom settings in our partnership school districts for many years. During this time, those involved in the student teaching process have asked questions concerning the tasks and responsibilities which insure the successful completion of this cooperative undertaking. This handbook—while not comprehensive in answering all possible questions or concerns—is intended to be of service to all parties involved: the student teacher, the cooperating teacher, the school principal, and the university supervisor.

NOTE: This manual is for student teachers and interns. Throughout this manual, the term “student teacher” will be used to represent student teachers and interns. Similarly, the term “cooperating teacher” will refer to those officially designated from the school districts to mentor student teachers and interns. The term “university supervisor” will be used to officially designate BYU faculty members who mentor and teach student teachers and interns.

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Purpose, Objectives, and Portfolio Entries

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Purpose, Objectives, and Portfolio Entries

Purpose of Student TeachingThe purpose of student teaching in special education is to demonstrate competency in collaborating with others in the field of special education. The student teacher’s performance will be evaluated by the university supervisor and cooperating teacher through formal observations and a final student teaching portfolio. Details regarding the portfolio are below.

PortfolioYou have ten standards to meet during your student teaching experience, which you will record in a student teaching portfolio. This portfolio is a collection of, and reflection on, materials that best represent your philosophy of teaching and the related competencies needed to be an effective special educator.

Your portfolio entries are to be typed, not handwritten, with the FBA/BIP as the exception. Your university supervisor will grade the portfolio on content, punctuation, spelling, grammar, and appearance of each section. Deadlines for portfolio competencies and the final portfolio are determined by your university supervisor and BYU’s academic calendar. Generally, they are no later than December 1 for fall student teachers and April 1 for winter student teachers and interns.

Steps for Completing the Portfolio Use the Schedule for Portfolio Requirements form (pg. 8) to determine a schedule for completing each

portion of the portfolio with your university supervisor. Complete the Student Teaching Portfolio Evaluation form (pg. 9).

o After you’ve self-evaluated your portfolio objectives, your university supervisor will use the same form to evaluate your work.

Edit each section of the portfolio before turning it in to your university supervisor.

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The Utah Effective Teaching Standards (UETS)You will be expected to demonstrate competency in the following standards from UETS during your student teaching assignment.

The Learner and LearningStandard 1: Learner DevelopmentThe teacher understands cognitive, linguistic, social, emotional and physical areas of student development.

Standard 2: Learning DifferencesThe teacher understands individual learner differences and cultural and linguistic diversity.

Standard 3: Learning EnvironmentsThe teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.

Instructional PracticeStandard 4: Content KnowledgeThe teacher understands the central concepts, tools of inquiry, and structure of the discipline.

Standard 5: AssessmentThe teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.

Standard 6: Instructional PlanningThe teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content area, Core Curriculum standards, instructional best practices, and the community context.

Standard 7: Instructional StrategiesThe teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.

Professional ResponsibilityStandard 8: Reflection and Continuous GrowthThe teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.

Standard 9: Leadership and CollaborationThe teacher is a leader who engages collaboratively with learners, families, and colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.

Standard 10: Professional and Ethical BehaviorThe teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515.

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The Interstate New Teacher Assessment and Support Consortium (InTASC) StandardsYou will be expected to demonstrate competency in the following InTASC standards during your student teaching assignment.

The Learner and LearningStandard 1: Learner DevelopmentThe 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.

Standard 2: Learning DifferencesThe teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 3: Learning EnvironmentsThe 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.

ContentStandard 4: Content KnowledgeThe 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.

Standard 5: Application of ContentThe 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.

Instructional PracticeStandard 6: AssessmentThe 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.

Standard 7: Planning for InstructionThe teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum pedagogy, as well as knowledge of learners and the community context, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard 8: Instructional StrategiesThe 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.

Professional ResponsibilityStandard 9: Professional Learning and Ethical PracticeThe 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.

Standard 10: Leadership and CollaborationThe 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.

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Council for Exceptional Children

Special Education Professional Ethical Principles

Professional special educators are guided by the CEC professional ethical principles and practice standards in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles:

A. Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.

B. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.

C. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.

D. Practicing collegially with others who are providing services to individuals with exceptionalities.

E. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.

F. Using evidence, instructional data, research and professional knowledge to inform practice.

G. Protecting and supporting the physical and psychological safety of individuals with exceptionalities.

H. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.

I. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in laws, regulations, and policies.

J. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.

K. Engaging in the improvement of the profession through active participation in professional organizations.

L. Participating in the growth and dissemination of professional knowledge and skills.

Approved by the CEC Board of Directors, January 22, 2010

http://www.cec.sped.org/am/template.cfm?section=Home

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Portfolio Entries

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Schedule for Portfolio Requirements

Student Teacher’s Name: ____________________________________________University Supervisor: ____________________________________________

Source of Evidence UETS Standard

InTASC Standard

DateDue

Date Completed

PointsEarned

PointsPossible

LEARNER DEVELOPMENT& LEARNING DIFFERENCES(Evidence is embedded in other assignments)

1, 2 1, 2

LEARNER DEVELOPMENT& LEARNING ENVIRONMENTS(Evidence is embedded in other assignments)

1, 3 1, 3

CONTENT KNOWLEDGE:A. PRAXIS Exam 4 4, 5 6

TWS:1. Contextual Factors2. Learning Goals3. Assessment Plan4. Design for Instruction5. Instructional Decision

Making6. Analysis of Student

Learning7. Reflection and Self-

Evaluation

1-10 1-10 96

FBA/BIP 3 3 60ASSESSMENT:

A. Achievement Battery or Criterion Referenced Battery

B. Curriculum Based Assessment

C. Behavior ObservationD. Comprehensive

Education Assessment Report

5 6 60

INSTRUCTIONAL PLANNING:

A. Participation in IEPB. Developing, Writing, and

Conducting an IEP

6 7 45

REFLECTION & CONTINUOUS GROWTH & PROFESSIONAL & ETHICAL BEHAVIOR:A. Teacher Observation

8, 10 912

LEADERSHIP & COLLABORATION:

A. Training of Paraeducators or Others

9 10 60

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1. Roles and Responsibilities

2. TrainingB. Collaborative Meeting

Assignment 1. Observation of a

Problem-Solving Team2. Conduct an Effective

MeetingPortfolio Score Rating Scale:95-100% = 587-94% = 480-86% = 373-79% = 259-72% = 1

12/1/17

4/6/18

339Portfolio Score:

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Student Teaching Portfolio Evaluation

Student teachers/interns need to complete this form and submit it with their portfolio. Please do not use page protectors. Due date of portfolio competencies and final portfolio are determined by the university supervisor.

Student teachers/interns should self-evaluate each portfolio section prior to submitting it to their supervisor. Then, university supervisors will provide a score for each section. Each indicator is scored as 2 points UNLESS otherwise indicated in the respective rubrics.

Student Teacher/Intern: _______________________ Semester: _________________

University Supervisor: _______________________ Setting: ___________________

Overall Portfolio Evaluation: __________________

Please check for the following:Paperwork to be placed in Front of Portfolio

_____ Schedule for Portfolio Requirements

_____ Log of Student Teaching Attendance Hours

_____ Student Teacher/Intern & Cooperating Teacher Contact Sheet

Paperwork to be submitted on mYlink

_____ PAES (University Supervisor)

_____ PAES (Cooperating Teacher)

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UETS Standards 1 & 2: Learner Development and Learning Differences

(InTASC Standards 1 & 2: Learner Development and Learning Differences)

You are expected to show evidence of attending to student development and differences throughout your student teaching experience. The related assignments and corresponding standards are listed below:

Assignment UETS Standard1. Philosophy of Education 42. Comprehensive Educational Assessment 53. Individualized Education Program 64. Implementation of Instructional Program for IEP Goals 5,6,75. Collaboration and School Involvement 8,9,10

UETS Standards 1 & 3: Learner Development and Learning Environments

(InTASC Standards 1 & 3: Learner Development and Learning Environments)

You are expected to show evidence of student development and how to create supportive learning environments throughout your student teaching experience. The related assignments and corresponding standards are listed below:

Assignment UETS Standard1. Comprehensive Educational Assessment 52. IEP Development 63. Implementation of Instructional Program 74. Classroom/Behavior Management Plan 3

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UETS Standards 1 through 10 - Teacher Work Sample (TWS)

(InTASC Standards 1 through 10)

*This unit may be designed for multiple groups: 1 student, small group, whole class.***NOTE: Read the scoring rubric in advance.**

The Renaissance Partnership for Improving Teacher QualityThe June 2002 Teacher Work Sample, prompt and scoring rubric was revised by representatives from the 11 Renaissance Partnership Project sites: California State University at Fresno, Eastern Michigan University, Emporia State University, Idaho State University, Kentucky State University, Longwood College, Middle Tennessee State University, Millersville University, Southeast Missouri State University, University of Northern Iowa, Western Kentucky University.

Notice: The materials in this document were developed by representatives of the Renaissance Partnership Institutions and may not be used or reproduced without citing The Renaissance Partnership for Improving Teacher Quality Project http://www.wku.edu/rtwsc/.

The Renaissance Partnership for Improving Teacher Quality is a Title II federally funded project with offices at Western Kentucky University. Director: Roger Pankratz ([email protected]).

In September 2003, The Department of Teacher Education at Brigham Young University made some modifications to the original Renaissance Teacher Work Sample document to reflect the specific outcomes relative to the Educator Preparation Programs (EPP) at BYU. In addition, the Interstate New Teacher Assessment and Support Consortium (InTASC, 1992) principles/Standards have been incorporated in the Teacher Work Sample. Permission to modify was granted by Roger Pankratz, August 2003, in a verbal conversation and via e-mail. In August 2006 the prompts and rubrics were further refined and the evaluation scale was broadened to 0-5. It is anticipated that revisions will continue to be made periodically to continue to reflect the EPP at Brigham Young University.

*Reference: InTASC’s Model Standards for Beginning Teacher Licensing, Assessment and Development: A Resource for State Dialogue (1992) www.ccsso.org.

http://www.wku.edu/rtwsc/

mailto:[email protected]

http://www.ccsso.org/

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Overview of Teacher Work Sample (TWS)The VisionSuccessful teacher candidates support learning by designing a Teacher Work Sample that employs a rangeof strategies and builds on each student’s strengths, needs, and prior experiences. Through thisperformance assessment, teacher candidates provide credible evidence of their ability to facilitate learningby meeting the following TWS standards:

The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

The teacher sets significant, challenging, varied, and appropriate learning goals. The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning

before, during, and after instruction. The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. The teacher uses regular and systematic evaluations of student learning to make instructional decisions. The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. The teacher reflects on his or her instruction and student learning in order to improve teaching practice.

Your AssignmentThe TWS contains seven teaching processes identified by research and best practice as fundamental toimproving student learning. Each Teaching Process is followed by a TWS Standard, the Task, a Prompt,and a Rubric that defines various levels of performance on the standard. The Standards and Rubrics willbe used to evaluate your TWS. The Prompts (or directions) help you document the extent to which youhave met each the standard. The underlined words in the Rubric and Prompts are defined in the Glossary.

You are required to teach a comprehensive unit. Before you teach the unit, you will describe contextualfactors, identify learning goals based on your state or district content standards, create an assessment plandesigned to measure student performance before (pre-assessment), during (formative assessment) andafter (post-assessment), and plan for your instruction. After you teach the unit, you will analyze studentlearning and then reflect upon and evaluate your teaching as related to student learning.

Format Ownership. Complete a cover page that includes (a) your name, (b) date submitted, (c) grade level

taught, (d) subject taught, (d) your university, (e) course number and title. Write a three-letteruniversity code plus a four-digit student identification code on each page of the entire document.

Table of Contents. Provide a Table of Contents that lists the sections and attachments in your TWSdocument with page numbers.

Charts, graphs and attachments. Charts, graphs, and assessment instruments are required as part of theTWS document. You may also want to provide other attachments, such as student work. However,you should be very selective and make sure your attachments provide clear, concise evidence of yourperformance related to TWS standards and your students’ learning progress.

Narrative length. A suggested page length for your narrative is given at the end of each componentsection. You have some flexibility of length across components, but the total length of your writtennarrative (excluding charts, graphs, attachments, and references) should not exceed twenty (20) wordprocessed pages, double-spaced in 12-point font, with 1-inch margins.

References and Credits (not included in total page length). If you referred to another person’s ideas ormaterial in your narrative, you should cite these in a separate section at the end of your narrative underReferences and Credits. You may use any standard form for references; however, the AmericanPsychological Association (APA) style is a recommended format (explained in the manual entitled“Publication Manual of the American Psychological Association”).

Anonymity. In order to insure the anonymity of students in your class, do not include any student names or identification in any part of your TWS.

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Seven Teaching Processes Assessed by the Renaissance Teacher Work Sample

Teaching Processes, TWS Standards, and IndicatorsContextual FactorsThe teacher uses information about the learning-teaching context and student individual differences to set learning goals andplan instruction and assessment. Knowledge of community, school, and classroom factors Knowledge of characteristics of students Knowledge of students’ varied approaches to learning Knowledge of students’ skills and prior learning Implications for instructional planning and assessmentLearning GoalsThe teacher sets significant, challenging, varied and appropriate learning goals. Significance, challenge, and variety Clarity Appropriateness for students Alignment with national, state or local standardsAssessment PlanThe teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before,during, and after instruction. Alignment with learning goals and instruction Clarity of criteria for performance Multiple modes and approaches Technical soundness Adaptations based on the individual needs of studentsDesign for InstructionThe teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts. Alignment with learning goals Accurate representation of content Lesson and unit structure Use of a variety of instruction, activities, assignments, and resources Use of contextual information and data to select appropriate and relevant activities, assignments and resources. Use of technologyInstructional Decision-MakingThe teacher uses ongoing analysis of student learning to make instructional decisions. Sound professional practice Adjustments based on analysis of student learning Congruence between modifications and learning goalsAnalysis of Student LearningThe teacher uses assessment data to profile student learning and communicate information about student progress andachievement. Clarity and accuracy of presentation Alignment with learning goals Interpretation of data Evidence of impact on student learningReflection and Self-EvaluationThe teacher reflects on his or her instruction and student learning in order to improve teaching practice. Interpretation of student learning Insights on effective instruction and assessment Alignment among goals, instruction and assessment Implications for future teaching Implications for professional development

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TWS 1: Contextual Factors

TWS StandardThe teacher uses information about the learning-teaching context and student individual differences toset learning goals and plan instruction and assessment.

TaskDiscuss relevant factors and how they may affect the teaching-learning process. Include any supports andchallenges that affect instruction and student learning.

PromptIn your discussion, include:

Community, district, and school factors. Address geographic location, community and schoolpopulation, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors.

Classroom factors. Address physical features, availability of technology equipment and resources, and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling, and classroom arrangement.

Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs,achievement/developmental levels, culture, language, interests, learning styles/modalities or students’ skill levels. In your narrative, make sure you address student’s skills and prior learning that may influence the development of your learning goals, instruction, and assessment.

Instructional implications. Address how contextual characteristics of the community, classroom, and students have implications for instructional planning and assessment. Include specific instructional implications for at least two characteristics and any other factors that will influence how you plan and implement your unit.

Suggested Page Length: 1-2

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TWS 2: Learning Goals

TWS StandardThe teacher sets significant, challenging, varied, and appropriate learning goals.

TaskProvide and justify the learning goals for the unit.

Prompt List the learning goals (not the activities) that will guide the planning, delivery, and assessment of

your unit. These goals should define what you expect students to know and be able to do at the end ofthe unit. The goals should be significant (reflect the big ideas or structure of the discipline)challenging, varied, and appropriate. Number or code each learning goal so you can reference it later.

Show how the goals are aligned with local, state, or national standards. (Identify the source of thestandards).

Describe the types and levels of your learning goals. Discuss why your learning goals are appropriate in terms of development; pre-requisite

knowledge, skills; and other student needs.


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TWS 3: Assessment PlanTWS StandardThe teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction.

TaskDesign an assessment plan to monitor student progress toward learning goal(s). Use multiple assessmentmodes and approaches aligned with learning goals to assess student learning before, during, and afterinstruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or personal communication. Describe why your assessments are appropriate for measuring learning.

Prompt Provide an overview of the assessment plan. For each learning goal include: assessments used to

judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment and contextual factors. The purpose of this overview is to depict the alignment between learning goals and assessments and to show adaptations to meet the individual needs of students or contextual factors. You may use a visual organizer such as a table, outline or other means to make your plan clear.

Describe the pre- and post-assessments that are aligned with your learning goals. Clearly explainhow you will evaluate or score pre- and post-assessments, including criteria you will use to determine if the students’ performance meets the learning goals. Include copies of assessments, prompts, and/orstudent directions and criteria for judging student performance (e.g., scoring rubrics, observationchecklist, rating scales, item weights, test blueprint, answer key).

Discuss your plan for formative assessment that will help you determine student progress duringthe unit. Describe the assessments you plan to use to check on student progress and comment on theimportance of collecting that particular evidence. Although formative assessment may change as you are teaching the unit, your task here is to predict at what points in your teaching it will be important to assess students’ progress toward learning goals.

Example of Assessment Plan Table: Kindergarten

Learning Goals Assessments Format of Assessment AdaptationsLearning Goal 1Example: The studentwill link wild animals with their habitats.

Pre-Assessment

Formative Assessment

Post-Assessment

Checklist: game withanimal masks & centersrepresenting habitats (tree, lake, burrow, cave)

animal puppets andhabitats (e.g., bird andnest) anecdotal recordsRE Q & A picturejournals.

Checklist: game withanimal masks & centersrepresenting habitats

Repeat and modify instructions, as needed. Demonstrate and assist with cutting, gluing, etc. Provide model of a mask and model how to move to habitat centers. Keep all activities high-interest and brief.

Provide concrete models and assistance with fine motor tasks, as needed. Provide multipleexplanations and modelperformances. Process writing (i.e., dictations) when needed. Provideverbal cues and plenty of wait time for Q & A.

Suggested Page Length: 2 + pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan table

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TWS 4: Design for Instruction

TWS StandardThe teacher designs instruction for specific learning goals, student characteristics and needs, andlearning contexts.

TaskDescribe how you will design your unit instruction related to unit goals, students’ characteristics andneeds, and the specific learning context.

Prompt Results of pre-assessment. After administering the pre-assessment, analyze student performance

relative to the learning goals. Depict the results of the pre-assessment in a format that allows you tofind patterns of student performance relative to each earning goal. You may use a table, graph, orchart. Describe the pattern you find that will guide your instruction or modification of the learninggoals.

Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan oroutline to make your unit plan clear. Include the topic or activity you are planning for eachday/period. Also indicate the goal or goals (coded from your Learning Goals section) that you areaddressing in each activity. Make sure that every goal is addressed by at least one activity and thatevery activity relates to at least one goal.

Activities. Describe at least three unit activities that reflect a variety of instructionalstrategies/techniques and explain why you are planning those specific activities. In your explanationfor each activity, include:- how the content relates to your instructional goal(s),- how the activity stems from your pre-assessment information and contextual factors,- what materials/technology you will need to implement the activity, and- how you plan to assess student learning during and/or following the activity (i.e., formative

assessment). Technology. Describe how you will use technology in your planning and/or instruction. If you do

not plan to use any form of technology, provide your clear rationale for its omission.

Suggested Page Length: 3 + visual organizer

TWS 5: Instructional Decision-Making

TWS StandardThe teacher uses on-going analysis of student learning to make instructional decisions.

TaskProvide two examples of instructional decision-making based on students’ learning or responses.

Prompt Think of a time during your unit when a student’s learning or response caused you to modify your

original design for instruction. (The resulting modification may affect other students as well.) Citespecific evidence to support your answers to the following:

o Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a planned formative assessment or another source (not the pre-assessment).

o Describe what you did next and explain why you thought this would improve student progress toward the learning goal.

Now, think of one more time during your unit when another student’s learning or response causedyou to modify a different portion of your original design for instruction. (The resulting modificationmay affect other students as well.) Cite specific evidence to support your answers to the following:

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o Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a planned formative assessment or another source (not the pre-assessment).

o Describe what you did next and explain why you thought this would improve student progress toward the learning goal.


TWS 6: Analysis of Student Learning

TWS StandardThe teacher uses assessment data to profile student learning and communicate information aboutstudent progress and achievement.

TaskAnalyze your assessment data, including pre/post assessments and formative assessments to determinestudents’ progress related to the unit learning goals. Use visual representations and narrative tocommunicate the performance of the whole class, subgroups, and two individual students. Conclusionsdrawn from this analysis should be provided in the “Reflection and Self-Evaluation” section.

PromptIn this section, you will analyze data to explain progress and achievement toward learning goalsdemonstrated by your whole class, subgroups of students, and individual students. Whole class. To analyze the progress of your whole class, create a table that shows pre- and

postassessment data on every student on every learning goal. Then, create a graphic summary that shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you identified for each learning goal (identified in your Assessment Plan section). Summarize what the graph tells you about your students' learning in this unit (i.e., the number of students met the criterion).

Subgroups. Select a group characteristic (e.g., gender, performance level, socio-economic status,language proficiency) to analyze in terms of one learning goal. Provide a rationale for your selectionof this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers).Create a graphic representation that compares pre- and post-assessment results for the subgroups onthis learning goal. Summarize what these data show about student learning.

Individuals. Select two students that demonstrated different levels of performance. Explain why itis important to understand the learning of these particular students. Use pre-, formative, and postassessment data with examples of the students’ work to draw conclusions about the extent to which these students attained the two learning goals. Graphic representations are not necessary for thissubsection.

Note: You will provide possible reasons for why your students learned (or did not learn) in the nextsection “Reflection and Self-Evaluation.”

Suggested Page Length: 4 + charts and student work examples

TWS 7: Reflection and Self-Evaluation

TWS StandardThe teacher analyzes the relationship between his or her instruction and student learning in order toimprove teaching practice.

TaskReflect on your performance as a teacher and link your performance to student learning results. Evaluateyour performance and identify future actions for improved practice and professional growth.

Prompt

19

Select the learning goal where your students were most successful. Provide two or more possible reasons for this success. Consider your goals, instruction, and assessment along with studentcharacteristics and other contextual factors under your control.

Select the learning goal where your students were least successful. Provide two or more possiblereasons for this lack of success. Consider your goals, instruction, and assessment along with studentcharacteristics and other contextual factors under your control. Discuss what you could do differentlyor better in the future to improve your students’ performance.

Reflection on possibilities for professional development. Describe at least two professionallearning goals that emerged from your insights and experiences with the TWS. Identify two specificsteps you will take to improve your performance in the critical area(s) you identified.

Suggested Page Length: 2

20


(InTASC Standards 1 through 10)

Objective Indicator Not Met (1) Indicator Partially Met (2) Indicator Met

(3)Missing

(0) Score

1. Contextual FactorsKnowledge ofCommunity, School and Classroom

Factors

Teacher displays minimal,irrelevant, or biased knowledge of the characteristics of thecommunity, school, and classroom.

Teacher displays someknowledge of thecharacteristics of thecommunity, school, andclassroom that may affectlearning.

Teacher displays acomprehensive understanding of the characteristics of the community, school, and classroom that may affect learning.

Candidate omits item.

/3Knowledge of

Characteristics of Students

Teacher displays minimal,stereotypical, or irrelevantknowledge of student differences (e.g. development, interests, culture, abilities/disabilities).

Teacher displays generalknowledge of studentdifferences (e.g.,development, interests,culture, abilities/disabilities)that may affect learning.

Teacher displays general and specific understanding of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.


/3Knowledge of

Students’ Varied

Approaches toLearning

Teacher displays minimal,stereotypical, or irrelevantknowledge about the different ways students learn (e.g., learning styles, learning modalities).

Teacher displays generalknowledge about the different ways students learn (e.g., learning styles, learning modalities).

Teacher displays general and specific understanding of the different ways students learn(e.g., learning styles, learning modalities) that may affect learning.


/3Knowledge of

Students’ Skillsand Prior Learning

Teacher displays little orirrelevant knowledge ofstudents’ skills and priorlearning.

Teacher displays generalknowledge of students’ skills and prior learning that may affect learning.

Teacher displays general and specific understanding of students’ skills and prior learning that may affect learning.


/3Implications for

InstructionalPlanning andAssessment

Teacher does not provideimplications for instructionand assessment based onstudent individual differences and community, school, and classroom characteristics ORprovides inappropriateimplications.

Teacher provides generalimplications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

Teacher provides specific implications for instruction and assessment based onstudent individual differences and community, school, and classroom characteristics.


/3Subtotal: /15

2. Learning GoalsSignificance,

Challenge, andVariety

Goals reflect only one typeor level of learning.

Goals reflect several types or levels of learning but lack significance or challenge.

Goals reflect several typesor levels of learning and are significant and challenging.


/3Clarity Goals are not stated clearly

and are activities ratherthan learning outcomes.

Some of the goals are clearly stated as learning outcomes.

Most of the goals are clearly stated as learning outcomes.

Candidate omits item. /3

AppropriatenessFor Students

Goals are not appropriatefor the development; prerequisite knowledge, skills, experiences; or otherstudent needs.

Some goals are appropriatefor the development; prerequisite knowledge, skills, experiences; and other student needs

Most goals are appropriatefor the development; prerequisite knowledge, skills, experiences; and other student needs.


/3Alignment withNational, State

or Local Standards

Goals are not aligned withnational, state or localstandards.

Some goals are aligned withnational, state or localstandards.

Most of the goals areexplicitly aligned withnational, state or localstandards.


/3Subtotal: /12

21


(InTASC Standards 1 through 10) (Continued)


(3)Missing

(0) Score

3. Assessment Plan

Alignment with

Learning Goals and Instruction

Content and methods ofassessment lack congruence with learning goals or lackcognitive complexity.

Some of the learning goals are assessed through theassessment plan, but many are not congruent with learning goals in content and cognitive complexity.

Each of the learning goals is assessed through theassessment plan; assessments are congruent with the learning goals in content and cognitive complexity.


/3

Clarity of Criteria and

Standards forPerformance

The assessments contain no clear criteria for measuring student performance relative to the learning goals.

Assessment criteria have been developed, but they are not clear or are not explicitly linked to the learning goals.

Assessment criteria are clear and are explicitly linked to the learning goals.


/3

Multiple Modes and Approaches

The assessment plan includes only one assessment mode and does not assess studentsbefore, during, and afterinstruction.

The assessment plan includesmultiple modes but all areeither pencil/paper based (i.e. they are not performance assessments) and/or do not require the integration of knowledge, skills and reasoning ability.

The assessment plan includes multiple assessment modes(including performanceassessments, lab reports,research projects, etc.) and assesses student performance throughout the instructional sequence.


/3

TechnicalSoundness

Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to students.

Assessments appear to havesome validity. Some scoringprocedures are explained;some items or prompts areclearly written; somedirections and procedures are clear to students.

Assessments appear to bevalid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students..


/3Adaptations Based on the Individual Needs of Students

Teacher does not adaptassessments to meet theindividual needs of students or these assessments areinappropriate.

Teacher makes adaptations to assessments that areappropriate to meet theindividual needs of somestudents.

Teacher makes adaptations to assessments that areappropriate to meet theindividual needs of moststudents.


/3Subtotal: /15

4. Design for InstructionAlignment

withLearning

Goals

Few lessons are explicitly linked to learning goals. Few learning activities,assignments and resources are aligned with learning goals.Not all learning goals are covered in the design.

Most lessons are explicitlylinked to learning goals. Most learning activities,assignments and resources are aligned with learning goals. Most learning goals are covered in the design.

All lessons are explicitlylinked to learning goals. All learning activities,assignments and resources are aligned with learning goals. All learning goals are coveredin the design.


/3Accurate

Representation of Content

Teacher’s use of contentappears to contain numerous inaccuracies. Content seems to be viewed more as isolatedskills and facts rather than as part of a larger conceptual structure.

Teacher’s use of contentappears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline.

Teacher’s use of contentappears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline.


/3Lesson and

UnitStructure

The lessons within the unit are not logically organized

The lessons within the unithave some logical

All lessons within the unit are logically organized and appear to be useful in

Candidate omits item. /3

22

organization (e.g., sequenced).

organization and appear to be somewhat useful in moving students toward achieving the learning goals.

moving students toward achieving the learning goals.

23




(3)Missing

(0)Scor

e4. Design for Instruction (Continued)

Use of a Varietyof Instruction,

Activities,Assignments and

Resources

Little variety of instruction,activities, assignments, andresources. Heavy reliance on textbook or single resource (e.g., work sheets).

Some variety in instruction,activities, assignments, orresources but with limitedcontribution to learning.

Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning.


/3Use of

ContextualInformation and

Data to SelectAppropriate and

Relevant Activities,

Assignments andResources

Instruction has not beendesigned with reference tocontextual factors and preassessment data. Activities and assignments do not appear productive and appropriate for each student.

Some instruction has beendesigned with reference tocontextual factors and preassessment data. Someactivities and assignmentsappear productive andappropriate for each student..

Most instruction has beendesigned with reference tocontextual factors and preassessment data. Mostactivities and assignmentsappear productive andappropriate for each student.


/3Use of

TechnologyTechnology is inappropriately used OR teacher does not use technology, and no (orinappropriate) rationale isprovided.

Teacher uses technology but it does not make a significantcontribution to teaching andlearning OR teacher provideslimited rationale for not using technology.

Teacher integrates appropriate technology that makes a significant contribution to teaching and learning OR provides a strong rationale for not using technology.


/3Subtotal: /18

5. Instructional Decision Making

Sound Professional

Practice

Many instructional decisions are inappropriate and not pedagogically sound.

Instructional decisions aremostly appropriate, but somedecisions are notpedagogically sound.

Most instructional decisions are pedagogically sound(i.e., they are likely to lead to student learning).


/3

Modifications Based

on Analysis ofStudent

Learning

Teacher treats class as “oneplan fits all” with nomodifications.

Some modifications of theinstructional plan are made to address individual studentneeds, but these are not based on the analysis of student learning, best practice, or contextual factors.

Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors. Include explanationof why the modificationswould improve studentprogress.


/3Congruence

BetweenModifications

andLearning Goals

Modifications in instruction lack congruence with learning goals.

Modifications in instructionare somewhat congruent withlearning goals.

Modifications in instruction are congruent with learning goals.


/3Subtotal: /9

6. Analysis of Student Learning

Clarity andAccuracy ofPresentation

Presentation is not clear and accurate; it does notaccurately reflect the data.

Presentation is understandable and contains few errors.

Presentation is easy tounderstand and contains no errors of representation.


/3

24




(3)Missing

(0) Score

6. Summative Report of Student Learning (Continued)

Alignment with

Learning Goals

Analysis of student learning is not aligned with learning goals.

Analysis of student learning is partially aligned with learning goals and/or fails to provide a comprehensive profile of student learning relative to the goals for the whole class, subgroups, and two individuals.

Analysis is fully aligned with learning goals and provides a comprehensive profile of student learning for the whole class, subgroups, and two individuals.


/3

Interpretation of Data

Interpretation is inaccurateand conclusions are missing or unsupported by data.

Interpretation is technicallyaccurate, but conclusions aremissing or not fully supported by data.

Interpretation is meaningful, and appropriate conclusionsare drawn from the data.


/3

Evidence of Impact

on StudentLearning

Analysis of student learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward learninggoals.

Analysis of student learningincludes incomplete evidenceof the impact on studentlearning in terms of numbersof students who achieved andmade progress towardlearning goals.

Analysis of student learning includes evidence of the impact on student learning interms of number of students who achieved and made progress toward each learning goal.


/3Subtotal: /12

7. Reflection and Self-EvaluationInterpretatio

n ofStudent

Learning

No evidence or reasonsprovided to supportconclusions drawn in“Analysis of StudentLearning” section.

Provides evidence but no (orsimplistic, superficial) reasons or hypotheses to support conclusions drawn in“Analysis of StudentLearning” section.

Uses evidence to supportconclusions drawn in“Analysis of StudentLearning” section. Exploresmultiple hypotheses for whysome students did not meetlearning goals.


/3Insights onEffective

Instruction and

Assessment

Provides no rationale for why some activities or assessmentswere more successful thanothers.

Identifies successful andunsuccessful activities orassessments and superficiallyexplores reasons for theirsuccess or lack thereof (no use of theory or research).

Identifies successful andunsuccessful activities andassessments and providesplausible reasons (based ontheory or research) for theirsuccess or lack thereof.


/3Alignment

AmongGoals,

Instruction,and

Assessment

Does not connect learninggoals, instruction, andassessment results in thediscussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate.

Connects learning goals,instruction, and assessmentresults in the discussion ofstudent learning and effectiveinstruction, butmisunderstandings orconceptual gaps are present.

Logically connects learninggoals, instruction, andassessment results in thediscussion of student learningand effective instruction.


/3Implications

forFuture

Teaching

Provides no ideas orinappropriate ideas forredesigning learning goals,instruction, and assessment.

Provides ideas for redesigning learning goals, instruction, and assessment but offers no rationale for why these changes would improve student learning.

Provides ideas for redesigning learning goals, instruction, and assessment and explains why these modifications would improve student learning. /3

Implications for

ProfessionalDevelopment

Provides no professionallearning goals or goals thatare not related to the insights and experiences described in this section.

Presents professional learning goals that are not strongly related to the insights and experiences described in this section

Presents a small number ofprofessional learning goalsthat clearly emerge from theinsights and experiencesdescribed in this section. /3

25

and/or provides a vague plan for meeting the goals.

Describes specific steps tomeet these goals.

Subtotal: /15TOTAL: /96

26

UETS Standard 3: Learning Environments

(InTASC Standard 3: Learning Environments)2. Functional Behavioral Assessment/Behavioral Intervention Plan (FBA/BIP)

ObjectiveMeets

Expectation(3)

Partially Meets Expectation(2)

Expectation Not Met(1)

Score

Complete Functional Behavior Assessment1. Completes FBA form in its entirety.

FBA form is accurately completed.

FBA is incomplete and/or has few inaccuracies.

The FBA is missing most items, has several inaccuracies, or is not included. /3

2. Include direct and indirect assessment data.

Includes multiple forms of assessment data.

Includes only one form of assessment data.

Assessment data are missing.

/33. Function statement, and target replacement behavior written in observable measurable terms.

Target replacement behavior is written in observable and measurable terms and linked to function (or explanation is provided).

Target replacement behavior is not operationalized or is not linked to function (with no explanation provided).

Target replacement behavior and/or function statement not included.

/3Subtotal: /9

Complete Behavior Improvement Plan1. Completes the BIP in its entirety, including setting and instructional interventions.

BIP is aligned to the FBA. All parts of the BIP are accurately completed in sufficient detail.

BIP is partially aligned to the FBA. BIP is incomplete and/or inaccurately completed, most items are addressed.

BIP is not aligned to the FBA. The BIP is missing most items or BIP is not included.

/32. Reinforcement and correction procedures, and implementation details.

Implementation procedures are clearly outlined.

Implementation procedures are outlined, but lack detail and clarity.

Implementation procedures are missing.

/33. Describes monitoring system consisting of data collection system, raw data sheets, sufficient graphed baseline and intervention data, date of projected review meeting and details.

Data collection system is appropriate, data displays are accurately completed and sufficient data are provided; details relating to review meeting are complete.

Monitoring system is incomplete and/or inaccurate, most items are included.

The monitoring system is missing most items or is not included.

/3Subtotal: /9

27

UETS Standard 3: Learning Environments

(InTASC Standard 3: Learning Environments)2. Functional Behavioral Assessment/Behavioral Intervention Plan (FBA/BIP)

(Continued)

ObjectiveMeets

Expectation(3)

Partially Meets Expectation(2)


Score

Follow LRBI Guidelines1. Obtains approval from cooperating teacher to use any techniques not considered positive reinforcement; follows policies outline in USOE handbook, “Selection of Least Restrictive Behavioral Interventions for use with Students with Disabilities.”

USOE guidelines relating to behavioral interventions are followed without exception.

Some observed classroom practices are in question, relative to professional guidelines (e.g., using punishment or extinction procedures without considering behavioral function).

Observed classroom practices clearly deviate from professional guidelines (e.g., using punishment or extinction procedures without documenting previous intervention attempts).

/32. Behavior Intervention Plan includes generalization and maintenance procedures.

Procedures to promote generalization and maintenance of the intervention effects are explicitly stated.

Although not explicitly stated, there is some indication that generalization and maintenance procedures have been considered.

No reference is made to procedures promoting generalization and maintenance of the intervention effects. /3

3. Writes brief summary report based on FBA and BIP data.

The summary report is complete and accurate. The FBA and BIP data are referenced.

Report is incomplete and/or only partially accurate.

Report is not included or is inaccurate.

/34. Edit type-written report for punctuation, spelling, and grammar.

Type-written report contains no errors in punctuation, spelling, and grammar.

Type-written report contains 1-3 errors in punctuation, spelling, and grammar.

Type-written report contains 4 or more errors in punctuation, spelling, and grammar. /3

Subtotal: /12

TOTAL:/30

(x2)=/60

28

UETS Standard 4: Content Knowledge

(InTASC Standards 4 & 5: Content Knowledge & Application of Content)

ObjectiveMeets

Expectation(3)

Partially Meets Expectation

(2)


Score

PRAXIS 5001 ExamTake the PRAXIS II Exam required for highly qualified teacher status

Passing score on first attempt.

Passing score on second attempt.

Score is below passing.

/3PRAXIS 5543 or 5545Take the Special Education PRAXIS Exam. Mild/Moderate (5543) or Severe (5545)

Took the exam. NA this year Did not take the exam.

/3Total: /6

29

UETS Standard 5: Assessment

(InTASC Standard 6: Assessment)

ObjectiveMeets

Expectation(3)


(2)


Score

Achievement Battery or Criterion Referenced Battery1. Administers achievement or criterion referenced battery, completes test protocol with student’s name removed; provides hypothetical demographic information.

Administration of an appropriate test, protocol completed accurately, personally identifiable information removed.

Testing information is inaccurate or incomplete, or name of student or all personally identifiable information is not removed.

Inappropriate test administered or no test administered.

/3Subtotal: /3

Curriculum Based Assessment1. Administers and develops CBA according to CPSE 452/453 standards.

CBA is developed and administered accurately; all personally identifiable information removed.

CBA administered; some procedures are inaccurate, unclear, or incomplete. Name of student or all personally identifiable information is not removed.

Inappropriate test administered or no test administered.

/32. Provides accurately written PLAAFP with MAG; aligns MAG with PLAAFP.

PLAAFP and MAG are accurately written and alignment is clear; all essential components are included.

PLAAFP and MAG do not align or are inaccurate or incomplete.

PLAAFP and/or MAG are not included.

/33. Aligns CBA results to the PLAAFP and MAG and to the standardized testing; allows multiple trials and generalization.

Alignment between the CBA, PLAAFP, and MAG is apparent and accurate. Data sheets provided to track the generalization of knowledge or skills.

Alignment between the CBA, PLAAFP, and MAG is unclear, or incomplete, or CBA is not aligned to standardized testing.

Components are incomplete or missing.

/3Subtotal: /9

Behavior Observation1. Completes behavior observation using an appropriate method, describes the observed behavior in measurable terms, and collects peer comparison data in an approved setting to assess behavior and the environmental context in which it occurs.

Behavioral data are collected in an approved setting; the observation form is filled out correctly, and completely, providing useful information.

Observation form is incomplete or filled out incorrectly.

Observation not attempted or completed incorrectly.

/3

30

UETS Standard 5: Assessment (Continued)

(InTASC Standard 6: Assessment)

ObjectiveMeets

Expectation(3)


(2)


Score

Comprehensive Education Assessment Report1. Provides a written report that includes:- hypothetical student data,- testing conditions,- reason for referral, - tests administered, scores, andassessment results interpreted as PLAAFPS.

Report contains all components; data presentation and test interpretation are clear. Personally identifiable information removed.

All components are included, but some components are incomplete or inaccurate.

Components are missing.

/32. Makes programming recommendations on the basis of identified strengths and weaknesses.

Recommendations are consistent with an individualized approach to decision-making and instruction; two strengths/weaknesses identified from each assessment.

Programming recommendations are not clearly linked to assessment results; some information missing/represented inaccurately.

Strengths and weaknesses are not identified or programming recommendations are not included.

/33. Describes how the needs of culturally or linguistically diverse students were addressed in the assessments.

Description is detailed and suggests steps were taken to conduct an unbiased and meaningful assessment.

Description suggests minimal effort was made to conduct unbiased assessment.

No reference to this issue.

/34. Explains how the CBA extends the standardized testing.

Includes a rationale for administering the CBA and detailed description of the way in which the CBA extends the standardized testing.

The description of the way in which the CBA extends the standardized testing is unclear.

No description or explanation provided.






(x2)=/60

31

UETS Standard 6: Instructional Planning

(InTASC Standard 7: Planning for Instruction)

ObjectiveMeets

Expectation(3)


(2)


Score

Participate in IEP ProcessAttend and contribute to at least one IEP meeting that a cooperating teacher conducts. Write a report that includes the following elements:1. The child’s hypothetical name, classification, and why the process was instigated are included. Also, who was present during the IEP meeting?

All elements are included and reported clearly. All participants’ names and roles are reported.

Some, but not all elements are included, or hypothetical name not used. Some, but not all names and roles are reported.

Many elements are not included, or are reported inaccurately and hypothetical name not used. Few or no names and roles are reported.

/32. An outline of the order of the IEP meeting.

Outline clearly reports the order of the meeting.

Outline reports some, but not all of the parts of the meeting.

Outline is unclear or missing.

/33. A description of how participants collaborate to address problems and concerns.

Description of collaboration clearly includes how participants addressed problems and concerns.

Description of collaboration includes brief information regarding how participants addressed problems and concerns.

Description of collaboration does not clearly indicate how participants addressed problems and concerns. /3

Subtotal: /9Developing, Writing, and Conducting an IEPDesign and collaboratively write at least one IEP for a particular student. You will also conduct the IEP meeting associated with this IEP. Write an IEP that includes the following elements:1. All sections of the IEP are complete and written on the form used by the school or district.

All sections of IEP are complete and district-approved form is used.

Most, but not all sections of the IEP are included and district-approved form is used.

Many sections of the IEP are not included, or district-approved form is not used.

/32. The student data from standardized/criterion reference/CBA and/or behavioral assessments that are used to design all IEP components.

All IEP components are designed using relevant assessment data.

Most, but not all IEP components are designed using relevant assessment data.

Few or no IEP components are designed using relevant assessment data.

/33. Copies of all district forms (e.g., permission to test, notice of meeting, eligibility).

All district forms are included.

Most, but not all district forms are included.

Few or no district forms are included.

/3

32

UETS Standard 6: Instructional Planning (Continued)


ObjectiveMeets

Expectation(3)


(2)

Expectation Not Met(1) Score

Developing, Writing, and Conducting an IEP (Continued)Design and collaboratively write at least one IEP for a particular student. You will also conduct the IEP meeting associated with this IEP. Write an IEP that includes the following elements:4. The removal of student and family names in each occurrence.

Each occurrence of student and family names are removed.

Most, but not all occurrences of student and family names are removed.

Few or no occurrences of student and family names are removed.

/35. Test results that are interpreted as PLAAFPs, and specific programming recommendations are based upon standardized and informal assessment results (e.g., behavior observation checklists, IRI, CBAs).

Each PLAAFP statement is derived from standardized or informal assessment results.

Most, but not all PLAAFP statements are derived from standardized or informal assessment results.

Few or no PLAAFP statements are derived from standardized or informal assessment results.

/36. Goals that correlate with all parts of the PLAAFPs.

Each goal is derived from PLAAFP statements, and each PLAAFP statement is evidenced in the goals.

Most, but not all goals are derived from PLAAFP statements, or most, but not all PLAAFP statements are evidenced in the goals.

Few or no goals are derived from PLAAFP statements, or most, but not all PLAAFP statements are evidenced in the goals. /3

7. Goals and/or objectives/benchmarks that include specific measurable behaviors, conditions (e.g., setting, materials, resources), criteria, and appropriate evaluation procedures.

Each goal and/or objective/benchmark includes specific measurable behaviors, conditions, criteria, and appropriate evaluation procedures.

Most, but not all goals and/or objectives/benchmarks include specific measurable behaviors, conditions, criteria, and appropriate evaluation procedures.

Few or no goals and/or objectives/benchmarks include specific measurable behaviors, conditions, criteria, and appropriate evaluation procedures.

/38. Functional goals. Each goal is designed to

lead to functional outcomes.

Most, but not all goals are designed to lead to functional outcomes.

Few or no goals are designed to lead to functional outcomes. /3

9. Goals and services that respond to culturally or linguistically diverse (CLD) students as appropriate.

Goals and services are included that respond to unique needs of CLD students.

Goals or services are included that respond to unique needs of CLD students.

No goals or services are included that respond to the unique needs of CLD students.

/3

33

UETS Standard 6: Instructional Planning (Continued)


ObjectiveMeets

Expectation(3)


(2)


Score

Developing, Writing, and Conducting an IEP (Continued)Design and collaboratively write at least one IEP for a particular student. You will also conduct the IEP meeting associated with this IEP. Write an IEP that includes the following elements:10. Plans for skill maintenance and generalization, and if appropriate, home involvement.

Plans include skill maintenance and generalization, and if appropriate, home involvement.

Plans include some skill maintenance or generalization, and if appropriate, home involvement.

Plans do not include skill maintenance or generalization or home involvement.

/311. Documented evidence of progress on the student’s IEP goals that align with daily instructional data.

Samples from daily instructional data are provided to document the student’s progress on each IEP goal.

Samples from daily instructional data are provided to document the student’s progress on most, but not all IEP goals.

Samples from daily instructional data are provided to document the student’s progress on few or no IEP goals. /3

12. Edit type-written report for punctuation, spelling, and grammar.





34

UETS Standards 8 & 10: Reflection and Continuous Growth & Professional and Ethical Behavior

(InTASC Standard 9: Professional Learning and Ethical Practice)

ObjectiveMeets

Expectation(3)


(2)


Score

Teacher Observation1. Describe setting, grade level, students, teacher’s background, and physical environment.

Describes setting, grade level, students, teacher’s background, and physical environment.

Partially describes setting, grade level, students, teacher’s background, and physical environment.

Does not describe setting, grade level, students, teacher’s background, and physical environment. /3

2. State the teacher’s instructional objective and curriculum content.

States the teacher’s instructional objective and curriculum content.

Partially states the teacher’s instructional objective and curriculum content.

Does not state the teacher’s instructional objective and curriculum content. /3

3. Describe 5 observed strengths.

Describes 5 observed strengths.

Describes 3-4 observed strengths.

Describes 2 or fewer observed strengths. /3

4. Explain how observed strengths might be incorporated into personal teaching.

Clearly explains how observed strengths might be incorporated into personal teaching.

Incompletely explains how observed strengths might be incorporated into personal teaching.

Does not explain how observed strengths might be incorporated into personal teaching. /3

TOTAL: /12

35

UETS Standard 9: Leadership and Collaboration

(InTASC Standard 10: Leadership and Collaboration)

ObjectiveMeets

Expectation(3)


(2)


Score

A. Training of Paraeducators or OthersA1. Roles and Responsibilities Document

1. Submit a role description for paraprofessional, other staff, peer tutor, parents or other volunteers.

Submits a role description including attendance policy, method of addressing concerns, dress code, classroom behavior management, and confidentiality.

Submits a role description that omits attendance policy, method of addressing concerns, dress code, classroom behavior management, or confidentiality.

Role description omits several items or does not submit a role description.

/3A2. Training

1. Develop lesson plan that includes: Objectives, Training Steps, Training Schedule, Monitoring System, Training Data, Performance Report, Feedback Summary, and Hypothetical Names.

Lesson plan includes all required elements.

Lesson plan omits 1 required element.

Lesson plan omits 2 or more required elements.

/3(x8)=

/24

2. Edit typed report for punctuation, spelling, and grammar.

Typed report contains no errors in punctuation, spelling, and grammar.

Typed report contains 1-3 errors in punctuation, spelling, and grammar.

Typed report contains 4 or more errors in punctuation, spelling, and grammar. /3

Subtotal: /30B. Collaboration with Families, General Education Teachers, and Cooperating Teachers B1. Observation of a Problem-Solving Team1. Observe a problem-solving team.

The teacher candidate observed a problem-solving team where student performance and solutions were discussed.

The teacher candidate observed only part of the collaborative meeting (e.g., arrived late, left early, etc.).

The teacher candidate did not observe a team or the team did not engage in collaborative problem solving. /3

2. Complete the DORA II form.

The teacher candidate used the theory and elements of effective collaboration tocomplete the DORA II form completely and accurately.

The teacher candidate somewhat used the theory and elements of effective collaboration tocomplete the DORA II form. No more than 1 section is incomplete or blank.

The teacher candidate did not use the theory and elements of effective collaboration tocomplete the DORA II form and more than 1 section is incomplete or blank. /3

3. Write a summary of your observation, data, and suggestions for improving the meeting.

The teacher candidate used the theory and elements of effective collaboration and used professional and ethical principles to produce a

The teacher candidate somewhat used the theory and elements of effective collaboration and somewhat used professional and ethical principles to produce

The teacher candidate did not use the theory and elements of effective collaboration and did not use /3

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well-written, respectful summary that integrates suggestions for improvement with the observation results.

a somewhat well- written summary or omits critical information. Some suggestions are impractical.

professional and ethical principles to produce a summary. The summary is not well-written or the summary is missing or does not align with the observation results.

4. Write a summary of how this meeting will lead to changes that will improve the lives of individuals with disabilities.

The teacher candidate used collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators by making connections between the work of the team with specific changes in the services provided for individuals with disabilities. If no changes were discussed by the team, the teacher-candidate made suggestions.

The teacher candidate somewhat used collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators by providing a brief summary that contains only a few specific details about the impact of the meeting on students with disabilities. The summary is complete but contains frequent errors in writing.

The teacher candidate did not use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaboratorsBecause the written summary does address the connection between student services and the work of the collaborative team.




Type-written report contains 4 or more errors in punctuation, spelling, and grammar. /3Subtotal: /15

B2. Conduct an Effective Meeting1. Conduct a problem-solving team meeting.

The teacher-candidate served as a collaborative resource to colleagues by conducting a problem-solving team meeting. When appropriate, the student served as the facilitator.

The teacher-candidate somewhat served as a collaborative resource to colleagues by conducting a problem-solving meeting, but not serving in one of the identified roles.

The teacher-candidate did not serve as a collaborative resource to colleagues and they did not conduct a problem-solving meeting. /3

2. Complete the TIPS II form.

The teacher candidate used the theory and elements of effective collaboration tocomplete the TIPS II form completely and accurately.

The teacher candidate somewhat used the theory and elements of effective collaboration tocomplete the TIPS II form. No more than 1 section is incomplete or blank.

The teacher candidate did not use the theory and elements of effective collaboration tocomplete the TIPS II form and more than 1 section is incomplete or blank. /3

3. Complete the TIPS Fidelity Checklist

The teacher-candidate uses professional ethical principles and professional practice

The teacher-candidate somewhat use professional ethical principles and professional practice

The teacher-candidate inadequately use professional ethical /3

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standards to guide their practice. They demonstrate this with a score of >30 on the TIPS-FC.

standards to guide their practice. They demonstrate this with a score between 21-30 on the TIPS-FC.

principles and professional practice standards to guide their practice. They demonstrate this with a score of of <20 on the TIPS-FC.

4. Write a summary of your observation, data, and suggestions for improvement.

The teacher candidate used the theory and elements of effective collaboration and used professional and ethical principles to produce a written summary that is well-written and integrates suggestions for improvement with evidence from the meeting.

The teacher candidate somewhat used the theory and elements of effective collaboration and somewhat used professional and ethical principles to produce a written summary that is somewhat well-written, omits critical information from the meeting, or describes some impractical suggestions.

The teacher candidate did not use the theory and elements of effective collaboration and did not use professional and ethical principles to produce a written summary. The summary is missing or does not align with information on the TIPS II form. /3

5. Edit type-written report for punctuation, spelling, and grammar.





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General Information

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General Information

BYU Special Education Programs

Mission StatementWe maximize the potential of diverse learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically:

● Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs.

● Prepare master special educators who will provide collaborative leadership to foster the moral development and improve learning and social competence of exceptional children with challenging behaviors.

● Add to the knowledge base of special education and related disciplines through research.● Serve and advocate for learners with individualized educational needs and others who support

them.

Preventing Sexual HarassmentTitle IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. The BYU policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at (801) 422-5895 or (888) 238-1062 (24 hours); or contact the Honor code Office at (801) 422-2847. Please see information that defines sexual harassment and inappropriate gender-based behavior and recommends actions that you can take to deal with such behavior on the following website: https://titleix.byu.edu/.

Students with DisabilitiesBYU is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability that may impair your ability to complete this program successfully, please contact the University Accessibility Center (801) 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the University Accessibility Center.

If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at (801) 422-5895, D-282 ASB. Please see information about resources, guidelines, orientation, and technology available on the following website: https://uac.byu.edu/.

Diversity and Unity PolicyThe CPSE Department, the MSE, and BYU are committed to preparing teacher candidates to serve effectively in a diverse society and to promote respect for individual differences. In each course teacher candidates will learn methods and materials that may be adapted to various settings and contexts. In this program teacher candidates are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and with diverse linguistic and cultural backgrounds. To assist you in this preparation, the Educational Growth and Unity Association was organized. For more information about the McKay School’s resources on Diversity and Unity, see http://education.byu.edu/diversity.

https://titleix.byu.edu/

https://uac.byu.edu/

http://education.byu.edu/diversity

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Student Teacher’s Commitment to the StudentThe teacher strives to help each student realize his or her potential as a worthy and effective member of society. The teacher, therefore, works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

In fulfillment of the obligation to the student, the educator:1. Shall not unreasonably restrain the student from independent action in the pursuit of learning.2. Shall not unreasonably deny the student access to varying points of view.3. Shall not deliberately suppress or distort subject matter relevant to the student’s progress.4. Shall make reasonable effort to protect the student from conditions harmful to learning or to

health and safety.5. Shall not intentionally expose the student to embarrassment or disparagement.6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or

religious beliefs, family, social or cultural background, or sexual orientation, unfairlya. Exclude any student from participation in any program.b. Deny benefits to any student.c. Grant any advantage to any student over another.

7. Shall not use professional relationships with students for private advantage.8. Shall not disclose information about students obtained in the course of a professional service,

unless disclosure serves a compelling professional purpose or is required by law.

Commitment to the ProfessionThe education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.

In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions which attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.

Code of Ethics for Educators of Persons with ExceptionalitiesCouncil for Exceptional Children

We declare the following principles to be the Code of Ethics for Educators of Persons with Exceptionalities. Members of the special education profession are responsible for upholding and advancing these principles.

Members of The council for Exceptional Children agree to judge and be judged by them in accordance with the spirit and provisions of this Code.

1. Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.

2. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.

3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.

4. Practicing collegially with others who are providing services to individuals with exceptionalities.

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5. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.

6. Using evidence, instructional data, research and professional knowledge to inform practice.7. Protecting and supporting the physical and psychological safety of individuals with

exceptionalities.8. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.9. Practicing within the professional ethics, standards, and policies of CEC; upholding laws,

regulations, and policies that influence professional practice; and advocating improvements in laws, regulations, and policies.

10. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.

11. Engaging in the improvement of the profession through active participation in professional organizations.

12. Participating in the growth and dissemination of professional knowledge and skills.

Academic IntegrityStudents at Brigham Young University have a moral responsibility to perform and act in accordance with the student honor code and standards. All students attending BYU have agreed to do so. If you abide by the code and standards you should meet your commitments as a student teacher or intern. This behavior should transfer to the schools in which you are working.

Educator Preparation Program OutcomesThis course is part of your preparation for licensure in a major or minor that is part of the BYU Educator Preparation Program (EPP). This course will help you fulfill the EPP Outcomes (http://education.byu.edu/epp/core_assesments.html) required for accreditation. Advisors in Education Student Services (ESS), located in 350 MCKB, (801) 422-3426, can answer questions you have about the licensure requirements (http://education.byu.edu/ess/licensing.html) for your teaching major or minor.

Student Teaching/Internship Placements

Placement into Student Teaching SitesThe faculty of each specialty area examine all student teaching applications for the following semester. Sites have been selected according to the following criteria:

1. “Evidenced-based Practices” for teaching, management, and service delivery are modeled.2. The cooperating teacher is recognized by the school administrator and by fellow teachers as a

“master teacher.”3. The cooperating teacher is fully certified to teach the student population and has at least one year

of experience (at least three years is preferred and required by some districts).4. After considering the above criteria we will strive to make the location as convenient as possible

for the students.

A list of approved student teaching sites is generated by partnership school districts and by BYU faculty. If teachers and districts agree to host a student teacher, then the placement is made. When placements are approved, the student teacher is informed. Student teachers are not permitted to arrange their own student teaching placements. Those completing licensures with their departments (i.e., Teacher Education, Early Childhood) must inform the Special Education Student Teaching Coordinator about this licensure.

Intern candidates that do not receive an internship will be automatically placed in student teaching.

http://education.byu.edu/epp/core_assesments.html

http://education.byu.edu/ess/licensing.html

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Student Teaching/Internship in Private or Charter SchoolsStudent teachers or interns are not placed in private or charter schools.

Policy for Obtaining an InternshipSpecial Education Internships in the Partnership School Districts have been supported for several decades. The Special Education program endorses internships for undergraduate teacher candidates only in our partnership school districts. Generally, these interns are paid half-salary and full benefits and work a full school year. However, salary can be negotiated based upon the needs of the district (e.g., full salary).

Process for Obtaining an InternshipUndergraduate teacher candidates who are interested in the internship experience and have passed their classes and practicum experiences with at least a C grade, and have demonstrated professional habits necessary for success in the internship (e.g., timely completion of assignments, attendance, initiative, ability to work with others) are recommended. If teacher candidates are offered a contract but do not pass summer practicum, then the Department will withdraw recommendation and the district cannot honor the contract. The candidate may retake practicum one time and must earn a passing grade to proceed to student teaching. The BYU Special Education Program Coordinator and Internship Coordinator provide names of recommended teacher candidates to district administrators in the Special Education Partnership Advisory Council (SPEDPAC).

District administrators are given the opportunity to interview teacher candidates who have been approved by the faculty. Districts should not interview, offer letters of intent, or offer contracts prior to this interview day.

Appropriate Internship PlacementsSince the teacher candidates who will be fulfilling internship duties are not likely to be highly skilled teachers, internship placements should meet the following conditions:

1. Substantial mentoring should be provided by a district-approved qualified special educator, particularly during the first part of the school year. Qualified mentors are on-site special educators who hold the same license as the intern (e.g., Mild/Moderate or Severe disabilities).

2. The composition of the class of students is manageable both in the type of disability as well as case-load (e.g., Behavior Disorder units and Autism units present unique challenges that may be difficult for interns).

3. Policy for Student Teaching/Interning in Non-Partnership Schools. The BYU Special Education program has a long history of working collaboratively with our partnership school districts (Alpine, Jordan, Nebo, Provo, and Wasatch) in the training of special educators. Part of this partnership entails training in accredited settings which receive both district and university support. Schools that are not in the partnership do not have the history of developing and adhering to the policies and procedures related to student teachers/interns from BYU, nor have they been involved in frequent partnership meetings to plan and evaluate successful experiences for student teachers/interns. As a result, these schools may not be sufficiently prepared to mentor student teachers/interns.

It is critical that your internship placement be one that will allow you to be successful as a special educator. Therefore, districts will submit the School Intern Request form(s) to the ESS Office to apply for approval of anticipated internship sites. Established requirements must be met at each site in order for districts to receive approval, and teacher candidates will only be allowed to intern at the sites where approval has been given.

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All teacher candidates completing an internship are required to register for internship hours (12 credits in the Fall).

Policy for Student Teaching Outside of the BYU-Public School PartnershipPlacements outside of the BYU-Public School Partnership are generally not approved by the University. Petition for exception must be addressed to the special education program coordinator.

Grading ProceduresFinal grades are based on the supervisor’s evaluations, the cooperating teacher’s evaluations, and completion of teaching obligation. The university supervisor determines the final grade for student teachers and interns using several evaluations:

1. University Supervisor Evaluationsa. Direct Instruction Observations (6-8 completed)b. Teacher Candidate’s Portfolioc. Four Formative PAES evaluationsd. One Summative PAES (incorporating information from the observations and portfolio)

2. Cooperating Teacher Evaluationsa. Four formative PAESb. One Summative PAES

3. Completion of Teaching Obligation

Minimum Grade for Student Teaching/InterningA student must score at least an 80 percent in each of the 3 sections (i.e., Learner and Learning, Instructional Practice, Professional Responsibility). The grading policy states that student teachers/interns will receive a pass/fail grade. In order for students to pass their Student Teaching/Internship experience, it will be necessary to meet the following criteria:

1. Receive a minimum overall score of “3” on a “5” point scale on the final direct instruction observation form; and no items scored at a 1.

2. Receive a minimum score of “3” on the portfolio.3. Receive a minimum score of 80% in each of the 3 sections (i.e., Learner and Learning,

Instructional Practice, Professional Responsibility). A candidate that scores below 80 percent in any section, receives a “No” on 10.1 or 10.2, and/or receives a Not Effective (0) will result in a failing PAES evaluation. The criteria for each section is as follows:

Cut score:• The Learner and Learning: Must score at least 14/18 points.• Instructional Practice: Must score at least 26/33 points.• Professional Responsibility: Must score at least 7/9 points.

Performance: no items scores at the Not Effective (0) level.Yes/No: All Yes

Student Teachers and Interns must earn a passing grade in order to be recommended to the Utah State Office of Education for licensure. Student teachers/interns who do not earn a passing grade may petition the faculty for a second student teaching/internship experience. The faculty will consider the request and inform the teacher candidate of the decision. Student teaching may be repeated only once; a candidate who fails internship must student teach to complete the program. The requirements and length of the repeat experience are determined by the university supervisor, a university faculty member, and the

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cooperating teacher (if appropriate). The placement for this experience is arranged by the Special Education student teacher coordinator. Teacher candidates who do not earn a passing grade in the repeated student teaching experience will not be permitted to continue the program and will not be recommended for licensure.

Interns will receive a “T” grade for Fall semester of their internship. At the conclusion of the Internship, the Fall “T” grade will be changed to match the Winter/Spring grades.

Minimum Grades for the Special Education ProgramAfter admission to the Special Education program, candidates are required to maintain a 3.0 GPA. In addition, candidates must achieve at least a C in each course in the four-semester program. Violation of either of these two standards results in suspension from the program until the deficiency is rectified. During the program, faculty regularly review each candidate’s standing in (1) academics, (2) teaching, (3) interpersonal relations, and (4) professionalism. Patterns of deficiencies in any of these areas may result in suspension or termination from the program.

Graduation and Licensure ProcedureRequirements for graduation are available online for both Mild/Moderate: (http://registrar.byu.edu/advisement/pdf/14/354221.pdf) and Severe: (http://registrar.byu.edu/advisement/pdf/14/354222.pdf) tracks. These requirements must also be met in order to be recommended for licensure.

To be eligible for graduation and licensure, candidates are required to take and pass the Praxis test designed for their teaching major. In the event a passing score is not obtained on the Praxis test associated with the teaching major, the candidate must change to a non-teaching major. In this instance, if a teaching minor has been declared, the teaching minor must also be changed to a non-teaching minor, or dropped.

Certain teaching minors also require a passing score on a designated Praxis test. In the event a passing score is not obtained, the teaching minor must be changed to a non-teaching minor, or dropped.

Please see http://education.byu.edu/ess/praxis_approved_tests.html for a listing of required Praxis tests.

Graduation without LicensureCandidates must successfully complete all courses, practica, and student teaching/internship to be recommended for licensure. If all courses and practica have been successfully completed, but the teacher candidate does not successfully complete student teaching/internship, the candidate may petition to graduate without licensure by submitting a written request to the program coordinator. This option is available under two conditions:

1. A change in personal circumstances for the candidate.2. The recommendation of the faculty based up on candidate performance or professionalism.

This policy applies only to candidates at an advanced stage of their professional preparation. It is not an initial option for candidates but may be implemented in the two situations expressed in the preceding paragraph. The following conditions must be met:

1. All university requirements must be satisfied (GPA, general education, religion, and at least 120 credit hours).

2. All major requirements must be satisfied with the exception of student teaching/interning.3. If a candidate receives a failing grade in a major course, that course must be repeated successfully

in order to meet graduation requirements.

http://registrar.byu.edu/advisement/pdf/14/354221.pdf

http://registrar.byu.edu/advisement/pdf/14/354222.pdf

http://education.byu.edu/ess/praxis_approved_tests.html

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4. If the candidate performs below standard in a practicum course, the department may require a substitute course to meet graduation requirement.

Student Teaching/Internship Policies

Attendance policy for Student TeachersStudent teaching begins on the first day of the BYU semester. The last day will be the first Friday that occurs within university reading days or final exams, unless otherwise approved. Student teachers must follow the school district calendar for all other days. Student teachers are required to teach full days for one semester and log teaching hours on the “Attendance Log” found in the Assignment Forms section of this handbook. Student teachers must be at school at least one half hour before school starts and one half hour after school ends, or during the district contract hours, whichever is greater. Student teachers are expected to be punctual and should not leave school early.

In the case of illness or an emergency that prevents teaching, it is the student teacher’s responsibility to notify both the cooperating teacher and the university supervisor. For illness or reason(s) which constitute an emergency, student teachers are allowed to miss up to 21 hours (3 days) but must still notify the cooperating teacher and the university supervisor. Student teachers must make up time missed. If absent, the student teacher is required to provide the cooperating teacher with lesson plans and necessary materials for instructing pupils. Student teachers who desire exceptions to this policy must submit requests in writing to the BYU Special Education faculty, and the faculty must come to a joint agreement in order for the exception to be granted. Attendance Policy for InternsInterns begin on the first day of the district calendar and follow the calendar for the entire school year. As an intern, you are required to teach full days for the contracted school year. You are expected to follow the district attendance policies as outlined in your contract. Failure to do so would result in not passing CPSE 496R and not being recommended for licensure. Interns are expected to be punctual, following the teacher’s schedule of when to arrive and leave.

TransportationStudent teachers must arrange their own transportation to and from assigned schools.

Teacher Job Actions (Strikes) and Student Teachers/InternsBYU student teachers work in the classrooms of licensed cooperating teachers in their field assignments. In the event of a job strike action that results in cooperating teachers leaving the school buildings, the integrity of the student teaching site is compromised. All student teachers are released from their field assignments while the job action is in force at their schools whether or not cooperating teachers participate in the walk out. University supervisors may elect to hold a class or seminar on campus during the time student teaching is interrupted.

Student teachers are expected to resume their field assignments as soon as the full complement of teachers returns to the schools and the training sites are again intact.

BYU interns are contracted employees of the school district in which they teach for the full school year. In the event of a job action, interns, like other teachers under contract, have the choice to remain in the school or follow the action recommended by their local teachers association.

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Nepotism and AnonymityIn order to provide the best experience possible, student teachers and interns may not be placed with a mentor teacher who is a relative or be supervised by a relative. This action is required to avoid any practice which might be interpreted as favoritism or discrimination.

Substitute PolicyStudent teachers are not to serve as substitute teachers. If an emergency situation arise in the student teacher’s classroom and a substitute teacher is not available, the student teacher may assume the substitute role without pay for not more than a one-day period. With joint approval from the BYU supervisor and the school principal, student teachers may assume teaching responsibilities in their own classroom while the mentor teacher attends partnership conferences or other professional assignments approved by the principal for a period not to exceed two days. Professional activities extending beyond a two-day period must be cleared through the Field Services office.

Compliance with District and School PoliciesThe student teacher/intern is required to adhere to district and school policies in the assigned district. This includes participation in faculty meetings, teacher in-services, IEP conferences, and other teacher responsibilities before and after school hours. Student teachers/interns must be at school at least one half hour before school starts and one half hour after school ends, or during the district contract hours, whichever is greater.

Problems and/or GrievancesShould problems or grievances develop during the student teaching/intern experience, the cooperating teacher and/or university supervisor should be made aware of the situation as soon as possible. The student teacher/intern is encouraged to discuss professional problems at any time with his/her cooperating teacher, university supervisor, and then the student teaching coordinator.

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Role of the Student Teacher, Intern,

Cooperating Teacher, Principal, University

Supervisor

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Role of the Student Teacher

IntroductionAs the student teacher, you will begin as a participating observer. Cooperating teachers should share objectives, lesson planning, and evaluation procedures, and they should discuss individual pupil problems.

As you demonstrate the ability to assume teaching responsibilities, you will receive more assignments for designing and directing learning activities. It is recommended that you have the opportunity to observe lessons taught in each area of the curriculum before you teach that topic independently. This transfer of teaching should be scheduled so you are in complete charge of the classroom for a minimum of the last 4-5 weeks of student teaching. If you demonstrate the competence and initiative necessary to take charge earlier, you will be encouraged to do so.

ResponsibilitiesThe student teaching experience is an opportunity for you to develop and demonstrate teaching, management, and other professional competencies acquired during the teacher preparation program. You are expected to demonstrate these competencies in daily work in the assigned school. In the student teaching portfolio, you will provide evidence of these competencies.

1. According to the specific aspects of the assignment, the student teacher will be available, when appropriate, to assist the cooperating teacher in the following instructional duties:

a. Teaching under the supervision of the cooperating teacher. The teacher candidate may occasionally teach when the cooperating teacher is temporarily away from the classroom, but may not serve as a substitute teacher. (Note: Interns are hired by the district; therefore, they are legal teachers. They have an assigned mentor, but mentors do not fill the same role as cooperating teachers assigned to the student teachers.)

b. Grading papers and keeping records.c. Supervising playground, lunchroom, and bus loading/unloading.d. Tutoring students who need special help.e. Conferring with individual students and their parents under the supervision of your

cooperating teacher.f. Conducting home visits with your cooperating teacher.g. Attending professional meetings.h. Collaborating with paraeducators and other adults in the classroom.i. Performing other work in the school building as assigned.

2. When possible, the student teacher will observe other classes and participate in teaching activities with other student teachers in the same building or district.

3. Responsibilities of the student teacher or interns to the school system are as follows:a. To comply with the regulations of the building to which they are assigned.b. To advise the principal of their presence in the building or their absence from assigned

responsibility.c. To follow the school system calendar within any given semester.d. To follow the cooperating teacher’s regular schedule.e. To keep confidences and respect the rights of others at all times.f. To secure information pertaining to legal responsibilities for the classroom.g. To maintain a positive attitude and develop a positive learning environment for the

children within the classroom and school setting.h. To be responsible, courteous, and dependable.

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i. To dress professionally. Maintain a neat, clean, and appropriate appearance.j. Use good judgment and act professionally when working with school personnel and

parents.

4. The student teacher will become thoroughly acquainted with this Student Teaching/Internship Handbook.

Stages of Student Teaching

Stage 1: ObservationThe student teacher observes the mentor teacher modeling good teaching practices. The student teacher should be able to clearly reflect understanding of the skills demonstrated before moving to the next stage. At the same time the student teacher should be anticipating and preparing for Stage 2.

Stage 2: TeamingThe student teacher and the mentor teacher plan and teach lessons cooperatively. The team teaching experience should provide opportunities for the student teacher to ask questions and for the mentor teacher to demonstrate specific techniques.

Stage 3: Independent Teaching with ObservationThe student teacher teaches independently with the mentor teacher reviewing plans, observing the student teacher’s instruction and conferencing after each lesson.

Stage 4: Independent TeachingThe student teacher teaches independently. This stage is important for the student teacher to gain independence and confidence. The classroom students learn to depend on the student teacher rather than on the mentor during this stage. Many opportunities to exercise judgment and learn from experience occur during independent teaching. Conferencing continues during this stage.

Stage 5: Student Teacher as Critical ObserverThe cooperating teacher begins to assume more responsibility for the classroom as the student teacher’s responsibilities shift. The student teacher may again become the observer, now from the vantage point of more knowledge, or may be invited to observe in other classrooms.

Prior to Student TeachingYou are required to contact your cooperating teacher as soon as you learn of your placement and to arrange a time to begin mutual planning and preparation for the student teaching experience. Your first visit to the school should include a stop at the office to meet the principal, and you should make arrangements to obtain a copy of the school handbook and any other pertinent materials. You should visit the school prior to the day you officially report to your student teaching placement in order to make contact with your teacher and to introduce yourself to the principal.

The First DayArrive early. Although your actual teaching responsibilities will begin gradually during the first few weeks of the semester, it is extremely important to begin interacting with the students on the first day in the classroom. Ideally the students should not perceive you as a person who sits in the back of the room observing, but as one who takes an active role in the classroom, even on the first day. You should take the initiative to ask the cooperating teacher how to participate and/or suggest responsibilities to be undertaken immediately. Listed below are responsibilities you could assume from the first day:

1. Distributing and collecting materials from students.

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2. Taking attendance.3. Correcting papers.4. Reading announcements.5. Helping individual students with assignments.6. Escorting elementary children to the lunchroom, playground, restroom, or special classes.7. Reading a story or conducting a sharing period in an elementary classroom.8. Writing necessary material on the chalkboard.9. Preparing computer assignments and activities.

Certainly you will be expected to observe the cooperating teacher as well as other teachers in the building. Elementary student teachers may wish to consider observing their students in art, music, or physical education to see how the children react to a different teacher. The purpose of observing, however, is not to learn how to do a teaching skill or curriculum, but rather to have some material upon which to reflect. This means a critical part of observation is its subsequent analysis. Each time you observe a teacher, be sure to take notes and record questions.

Suggested Weekly SequenceWhen you begin teaching, you are required to submit written lesson plans and/or unit plans to be pre-approved by your cooperating teacher. (Interns approve plans with mentors and/or their university supervisor.)

The following sequence is suggested although individual student teachers and cooperating teachers may find that the pace is too slow or too fast for a particular student. The list can be modified according to individual needs. This schedule is based on a 16-week semester.

Weeks 1-2:1. Participate in an initial 3-way meeting with your cooperating teacher and university supervisor.2. Continue with activities suggested for the first day.3. Become familiar with building staff and resources.4. Learn school policies and procedures as stated in the school handbook.5. Obtain a course of study for subjects taught in your class and become familiar with the objectives

for the curriculum.6. Observe your cooperating teacher and others in the building.7. Schedule a daily time when you can evaluate the events of the day and plan with the cooperating

teacher.8. Make a list of questions for your cooperating teacher and university supervisor.9. Plan to incorporate whatever instructional technology is available into your plans for teaching.10. Develop a long-range plan for your gradual increase of teaching responsibilities.11. Submit Student Teaching Data Sheet to University Supervisor.12. Complete at least one portfolio assignment.

Weeks 3-11:1. Continue daily debriefing and planning sessions with your cooperating teacher.2. Begin teaching one subject or period with additional subjects or periods as directed by your

cooperating teacher.3. Evaluate each lesson you teach, preferably in writing, and discuss your self-evaluations with your

cooperating teacher and supervisor.4. Assume more administrative and classroom maintenance responsibilities.5. Complete at least four portfolio assignments.

Weeks 12-16:

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1. Continue daily conferences with your cooperating teacher.2. Increase your teaching responsibilities to full days for at least four weeks.3. Continue evaluating and analyzing your teaching.4. Participate in a final three-way conference with your cooperating teacher and university

supervisor to evaluate your progress.5. Complete at least four portfolio assignments.

Focus on Teaching the StudentsYour main concern should be helping students progress rather than making a favorable impression on the cooperating teacher or university supervisor.

Focus on Continual ImprovementContinually reflect on and formally evaluate each teaching experience, determining what went well, what needs to be improved, and how you can be more effective next time.

1. Stay aware of the importance of your work.2. Select one or two areas at a time for self-improvement.3. Focus on the things that you can control.

Focus on Student TeachingStudent teachers are cautioned not to overload themselves with additional university courses or other responsibilities such as outside work during the student teaching experience. The amount of other work you undertake during your student teaching experience has a direct relationship on your effectiveness as a teacher. Your teaching work is a responsibility that must come first. The obligation to the education of students cannot be taken lightly; therefore, responsibilities other than teaching should be kept minimal.

Role of the Intern

ResponsibilitiesSee the Role of the Student Teacher section. In addition, the intern experience is an opportunity for you to develop and demonstrate teaching, management, and other professional competencies acquired during the teacher preparation program. You will assume all responsibilities of regular contracted teachers as directed by your district and school administrators. Typical duties include, but are not limited to:

1. Delivering instruction.2. Managing the classroom.3. Giving appropriate assessments.4. Keeping up-to-date and accurate records5. Meeting student needs.6. Ensuring legal compliance.7. Collaborating with others (faculty, service providers, paraprofessionals, parents, etc.)8. Evaluating your own teaching as a means of evaluation.9. Model professional social skills (parents, paraeducators, administrators).10. Demonstrate proper skills in various instructional settings.11. Provide leadership to the team and paraeducators.12. Be inquisitive and proactive.13. Ask questions in meetings with mentor.14. Voice your opinion in the three-way meeting – speak up about concerns.15. Analyze testing data to set goals.16. Know various teaching methods and curriculum.

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You are expected to demonstrate these competencies in daily work in the school. You will provide evidences of these in the student teaching portfolio. Remember to complete BYU coursework as necessary for your degree and your license.

Additional Requirements1. Complete all required BYU coursework.2. Sign a year-long contract with the school district.3. Assume all responsibility of regular contracted teachers as directed by the individual district and

school administrators. This includes signing a contract with the school district that begins at the beginning of the school year and ends at the completion of that year (not the university school year).

4. Register and pay Fall Semester tuition for CPSE 496 (12 credits) and CPSE 490 (1 credit).5. Attend the Running Start Program. (Sponsored by the state, district, and BYU and occurs before

the beginning of the school year – typically mid-August).

Role of the Cooperating Teacher/Mentor

The term cooperating teacher is used in a broad sense to include classroom teachers, counselors, and administrators who have direct supervisory responsibility for the student teacher working in the school system. (Note: Mentors fill a similar role for interns.) To be a cooperating teacher, a teacher must have the following qualifications:

1. Hold the appropriate standard license (not a provisional or probationary license).2. Have at least one year experience in the current school system.3. Be recommended by the building principal and district administration.4. Consent to the principal’s and administrator’s recommendation.5. Have release time for his/her regular responsibilities for a sufficient amount of time throughout

the semester/year to ensure that he/she can observe the student teacher/intern at different times of the day, and have regular time for consultation.

6. Not have any other large district/school assignments that would take away from their ability to mentor.

7. Participate in a formal observation of the student teacher/intern with the university supervisor one to two times (the first of these being the first observation).

8. Know legal requirements and paperwork for IEP files.9. Give feedback to the university supervisor for grading (the mentor’s is not an evaluator role).10. Model effective professionalism and evidence-based practice.11. Be on-site and responsive to the student teacher/intern.12. Daily conferences should occur with those who share a classroom with their student teacher.

While those who mentor an intern will meet with their intern only weekly.

The role of the cooperating teacher is to provide leadership, mentoring, and modeling to the student teacher/intern in all aspects of the student teaching/internship assignment. The cooperating teacher also observes the student teacher’s/intern’s teaching and gives feedback to the student teacher/intern and university supervisor. The cooperating teacher is vital to the success of field-related experiences for pre-service teachers; therefore, it is critical that the cooperating teacher offer the university teacher candidate full opportunities to experience the teacher’s role in both the classroom and the community. In addition, the university is relying on the cooperating teacher/mentor to give thorough and timely feedback to the university so that university supervisors may help when needed.Responsibilities:

1. Attend Fall Orientation and Complete Honorarium Information.2. Read the Student Teacher/Internship Handbook.

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The handbook is also available online at http://education.byu.edu/cpse/bs/internship_info.html.3. Meet with the University Supervisor and Student Teacher in a three-way Conference.

Early in the assignment meet with the student teacher and the university supervisor, either in person or through on-line technology, to discuss requirements and expectations. This meeting is designed to enhance the professional development of the cooperating teacher in the supervisory role.

4. Help the Student Teacher Become a Part of the School Community.Prepare your students and their parents for the anticipated arrival of the student teacher. Introduce the student teacher to the class, and introduce the student teacher to other staff members. Provide a desk or work space for the student teacher, and share all bulletins and announcements pertaining to faculty meetings, school policies and procedures, and other school or district information. Discuss with the student teacher the extent of authority and scope of responsibility involved in student teaching. Help the student teacher become familiar with the curriculum and with the individual needs of the students. At open houses or parent conferences introduce the student teacher to the parents and allow the student teacher to take an active role in these events.

5. Schedule a Time for Daily Conferences.Keeping in close communication with the student teacher is important for purposes of planning lessons, modeling effective teaching, and evaluating the student teacher’s progress. Guidance in helping the student teacher make defensible decisions about teaching is critical. Holding daily conferences is the best way to develop mutual understanding and foster a sense of trust between the cooperating teacher and the student teacher. (Weekly conferences are sufficient for interns.) These conferences are a time to approve written lessons or unit plans that the student teacher is preparing to teach. The student teacher is required to make note of these conferences on a weekly basis, and the cooperating teacher must sign the form at the completion of the assignment.

6. Provide Opportunities for the Student Teacher to Observe.The most critical part of student teaching is the opportunity to observe an exemplary teacher in action. Please allow the student teacher to observe your teaching on a frequent basis. During your daily conference discuss what the student teacher has observed. Although a large part of the student teacher’s responsibility is to teach students with disabilities, blocks of time should be left for observing the cooperating teacher and other teachers in the building.

7. Allow the Student Teacher to Fulfill Program Area Requirements.At the beginning of the semester, the university supervisor will discuss with the cooperating teacher the specific program area requirements which the student teacher must complete to earn a “Pass” grade in student teaching. Please plan cooperatively with the student teacher to ensure the opportunity to fulfill all of these requirements. Please allow the student teacher to experiment with effective teaching methods. Before any lesson is taught, however, the student teacher should submit a written lesson plan for approval. If the lesson is well conceived and the objectives clear, allow the student teacher to try various methods. While student teaching is a time to practice what they have learned in their university courses and practicum, it is also a learning experience, where student teachers experiment to find methods and strategies that work best for their students to obtain the skills being taught.

8. Allow the Student Teacher to Assume Full-Time Teaching.Student teachers should assume total responsibility for planning, teaching, and evaluating student progress of an 8 week-long unit. The student teacher will follow the course of study that the cooperating teacher would normally follow during this period. The cooperating teacher may occasionally leave the room for certain periods to allow the student teacher to be totally in charge of the classroom. However, it makes good instructional sense for the cooperating teacher to remain in the classroom and work with individuals or small groups. The student teacher is considered to be teaching full-time even if the cooperating teacher remains in the classroom.

9. Observe and Evaluate Your Student Teacher/Intern.

http://education.byu.edu/cpse/bs/internship_info.html

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The cooperating teacher’s main role is not as evaluator but their feedback is used in final evaluations that are completed by the university supervisor for the student teacher’s grade. A cooperating teacher’s comments and observations about the student teacher’s performance are extremely important. Written comments noted while the student is teaching will serve as the basis for the later conference. Although you may leave the classroom occasionally when the student teacher is in charge of teaching, the cooperating teacher should remain in the classroom to observe the student teaching the majority of the time. We recommend that at least one observation be co-observed with the university supervisor as early on as possible in the semester/school year.

10. Communicate with the University Supervisor.The cooperating teacher should find a few minutes to talk with the university supervisor at each visit to discuss the student teacher’s progress. The cooperating teacher will have at least one joint observation (with the university supervisor) during the course of the student teaching/internship. The first observation by the university supervisor will be a joint observation with the cooperating teacher. In addition there will be a three-way conference with the cooperating teacher, university supervisor and student teacher/intern. Please block the requested period of time for these conferences. The university supervisor will make every effort to schedule the conference at a time compatible with the cooperating teacher’s schedule. University supervisors will provide cooperating teachers with their phone numbers and e-mail addresses. Student teachers should not hesitate to call the supervisor should a problem arise. It is better to solve a small concern early than to allow it to grow into a major problem. If a problem exists that is not being successfully solved by the university supervisor, the cooperating teacher may contact the BYU Faculty Student Teaching/Intern Coordinator.

11. Hold Conferences with your Student Teacher.Conferences between you and the student teacher/intern are essential to a successful student teaching experience. A number of factors may make effective communication difficult: daily schedules may leave no time for conferences; the student teacher, cooperating teacher, or both may feel insecure in their roles; the cooperating teacher may be overly concerned about hurting the student teacher’s feelings; the student teacher may be defensive; and/or finding a place to talk in private may be difficult. Good communication will only occur when both the cooperating teacher and student teacher work hard to overcome such obstacles. Effective communication is so important that it cannot be left to chance.

Conferences are an important opportunity to develop and enhance effective communication. Planned, regularly schedule conferences are the basis for good communication. It is in the conference that the student teacher may become consciously aware of his/her instructional behavior as observed by the cooperating teacher. It is in the conference that he/she may begin to analyze student’s academic and social progress. It is in the conference that the foundations of professional self-evaluation/reflection are laid. Thus it is imperative that both the immediate and long-term goals of conferences be kept in mind.

Daily short conferences between student teacher and cooperating teacher will give attention to matters of immediate consequence: adjusting plans, coordinating work schedules, identifying and solving daily problems, providing that needed “boost in morale,” and in general keeping things functioning smoothly. The timing of such conferences may vary from day to day, but this should not be left to chance.Weekly conferences between student teacher and cooperating teacher should also be schedule, and it is probably best to reserve about one hour for this purpose. These conferences may be used for long-term planning, cooperative evaluation of the student teacher’s competence, analysis of the cooperating teacher’s teaching procedures, and development of in-depth understanding of student behavior and community relations.

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The following guidelines are offered for the consideration of cooperating teachers:a. The time and place of the conference should be planned in advance. It should be canceled

or postponed only when essential, and it is not unreasonable to expect the student teacher to return to school for the weekly conferences. The setting should be informal, at a place where few interruptions are likely to occur. Regularly scheduled conferences will prevent the student teacher from thinking that conferences are called only when there are criticisms to be offered.

b. A free exchange of ideas should occur during the conference. It is helpful if many of the topics involved a process of seeking answers to methodological or curriculum problems. Alternative solutions should be analyzed with both you and the student teacher/intern offering ideas.

c. Analysis of the student teacher’s performance or personal qualities should be characterized by an appropriate balance between strengths and weaknesses. Criticisms should be constructive, but falsely optimistic praise may be as unproductive as overt negativism. It is interesting that some student teachers complain, “My cooperating teacher never tells me how I can improve,” while others state, “My cooperating teacher only mentions the things I do wrong.”

d. You should not hesitate to offer suggestions and teaching ideas. Student teachers are eager to learn “tricks of the trade” and sources of useful teaching materials. Be as specific as possible, to the extent of showing materials, modeling instructional and management techniques, and so forth.

e. The conference should encourage the student teacher to become increasingly self-directed and self-evaluative. Ultimately, most teachers will be essentially on their own in classroom situations and many of the qualities and practices that result in continued professional growth begin during the student teaching semester.

f. Three-way conferences may be centered on the overall evaluation of the student teacher’s performance. Here is a recommended sequence for using these evaluations:

i. An initial conference to set expectations and review the evaluation instruments.ii. A mid-placement conference to assess progress to date.

iii. A conference at the end of student teaching to explain the final evaluation and to discuss the expectations for future professional success.

12. Cooperating Teaching HonorariumIndividuals who serve as cooperating teachers receive an honorarium. Although the payment is regarded as a “token amount,” your time and commitment to the teaching profession is probably much more adequately described as a professional courtesy for two reasons. First, the remuneration is small considering the amount of time and effort you spend working with the student teacher. Second, most cooperating teachers work with student teachers for highly professional reasons, such as a felt obligation to assist the improvement of their profession. The honorarium will be provided within a few weeks after W-9 forms are received by the ESS Office and required evaluations have been submitted.

13. Complete and Submit Student Teacher EvaluationsFinal Utah Teacher Candidate Performance Assessment and Evaluation (PAES) due dates:

December 8, 2017 for fall student teachers April 13, 2018 for winter student teachers and interns

All evaluations must be submitted on mYlink. Instructions on how to complete the forms on mYlink will be e-mailed to the cooperating teachers near the midterm of the semester or year.

There is probably no task that is faced by cooperating teachers with more apprehension than writing of evaluations. “Am I being fair?” or “Will the reader understand what I mean?” are

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typical concerns. Remember that student teaching is just one phase in the professional growth of the teacher and that this phase is focused on helping the student teacher move in the direction of professional maturity.

The following suggestions may be helpful in completing the final evaluation:a. Provide not only ratings, but written comments as well. The ratings serve as quantitative

means by which student teachers can be compared. The written recommendations may be used to elaborate on or supplement the ratings. Very high and very low ratings should be explained with written comments.

b. Provide evaluations which are honest and frank, particularly in regard to student teachers who may need intense mentoring as a first year teacher or who have not demonstrated the knowledge, skills, and dispositions necessary to be an effective special educator. Two common questions are often asked by cooperating teachers; “If I had a child with special needs, would I want this student teacher to be his/her teacher?” and “Would I willingly co-teach with this student teacher as employees in the same school?”

c. Provide comments that are objective and as informative as possible. Generalities, inferences, and hidden meanings are pitfalls to clarity and objectivity.

d. The Utah Teacher Candidate Performance Assessment & Evaluation System (PAES), including the Clinical Practice Summary Statement must be completed four times throughout the semester (i.e., formative evaluations, NOT submitted online) and at the completion of the semester (i.e., final evaluation, IS submitted online) for student teachers and interns. The final checklist has been merged with the Utah Teacher Candidate Performance Assessment and Evaluation System (PAES) and is completed on mYlink and put in the teacher candidate’s placement file. Again, you must discuss your evaluations with the student teacher/intern, and both signatures are required.

e. Keep all records of observations, anecdotal notes, and other written documentation of student teachers/interns who are not meeting expectations. Communicate these concerns to the student teacher/intern and university supervisor as soon as they arise. If the student teacher’s/intern’s performance does not improve, call a three-way meeting to develop a remediation plan. On rare occasions, if the student teacher/intern is not able to manage the classroom or provide sufficient instruction, even with intense mentoring by the cooperating teacher and university supervisor, the teacher or building principal may recommend that the student teacher/intern be removed from the assignment. Complete all written documentation honestly regarding the student teacher’s/intern’s performance.

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Guidelines for Effective Mentoring: Cooperating Teacher Expectations

Strategies for Mentoring1. Provide regular oral and written evaluation of teaching performance.2. Present demonstration lessons using varied effective teaching strategies and discuss them with the

student teacher.3. Review all lesson plans and provide appropriate feedback.4. Provide the student teacher with opportunities to prepare and develop original teaching plans,

using a variety of effective strategies and materials.5. Plan together for effective assessment of learning.6. Guide the student teacher in planning assignments and homework that provide appropriate

challenges.7. Assist the student teacher in accommodating students with diverse needs.8. Guide the student teacher in the use and care of school equipment and materials.9. Provide feedback on classroom presence (e.g., moving throughout the classroom, voice

effectiveness, appropriate professional appearance).

Human Relationships and Professionalism1. Discuss with the student teacher the role and performance of a professional teacher, including

discussions of students and colleagues outside the classroom.2. Stress the importance of being a role model in the classroom, including respect for others, respect

for diversity, and appropriate language and dress.3. Involve the student teacher in parent conferences and other professional meetings.4. Integrate the student teacher into the school as a professional colleague.

Suggestions for Collaborative Teaching1. Team plan a unit or mini-unit, alternating instructors or team teaching.2. Student teacher provides the main instructions; the cooperating teacher reviews difficult concepts

or conducts tutorial sessions with individuals or groups.3. Each teacher presents a mini-unit to a small group and then reverses groupings.

Addressing Concerns1. If progress is not satisfactory, discuss the specifics of the concern with the student teacher as soon

as the situation becomes apparent; document all discussions.2. Work together to develop strategies to overcome the problem.3. Notify the university supervisor and schedule a three-way conference.4. In consultation with the teacher candidate and the university supervisor, decide up on a course of

action.5. Invite the assistance of a school or university administrator, if necessary.

Role of the PrincipalThe school principal recommends teachers for cooperating teachers who have demonstrated superior teaching practice and are eligible to serve in those roles. Principals must assure that the cooperating teacher has adequate time to serve as an effective mentor for the student teacher.

Principals then consult with eligible teachers regarding their willingness to work with university teacher candidates and university supervisors.

In addition, the principal should:

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1. Provide the student teacher with an orientation to the school’s philosophy, policies, and operating procedures.

2. Give the student teacher a tour of the school facility and a description of the community.3. Include the student teacher as part of the regular staff.4. Provide student teachers with copies of all staff memos and communications that are pertinent to

their experience.5. Give the student teacher a practice or mock interview for a teaching position, if requested.6. Informally observe the student teacher while he/she teaches.7. Consider writing a reference if the student teacher requests one.8. Provide feedback to the McKay School of Education regarding program completers/alumni.

Role of the University SupervisorThe university supervisor assigned to work with the student teacher should fulfill the following duties:

1. Observe the student teacher at least six times during the semester and complete six formal, written evaluations in conjunction with these observations. You may observe in person or via technology, with approximately half being in person and half being online using GoReact. At least one observation should be done with the cooperating teacher. You can complete more than one observation during each visit.

a. Initial three-way meeting followed by an initial PAES.b. Direct Instruction Observation #1.c. Direct Instruction Observation #2.d. Three Formative PAES.e. Direct Instruction Observation #3.f. Final three-way meeting followed by a final PAES.g. Submit the university supervisor Observation Record.

2. Observe the intern at least eight times during the school year and complete eight formal, written evaluations in conjunction with these observations. At least one observation should be done with the cooperating teacher. You can complete more than one observation during each visit.

a. Initial three-way meeting followed by an initial PAES.b. Direct Instruction Observation #1.c. Direct Instruction Observation #2.d. Direct Instruction Observation #3.e. Three Formative PAES.f. Direct Instruction Observation #4.g. Direct Instruction Observation #5.h. Final three-way meeting followed by a final PAES.i. Submit the university supervisor Observation Record.

3. Communicate frequently with the student teacher and cooperating teacher.a. Provide specific oral and written feedback to the student teacher/intern regarding his/her

instructional, managerial, organizational, and professional behavior.b. Communicate problems or concerns with district personnel and BYU student

teacher/internship coordinator.c. Confer with the cooperating teacher regarding the student teacher/intern’s progress.d. Consult with the student teacher regarding development of his/her portfolio.e. Examine, critique, and evaluate the student teacher/intern’s portfolio.f. Assess the environment (is it a proper placement?).g. Remind cooperating teacher of observations and due dates for forms.h. Assign a Pass/Fail grade for student teaching and submit to Student Teaching/internship

Coordinator by the due date.

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Evaluation Forms

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Direct Instruction Observation Form

Name: _____________________ Date: _________ Observer: _________________ Observation #: _____Teacher Candidate Teaching Goal(s): ______________________________________________________Teacher Candidate Met Teaching Goal(s): YES NO Describe: ________________________________

Opening 1 2 3 4 5• Have appropriate lesson plan prepared.• Copy of materials including data ready for observer.• Have all appropriate teaching materials ready and easily

accessible.• Begin lesson on time.• Begin with anticipatory set and rationale, as related to daily

objective.

• Review maintenance and prerequisite knowledge to make logical connections between this lesson and previous learning.

• State the instructional objective in “student’ terms.• Daily learning objective challenges students appropriately to

make progress toward IEP goal(s).• Teach or review expected behavior routines during all phases

of lesson.Comments:

Modeling 1 2 3 4 5• State new skills or knowledge in small manageable parts.• Demonstrate new skill or knowledge in small manageable

parts.

• Use age and ability appropriate examples and materials.• Check for student understanding; model again as needed.

Comments:

Guided Practice 1 2 3 4 5• Prompt students to say, write, or do skill with exercises or

examples that align with instructional objective.• Prompt students to say, write, or do skill with sufficient

number of exercises or examples (minimum of 3).• Prompt group responses, then individual responses.• Prompt responses in a mode appropriate for each student (e.g.,

sign language, pictures, single words, phrases).• Fade prompts as students’ master skills.

• Reteach incorrect academic responses and practice as needed to advance to independent practice or reinforce correct responses.

• Reteach inappropriate behavioral/social responses and practice as needed or reinforce appropriate responses.

• Collect data on student readiness for independent practice.• Use data to verify mastery of skills to stated criterion before

advancing to independent practice.Comments:

Independent Practice 1 2 3 4 5• Assign practice exercises that align with current and/or

previous instructional objectives.• Assign sufficient number of practice exercises for students to

use skill independently (minimum of 5).• Circulate and monitor each student’s progress.• Reteach incorrect academic responses or reinforce correct

responses.

• Reteach inappropriate social/behavioral responses or reinforce appropriate responses.

• Maintain adequate balance between general and specific praise.

• Collect and record appropriate data on student mastery of instructional objective.

• Use data to determine next lesson’s objective.Comments:

Scoring Key5 = Exceptional3 = Competent1 = Emerging

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Direct Instruction Observation Form (Continued)


Closing 1 2 3 4 5• Summarize learning by restating objective and describing

student performance.• Preview next lesson to make logical connections between this

lesson and the next.• Transition all students to the next activity.

Comments:

General Classroom Procedures & Professionalism 1 2 3 4 5• Supports an environment where students are able to assume

appropriate levels of responsibility for themselves and others.• Establishes a positive atmosphere in the classroom (e.g.,

preventative strategies, age-appropriate decorations, interactions with staff and students, effective use of time).

• Follows Least Restrictive Behavioral Interventions for preventing and dealing with challenging behaviors.

• Assures that all students, paraeducators, volunteers, and/or peer tutors are engaged in meaningful work.

• Uses a wide range of standards-based materials, resources, and technologies adapting them for effective ESL and/or content teaching.

• Is positive, teachable, collaborative, dependable, and dressed appropriately.

• Has made sufficient progress toward portfolio completion.• Self-assesses accurately through reflective strategies, then

revises practice. Post 3-5 positively-stated classroom rules.

Comments:

Response Opportunities and Reinforcement for Student Behavior(Collect during Modeling/Guided Practice)

Response Rate: Time Began: ________ Time Ended: ________Standard: 0=0; 1=1; 2=2; 3=3; 4=4; ≥5=5; Number of Minutes Observed: ______________Activity: _________________________________ Number of Students: ______________________

CORRECT RESPONSES INCORRECT RESPONSES FEEDBACKGROUPINDIVIDUAL

Response Rate (Number of responses/Number of minutes)= ______________________________/minuteCorrective Feedback (Number of incorrect responses: Number of corrective feedback)= _______:______

Reinforcement Rate: Time Began: ________ Time Ended: ________Standard: 0=0; 1=1; 2=2; 3=3; 4=4; ≥5=5; Number of Minutes Observed: ______________Activity: _________________________________ Number of Students: ______________________

ACADEMIC REINFORCEMENTS BEHAVIORAL REINFORCEMENTSGENERAL PRAISEDESCRIPTIVE PRAISENONVERBAL


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Direct Instruction Observation Form (Continued)


Response Rate and Reinforcement 1 2 3 4 5• Elicit high rates of responses or response rate

appropriate for age, ability, and instructional activity.• Maintain 1:1 ratio of incorrect responses to corrective

feedback.• Maintain adequate balance between general and specific

praise that is age/ability appropriate.

• Reinforce correct academic responses.• Reinforce appropriate behavior/social responses.• Reinforce each student for academic and/or behavioral

responses.

Comments:

Overall Lesson Performance:

Emerging Competent Exceptional1 2 3 4 5

Strengths, areas for improvement, and general comments:

_______________________________________ _______________________________________Observer’s Signature Student Teacher/Intern’s Signature


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Utah Teacher Candidate Performance Assessment & Evaluation System – PAES

For use in practica, student teaching and internships, this system is designed to reflect a range of performance from unacceptable to proficient in skills and behaviors in teacher candidates based on the UETS and InTASC standards. Two documents make up the PAES evaluations:

1. Assessment Form (46 indicators)2. Evaluation Form (10 indicators + summary statement)

Rubric: The 10 UETS Standards1 and 10 InTASC Standards2 for Beginning Teachers provide the foundation for the PAES. The rubric contains leveled descriptions of 42 indicators of teaching performance collaboratively developed by campus and field faculty.

Competency Scale0 Not Present Practicum Experiences Only1 Beginning Requires Intervention2 Emerging Competence Requires Feedback3 Preservice Effective/In-

Service EmergingMeets Requirement

Formative Evaluation Form (primarily used internally by programs):This form is used for multiple observations and feedback conferences during the semester. The form is designed to keep a cumulative record by course of each candidate’s performance. Many observers mark all observations for a course on the same form to provide a composite record for the candidate and for the supervisor.

1. During the observation – some of the PAES indicators (e.g., instructional strategies and management, etc.) can be marked as the candidate is teaching.

2. Pre/Post observation interview – other indicators should be filled out as the evaluator looks at materials provided by the candidate (e.g., lesson plans, discipline plans, etc.).

3. Over time – some indicators can only be observed and marked over time as the candidate adapts to the school community and interacts with colleagues and students (e.g., ethics, collaboration, professional development, etc.).

Final EvaluationAt the conclusion of each student teaching and internship experience, a final evaluation is completed by the school mentor(s) and one by the university supervisor(s). The candidate signs all final evaluation forms. The BYU Program Supervisor also reviews and signs all final evaluation forms. All final evaluations will be completed in mYlink.

The final evaluation should represent the team’s consensus of the level of candidate performance at the conclusion of the clinical experience. As personnel directors and/or principals value the final evaluations in the hiring process, the summary statements must be typed, well-written, and should reflect the cumulative record of observations and interactions with the candidate. The quality of the final evaluation strongly influences the candidate’s opportunity for an employment interview.

1 “Utah Effective Teaching Standards.” Further information about the standards can be found at the following website: www.uen.org/k12educator/uets2 “Interstate New Teacher Assessment and Support consortium” and further information about the standards can be found at the following website: http://www.ccsso.org/Resources/Programs/Interstate_Teacher_Assessment_Consortium_(InTASC).html

http://www.uen.org/k12educator/uets

http://www.ccsso.org/Resources/Programs/Interstate_Teacher_Assessment_Consortium_(InTASC).html

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Performance Expectation Not Effective (0) Beginning (1) Developing (2) Preservice Effective (3)(USBE Emerging Effective) Inservice Effective

The Learner and LearningTeaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive.Standard 1. Learner Development: The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development.

1.1O

Creates developmentally appropriate and challenging learning experiences based on each learner’s strengths, interests, and needs

UETS 1a, 2eInTASC 1CAEP 1.1, 3.5

● Provides developmentally inappropriate instruction

● Lacks awareness of developmental needs

● Creates lessons according to grade level Utah Core Standards

...and● Adds to or modifies

lessons to provide varied learning experiences

...and● Implements learning

experiences based on specific learners’ developmental levels

…and● Identifies appropriate developmental levels of

individual learners and consistently and appropriately differentiates instruction learning experiences

● Incorporates methods of language development into planning and instruction

1.2C

Collaborates with families, colleagues, and other professionals to promote student growth and development.

UETS 1bInTASC 1CAEP 1.1, 3.5

● Works in isolation● Avoids communication or

communicates ineffectively

● Does not focus on learner needs

● Communicates about procedural issues, schedules, and requirements

...and● Responds to mentor

inquiries/concerns about learner development and progress

● Communicates about curriculum and instruction

...and● Interacts with colleagues

or families related to learner growth and development

…and● Collaborates with family members and a full

range of colleagues to help meet the unique needs of all learners

Standard 2. Learning Differences: The teacher understands individual learner differences and cultural and linguistic diversity.

2.1O

Allows learners multiple ways to demonstrate learning sensitive to diverse experiences, while holding high expectations for all.

UETS 2a, 2b, 2c, 2dInTASC 2CAEP 1.1, 3.5Cross-cutting Diversity

● Not aware of learner differences

● Not accepting of differences

● Does not hold high expectations for learners

● Demonstrates awareness of learner diversity

● Respects individual differences

…and● Applies general strategies

for diverse learners

…and● Applies understanding of

specific strategies for learner diversity to encourage all learners to reach their full potential

…and● Uses learner differences as an asset to adapt

and deliver instruction for all learners● Provides students multiple ways to demonstrate

learning

Utah Teacher Candidate Performance Assessment & Evaluation System (PAES)Rubric

Developed by the Utah Teacher Education Assessment & Accreditation Council (UTEAAC)(Based on the Utah Effective Teaching Standards and the Utah Teaching Observation Tool V.4.0)

http://www.rules.utah.gov/publicat/code/r277/r277-530.htm#T5

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Standard 3. Learning Environments: The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.

3.1O

Develops learning experiences that engage and support students as self-directed learners who internalize classroom routines, expectations, and procedures.

UETS 3aInTASC 3CAEP 1.1, 3.5

● Does not have a schedule planned

● Has unorganized and lengthy transitions

● Loses Instructional time

● Plans a schedule, routines, and behavioral expectations

…and● Communicates

schedule, routines, and behavioral expectations to students

...and● Implements the daily

schedule● Holds students

accountable to follow routines and behavioral expectations

…and● Provides explicit direction so that learners know what

to do and when to do it● Supports each learner as he/she establishes

expectations and develops responsibility for his/her own behavior

3.2O

Collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry.

UETS 3bInTASC 3CAEP 1.1, 3.5

● Demonstrates negative demeanor

● Reprimands frequently● Leaves students

unattended

● Communicates with students using developmentally appropriate language

…and● Communicates explicitly

the expectations for classroom interactions

● Provides opportunities for teacher-student interactions

● Provides opportunities for student interactions

…and● Maintains positive

interactions with and among students

…and● Collaborates with students to establish a positive

learning climate of openness, respectful interactions, support, and inquiry

● Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership

3.3O

Utilizes positive classroom management strategies, including the resources of time, space, and attention, effectively.

UETS 3c, 3dInTASC 3CAEP 1.1, 3.5

● Uses time, space, and attention ineffectively

● Does not have management plan

● Plans classroom management strategies

● Plans instruction for the allotted time

…and● Paces instruction

appropriate for student learning

● Addresses inappropriate student behavior

...and● Implements classroom

management strategies● Encourages learners to

be engaged with the content

● Manages time, space, and attention to increase participation

…and● Uses differentiated management strategies focusing on

individual learner need● Gains and maintains student attention through active

participation● Adjusts instructional pacing and transitions to maintain

learner participation and support learning

Instructional PracticeEffective instructional practice requires that teachers have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real-world settings, and address meaningful issues. They must also understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways to assure learner mastery of the content.Standard 4. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline.

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Standard 5. Assessment: The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.

5.1C

Uses data sources to assess the effectiveness of instruction and to make adjustments in planning and instruction.

UETS 5a, 5c, 5d, 8aInTASC 6CAEP 1.1, 1.2, 3.5

● Does not collect or use data

● Collects data ...and● Analyzes data to

document student learning

● Uses formative assessment during instruction

...and● Uses data to evaluate the

outcomes of teaching● Monitors learning and

adjusts instruction during the lesson

…and● Targets instructional, intervention, and

enrichment strategies based on data● Uses multiple formative and summative

assessments to make ongoing adjustments in instruction based on a wide range of individual learner needs

5.2C

Documents student progress and provides descriptive feedback to student, parent/guardian, and other stakeholders in a variety of ways.

UETS 5b, 5eInTASC 6CAEP 1.1, 3.5

● Does not document learner progress

● Does not provide feedback

● Documents learner progress

● Provides general feedback

…and● Provides specific and

timely feedback

….and● Provides feedback to

individuals and groups based on identified elements of quality work (e.g. rubrics, checklists, exemplars)

● Shares assessment feedback with parents/guardians under the direction of the mentor teacher

…and● Uses a variety of effective formats to

document and provide feedback on learner progress

● Initiates ongoing, open communication between home and school about learner progress

● Provides timely, descriptive, and specific feedback to individuals and groups

5.3C

Designs or selects pre-assessments, formative, and summative assessments in a variety of formats that align to learning objectives and engage the learner in demonstrating knowledge and skills.

UETS 5aInTASC 6CAEP 1.1, 1.2, 1.3, 3.5

● Does not assess student learning

● Assessment is inappropriate

● Lesson plan includes an assessment

…and● Designs, selects, or adapts

assessments that align with learning objectives

…and ● Uses a variety of

assessment formats to evaluate student learning

…and● Designs assessments in a variety of formats

that match learning objectives and Utah Common Core standards

● Selected assessment(s) differentiate levels of student learning allowing the teacher to reteach missed concepts

● Selected assessment(s) accounts for individual learning styles and multicultural differences of learners minimizing bias

Standard 6. Instructional Planning: The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, practices, and the community context.

4.1O

Bases instruction on accurate content knowledge using multiple representations of concepts and appropriate academic language.

UETS 4a, 4c, 4d, 4e, 7cInTASC 4 and 5CAEP 1.1, 1.3, 1.4, 3.4, 3.5

● Provides inaccurate lesson content

● Demonstrates content knowledge

...and● Uses more than one

way to explain concept● Uses accurate academic

language

...and● Models critical and/or

creative thinking in the content area

● Supports learner use of content-specific academic language

…and● Uses multiple representations and explanations of

concepts to deepen each learner’s understanding● Models and expects learners to evaluate, create, and

think critically about the content● Analyzes learner errors and misconceptions in order to

redirect, focus, and deepen learning

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6.1C

Demonstrates knowledge of the Utah Core Standards and references them in short- and long-term planning.

UETS 4b, 6aInTASC 7CAEP 1.1, 1.3, 1.4, 3.4, 3.5

● Unfamiliar with Utah Core Standards

● Instructional materials do not align with standards

● No evidence of learning objectives

● No evidence of planning

● Includes Utah Core Standards in lesson plans

…and● Includes appropriate

learning objectives based on Utah Core Standards

...and● Aligns daily instruction

with Utah Core Standards● Selects instructional

materials that support standards

…and● Plans and implements short- and long-term

learning experiences that reference Utah Core Standards learning objectives and content

● Organizes and adapts learning experiences and materials to align with the Utah Core Standards

6.2C

Integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge.

UETS 6b, 6eInTASC 7CAEP 1.1, 1.4, 3.4, 3.5

● Does not acknowledge the importance of integrating cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication)

● Acknowledges the importance of integrating cross-disciplinary skills

...and● Plans lessons in which

cross-disciplinary skills are modeled

...and● Plans lessons that engage

students in using cross-disciplinary skills

…and● Plans lessons that demonstrate how

knowledge and skills transfer to other content areas

● Designs learning experiences that promote the application of knowledge in multiple content areas

Standard 7. Instructional Strategies: The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections and build skills to apply and extend knowledge in meaningful ways.

7.1O

Practices a range of developmentally, culturally, and linguistically appropriate instructional strategies to meet the needs of individuals and groups of learners.

UETS 2b, 2e, 6c, 7a, 7bInTASC 8CAEP 1.1, 1.2, 1.4, 3.5Cross-cutting diversity

● Inappropriate strategies● No variety of strategies● Insensitivity to individual

differences● No adjustments to

instruction

● Uses instructional strategies focused on lesson objectives

…and● Incorporates various

instructional strategies

…and● Identifies each learner’s

diverse learning strengths and needs

● Attempts to adjust instruction based on the developmental, cultural, or linguistic needs of the students in individual or small group settings

…and● Monitors and adjusts instruction in response to

developmental, cultural, and linguistic needs of individuals and groups of learners

● Enhances instruction by using a variety of appropriate strategies

7.2O

Provides multiple opportunities for students to develop higher-order and meta-cognitive skills.

UETS 3f, 6d, 7eInTASC 8CAEP 1.1, 1.2, 1.4, 3.4, 3.5

● Is not familiar with higher-order and metacognitive skills

● Uses instructional strategies focused on lower-order thinking skills(e.g., uses memorization, recall, and rote knowledge for most assessments/tasks)

…and● Uses instructional

strategies in which higher-order thinking skills are modeled

...and● Uses instructional

strategies that engage learners in higher-order thinking

…and● Provides learners with explicit instruction to

analyze, synthesize, and make decisions● Provides opportunities for learners to reflect

on their own learning● Provides opportunities for students to

generate and evaluate new ideas

7.3O

Supports and expands each learner’s communication skills through reading, writing, listening, and speaking.

UETS 3f, 7dInTASC 8CAEP 1.1, 1.4, 3.4, 3.5

● Communication skills are not taught or developed specifically

● No opportunities for learner communication

● Engages learners in listening and/or reading during instruction

…and● Allows learners to

contribute through speaking or writing as part of instruction

…and● Provides opportunities for

learners to practice communication skills, including reading, writing, listening, and speaking

…and● Teaches content-specific reading, reading,

writing, listening, and speaking skills for effective communication

● Provides opportunities for learners to expand communication skills to articulate thoughts and ideas

7.4O

Uses a variety of available and appropriate technology and/or resources to support learning.

UETS 3e, 7f, 7g

InTASC 8CAEP 1.1, 1.3, 1.5, 3.4, 3.5Cross-cutting technology

● Does not use available technology

● Uses teacher-centered technologies

…and● Uses technology to

engage students

…and● Uses student-centered

technologies in ways that promote learning

…and● Evaluates and uses various appropriate

technologies to support content and skill development

● Incorporates appropriate technology and/or resources to extend learner content knowledge and skill development

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7.5O

Develops learners’ abilities to find and use information to solve real-world problems.

UETS 7g, 7fInTASC 8CAEP 1.1, 1.3, 1.4, 3.4, 3.5

● Sources not appropriate for instruction

● Provides multiple appropriate sources of information

…and● Uses multiple,

appropriate sources of information during instruction

…and● Engages learners in using

multiple, appropriate sources of information

…and● Develops each learner’s ability to find,

understand, and analyze diverse sources of information

● Provides opportunities for learners to use multiple sources of information for quality and accuracy

Professional ResponsibilityCreating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in meaningful, intensive professional learning by regularly examining practice through ongoing study, self-reflection, and collaboration. They must be aware of legal and ethical requirements and engage in the highest levels of professional and ethical conduct.Standard 8. Reflection and Continuous Growth: The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.

8.1C

Adapts and improves practice based on reflection and new learning.

UETS 8b, 8c, 8d, 8eInTASC 9CAEP 1.1, 1.2, 3.3, 3.4, 3.5

● Does not reflect on instruction

● Does not accept feedback

● Attends to feedback from mentor teacher and supervisor

…and● Develops a plan to

improve practice in response to feedback

● Self-reflects on lesson effectiveness

…and● Applies feedback from

mentor teachers, supervisors, and self-reflection to improve teaching and learning in the classroom

…and● Applies current professional learning to

classroom practice, consistent with its intent● Acknowledges the impact of bias on own

teaching● Collaborates with supervisor to develop a

professional learning plan based on data and the Utah Effective Teaching Standards

Standard 9. Leadership and Collaboration: The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.

9.1C

Participates actively in decision-making processes, while building a shared culture that affects the school and larger educational community.

UETS 9a, 9b, 9d, 9eInTASC 10CAEP 1.1, 3.3, 3.5

● Fails to fulfill required duties (e.g., contracted school day, etc.)

● Displays lack of respect for colleagues/classmates

● Blames others, including students, for lack of success

● Participates in required school activities

● Communicates with colleagues/classmates when required

…and● Attends and participates

in team meetings and other collaborative opportunities, when invited

…and● Acknowledges own

actions that lead to success of all learners

● Maintains cordial professional relationships with colleagues/ classmates

…and● Participates with colleagues and collaborates in

decision making● Accepts responsibility for the success of all

learners

9.2C

Advocates for the learners, the school, the community, and the profession.

UETS 9cInTASC 9CAEP 1.1, 3.3, 3.5

● Lacks respect for learners and families

● Communicates negatively about learners, families, or the profession

● Interacts inappropriately with learners, families, or colleagues/classmates

● Respects learners, families, and the profession

● Communicates positively about learners, families, and the profession

● Interacts appropriately with learners, classmates, colleagues, and families

…and● Positively represents the

profession, school, and university

…and● Contributes to learner

success by responding to learner and/or family/community concerns

…and● Advocates for all students to be prepared for

high school graduation and future school work success

● Seeks opportunities to make a positive impact on teaching quality, school improvement, and student achievement

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Standard 10. Professional and Ethical Behavior: The teacher demonstrates the highest standard of legal, moral, and ethical conduct, as specified in Utah State Board Rule R277-515.

Performance Expectation No Yes

10.1C

Is responsible for compliance with university policies, federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives.

UETS 10a, 5fInTASC 9CAEP 1.1, 1.4, 3.3, 3.5, 3.6

● Does not understand nor adhere to university policies, federal and state laws, State Board of Education rules, state and local policies, supervisory directives, professional, moral, and ethical conduct and does not hold others accountable to do the same

● Understands, adheres to, and upholds university policies, federal and state laws, State Board of Education rules, state and local policies, supervisory directives, professional, moral, and ethical conduct and holds others accountable to do the same

10.2C

Is responsible for compliance with all requirements of State Board of Education Rule R277-515 at all levels of teacher development.

UETS 10bInTASC 9CAEP 1.1, 1.4, 3.3, 3.5, 3.6

● Does not avoid actions that may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role-model responsibilities

● Does not know or understand professional requirements● Does not complete all requirements for clinical experiences● Does not maintain instructional and non-instructional records● Does not maintain integrity and confidentiality in matters concerning

student records and collegial consultation● Develops inappropriate student-teacher relationships as defined in rules,

law, and policy● Does not maintain professional demeanor and appearance as defined by

university and the local education agency (LEA)

● Avoids actions that may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role-model responsibilities

● Takes responsibility to understand and complete all requirements for clinical experience● Takes responsibility to understand professional requirements, to maintain a current Utah

Educator License, and to complete license upgrades, renewals, and additional requirements in a timely way

● Maintains accurate instructional and non-instructional records● Maintains integrity and confidentiality in matters concerning student records and collegial

consultation● Develops appropriate student-teacher relationships as defined in rules, law, and policy● Maintains professional demeanor and appearance as defined by university and the local

education agency (LEA)

https://rules.utah.gov/publicat/code/r277/r277-515.htm




71

BYU Special Education University Supervisor Observation RecordTeacher Candidate: _______________________ Intern _______ Student Teacher _____ Mild/Moderate ____Severe ___ ESL _____Bilingual _______

Semester: ___________ School:_____________ Cooperating Teacher(s): _________________________ University Supervisor: ___________________

Observations of Teaching - Additional time not connected directly with a teaching observation (phone conferences included):

Date(Mo/Day/Yr)

Activity/Topic of Class

(e.g., Reading, Math)

Duration of Observation (e.g.,

10:10-11:10)

Duration of Conference

(e.g., 35 min.)

Met with Cooperating Teacher or others

(Yes or No)

Additional Collaboration Needed(e.g., Coop. Teacher? Student Teacher? Administrator? Practicum Coordinator?)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

*To be submitted at the end of the semester to the Practicum Coordinator with final grades.*

72

Student Teacher Evaluation of University Supervisor

Supervisors need feedback to improve their skills just as do teachers in training. Please complete this confidential form to provide that feedback by carefully evaluating the performance of your university supervisor. Return the completed form to the department secretary who will then type your responses to maintain anonymity.

Student Id #: __________________ Supervisor’s Name: ___________________________________

Semester: Fall_______ Winter ______ Spring _______ Summer ________ Year: ___________

Please evaluate your supervisor by circling the appropriate number using the following scale:1 = very strongly disagree; 2 = strongly disagree; 3 = disagree; 4 = somewhat disagree; 5 = somewhat agree; 6 = agree; 7 = strongly agree; 8 = very strongly agree

My supervisor:1. Participated in an initial informal meeting to acquaint and inform me as to observation and

portfolio requirements and due date.

1 2 3 4 5 6 7 8 N/A

2. Provided feedback in a three-way conference (student teacher, supervisor, mentor) concerning my progress and future professional success.

1 2 3 4 5 6 7 8 N/A

3. Formally observed at least three times during my student teaching experience (five times if an intern).

1 2 3 4 5 6 7 8 N/A

4. Consulted with me and provided constructive feedback regarding the development of my portfolio.

1 2 3 4 5 6 7 8 N/A

5. Provided specific constructive oral and/or written feedback and discussion in a timely fashion after each observation.

1 2 3 4 5 6 7 8 N/A

6. Recognized and voiced my strengths as an educator.

1 2 3 4 5 6 7 8 N/A

7. Discussed specific strategies/resources to improve my teaching.

1 2 3 4 5 6 7 8 N/A

73

Student Teacher Evaluation of University Supervisor (Continued)

Student Id #: __________________ Supervisor’s Name: ___________________________________

Semester: Fall_______ Winter ______ Spring _______ Summer ________ Year: ___________

Please evaluate your supervisor by circling the appropriate number using the following scale:1 = very strongly disagree; 2 = strongly disagree; 3 = disagree; 4 = somewhat disagree; 5 = somewhat agree; 6 = agree; 7 = strongly agree; 8 = very strongly agree

My supervisor:8. Made me feel comfortable in approaching him/her with questions or problems.

1 2 3 4 5 6 7 8 N/A

9. Kept scheduled appointments.

1 2 3 4 5 6 7 8 N/A

10. Developed a respectful relationship with my cooperating teacher and district personnel.

1 2 3 4 5 6 7 8 N/A

11. Encouraged my feedback and considered my views on instructional techniques.

1 2 3 4 5 6 7 8 N/A

12. Provided leadership in problem solving and collaborative relationships with other professionals.

1 2 3 4 5 6 7 8 N/A

What did my supervisor do that was the most helpful?

What did my supervisor do that was the least helpful?

Do you have any suggestions for improvement of supervision?

Additional comments:

74

Assignment Forms

75

Log of Student Teaching Attendance

Student Teacher _____ Intern _______ Severe _______ Mild/Moderate _______ MM/ESL ___________

Name: _______________________________________________________________________________

Semester: ___________ Year: ________ Total # of Hours: ___________ School Name: ______________

Subject(s): _______________________ School District: ___________________ Grade Level: ________

Cooperating Teacher: ___________________________________________________________________

HOURS TEACHING:

Week Monday Tuesday Wednesday Thursday Friday Weekly Total

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Total:

Signature of Student Teacher/Intern: ___________________________________Date: _______________

Signature of Cooperating Teacher: _____________________________________ Date: ______________

76

Student Teacher/Intern and Cooperating Teacher Contact Sheet

Week Date Topics of Discussion Reviewed PAES Type of Contact

1 □ Yes□ No

□ In person□ Phone□ E-mail

2 □ Yes□ No


3 □ Yes□ No


4 □ Yes□ No


5 □ Yes□ No


6 □ Yes□ No


7 □ Yes□ No


8 □ Yes□ No


9 □ Yes□ No



Signature of Cooperating Teacher: _____________________________________Date: ______________

77

Student Teacher/Intern and Cooperating Teacher Contact Sheet (Continued)


10 □ Yes□ No


11 □ Yes□ No


12 □ Yes□ No


13 □ Yes□ No


14 □ Yes□ No


15 □ Yes□ No


16 □ Yes□ No




78

Intern and Cooperating Teacher Contact Sheet (Continued)


17 □ Yes□ No


18 □ Yes□ No


19 □ Yes□ No


20 □ Yes□ No


21 □ Yes□ No


22 □ Yes□ No


23 □ Yes□ No


24 □ Yes□ No


25 □ Yes□ No


Signature of Intern: _________________________________________________Date: _______________


79

Intern and Cooperating Teacher Contact Sheet (Continued)


26 □ Yes□ No


27 □ Yes□ No


28 □ Yes□ No


29 □ Yes□ No


30 □ Yes□ No


31 □ Yes□ No


32 □ Yes□ No


Signature of Intern: _________________________________________________Date: _______________


80

Student Teaching/Interning Data SheetSpecial Education ProgramBrigham Young University

Note: Complete and submit to supervisor within the first week of student teaching/interning.

Name: _______________________________________ Area: Mild/Moderate _______Severe _______ESL ________ Bilingual ___________

BYU ID: ____________________________________Home Address: ________________________________________________________________________Home Phone: _________________________________ Home E-mail: ___________________________School Name: _________________________________ District Name: __________________________School Phone: _________________________________ School E-mail: __________________________School Address: ____________________________________________ Room # ______Grade Level: __Cooperating Teacher: Mrs. Miss Mr. _____________________________________________Principal: _____________________________________ Paraeducator(s): _________________________University Supervisor: __________________________________________________________________

Daily Schedule: Fill in the times that represent your daily schedule.

______ Teachers arrive in a.m. ______ Teachers arrive in a.m.______ Students arrive ______ Students arrive______ Morning classes begin ______ First period______ Morning recess begins ______ Second period______ Morning recess ends ______ Third period______ Lunch period begins ______ Fourth period______ Lunch period ends ______ Fifth period______ Afternoon recess begins ______ Sixth period______ Afternoon recess ends ______ Seventh period______ Students are dismissed ______ Eighth period______ Teachers leave building ______ Students are dismissed

______ Teachers leave building

Special Classes (Students Out): Days School will be Closed:Activity/Class: _____________ Days:_____Time: _______ __________ for ___________________Activity/Class: _____________ Days:_____Time: _______ __________ for ___________________Activity/Class: _____________ Days:_____Time: _______ __________ for ___________________Activity/Class: _____________ Days:_____Time: _______ __________ for ___________________Activity/Class: _____________ Days:_____Time: _______ __________ for ___________________Activity/Class: _____________ Days:_____Time: _______ __________ for ___________________Activity/Class: _____________ Days:_____Time: _______ __________ for ___________________Activity/Class: _____________ Days:_____Time: _______ __________ for ___________________

*or provide school calendar*

81

A-B-C Observation Form

Student: ______________________________________________________________________ Date: __________________________________

Class/Teacher: _________________________________________________________________ Observer: ______________________________

Instructional Activity: ___________________________________________________________ Other Relevant Information: ________________

Time Antecedents Behavior Consequences

82

Functional Behavioral Assessment (FBA)

Student: ____________________________________________ Grade: _______School: _________________________ Date: ______________

Participants: ___________________________________________________________________________________________________________

This FBA will be utilized for: □ Programming Purposes □ IEP Requirements

1 Describe the behavior/incident in observable terms:

4 Antecedents 5 Consequences

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is likely to “set off” or precede the problem behavior? WHEN is the problem behavior most likely to occur?□ Morning – approximate time(s): __________________□ Afternoon – approximate time(s): _________________□ Before/after school □ Lunch/recess□ Time of day does not seem to affect this behavior

WHERE is the problem most likely to occur?□ Reg. Ed. Classroom □ Spec. Ed. Classroom□ Hallways □ Cafeteria□ ____________________________________________□ Location does not seem to affect this behavior

During what SUBJECT/ACTIVITY is the problem behavior most likely to occur?□ Subject(s): ___________________________________□ Unconstructed Activities □ Seatwork

What “payoff” does the student obtain when he/she demonstrates the problem behavior?The student GAINS:□ Teacher/Adult Attention □ Peer Attention□ Desired Item or Activity □ Self Stimulation□ Control over Others or Situation□ _________________________________________________

The student AVOIDS or ESCAPES:□ Teacher/Adult Attention □ Peer Attention□ Non-preferred Activity, Task, or Setting□ A Difficult Task or Frustrating Situation□ _________________________________________________

What has been tried thus far to change the problem behavior?□ This is a first occurrence and will be

addressed through this FBA and Behavior Intervention Plan.

83

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2 If the above statement address multiple behaviors, identify the ONE BEHAVIOR to be targeted for intervention:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3 Other medical/mental conditions that may contribute to target behavior:___________________________________________________________________________________________________________________________________________________

□ Group Activities □ Transitions□ Lesson Presentations □ Task Explanations□ ____________________________________________□ Subject/activity does not seem to affect this behavior

The PEOPLE that are present when the problem behavior is most likely to occur include:□ Teacher □ Classmates □ Other Staff□ Other peers □ ____________________________□ People does not seem to affect this behavior

Are there OTHER EVENTS or CONDITIONS that immediately precede the problem behavior?□ A demand or request□ Unexpected changes in schedule or routine□ Consequences imposed for behavior□ Comments/teasing from other students□ ____________________________________________

When is the student most successful? When DOESN’T the problem behavior occur? ________________________________________________________________________________________________________________________________________________________________________

□ Implemented rules and consequences for behavior are posted.

□ Implemented behavior or academic contract.□ Implemented home/school communication

system.□ Adapted Curriculum – How?

_____________________________________________________________________________________________________________________________________________________________________________

□ Modified Instruction – How? _____________________________________________________________________________________________________________________________________________________________________________

□ Adjusted Schedule – How? _______________________________________________________________________________________________________________________________________________________________________________

□ Conference with Parents – Dates? ____________________________________________________________________________________________________________________________________________________________

84

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________ _____________□ Sent Student to Office – Dates?

________________________-_______________________________

_____________________________________________________________________________________________________________________________________________________________________

Functional Behavioral Assessment (FBA) - Continued


Participants: ___________________________________________________________________________________________________________

This FBA will be utilized for: □ Programming Purposes □ IEP Requirements

6 Function of Problem Behavior 7 Replacement BehaviorAfter reviewing the data on antecedents and consequences, summarize the information below: consider the following questions.Why is the student acting this way?What function is being met by the student’s behavior?When: ___________________________________________________

(summarize antecedents)__________________________________________________________________________________________________________________This student: ______________________________________________

(identify the problem behavior)__________________________________________________________________________________________________________________

Identify the replacement behavior. Remember that replacement behavior is NOT an absence of the problem behavior (i.e., do not write: “rather than hitting, I want this student to keep their hands to themselves”). Instead, a replacement behavior is a description of the behavior that the student will perform in place of the problem behavior which could include socially appropriate alternative behavior, coping skills, anger management skills, techniques to deal with frustrating situations, self-advocacy, as well as many others.Rather than: _____________________________________________

(identify the problem behavior)

85

__________________________________________________________________________________________________________________In order to: ________________________________________________

(summarize “payoff”)___________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________I want this student to: ______________________________________

(define replacement behavior)________________________________________________________________________________________________________________________________________________________________________________________________________________________________This definition is: □ Observable □ Measureable

Functional Behavioral Assessment (FBA) Teacher Form

Student Name: _______________________________________________________________________ Date: ___________________________

School: ___________________________________________________ Grade: ___________________ Date of Birth: _____________________

WHEN does the behavior occur the most? (What time?) OTHER EVENTS or CONDITIONS occurring right before the behavior?□ Morning □ Before/After School □ Teacher Request □ A Consequence has been Imposed□ Afternoon □ Lunch/Recess □ Unexpected Schedule Changes □ Other _________________________

WHERE does the behavior occur the most? WHO is present when the problem behavior is most likely to occur?□ Regular Classroom □ Cafeteria □ Teacher □ Peers□ Hallways □ Other _____________________ □ Aides □Other

HOW OFTEN does the behavior occur?□ Times per Day _______________ □ Times per Week _______________ □ Other _____________________________________________

Examples:1. When in the halls before school, after school and

during transitions, this student pushes other students and verbally threatens to beat them up in order to gain status and attention from peers.

2. When working on independent seatwork during his/her regular education math class, this student puts his/her head on his/her desk in order to escape work that is too difficult/frustrating.

Examples:1. Rather than pushing students and threatening to

beat them up, I want this student to walk in halls with hands on his/her side and say “hello” to those with whom he/she wishes to interact.

2. Rather than putting his/her head on his/her desk because he/she doesn’t know how to do a problem, I want this student to raise his/her hand for help and move on to the next problem while waiting for my assistance.

86

Motivation Assessment ScaleDirections: Read each question carefully and circle the ONE number that best describes your observation.

1. Would the behavior occur continuously, over and over, if this student was left alone for long periods of time?

2. Does the behavior occur following a request to perform a difficult task?

3. Does the behavior seem to occur in response to your talking to other students in the room?

4. Does this behavior ever occur to get a toy, food, or activity that this student has been told he/she can’t have?

5. Would the behavior occur repeatedly, in the same way, for long periods of time, if no one was around?

*FBA Teacher Form Page 1 of 3 – Adapted from Durand, V.M. (1988) In M. Hersen & A. Bellack (Eds). Dictionary of Behavioral Assessment Techniques • 6/00

Motivation Assessment Scale (Continued) *FBA Teacher Form Page 2 of 3Directions: Read each question carefully and circle the ONE number that best describes your observation.

NeverAlmost Never Seldom

Half the Time Usually

Almost Always Always

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

NeverAlmost Never Seldom

Half the Time Usually

Almost Always Always

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

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6. Does the behavior occur when any request is made of the student?

7. Does the behavior occur whenever you stop attending to the student?

8. Does the behavior occur when you take away a favorite toy, food, or activity?

9. Does it appear to you that this student enjoys performing the behavior?

10. Does this student seem to do the behavior to upset or annoy you when you are trying to get him/her to do what you ask?

11. Does this student seem to do the behavior to upset or annoy you when you are not paying attention to him or her?

12. Does the behavior stop occurring shortly after you give this student the toy, food, or activity that he or she requested?

13. When the behavior is occurring, does the student seem calm and unaware of anything else going on around him or her?

14. Does the behavior cease shortly after you stop making demands of this student?

15. Does the student seem to initiate the behavior in order to get you to spend some time with him or her?

16. Does this behavior seem to occur when the student has been told that he or she can’t do something he/she had wanted to do?Motivation Assessment Scale (Continued) *FBA Teacher Form Page 3 of 3

Transfer the numeric answer for each question to the blanks below. Scores are organized into columns by type of motivation. Add the total score and calculate the mean score of each motivation. Then, determine the relative ranking by assigning the number “1” to the motivation with the highest mean score, the number “2” to the motivation with the second-highest mean score, and so forth.

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

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Sensory Escape Attention Tangible1. __________________ 2. __________________ 3. __________________ 4. __________________5. __________________ 6. __________________ 7. __________________ 8. __________________9. __________________ 10. __________________ 11. __________________ 12. __________________13. __________________ 14. __________________ 15. __________________ 16. __________________

Total Score: ______________ Total Score: ______________ Total Score: ______________ Total Score: ______________Mean Score: ______________ Mean Score: ______________ Mean Score: ______________ Mean Score: ______________Relative Ranking: __________ Relative Ranking: __________ Relative Ranking: __________ Relative Ranking: __________

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Behavior Intervention Plan (BIP)


Participants: ___________________________________________________________________________________________________________

This BIP will be utilized for: □ Programming Purposes □ IEP Requirements

1 Setting Interventions 2 Instructional InterventionsPreventative measure that will be put in place in hopes that the adjustments will reduce the occurrence of the problem behavior. (Refer to the Antecedent column of the FBA on page 86.) Mark “Yes” and fill in the statement if this preventative measure is needed.

Not Yes Needed

Adjustments could be made as to WHEN the□ □ problem behavior is likely to occur by: _____

_____________________________________□ □ Adjustments could be made as to WHERE the

problem behavior is likely to occur by: __________________________________________

□ □ Adjustments could be made as to SUBJECT/ACTIVITY during which the problem behavioris likely to occur by: ___________________________________________________________

□ □ Adjustments could be made as to the PEOPLEpresent when the problem behavior is likely tooccur by: ____________________________________________________________________

□ □ Clarifying and/or re-teaching expectations/routines. How? _______________________________________________________________

□ □ Modify task/assignment/curriculum. How? ________________________________________

□ □ Increasing supervision. How? _____________

Skills the student will need to be taught in order to successfully demonstrate the REPLACEMENT BEHAVIOR (refer to the Replacement Behavior column of the FBA on page 87).□ Social Skill(s) ____________________________________________________________________________________________________________________________________________________□ Communication Skill(s) ____________________________________________________________________________________________________________________________________________□ Study Skill(s) _____________________________________________________________________________________________________________________________________________________□ Academic Skill(s) _________________________________________________________________________________________________________________________________________________□ Other Skill(s) _____________________________________________________________________________________________________________________________________________________How will the skills be taught?□ Individual Instruction □ Group Instruction□ Demonstration/Modeling □ Role Play□ Guided Practice □ Independent PracticeWho will provide the instruction? __________________________When will the instruction take place? ________________________Where will the instruction take place? _______________________How often will the instruction take place? ____________________How will opportunities for practice/rehearsal be provided? _______

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______________________________________□ □ Utilizing special equipment. How? _________

______________________________________

______________________________________________________How will the student be prompted to utilize his/her newly acquired skills? ________________________________________________

Behavior Intervention Plan (BIP) - Continued


Participants: ___________________________________________________________________________________________________________


3 Reinforcement Procedures 4 Correction Procedures 5 Implementation DetailsWhat will be done to increase the occurrence of the replacement behavior?Identify Potential Reinforcers:What preferred items, activities or people might be used as incentives in an intervention for this student?________________

_______________________________

_______________________________

_______________Establish Specific Behavior Criteria:What exactly must the student do to earn the above reinforcers?________________________________________________________________________________

What can be done to decrease the occurrence of the problem behavior?□ All occurrences of the problem behavior will be ignored, while attending to the appropriate behavior of other students.□When the problem behavior occurs, the student will be verbally asked to stop and then redirected by…

○ Utilizing precision commands○ Completing a teaching interaction○ Saying the following…”

__________________________________________________

___○ Other:

________________________________________________________________

___□ Minimal consequences penalties will be used…

○ Loss of incentive/privilege. Describe: _____

What system will be used to track the delivery of reinforcers, correction, procedures and consequences?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Include any other details/explanations not previously described to ensure that anyone could read this plan and implement the program.

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________________________________________Determine Schedule of Reinforcement:How frequently can the student earn the above reinforcers?________________________________________________________________________________________________________________________Identify Reinforcement Delivery System:What intervention components will be used to monitor the student’s behavior and deliver reinforcement?Self-monitoring system Point SystemBehavioral Contract Token EconomyGroup Contingency Beep TapeHome Note System Chart MovesLottery/Raffle Tickets Tracking System______________________________________________________________________________

______________________________________

○ Loss of ____ minutes of ________________

○ Positive practice. Describe: _____________

_____________________________________

○ Phone call to parent(s)□ Time away from the opportunity for reinforcement will be used. Describe: _________ _________________________________________□ A level system including a hierarchy of consequences for appropriate behavior will be used. (Attach a description of the level system.)□ A Contract will be written which specifies reinforcers for positive behavior and consequences for occurrences of the problem behavior. (Attach the signed contract.)□ Other: _________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Participants: ___________________________________________________________________________________________________________


6 Monitoring System Daily DataMethod of Data Collection□ Frequency count across the day□ Frequency count from ______ to ______

time of day time of day□ Interval recording every ______________ Seconds Minutes Across the day

(Circle One)□ Other: __________________________________________________________________________________________________Describe exactly how data will be collected/recorded.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Beh

avio

r Bei

ng

Mea

sure

d/U

nit o

f M

easu

rem

ent

TimeDays

Date of Projected Review Meeting: ________________________________________

Review Meeting Date: ____________________ Participants: _____________________ ______________________

Analysis of data shows:□ Desired decrease in problem behavior □ Desired increase in replacement behavior□ Undesired increase in problem behavior □ Undesired decrease in replacement behavior

Action to be taken: □ Continue plan □ Modify plan □ Plan for generalizationPlan of action: _________________________________________________________________

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_______________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Participants: ___________________________________________________________________________________________________________


Daily Data

Beh

avio

r Bei

ng

Mea

sure

d/U

nit o

f M

easu

rem

ent

DatesDays

Date of Projected Review Meeting: Date of Projected Review Meeting:Review Meeting Date: ____________________________________________________Participants: __________________________

______________________________

Review Meeting Date: ____________________________________________________ Participants: ________________________

______________________________

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Action to be taken: □ Continue plan□ Modify plan □ Plan for generalization

Plan of action: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Action to be taken: □ Continue plan□ Modify plan □ Plan for generalization

Plan of action: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Effective Meetings Assignment

To improve the effectiveness and efficiency of your professional collaborations, you will need to understand, identify, and incorporate the components of effective meetings in your work.

DORA

In order to improve the effectiveness of your meetings you will need to begin by understanding the components of an effective meeting. Observing a meeting and completing the DORA II evaluation form will help you become familiar with the components of an effective meeting.

Do the Following:

1. Attend a problem-solving meeting in which students’ performance will be discussed and solutions will be offered (e.g., PBIS meeting, teacher assistance team meeting, PLC meeting, etc.).

2. Observe the meeting.3. Complete the DORA II form.4. Write a one-page response paper indicating what went well in the meeting and what could be

improved on in the future meetings.5. Add the completed DORA II form and your response paper to your portfolio.

TIPS

Researchers have identified a process for conducting effective problem solving meetings. In response to their findings, the Team-Initiated Problem Solving Model (TIPS) was developed. You can use the TIPS Meeting Minute Form and TIPS Fidelity Check list to help you incorporate the components of effective teaming in the meetings for which you are responsible.

Do the Following:

1. Conduct a problem-solving meeting in which students’ performance will be discussed and solutions will be offered (e.g., PBIS meeting, teacher assistance team meeting, PLC meeting, SPED team meeting, staff meeting with paraprofessionals, etc.).

2. Participate in the meeting as appropriate.3. Complete the TIPS II form as you participate in the meeting.4. Write a one-page response paper indicating what went well in the meeting and what could be

improved on in future meetings.5. Add the completed TIPS II form and your response paper to your portfolio.

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2013-02-0 - DORA II Page No. _____ DORA (Decision Observation, Recording, and Analysis) II

Section 1. Demographic Information

School ID No.: PBIS Team Members: Observer Name: Observer Type: Primary/Reliability

Date: Scheduled Start Time: Scheduled End Time:

If there are research data complete the following: Group: ` State: ` Condition: ` Data Wave No.: `

Section 2. Foundations of Effective Team Problem Solving

START OF MEETING DURING MEETING (ROLES) END OF MEETING 01. Meeting started within 10 minutes of scheduled start

time 02. At least 75% of team members present at the start of

the meeting 03. Previous meeting minutes available 04. Agenda available

05. Facilitator 06. Minute Taker 07. Data Analyst

08. Next meeting scheduled 09. Meeting ended within 10 minutes of end time

(includes a revised end time that team members agreed to)

10. At least 75% of team members present at the end of the meeting

Notes:

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TIPS Meeting Minutes Form School:

Meetings Date Time (beginning and end)

Location Facilitator Minute Taker Data Analyst

Today’s MeetingNext Meeting

Previously Defined Problems

Precise Problem Statement (What, When, Where, Who, Why, How Often)

Solution Actions (Prevent, Teach, Reward, Correct, Extinguish, Safety) Who? By When?

Goal & Timeline Fidelity of Imp.

Effectiveness of Solution

Not startedPartial imp.Imp. w/fidelityStopped

WorseNo ChangeImp. but not to GoalImp. & Goal met

Current rate/level per school day = `

Administrative/General Information and Issues

Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable) Who? By When?

New Problems Precise Problem Statement (What, When, Where,

Who, Why, How Often)Solution Actions (Prevent, Teach, Reward, Correct,

Extinguish, Safety)

Who? By When? Goal & Timeline

Fidelity of Imp. Measure (What/How/When/Who to

measure/report)

Effectiveness of Solution

(What/How/When to assess/report)

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Evaluation of Team Meeting (Mark your ratings with an “X”)

1. Was today’s meeting a good use of our time?

2. In general, did we do a good job of actually tracking whether we’re completing the tasks we agreed on at previous meetings?3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?

4. In general, are the completed tasks having the desired effect on student behavior?

If some of our ratings are “So-So-“ or “No,” what can we do to improve things?

Our RatingYes So-So No

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TIPS Fidelity Checklist (TIPS-FC)Directions: Use the TFC items below as a progress-monitoring tool for planning, implementing, and sustaining best practice meeting foundations and data based problem solving. The first 9 items on the left measure the status of meeting foundations, while items 10 through 18 on the left measure the thoroughness of the team’s problem-solving processes, as exemplified by the TIPS model. Each item is scored on a 0 to 2 scale with 0 = not started; 1 – partial; and 2 = full implementation. A criterion for partial implementation is provided on this shortened version. If a team exceeds the criteria, they should score a “2” for the item. If they do not meet the criteria as described as a “1” a score of 0 should be entered. Please refer to your full TIPS Fidelity Checklist (TIPS-FC) for a more detailed scoring. Once scored, sum the two areas as separate score areas (Meeting Foundations and Problem Solving) and then sum these for an overall TIPS-FC score. TIPS has been implemented with fidelity when the team scores 85% on Meeting Foundations AND 85% on Problem Solving.Meeting Foundations Problem SolvingItem Criteria for Median Score of 1 Scor

eItem Criteria for Median Score of 1 Scor

e1. Primary and backup individuals are assigned to defined roles and responsibilities of Facilitator, Minute Taker, and Data Analyst.

1= Some primary and backup individuals are assigned to the defined roles and responsibilities of Facilitator, Minute Taker, and Data Analyst.

10. Team uses TIPS Meeting Minutes form or equivalent.

1= Team uses part of TIPS Meeting Minutes form or Equivalent.

2. Meeting participants have the authority to develop and implement problem-solving solutions.

1= Meeting participants have the authority to develop but no implement problem solving solutions.

11. Status of all previous solutions was reviewed.

1= Status of some previous solutions was reviewed.

3. Meeting started on time. 1= Meeting started less than 10 minutes late.

12. Quantitative data were available and reviewed.

1= Quantitative data were available but not reviewed.

4. Meeting ended on time, or members agreed to extend meeting time.

1= Meeting ended 10 minutes over scheduled time.

13. At least one problem was defined with precision (what, where, when, by who, why, how often).

1= At least one problem is defined by lack one or more precision elements.

5. Team members attend meetings promptly and regularly.

1= Although team members (with exceptions of administrator) attend meetings regularly, they are not always prompt and/or they leave early.

14. All documented active problems have documented solutions.

1= some documented active problems have documented solutions.

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6. Public agenda format was used to define topics and guide meeting discussion and was available for all participants to refer to during the meeting.

1= Public agenda format was not used to define topics and guide meeting discussion but agenda was available for participants to refer to during the meeting.

15. A full action plan (who, what, when) is documented/used for at least one documented solution.

1= Partial action plan is documented for at least one documented solution.

7. Previous meeting minutes were present and available during the meeting.

1= Previous meeting minutes were present but not reviewed at start of the meeting.

16. Problems that have solutions defined have a goal defined.

1= Some problems that have solutions defined have a goal defined.

8. Next meeting was scheduled by the conclusion of the meeting

1= next meeting was referred to but not scheduled.

17. A fidelity of implementation measure is documented/used for each solution, along with a schedule for gathering those data.

1= Fidelity measure and schedule are defined and documented for some solutions.

9. Meeting minutes are distributed to all team members within 24 hours of the conclusion of the meeting.

1= Meeting minutes are distributed to all team members but not within the first 24-36 hours after the meeting.

18. A student social/academic outcome measure is documented for each problem, along with a schedule for gathering those data.

1= Measure and regular schedule for student behavior/performance are documented for some solutions.

Meeting Foundations Total Score Problem Solving Total ScorePercentage (out of 18) Percentage (out of 18)

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Alternate Response-Discrepancy Observation Form

Student: ________________________________ Grade: _____________ School: ___________________

Observer: _____________________________________ Position: _______________________________

Behaviors that will be noted during the observation:

Classroom activity (activities) during the observation:

Explicit class rules in effect during the observation:

Length of interval used in this observation = __________ seconds.

Behavior Codes Teacher Reaction CodesT = On TaskV = Verbal Off TaskM = Motor Off Task P = Passive Off Task__ = __________________ = ________________

AA = Attention to AllA+ = Positive Attention to StudentA- = Negative Attention to StudentAo = No Attention to StudentAn = Neutral Attention to Student__ = ________________________

Select a comparison student of the same sex as the student who is the subject of the observation. Make notes, if needed, on the back of this form for each observation.

Observation #1: Time Started: ________ Time Stopped: __________ Date: ________

Student: ___________________________Comparison: ___________________________Teacher Reaction: ___________________________





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Comprehensive Educational AssessmentConfidential

Name: _______________________________________ School: ________________________________

Date of Test: __________________________________ Grade: _________________________________

Date of Birth: _________________________________ Report Prepared by: Dr. Cregg Ingram,

C.A.: ________________________________________ School Psychologist

Tests Administered:Wechsler Intelligence Scale for Children – Third Ed. (WISC-III)Woodcock-Johnson Psycho-Educational Battery – Test, Achievement – Revised LWJA-R

Reason for Referral:________________ was referred for an educational assessment to provide information for development of an I.E.P.

Test Results:WISC-III Verbal I.Q. ..........................88

Performance I.Q. .................94Full Scale I.Q. .....................90

WJA-R Grade Equivalent S.S.Broad Reading 1.0 79Broad Mathematics 2.2 100Broad Written Language 1.0 88

Conclusions:On this date, __________________ received a Full Sale I.Q. of 90 on the WISC-III, placing him in the Average range of intellectual development for this test. His Verbal score of 88 was 6 points lower than his Performance score of 94, suggesting equal skill and development in these two areas.

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Present Levels of Academic Achievement and Functional Performance

Cognitive

_____________’s highest WISC-III scores were on Picture Arrangement (11), a measure of the ability to see the logical sequence of events, especially in social situations; Object Assembly (10), a measure of perceptual organization and planning ability; and Arithmetic (10), a measure of the knowledge and usage of basic arithmetic. His lowest scores were on Information (6), a measure of general knowledge; and Comprehension (7), a measure of social knowledge and judgment.

Academic

_____________ scored in the Average range in Math on the WJR-A and in the Severe Deficit range for Reading and Written Language. He had good basic math skills. He lacked letter sound and recognition skills, and had few sight words. He did not know his address, phone number, and days of the week.

Behavior

_____________ seemed to enjoy talking; however, his verbal conceptual skills were low. His general information was poor. He worked best on manipulative, hands-on tasks.

RECOMMENDATIONS1. To help improve his general knowledge and verbal fluency, review basic concepts, such as days

of the week, months, time, distances, and directions; have him report major current events by referring to pictures from magazines or the newspaper; teach similarities and differences of designs, transportation, etc.; have him make a scrapbook of pictures of animals, buildings, etc.; introduce words, dictionary work, and abstract words; have him repeat simple stories; and have him explain how story characters are feeling and thinking.

2. To help improve his visual-motor and spatial-visual skills, use paper-folding and finger-painting activities, use scissor-cutting exercises, have him string beads in patterns, use puzzles, have him follow a moving object with coordinated eye movements, use tracing exercises and have him copy from patterns and draw from memory.

3. Readiness exercises for academic development may be useful to him. Examples include: present him with different arrangements of blocks, geometric shapes, and familiar objects, and ask him to choose the one arrangement that is different from the others and explain why; write several letters on the chalkboard and while his eyes are closed, erase one letter – then ask him to identify the missing letter when he opens his eyes; have him view a pegboard, marble board, or bead design and then ask him to duplicate the design; have him trace various word templates and stencils.

4. To help him improve his verbal-conceptual ability use show-and-tell games; have him make a scrapbook of classifications, such as animals, vehicles, and utensils; have him match abstract concepts; have him find commonality in dissimilar objects; and review basic concepts such as days of the week, months, time, directions, and distances.

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Educational AssessmentConfidential

Name: _______________________________________ School: ________________________________

Date of Tests: _________________________________ Grade: _________________________________

Date of Birth: _________________________________ Examiner: ______________________________

Tests Administered:

Reason for Referral:

Test Results:

Test Standard Score Percentile Age Equivalent

Present Levels of Academic Achievement and Functional Performance:

Recommendations:

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DIRECT INSTRUCTION LESSON PLAN OUTLINE

NAME: DATE: M T W TH FPersonal Instructional Focus:IEP Objective/PLAAFP:

Unit Objective and Core Standard:

Daily Instructional Objective:

Daily Instructional Objective in Student Terms:

Materials:Technology:Accommodations:Data to be Collected:Behavior Expectations:

Rationale:

Task Analysis:

Review & Pre-requisite Skills: List 3-5 examples

Anticipatory Set:

Instruction/Modeling: (When I …Teacher directed)List 3-5 examples

Instruction/Guided Practice: (When We…Fade prompts to independent practice)List 3-5 examples

Group oral Individual oral Individual written

Instruction/Independent Practice: (When You…Aligned to daily instructional objective) List 5-7 examples

Closing & Preview: (Today we learned… Tomorrow we will…) (Describe Student Behavior)

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Guidelines on Access to Schools and Students for Pre-service Teachers

I. Public Access

Because schools are established for the good of the community and financed primarily with tax dollars most people think of schools as public buildings; however, all school visitors and working professionals must obtain permission before entering classrooms or other areas of the building.

II. Access For Film/Video Projects by Pre-service Teachers

Use of schools for film/video projects, including motion pictures, digital photography, videotapes, documentaries, etc., may be considered under the following conditions:1. The ultimate product will further the cause of education.2. Normal school procedures and instructional programs will not be disrupted.3. School involvement will enrich or enhance the curriculum.4. Individual students and teachers will not be identified in the product.5. Neither the school nor the district will be identified by name.6. Individual privacy rights will not be violated.

Requests to use schools for film/video projects shall be forwarded by CITES to the superintendent for review and approval at the beginning of each school year.

Authorized film/video crews working on non-commercial projects may photograph normal routine school scenes. Such filming may include students moving from class to class, participating in regular education class work, working in the library, eating lunch, getting on and off school buses, watching or participating in sporting events, etc.

Filming of normal routine school scenes for non-commercial projects does not generally require releases from parents. However, releases must be obtained if students or activities outside the mainstream are to be included.

Parent approval must be obtained in advance if student instruction is to be interrupted in any way or if the film/video project is being produced for commercial gain or political use.

III. Images of Students

Pre-service teachers prepare professional portfolios to document their growth and development as teachers. Portfolios usually include videos for photographs of teaching episodes with students. Such portfolios may also be used in employment and licensing settings.

Pre-service teachers who obtain permission from the school administrator in advance may observe, photograph, and report on typical school scenes including regular education classes, events, and activities so long as they do not interfere with student learning.

Parent releases are not necessary when students are photographed or interviewed while participating in mainstream classes or activities.

Pre-service teachers may not photograph or interview students who are outside the mainstream without express written permission of the parents. This restriction applies to students in special schools, cluster units, resource rooms, youth in custody, and other programs where federal law protects student privacy rights.

*Based upon current access policy in the Jordan School District.

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University Supervisor Assignment Checklist

Student Teacher: _________________________________ Fall Due Date Winter Due Date

□ Grade Teacher Work Sample (TWS) on mYlink December 1 TBA□ Formative PAES September 29 January 26□ Formative PAES October 27 February 23□ Formative PAES November 17 March 23□ Formative PAES December 1 April 6□ Final PAES on mYlink December 8 April 13□ SpEd Standards Excel Spreadsheet to Camille Arthur December 8 April 13□ Schedule of Portfolio Requirements to Barbara Smith December 8 April 13□ Final Fall/Winter Grade to Barbara Smith December 8 April 13

Intern: _________________________________________ Due Date

□ Grade Teacher Work Sample (TWS) on mYlink TBA□ Formative PAES September 29□ Formative PAES November 17□ Formative PAES January 26□ Formative PAES March 23□ Final PAES on mYlink May 11□ SpEd Standards Excel Spreadsheet to Camille Arthur May 11□ Schedule of Portfolio Requirements to Barbara Smith May 11□ Final Grade to Barbara Smith May 11

*Please submit this form to Barbara Smith*

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Cooperating Teacher Assignment Checklist


□ Formative PAES September 29 January 26□ Formative PAES October 27 February 23□ Formative PAES November 17 March 23□ Formative PAES December 1 April 6□ Final PAES on mYlink December 8 April 13

Intern: _________________________________________ Fall Due Date Winter Due Date

□ Formative PAES September 29□ Formative PAES November 17□ Formative PAES January 26□ Formative PAES March 23□ Final PAES on mYlink May 11

*Please submit this form to University Supervisor*

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Student Teacher Assignment Checklist


□ Apply for graduation September 15 November 15□ Teacher Work Sample (TWS) on mYlink November 17 March 23□ Completed Portfolio submitted to Supervisor December 1 April 6□ Electronically sign MT-PAES & US-PAES on mYlink December 8 April 13□ Take the GoReact Survey on Qualtrics December 11 April 13□ Pass the PRAXIS 5001 Series December 11 April 13□ Take the PRAXIS 5543 or 5545 December 11 April 13 □ Update fingerprint clearance December 11 April 13□ Exit Survey on Qualtrics (link sent via e-mail) December 11 April 13□ Student Teacher Evaluation of University Supervisor

On Qualtrics (link sent via e-mail) December 11 April 13□ Check your current academic standing on MyMap December 11 April 13□ Update contact information on MyMap December 11 April 13□ Exit Checklist completed and sent to Camille Arthur

(sent via e-mail) December 11 April 13

Intern Assignment Checklist

Intern: __________________________________________ Fall Due Date Winter Due Date

□ Apply for graduation February 15□ Teacher Work Sample (TWS) on mYlink March 23□ Portfolio Assignments as agreed upon with University

Supervisor (minimum four competencies by December 1 andAll competencies completed by April 1) December 1 April 1

□ Take the GoReact Survey on Qualtrics May 18□ Electronically sign MT-PAES & US-PAES on mYlink May 14□ Pass the PRAXIS 5001 Series May 18□ Take the PRAXIS 5543 or 5545 May 18□ Update fingerprint clearance May 18□

Exit Survey on Qualtrics (link sent via e-mail) May 18□ Student Teacher Evaluation of University Supervisor

On Qualtrics (link sent via e-mail) May 18□Check your current academic standing on MyMap May 18

□ Update contact information on MyMap May 18□ Exit Checklist completed and sent to Camille Arthur

(sent via e-mail) May 18