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EDUCATIONOFTHEDEAFANDHARDOFHEARING
GRADUATESTUDENTTEACHINGHANDBOOK
SPE739STUDENTTEACHINGANDPROFESSIONALSEMINAR
August3,2017SaintJoseph'sUniversity
AGuideforStudent/InternTeachers,CooperatingTeachersandStudentTeacherMentors
DepartmentofSpecialEducationSaintJoseph'sUniversity
210MerionHall5600CityAvenue
Philadelphia,PA19131
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TABLEOFCONTENTSMissionandVisionoftheEducationUnit 4Introduction 5ApplyingForStudentTeaching 5StudentTeachingCourseDescription–SPE739 5StudentIntern/TeachingPlacements 6DescriptionofStudentandInternTeachingCandidates 6RolesoftheMajorParticipantsintheStudent/InternTeachingExperience 6 Student/InternTeacher 6CooperatingTeacher/StudentTeacherMentors-requirements 7SJUSeminar/CourseProfessor:SPE739 7StudentTeachers:TheStudent/InternTeachingExperience 7BackgroundClearances 7PriortoBeginningStudentTeaching 8DuringtheStudent/InternTeachingSemester 8ProfessionalResponsibilityandLiability 9ChangeofPlacement,Withdrawal,KSDActionPlan 9Dismissal 10ClassroomResponsibilities 10SchoolEmergencyandSafetyProcedures 10ConcludingStudentTeaching 10ProfessionalRelationships 11SchoolAdministrators 11Students 11ParentsandFamilies 11EvaluationofStudentTeachersandInternTeachers 11ObtainingTeacherCertification 11 InPennsylvania 11
OutsidePennsylvania 11 SupportingandMentoringStudentTeachers 12 ResponsibilitiesoftheCooperatingTeacher/StudentTeacherMentors 12IntegratingtheStudentTeacherintotheClassroom 13SuggestedStudentTeachingPreparations 13SuggestionsforCollegiality 13SuggestedWeeklyScheduleforStudentTeachers 14LessonPlanning 14EvaluationofStudentTeachers 1514-weekPlacements 16RequirementsofAllTeacherCandidates 15Appendices
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A:ApplicationDeadlines+Requirements+Accommodations(ifneeded) 17B:FrequentlyAskedQuestions(FAQs) 20 C:PAProfessionalCodeofConduct 22D:SASLessonPlanFormat&Rubric 27E:CooperatingTeacherObservationFormandRubric+TeachingPrinciples 30 F:FormalClassroomEvaluation:Knowledge,SkillsandDispositions(KSD)form 33G:KSDActionPlanforImprovementofStudentTeaching 36 H:PennsylvaniaDepartmentofEducationPDE430form 37I:ProfessorMid-semesterandFinalEvaluation 43
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MISSIONANDVISIONOFTHEEDUCATIONUNITSaintJoseph'sUniversityEducationPreparationProvider'sconceptualorganizingtheme,TeachingandLeadingwithMind(Reason),Heart(Compassion),andPurpose(SocialJustice),isgroundedbyasetofprinciplesandvaluesthatshapeourmission(whatwearechargedtodo)andourvision(whatweaspiretodo).TheEducatorPreparationProvider(EPP)'smissionistocultivateknowledgeable,caring,reflective,andsociallyconscientiouseducatorswhocanthinkcritically,inspireapassionforlearning,communicateeffectively,andadvocateintentionallyforallPK-12candidates,includingthosefromculturallynon-dominantcommunitiesandthosewhohavedistinctlearningneeds.TheEPPischargedtodeveloptheprofessionalhabitsofreflectivepractitioners,changeagents,teacher-researchers,andtransformationaleducators.Itisalsoresponsibletodevelopstrongandsustainablepartnershipswithschoolsandorganizationsinordertoincreaseourimpactonourshareoftheteacherandeducationalleadershippreparationmarket.Beyondthesepurposes,facultyinspecificdepartmentsarechargedwithparticulargoals.IntheDepartmentofEducationalLeadership,facultyareresponsibletoprepareschoolleaderswhounderstandthepedagogical,political,social,andculturalroleofeducationandwhoarewillingtoleadotherspreparingglobalandsocialjusticeorientedcitizens.FacultywhoteachintheOrganizationDevelopmentandLeadership(ODL)programeducateadultcandidatestotrain,educateandcoachemployees,leaders,communitymembersandothereducatorsintheartandscienceofpsychoeducationalprocessesandorganizationalpsychology.Thisprogramfocusesontheholistichealthoforganizationsandtheteamsandindividualleaderswhoworkinthoseorganizations.FacultyintheDepartmentofSpecialEducationareespeciallyinvestedinhelpingcandidatesdeveloptheskillsandknowledgetoaccommodateandmodifythelearningenvironmentforcandidateswithdivergentlearningneeds.FacultyintheDepartmentofTeacherEducationarespecificallychargedwithbuildingcandidates'knowledgeofschooling,development,technology,andteachingwithinspecificcontentareas.TheEPP'svisionistocreatecaring,committed,confident,andknowledgeableteachersandschoolleaders.Westrivetoproduceintellectuallycurious,ethical,reflective,andactivist-orientedprofessionalswhoarecommittedtothedemocraticpromiseofhighqualityeducationforallchildren.Tothisend,ourgraduatesshouldbepoliticallyawareandinvestedintransformingthepoliciesandpracticesthatunderminestudentachievement.Theyshouldbeabletoapplytheoreticalandanalyticalperspectivesaboutlearningandteachingtotheireverydaydecision-making.Amongtheseareunderstandingsaboutthevalues,perspectives,heritage,andculturalcapitalthatallcandidatesbringtoschool.Suchamindsetisessentialforcreatingculturallyrelevantprogramsthatallowcandidatestoidentifywithschool.Additionally,graduatesshouldbeknowledgeableabouttechnologytocreateintellectuallyengaginglearning
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environments.Theyshouldbeabletocommunicateandcollaboratewithdifferentstakeholdersandapplyeffectiveleadershipapproachestocreatehealthy,effective,andinclusivesystemswheregrowthandlearningcanhappen.INTRODUCTIONAccordingtothePennsylvaniaDepartmentofEducation,studentteachingisdefinedasasetoforganizedandcarefullyplannedclassroomteachingexperiencesrequiredofallcandidatesinapreparationprogram.Studentteachersareassignedtooneormoreclassrooms,closelysupervisedandmentoredbyacertifiedteacher,thecooperatingteacher,whoprovidesregularfeedbacktothestudentonhisorherclassroomteachingperformance.Generalsupervisionofstudentteachersisprovidedbyauniversityorcollegeprofessionaleducator.APPLYINGFORSTUDENTTEACHINGInformationonapplyingforstudentteachingshouldbecompletedbytheestablisheddates.SeeApplicationDeadlinesAppendixA.FrequentlyAskedQuestions(FAQs)arefoundinAppendixB.StudentTeachingCourseDescriptionSPE739StudentTeachingandProfessionalSeminar(Deaf/HH)(6credits)Thisisanindividuallydesigned6-creditfieldexperienceunderapprovedsupervision(includingbi-monthlyonlinesynchronousseminarmeetings).ThisexperienceisdesignedasthecapstoneprofessionalcourseforcandidatesseekingPennsylvaniaHearingImpaired(PK-12)certification.Itapproximatesfull-timeworking/teachingexperienceforonefullsemester.Attheconclusionofthisexperience,candidatesmusthavedemonstratedproficienciesinthefollowing:
• instructionalmanagementandspeciallydesignedinstruction,• studentengagementandmotivation,• curriculumplanning,• learningtheory,• problemsolvinginaneducationalsetting,• usingcomputersintheclassroom,• integratingreading,language,andliteracyskillsinallclassrooms,• theuseofaudiovisualmaterialsintheclassroom,• communicatingeffectivelywithstudentsandstaffmemberswhoaredeafor
hardofhearingintheirpreferredlanguagesandmodesofcommunication,• theidentificationofinstructionalresources,• assessmentofstudentachievement,
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• thedevelopmentofIEPgoalsandobjectives,• managementofamplificationsystems,• assessmentanddevelopmentoflisteningandspokenlanguageskills,• consultationwithgeneralclassroomteachers,• modificationoftheclassroomacousticenvironment,• anddevelopmentofstudentcompensatingstrategies.
Thisfieldworkcourseistypicallythefinalcourseinthecertificationsequence.StudentIntern/TeachingPlacements:SPE739StudentTeachingandProfessionalSeminarStudentteachersareexpectedtocompleteafullsemester(14weeks)ofhands-onteaching/co-teaching.Theclassmaybeinapublic(urbanorsuburban),private,residentialordayschoolforthedeaf,charter,segregatedspecialeducation,itinerantcaseloadorparochialschool.Anyself-containedclassroomneedstocontain100%ofstudentswithahearingloss.Alternateplacements,includingitinerantsettingswithdeafandhardofhearingstudents,willbeacceptedonacase-by-casebasis.ApprovalfromarepresentativeoftheSJUSpecialEducationDepartmentisrequiredforplacementinanyitinerantsetting.Inallplacements,studentteachingmentorsvisittheclassroomsandcollaboratewiththecooperatingormentorteacher(s)insupervisingandevaluatingthecandidateorinternteacher.Studentteachingcooperatingteachers/studentteachermentorsconducttwoformalobservationsofthestudentteacher.DescriptionofStudentandInternTeachingCandidatesCandidatesforintern/studentteachingareingoodstanding.Theseteacher/interncandidatesareinthelastsemesteroftheirrequiredcourseworktoqualifyforPennsylvaniaHearingImpairedPK-12teachingcertification.THEROLESOFTHEMAJORPARTICIPANTSINTHESTUDENT/INTERNTEACHINGEXPERIENCETheDepartmentofSpecialEducationisverymuchawareofthesignificantcontributionmadebytheschoolsthatparticipateinourstudent/internteachingprogram.Thecontinuedsupportandcooperationoftheseschoolsinsharingthisjointresponsibilityofteacherpreparationismostdeeplyappreciated.Amajorpurposeofthesupervisoryprocessistoprovidestudentandinternteacherswithregularfeedbacksothattheymaygrow.Providingthissupportingclimateisaresponsibilitysharedbyseveralpeople:Student/InternTeacher
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Thestudentteacherisauniversitystudentingoodstandingwhohascompletedthenecessaryprerequisitesofhis/herteachingspecializationandmeetstheselectioncriteria,includinggradepointaverage,whichhavebeenestablishedinhis/herarea.StudentTeachingCooperatingTeacher/StudentTeacherMentorTherequirementsofCooperatingteachers/StudentTeacherMentorsinfortheEducationoftheDeaf/HHPrograminclude:
• Mustbecertifiedasateacherofthedeaf/hh• Musthaveatleastthree(3)yearsofexperienceinteachingdeaf/hardofhearing
studentsCooperatingteachers/StudentTeacherMentorsshouldmeettheeducationalandcertificationstandardsofthestateinwhichtheyareteaching.Thecooperatingteachershouldbeahighlycompetentteacher,demonstratingexpertiseintheclassroom,skilledininterpersonalrelationships,andinterestedinguidingastudentteacher.Heorsheisthestudentteacher'sprimaryteachingresourceandwillworkwiththeuniversityprofessortohelpthestudentbecomeawareofhis/herstrengthsandweaknesses.Thecooperatingteacher'sassessmentofthestudent'sgrowthisofprimeconsiderationintheoverallevaluationofthestudentteacher.Studentteachersshouldplantomeetwiththeircooperatingteachers/studentteachermentorsatleastonceaweekforanhourtoreviewtheirperformanceandtosetupfeasibleplansforthefollowingweek.Shortdailysessionseitherbeforeorafterschoolsarealsorecommendedsincestudentteachersbenefitfromimmediatefeedbackandsupport.Discussionofprogresswillfocusonthesepoints:(a)Isthereprogressinthestudentteacher'swork?(b)Whatarethestudent'sstrengthsandweaknesses?(c)Howcanthestudentteacherimprove?Thestudentteachingcooperatingteacher/studentteachermentorisrequiredtocompletethePennsylvaniaDepartmentofEducationForm430twiceduringthestudentteachingplacement(seepp.50-58).Thecooperatingteacher/studentteachermentorwillmeetregularlytoconferencewiththestudentteacherforthepurposeofexchanginginformation,extendingguidanceinordertofurthertheprofessionalgrowthofthestudentteacher,andprovidingassistance.SJUSeminar/CourseProfessor-SPE739StudentTeachingandProfessionalSeminarTheSJUSeminar/CourseProfessorworkscollaborativelywiththeStudentTeachers,CooperatingTeachers,StudentTeacherMentors,andDirectorofStudentTeachingandFieldExperiences.TheSJUSeminar/CourseProfessorholdsregularseminar/coursemeetingswithStudentTeachers(face-to-faceorvirtuallyonline)todiscussstudentteacherconcerns,questions,properpedagogicaltechniques,andStudentTeacherevaluationprocedures.TheSJUSeminar/Courseprofessorisresponsibleforgivingthefinalgradeforthecourse(SPE739).
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STUDENTTEACHERS:THESTUDENT/INTERNTEACHINGEXPERIENCEBackgroundClearances:AllclearancesarerequiredtobeuploadedtotheSJUBlackboardpageunder“MyOrganizations.” TheCommonwealthofPennsylvania(PAAct24)requiresallpersonnelwhoworkinschoolstoobtain:
• aPACriminalBackgroundcheck• PAChildAbusebackgroundcheck• FBIfingerprinting• aTuberculosistest.
STUDENTSWILLNOTBEPERMITTEDTOATTENDANYFIELDEXPERIENCEORSTUDENTTEACHINGSITEWITHOUTCURRENTCLEARANCES.AllSt.Joseph'sUniversitystudentsmustobtaintherequiredclearancesimmediatelyuponacceptancetotheuniversity.Adelayinobtainingclearanceswillresultinadelayinobtainingaplacement.Studentswhomissrequiredweeksofstudentteachingduetolackofclearanceswillbeimpactedbyapossiblelowercoursegradeandreceiptofan“incomplete”fortheexperience.Allclearancesarevalidforonlyonecalendaryear,includingtheFBIfingerprinting.Theclearanceformsandinstructionscanbeobtainedathttps://sites.sju.edu/education/student-teaching/background-clearances/PriortoBeginningStudentTeaching
• Meetwithyourassignedcooperatingteacherandvisityourclassroom.(Skipthisstepifyouarealreadytheleadteacherinyourclassroom,andyouhavebeenapprovedtousethisplacementforyourstudentteachingplacement).
• Reviewallstudentteachingassignmentswithyourcooperatingteacher,ifyouhaveone.
• Completeanyrequiredpre-studentteachingassignmentsandreadings.• Meet(face-to-faceorvirtually)withyouruniversityInstructor.
DuringStudent/InternTeachingSemesterAttendance:Dailyattendanceforstudent/internteachersisrequired.Incaseofillnessoraccident,theschooland/orthecooperatingteacheraswellastheuniversityinstructorshouldbenotifiedbeforetheschooldaybegins.Theuniversityinstructorshouldalsobecontactedwhentheschoolisclosedbecauseofanemergency,andnotifiedaheadoftimeofallplannedschoolclosingsorschedulechangesduetoholidays,professionalmeetingsand/orconferences.Studentteacherswhohave
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excessiveabsenceswillberequiredtoextendthestudentteachingplacementforthenumberofmisseddays.Theabovemightnotbeapplicableifyouarestudentteachinginyourownclassroom.Dress:Studentteacherswillbeexpectedtodressprofessionally.Cuesforappropriatedressshouldbetakenfromthecooperatingteacherandotherprofessionalsintheschool.Besensitivetotheimagethatyouproject.ProfessionalResponsibilityandLiabilityCandidatesmustadheretheProfessionalCodeofConduct(AppendixC)throughouttheirparticipationinstudentteaching.Guidelines:Inyourroleasapre-serviceteachercandidateyoumaysharetheresponsibilitytosupervisechildren,thereforeyoumustbecomefamiliarandfollowthehostschool'ssafetyandsecuritypolicies.Intheeventthatyouobserveanyimminentcompromisetothesafetyofthestudentsorthebuilding,youmustreportthesituationtoyourhostteacherand/ortheschooladministration.AreportofthesituationmustalsobesenttotheDirectorofFieldExperiencesassoonaspossible.Ifyoususpectanyinappropriatetreatmentofchildrenbyanyone,youmustreportthistotheDirectorofFieldExperiencesimmediately.ChangeofPlacement,Withdrawal,ImprovementPlanandDismissalChangeofPlacementAchangeofplacementwillonlybeconsideredforextraordinaryandcompellingreasons.AnycandidatewhocontemplatesachangeofplacementmustdiscussthematterimmediatelywiththestudentteachermentorwhowillreportthesituationtotheDirectorofStudentTeaching.Thereisnoguaranteethatarequestforachangeofplacementwillbehonored.WithdrawalThewithdrawalfromstudentteachingfollowstheuniversitywithdrawalprocedurethatappliestoanyuniversitycourses.Knowledge,Skills,andDispositions(KSD)PlanInsomeinstances,theperformanceofacandidateduringstudentteachingmaywarrantaformalintervention.AKnowledge,Skills,andDispositions(KSD)actionplanisaformalinterventioninitiatedbythestudentteachermentor/cooperatingteacherand/oruniversityprofessortoaddressareasofconcernintheperformanceofthestudent
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teacher.Suchconcernsmayinclude,butarenotlimitedto:poorlessonplanning,ineffectiveinstructionaldelivery,classroommanagementissues,unwillingnesstocomplywithschoolrules,orunprofessionalbehavior.AKSDactionplanmaybewrittenatanytimeduringastudentteachingexperience,butitshouldprovide,whenfeasible,sufficienttimeforacandidatetoattempttoimprovehis/herperformancebasedontheobjectivesandstrategiescitedintheKSDActionPlan.(AppendixG)DismissalDuringthestudentteachingexperience,candidatesareexpectedtodevelop,apply,anddemonstrateproficiencyofacomplexsetofknowledge,skills,anddispositionsthatconstituteprofessionalteaching.Ifacandidate'sperformance,orprofessionaldispositionsarejudgedtobeunsatisfactory,thenheorshefacestheprospectofremovalfromstudentteaching,and/orfailureofthestudentteachingcourse,and/orremovalfromtheteacherpreparationprogram.Itistheresponsibilityofthesupervisoryteam,whichincludestheinstructorandcooperatingteacher/studentteachermentortojudgethecandidate'slevelofperformance,provideassistanceastimeandresourcesallow,andmakeafinalrecommendationtotheDirectorofStudentTeachingandtheChairofSpecialEducationregardingthecandidate'scontinuationinstudentteaching.ClassroomResponsibilitiesInadditiontoregularplanningandteaching,studentteacherswillbeexpectedtoperformothertasksrelatedtoteachingandclassroommanagementassuggestedbytheircooperatingteacher.Generally,studentteachersshouldassistwhereverpossibleintheclassroom.SchoolEmergencyandSafetyProceduresItisimperativethatallstudent/internteachersfamiliarizethemselveswithschoolanddistrictemergency/safetyproceduresuponarrivaltotheirstudentteachingplacement.Studentteachersshoulddiscussthesepolicieswithcooperatingteachersand/orschooladministrators.Someofthesemayinclude,butarenotlimitedtothefollowingcircumstances:
• Identifywhattodoincaseofanaccidentonschoolgrounds• Identifythepolicyregardingaggressionandrestrainingprocedures• Locatethenurse'sofficeandsafetysupplies• Identifythepolicyregardingsuspectedchildabuse• Determineschoolproceduresforemergencies(i.e.firedrills,snowdrills,bomb
threats)andlocatewhereemergencyexitsarelocated• Identifyschoolprocedureswithregardtothedispensingofmedication
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ConcludingStudentTeaching
• Conductclosureactivitywithstudents• Meetwithstudentteachermentorforfeedbackandsignevaluationforms• Submitfinalassignmentstotheprofessor
PROFESSIONALRELATIONSHIPSSchoolAdministratorsAlwaysreporttothemainofficewhenfirstenteringthecooperatingschool.Ifpossible,meetwiththePrincipalorAssistantPrincipalbeforeoratthebeginningoftheplacementwhowillexplain:
• Theorganizationandinstructionalprogramoftheschool;• Transportation,lunchroom,study/recess,andattendanceprocedures;• Therelationshipbetweentheschoolandthecommunityitserves
StudentsThestudentteachingexperienceoffersanopportunitytoworkwithawiderangeofindividuals,observethegrowthanddevelopmentspectrum,andevaluateone'sabilitytohandlethechallengesoftheteachingprofession.Partofthedevelopmentofaprofessionalattitudetowardstudentsistheassumptionofresponsibilityfortheirlearningandtherealizationthattheirsuccessorfailureisalsoyours.Thestudentteachermustbesympathetic,courteousandfriendly,butshouldnotbecomeoverlyfamiliarwithpupils.ParentsandFamiliesParentalandfamilycontactbystudentteachersisusuallylimited,andalwaysdelicate.Therefore,communicationswithparentsshouldbethroughthecooperatingteacherandmustbewithhisorherknowledgeandapproval.EvaluationofStudentandInternTeachersStudent/internteacherswillbeevaluatedbytheiruniversityprofessor,cooperatingteachers/studentteachermentor,andconductself-evaluationsduringtheirstudentteachingexperience.TheevaluationformsarelocatedintheAppendicesofthishandbook.OBTAININGTEACHINGCERTIFICATIONINPENNSYLVANIAInPennsylvania
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CandidatesseekingteachingcertificationinPennsylvanianeedtotaketheappropriatePennsylvaniaHearingImpairedPK-12examinationforteachingdeafandhardofhearingstudents:
• ETSSpecialEducation:EducationofDeafandHardofHearingStudents(5272(digitalcomputerversion)/0272(paperversion).
• ToqualifyforaPAInstructionalIHearingImpairedPK-12certificate,candidatesmustpassTWOETSPraxisexams:
• 1.5511FundamentalSubjects:ContentKnowledge(ThistestisrequiredforallcandidatesseekingaPK-12certificateinPA).NOTE:PraxisExam0014,whileithasasimilartitleisNOTacceptedinPA.
• 2.5272SpecialEducation:EducationofDeaf&HardofHearingNOTE:StudentsintheEducationoftheDeafandHardofHearingPK-12CertificateProgramareeligibleforinitialInstructionalIcertificationORInstructionalIIcertificationiftheyalreadyhaveanInstructionalIcertificateinanotherareaofstudy.Informationforthesetestsisavailableonthefollowingwebsite:www.pa.nesinc.com.Uponpassingoftheappropriateprofessionaltesting,student/internteachingcandidatesmayapplyforcertificationintheStateofPennsylvania,byaccessingtheTeacherInformationManagementSystem(TIMS)websiteofthePennsylvaniaDepartmentofEducation.OutsidePennsylvaniaCandidateswhowillbeworkinginastateotherthanPennsylvanianeedtosubmitastatespecificVerificationFormtotheOfficeofStudentTeachingandFieldExperiences,sothatdocumentationcanbesenttothehomestateconfirmingthatthecandidatehasfulfilledallrequirementstobecertifiedintheStateofPennsylvania.MoststateshavereciprocalrelationshipswithPennsylvania,althoughotherprofessionaltestingand/orcourserequirementsmayberequired.SUPPORTINGANDMENTORINGSTUDENTTEACHERSResponsibilitiesoftheCooperatingTeacher/StudentTeacherMentorThedevelopmentofcompetentteachersdependsoncooperationbetweenindividualsinhigherandbasiceducation.Duringthestudentteachingsemester,thisisbroughtaboutthroughapartnershipoftheuniversityprofessor,thecooperatingschool'sadministration,andthecooperatingteacher/studentteachermentor.Unquestionably,thecooperatingteacher/studentteachermentoristhekeystoneofthebridgebetweentheoryandpracticeaswellasbetweencollegiatepreparationandtheworldinwhich
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thestudentwillteach.Asaseasonedprofessional,thecooperatingteacher/studentteachermentorguidesthestudentteacher,providingmodelsforthestudenttoemulate,andsharesknowledgeandsuggestionsforcontinuedimprovement.Sheorhemusthaveawillingnesstoallowthestudentteachertotakeresponsibilityforteachingandmanagingtheirclasses.Responsibilitiesassociatedwithbeingacooperatingteacher/studentteachermentorinclude:
• Providingateachingmodelforthestudentteacher• Supervisingthestudentteacherinmeetingthespecificuniversityrequirements• Familiarizingthestudentteacherwithappropriatecurriculaandmaterialsforthe
instructionofstudents• Actingasamodelprofessional• Givingfeedbackonlessonplanningandperformancetothestudentteacher• Discussingthestudentteacher'sperformancewiththestudentteaching
instructorbyphoneand/orbywrittencommunications.IntegratingtheStudentTeacherintotheClassroomRoutineEveryclassroomsituationisunique.Insomecircumstancesstudentteachersmaynothavetheopportunitytoassumethetraditionalfullclassroomresponsibility.BothSaintJoseph'sUniversityandthePADepartmentofEducationacceptaco-teachingmodelforstudentteaching.Examplesofco-teachingmodalities:
• Onepersonteaches,theotherobserves• Onepersonteaches,theotherhelpsbyrotatingaroundtheclass• Eachteacherisinchargeofa“station”orlearningcenter• Parallelteaching:bothteachsamelessontohalfthegroup• Supplementalteaching:oneteachesthegradelevelgroup,theotheradifferent
abilitygroup• Alternateteachingstrategies-samelessonintwodifferentmodalities
SuggestedStudentTeachingPreparationsSuggestionspriortothestudentteacher'sarrival
• Sharethestudentteacher'snameandbackgroundwiththestudents.• Emphasizetheco-teachingrolewiththeclass.• Provideaworkplacewithafull-sizechairanddeskforthestudentteacher.
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• Gathernecessarymaterialsthatwillbeusefultothestudentteachersuchastextbooks,teacher'sguides,schoolhandbook,dailyschedule,etc.
• Orientthestudentteachertotheschoolandfacilities.SuggestionsforCollegiality
• Providethestudentteacherwiththefeelingofintellectualcollegiality.• Helpthestudentteachertodevelopasenseofresponsibledecision-making.• Allowthestudentteachertothinkthroughissueswiththeunderstandingthat
thecooperatingteacheriswillingtoprovidesupportandfeedback.• Definetowhatextentthestudentteachershouldparticipateoract
independentlyindiscipliningchildrenorinmakingclassassignment,etc.• Discusshowcloselythestudentteachershouldfollowtheteacher'sroutineand
methodsofteaching,and/ortowhatextentthestudentteacherispermittedtointroducenewpatterns.
SuggestedWeeklyScheduleforStudentTeachersPleasenote:Co-teachingisanacceptablemodel.Pleaseclearitwithyourstudentteachermentor.SPE739–StudentTeachingandProfessionalSeminar:EducationoftheDeaf/HHStudentTeacherswithOneFourteen-weekPlacement
Week1 Becomefamiliarwithroutines,lesson
planning,grading,observecooperatingteacher,assistwithplannedlessons
Week2 Becomefamiliarwithroutines,lessonplanning,grading,observecooperatingteacher,assistwithplannedlessons
Week3 Teachatleasttwoclasses/lessonsperday,assistwithplannedlessonsandsmall
groups,andoverallclassroommanagement
Weeks4,5and6 Assumeadditionalteachingresponsibility,responsibleforabout50%ofthecooperatingteacher’sduties;observeotherclassrooms
Weeks7through14 Assumeasmuchteachingresponsibilityaspossible;transitionbacktothecooperatingteachertowardstheendofthe14thweek
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LessonPlanningOneofthemostchallengingareasforstudentteachersisappropriateplanning.Thecooperatingteacher/studentteachermentorcanassistthestudentteacherinwritinglessonplansbymakinghisorherplansavailabletothestudentteacher,discussingplanspriortoclass,andgivingfeedbackaftertheplanshavebeenimplemented.Theuniversityprofessorwillaskforlessonplanstoevaluate.Cooperatingteachers/studentteachermentorshouldprovidefrequentfeedbacktothestudentteacherandtheuniversityinstructorregardingthestudentteacher'sgrowthinplanning.Eachstudentteacherisrequiredtokeepacomprehensivebindercontainingthelessonplanstaughtbythestudentteacher(SeeAppendixD:SASLessonPlanFormatandRubric).Thelessonplansaretobecheckedfrequentlybythecooperatingteacher/studentteachermentorandshouldalwaysbeavailablewhentheuniversityinstructorrequeststoseethem.Adecisionconcerningtheappropriatenessofreducinglessonplanlengthtoblockformwillbemadeinconversationsbetweenuniversityinstructor,cooperatingteacher/studentteachermentor,andthestudent/internteacher.EVALUATIONOFSTUDENTTEACHERSEvaluationofclassroomperformanceisveryimportanttothecontinuedprofessionalgrowthofthestudentteacher.Itisspecificandongoing,informalandformal.Studentteachersreceivefeedbackontheirwritingofdailylessonplansfromthecooperatingteacher/studentteachermentoranduniversityinstructor.Allevaluationsaretobeonlineviatheformsfoundhere-https://sites.sju.edu/education/student-teaching/student-teacher-mentor-resources/However,theformsareavailableintheappendicesforyourreference.14-weekPlacementsTheuniversityprofessorprovidesaformalwrittenclassroomobservationaftereachoftwo(2)videolessonreview(AppendixI).Studentteachersalsocompleteself-evaluationsoflessonsasrequiredbytheuniversityInstructor.Cooperatingteachers/studentteachermentorsprovidefeedbackonaregularbasisandalsocomplete:
1)aKnowledge,Skills,andDispositions(KSD)(AppendixF),2)aPDE430Mid-termevaluation(AppendixH),and3)aPDE430FinalEvaluation(AppendixH)ofthestudentteacherassignedtothem.
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Studentteachersareencouragedtoseekotherevaluationsoftheirteachingfromprincipalsandotherfacultymembersifpossible.RequirementsofAllTeacherCandidatesTosummarize,allstudentteachersmustbeobservedfour(4)timesduringstudentteachingbycooperatingteachers/studentteachermentorsusingtwo(2)PDE430evaluationinstruments(AppendixH)andtwo(2)cooperatingteacherclassroomobservationforms(AppendixE).TwosatisfactoryPDE430evaluationsarerequiredforattainingteachercertificationinPennsylvania.Additionally,one(1)Knowledge,Skills,andDispositions(KSD)(AppendixF)evaluationmustbecompletedbythecooperatingteacheratMidterm.
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APPENDIXAThecurrentstudentteachingapplicationcanbefoundat-https://sites.sju.edu/education/student-teaching/teacher-candidate-resources/APPLICATIONDEADLINESApplicationsandrequireddocumentationmustbesubmittedbytheapplicationdeadlinelistedbeloworstudentsmaynotbeabletoregisterforstudent/internteaching.SpringSemester: PrecedingMay15FallSemester: PrecedingJanuary15REQUIREDDOCUMENTATIONFORALLCANDIDATES_____CompletedApplication_____Officialtranscriptsforanyoutstandingprerequisites_____CurrentClearancesrequiredbyyourstateorifyouareemployedwhereyouwillbestudentteachingaletterfromyourschool(onschoolletterhead)statingthefactthatyourclearancesareonfile.AllclearancesarerequiredtobeuploadedtoyourBlackboardpageunderMyOrganizations.REQUIREDDOCUMENTATIONFORCANDIDATESCOMPLETINGSTUDENT/INTERNTEACHINGINPAIfyouarestudentteachinginyourplaceofemployment,youarerequiredtopresentaletteronschoolstationerysignedbyaschoolofficialdocumentingthatyouareincompliancewithstateregulatedclearances.Ifyouarestudentteachinginaschoolotherthanwhereyouareemployed,pleasesubmitthefollowingdocumentswithvaliddatesthroughtheentirestudentteachingperiod:_____ThePAStatePoliceRequestforCriminalRecords_____TheChildAbuseHistoryClearance_____P.P.D.TuberculinTest_____FederalCriminalHistoryRecord
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REQUIREDDOCUMENTATIONFORCANDIDATESCOMPLETINGSTUDENTTEACHINGOUTSIDEPENNSYLVANIAIfstudentteachingoutsidePAinyourplaceofemployment,youarerequiredtopresentaletteronschoolstationerysignedbyaschoolofficialdocumentingthatyouareincompliancewithstateregulatedclearances.Ifyouarestudentteachinginaschoolotherthanwhereyouareemployed,pleasesubmittheclearanceswhicharerequiredbylawinyourstateorcountry.ACCOMMODATIONSRequestsforAccommodations:StudentswithdisabilitiesrequiringreasonableaccommodationsfortheirstudentteachingareurgedtocontacttheDirectorofStudentTeachingandFieldExperiencesandtheOfficeofServicesforStudentswithDisabilitiesassoonaspossible.Reasonableacademicaccommodationsmaybeprovidedtostudentswhosubmitappropriatedocumentationoftheirdisability.StudentsareencouragedtocontacttheOfficeofStudentDisabilityServicesat610.660.1774(voice)or610.660-1620(TTY)iftheyhaveorthinktheymayhaveadisabilityandwishtodetermineeligibilityforacademicaccommodations.DISMISSALFROMSTUDENTTEACHINGTheSJUSpecialEducationDepartmentreservestherighttodismissanystudentfromstudent/internteachingwhodoesnotproperlyrepresenttheschoolintermsofprofessionalbehaviororgoodmoralcharacter;whobehavesinamannerwhichdoesnotmeettheexpectationsoftheprofession;whoisinadequatelyprepared;orwhoisphysically,intellectually,oremotionallyunabletomeetthedemandsofaclassroomsetting(withtheprovisionofreasonableaccommodationsincasesofstudentswithdisabilities).STUDENT/INTERNTEACHINGHANDBOOKStudentsshouldprepareinadvanceforstudent/internteachingbyconsultingtheStudent/InternTeachingHandbook,whichcanbedownloadedfromtheStudentTeachingResourceCenterforOnlineStudents.Studentsshouldobtainacopyoftheappropriatehandbookforthemselvesandonecopyfortheircooperatingormentorteacher(s).COURSEWORK&GPAREQUIREMENTStudent/InternTeachingisthecapstoneexperienceintheSpecialEducationprogramatSaintJoseph'sUniversity.Student/Internteachingshouldbeconductedafterallrequiredcorecourseworkiscompleted.Allstudentsarerequiredtoobtainaminimumofa3.0GPAatSaintJoseph'sUniversitytoqualifyforStudent/InternTeachingandPAcertification.StudentslackingtherequiredGPAforstudentteachingshouldcontact
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theirstudentservicescoordinatorpriortosubmittinganapplicationforstudent/internteaching.PLACEMENTINFORMATIONIFALREADYSECURED*Ifyouhavenotsecuredyourownplacementyet,pleaseskipthissection
• Studentteachingcanbecompletedataprivateorpublicschoolthatservesstudentsatthegradelevelinwhichyouareseekingcertification.
• Itispossibletostudentteachinyourownclassroom.• Becauseofpotentialethicalissuesandconflictofinterestofpartiesinvolved,
studentscannotbeplacedattheirformerhighschool,aschooldistrictorschoolattendedbytheirownchildren,oraschoolatwhichaparent,sibling,orrelativeisemployed.
• Itisthestudentteacher'sresponsibilitytofindtransportationtoandfromthestudentteachingsite.
• Onceaplacementissecured,SJUwillassignastudentteachingmentorwhowillconductobservationsofyourteaching.
• IfyouliveoutsideoftheUnitedStates,yourstudentteachingmusttakeplaceinanInternationalSchool.
• Onceaplacementissecured,SJUwillassignastudentteachingcooperatingteacher/studentteachermentorwhowillconductobservationsofyourteaching.
• Itisthestudentteacher'sresponsibilitytofindtransportationtoandfromthestudentteachingsite.
Ifyouarehavingproblemssecuringaplacementand/oracooperatingteacher,pleaseprovideabriefdescriptionofthechallengesyouarefacingandhowyouwouldlikeSJUtohelp.APPLICATIONPROCESSAllapplicationsmustbecompletedandsubmittedon-line.Onceanapplicationisreceived,itwillbereviewedbytheDirectorofStudentTeachingandFieldExperiencesandthestudentwillbenotifiedwithin30daysaftertheapplicationdeadlineoftheirstatus.
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APPENDIXB-FrequentlyAskedQuestions(FAQs)SPE739StudentTeachingandProfessionalSeminar–(EducationoftheDeafandHardofHearing)PLEASENOTE:THEFOLLOWINGANSWERSAREANATTEMPTONTHEPARTOFTHESPECIALEDUCATIONDEPARTMENTTORESPONDTOFREQUENTLYASKEDQUESTIONSREGARDINGTHESPE739(Deaf/HH)STUDENTTEACHINGEXPERIENCE.THEANSWERSARESUBJECTTOCHANGEUNTILAFINALPDEREVIEWOCCURS.1.HowlongisthestudentteachingexperienceforSPE739(Deaf/HH)?ThestudentteachingexperienceforSPE739(Deaf/HH)isforafullsemesterandistobetakenasthecapstoneandfinalcoursefortheEducationoftheDeafandHardofHearingProgram.SPE739isa6-creditcourse.2.WheredoIbegintofindaplacementformystudentteachinginEducationoftheDeafandHardofHearing?SJUcandidatesfindpotentialstudentteachingsitesintheirlocalareasthatfittheEducationoftheDeafandHardofHearingstudentteachingplacementcriteria.ThatdescriptionshouldbeincludedonthestudentteachingapplicationandsubmittedtotheSJUStudentTeachingCoordinatorforapproval.Oncetheplacementhasbeenapproved,theSJUStudentTeachingCoordinatorwillrequestaschooladministratortoserveasanSJUapprovedstudentteachingmentor.Ifassistanceinfindingaplacementisneeded,contacttheStudentTeachingLiaison. 3.IsitpossibletodotheSPE739studentteachingexperienceatmycurrentschool(whereIamemployed)withanyoftheteachersofthedeafandhardofhearingthere?Yes,candidatesarepermittedtostudentteachattheirownschoolwiththepermissionoftheSJUSpecialEducationDepartmentandtheschooladministration;however,thisplacementmustmeetthestudentteachingplacementcriteria.4.Whosupervisesmeforthisexperience?AmemberoftheadministrationorateacherattheschoolwhereyouareassignedwillbecontractedbytheSJUStudentTeachingCoordinatortodeterminewhowillsuperviseyou.5.Dothestudentteachermentorandcooperatingteacherwhoworkwithmegetanycreditorremunerationfortheirwork?
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Thecooperatingteacher/studentteachermentorofthisexperiencewhoevaluatesthestudentteacherusingthePDE430evaluationform(twice)willreceiveasmallstipendfromSJU.6.DoestheSPE739StudentTeachingexperienceneedtobewhole-classteachingorcanitbesmallgroups?Canitbeone-on-oneteaching?Theclassroomforthisexperiencemaybeinapublic(urbanorsuburban),private,residentialordayschoolforthedeaf,charter,segregatedspecialeducation,orparochialschool.Anyself-containedclassroomneedstocontain100%ofstudentswithahearingloss.Alternateplacements,includingitinerantsettingswithdeafandhardofhearingstudents,willbeacceptedonacase-by-casebasis.ApprovalfromarepresentativeoftheSJUSpecialEducationDepartmentisrequiredforplacementinanyitinerantsetting.7.MayIobservefirstbeforeIbeginface-to-faceinstruction?Duringtheweekbeforeyoubeginyourstudentteachingcommitment,youareexpectedtovisityourclassroomandintroduceyourselftoyourcooperatingteacher.Yourfirstfullweekofstudentteachingshouldbeusedtoobservetheclass,yourcooperatingteacher,andotherteachersasdeemednecessarybyyourcooperatingteacher.
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APPENDIXC
PACodeofProfessionalPracticeandConductCOMMONWEALTHOFPENNSYLVANIA
ProfessionalStandardsandPracticesCommission333MarketStreet,Harrisburg,PA17126-0333Phone:(717)787-6576
ANNEXATITLE22.EDUCATIONPARTXIV.PROFESSIONALSTANDARDSANDPRACTICESCOMMISSIONCHAPTER235.CODEOFPROFESSIONALPRACTICEANDCONDUCTFOREDUCATIONSection235.1.Mission.235.2.Introduction.235.3.Purpose.235.4.Practices.235.5.Conduct.235.6.LegalObligations.235.7.Certification.235.8.CivilRights.235.9.Improperpersonalorfinancialgain.235.10.Relationshipswithstudents.235.11.Professionalrelationships.§235.1.Mission.TheProfessionalStandardsandPracticesCommissioniscommittedtoprovidingleadershipforimprovingthequalityofeducationinthisCommonwealthbyestablishinghighstandardsforpreparation,certification,practiceandethicalconductintheteachingprofession.§235.2.Introduction.(a)Professionalconductdefinesinteractionsbetweentheindividualeducatorandstudents,theemployingagenciesandotherprofessionals.Generally,theresponsibilityforprofessionalconductrestswiththeindividualprofessionaleducator.However,inthisCommonwealth,aCodeofProfessionalPracticeandConduct(Code)forcertificatededucatorsisrequiredbystatuteandviolationofspecifiedsectionsoftheCodemayconstituteabasisforpublicorprivatereprimand.ViolationsoftheCodemayalsobeusedassupportingevidence,thoughmaynotconstituteanindependentbasis,forthesuspensionorrevocationofacertificate.TheProfessionalStandardsandPracticesCommission(PSPC)waschargedby
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theActofDecember12,1973(P.L.397,No.141)(24P.S.§§12-1251--12-1268),knownastheTeacherCertificationLaw,withadoptingaCodebyJuly1,1991.See24P.S.§12-1255(a)(10).(b)Thischaptermakesexplicitthevaluesoftheeducationprofession.WhenindividualsbecomeeducatorsinthisCommonwealth,theymakeamoralcommitmenttoupholdthesevalues.§235.3.Purpose.(a)ProfessionaleducatorsinthisCommonwealthbelievethatthequalityoftheirservicesdirectlyinfluencestheNationanditscitizens.Professionaleducatorsrecognizetheirobligationtoprovideservicesandtoconductthemselvesinamanner,whichplacesthehighestesteemonhumanrightsanddignity.Professionaleducatorsseektoensurethateverystudentreceivesthehighestqualityofserviceandthateveryprofessionalmaintainsahighlevelofcompetencefromentrythroughongoingprofessionaldevelopment.Professionaleducatorsareresponsibleforthedevelopmentofsoundeducationalpolicyandobligatedtoimplementthatpolicyanditsprogramstothepublic.(b)Professionaleducatorsrecognizetheirprimaryresponsibilitytothestudentandthedevelopmentofthestudent'spotential.Centraltothatdevelopmentistheprofessionaleducator'svaluingtheworthanddignityofeveryperson,studentandcolleaguealike;thepursuitoftruth;devotiontoexcellence;acquisitionofknowledge;anddemocraticprinciples.Tothoseends,theeducatorengagesincontinuingprofessionaldevelopmentandkeepscurrentwithresearchandtechnology.Educatorsencourageandsupporttheuseofresourcesthatbestservetheinterestsandneedsofstudents.Withinthecontextofprofessionalexcellence,theeducatorandstudenttogetherexplorethechallengeandthedignityofthehumanexperience.§235.4.Practices.(a)Professionalpracticesarebehaviorsandattitudesthatarebasedonasetofvaluesthattheprofessionaleducationcommunitybelievesandaccepts.Thesevaluesareevidencedbytheprofessionaleducator'sconducttowardstudentsandcolleagues,andtheeducator'semployerandcommunity.WhenteachercandidatesbecomeprofessionaleducatorsinthisCommonwealth,theyareexpectedtoabidebythissection.(b)Professionaleducatorsareexpectedtoabidebythefollowing:(1)ProfessionaleducatorsshallabidebythePublicSchoolCodeof1949(24P.S.§§1-101--27-2702),otherschoollawsofthisCommonwealth,sections1201(a)(1),(2)and(4)andsections1201(b)(1),(2)and(4)ofthePublicEmployeeRelationsAct(43P.S.§§1101.1201(a)(1),(2)and(4),and1101.1201(b)(1),(2)and(4),andthischapter.(2)Professionaleducatorsshallbeprepared,andlegallycertified,intheirareasofassignment.Educatorsmaynotbeassignedorwillinglyacceptassignmentstheyarenotcertifiedtofulfill.Educatorsmaybeassignedtooracceptassignmentsoutsidetheircertificationareaonatemporary,short-term,emergencybasis.Examples:ateacher
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certifiedinEnglishfillinginaclassperiodforaphysicaleducationteacherwhohasthatdaybecomeill;asubstituteteachercertifiedinelementaryeducationemployedasalibrarianforseveraldaysuntilthedistrictcanlocateandemployapermanentsubstituteteachercertifiedinlibraryscience.(3)Professionaleducatorsshallmaintainhighlevelsofcompetencethroughouttheircareers.(4)Professionaleducatorsshallexhibitconsistentandequitabletreatmentofstudents,felloweducatorsandparents.Theyshallrespectthecivilrightsofallandnotdiscriminateonthebasisofrace,nationalorethnicorigin,culture,religion,sexorsexualorientation,maritalstatus,age,politicalbeliefs,socioeconomicstatus,disablingconditionorvocationalinterest.Thislistofbasesofdiscriminationisnotall-inclusive.(5)Professionaleducatorsshallacceptthevalueofdiversityineducationalpractice.Diversityrequireseducatorstohavearangeofmethodologiesandtorequestthenecessarytoolsforeffectiveteachingandlearning.(6)Professionaleducatorsshallimparttotheirstudentsprinciplesofgoodcitizenshipandsocietalresponsibility.(7)Professionaleducatorsshallexhibitacceptableandprofessionallanguageandcommunicationskills.Theirverbalandwrittencommunicationswithparents,studentsandstaffshallreflectsensitivitytothefundamentalhumanrightsofdignity,privacyandrespect.(8)Professionaleducatorsshallbeopen-minded,knowledgeableanduseappropriatejudgmentandcommunicationsskillswhenrespondingtoanissuewithintheeducationalenvironment.(9)Professionaleducatorsshallkeepinconfidenceinformationobtainedinconfidenceinthecourseofprofessionalserviceunlessrequiredtobedisclosedbylaworbyclearcompellingprofessionalnecessityasdeterminedbytheprofessionaleducator.(10)Professionaleducatorsshallexertreasonableefforttoprotectthestudentfromconditionswhichinterferewithlearningorareharmfultothestudent'shealthandsafety.§235.5.Conduct.Individualprofessionalconductreflectsuponthepractices,values,integrityandreputationoftheprofession.Violationof§§235.6--235.11mayconstituteanindependentbasisforprivateorpublicreprimand,andmaybeusedassupportingevidenceincasesofcertificationsuspensionandrevocation.§235.6LegalObligations.(a)TheprofessionaleducatormaynotengageinconductprohibitedbytheactofDecember12,1973(P.L.397,No.141)(24P.S.§§12-1251--12-1268),knownastheTeacherCertificationLaw.(b)Theprofessionaleducatormaynotengageinconductprohibitedby:(1)ThePublicSchoolCodeof1949(24P.S.§§1-101--27-2702)andotherlawsrelatingtotheschoolsortheeducationofchildren.
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(2)TheapplicablelawsoftheCommonwealthestablishingethicsofpublicofficialsandpublicemployees,includingthePublicOfficialandEmployeeEthicsLaws,ActofOctober4,1978(P.L.883,No.170),asamended,65P.S.§§401--413.(c)Violationofsubsection(b)shallhavebeenfoundtoexistbyanagencyofproperjurisdictiontobeconsideredanindependentbasisfordiscipline.§235.7.Certification.Theprofessionaleducatormaynot:(1)Acceptemployment,whennotproperlycertificated,inapositionforwhichcertificationisrequired.(2)Assistentryintoorcontinuanceintheeducationprofessionofanunqualifiedperson.(3)Employ,orrecommendforemployment,apersonwhoisnotcertificatedappropriatelyfortheposition.§235.8.Civilrights.Theprofessionaleducatormaynot:(1)Discriminateonthebasisofrace,nationalorethnicorigin,culture,religion,sexorsexualorientation,maritalstatus,age,politicalbeliefs,socioeconomicstatus,disablingconditionorvocationalinterestagainstastudentorfellowprofessional.Thislistofbasesofdiscriminationisnotall-inclusive.Thisdiscriminationshallhavebeenfoundtoexistbyanagencyofproperjurisdictiontobeconsideredanindependentbasisfordiscipline.(2)Interferewithastudent'sorcolleague'sexerciseofpoliticalandcivilrightsandresponsibilities.§235.9.Improperpersonalorfinancialgain.Theprofessionaleducatormaynot:(1)Acceptgratuities,giftsorfavorsthatmightimpairorappeartoimpairprofessionaljudgment.(2)Exploitaprofessionalrelationshipforpersonalgainoradvantage.§235.10.Relationshipswithstudents.Theprofessionaleducatormaynot:(1)Knowinglyandintentionallydistortormisrepresentevaluationsofstudents.(2)Knowinglyandintentionallymisrepresentsubjectmatterorcurriculum.(3)Sexuallyharassorengageinsexualrelationshipswithstudents.(4)Knowinglyandintentionallywithholdevidencefromtheproperauthoritiesaboutviolationsofthelegalobligationsasdefinedwithinthissection.§235.11.Professionalrelationships.Theprofessionaleducatormaynot:(1)Knowinglyandintentionallydenyorimpedeacolleagueintheexerciseorenjoymentofaprofessionalrightorprivilegeinbeinganeducator.(2)Knowinglyandintentionallydistortevaluationsofcolleagues.(3)Sexuallyharassafellowemployee.
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(4)Usecoercivemeansorpromisespecialtreatmenttoinfluenceprofessionaldecisionsofcolleagues.(5)Threaten,coerceordiscriminateagainstanycolleaguewhoingoodfaithreportsordisclosestoagoverningagencyactualorsuspectedviolationsoflaw,agencyregulationsorstandards.
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APPENDIXD-SaintJoseph'sUniversitySASLessonPlanFormatandRubricCandidate'sName_________________________________________________ CoursePrefix/Number/Section________________Date______________Subject_____________________ GradeLevel__________Duration__________________________LessonTopic________________________________________________________________________1.BigIdea(s)andRelatedEssentialQuestion(s)2.InstructionalObjectives3.RelatedAcademicStandards:CommonCoreand/orPAStandards4.Vocabulary5.Materials/Resources6.InstructionalProcedures IngeneralthelessonplanInstructionalProceduressectionshouldhaveaminimumofthreesections(e.g.:Introduction,DevelopmentalActivities,Closure).However,theexactsectionsmaydifferbycontentareaand/ortypeoflesson.Forexample,thesectionsforanInvestigativelessoninMathematicsshouldincludeInitiate,Investigate,andSummarizesections,andanInquiry-BasedlessoninScienceshouldfollowthe6-Emodel-Engage,Explore,Explain,Extend,Evaluate,e-Learning.7.AddressingLearners'DiverseNeeds
• Accommodationsandadaptations(IEPs,504Plans,at-riskstudents)• LanguageadjustmentsmadeforspecificELPlevels(includeELPlevelandPAELP
Standard/s)• Challengesforadvancedlearners
8.Formative/SummativeAssessment9.ReflectiononPlanning/Instruction;DataAnalysisandPlanforRe-teaching(asapplicable)
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SaintJoseph’sUniversity
LessonPlanRubric
Elements Exemplary(3points)
Proficient(2points)
Basic(1point)
Unsatisfactory(0points)
Score/Comments
Section 1
Essential Questions
Essential questions are connected to the SAS framework and are specifically linked to Big Idea(s).
Big Idea(s) very clearly stated. The candidate’s Essential Question(s) are specifically linked to Big Idea(s) and are aligned to lesson content.
Big Idea(s) clearly stated. Most of the candidate’s Essential Question(s) are linked to Big Idea(s) and are mostly aligned to lesson content..
Big Idea(s) need to be stated more clearly. Some of the candidate’s Essential question(s) are somewhat linked to Big Idea(s) and are somewhat aligned to lesson content.
The candidate does not yet connect the Essential Question(s) to the Big Idea or align them to lesson content. .
Section 2
Learner Outcomes Instructional objectives directly relate to the lesson topic and are written in observable and measurable terms.
The candidate demonstrates a clear connection between the lesson topic and the learner outcomes. The instructional objectives are clearly observable and measurable.
The candidate connects most of the learner outcomes to the lesson topic. Most of the instructional objectives are observable and measurable.
The candidate connects some of the learner outcomes to the lesson topic and/or some of the instructional objectives are observable and measurable.
The candidate does not yet connect the learner outcomes to the lesson topic. The instructional objectives are not observable and measurable.
Section 3
Standards Common Core and/or PA Standards are listed based on learner outcomes.
The candidate demonstrates the ability to select appropriate academic standards based on learner outcomes.
The candidate demonstrates the ability to select mostly appropriate academic standards based on learner outcomes.
The candidate demonstrates the ability to select some of the appropriate academic standards based on learner outcomes.
The candidate does not yet demonstrate the ability to select appropriate academic standards based on learner outcomes.
Section 4
Vocabulary Essential terms to be introduced in the lesson are identified.
The candidate’s essential terms are fully connected to the lesson and are appropriate to the targeted grade level.
Most of the candidate’s essential terms are connected to the lesson and are appropriate to the targeted grade level.
Some of the candidate’s essential terms are connected to the lesson and appropriate to the targeted grade level.
Few or none of the candidate’s essential terms are connected to the lesson and appropriate to the targeted grade level.
Section 5
Materials/Resources List of all materials required for the lesson as well as resources utilized in lesson development.
The candidate has included a complete and appropriate set of materials, including very creative materials, as well as resources used to develop the lesson.
The candidate has included a mostly complete and appropriate set of materials, including some creative materials, as well as resources used to develop the lesson.
The candidate has included a somewhat complete and appropriate set of materials, including few creative materials and/or resources used to develop the lesson.
The candidate has not included a complete or appropriate set of materials and resources for this lesson with no creative materials
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Elements Exemplary(3points)
Proficient(2points)
Basic(1point)
Unsatisfactory(0points)
Score/Comments
Section 6
Instructional Procedures
Instructional strategies planned, such as explicit instruction, modeling, active engagement, scaffolding, etc.
The candidate provides extensive evidence of appropriate teaching strategies and approaches, reflecting best practices with maximum active student participation.
The candidate provides ample evidence of appropriate strategies and approaches reflecting best practices with active student participation.
The candidate provides some evidence of appropriate strategies and approaches reflecting best practices with active student participation.
The candidate does not yet provide evidence of appropriate strategies and approaches reflecting best practices with active student participation.
Section 7 Addressing Learners’
Diverse Needs Meets the needs of students with diverse needs.
The candidate selects teaching strategies and approaches that demonstrate extensive knowledge of the needs of diverse learners.
The candidate selects teaching strategies and approaches that demonstrate, in most cases, knowledge of the needs of diverse learners.
The candidate selects some strategies and approaches that demonstrate knowledge of the needs of diverse learners.
The candidate does not yet select strategies and approaches that demonstrate knowledge of the needs of diverse learners.
Section 8
Formative/Summative Assessments Assessments should be aligned with Essential Questions, Instructional Objectives, and Academic Standards; including artifacts and/or student work samples as applicable.
The candidate demonstrates extensive knowledge of effective assessment by using appropriate assessments aligned with Essential Questions, Instructional Objectives, and Academic Standards.
The candidate demonstrates knowledge of effective assessment in that most of the assessments used are aligned with Essential Questions, Instructional Objectives, and Academic Standards
The candidate demonstrates some knowledge of effective assessment in that some of the assessments used are aligned with Essential Questions, Instructional Objectives, and Academic Standards.
The candidate does not yet demonstrate knowledge of effective assessment in that assessments are lacking that align with Essential Questions, Instructional Objectives, and Academic Standards.
Section 9
Data Analysis and Reflection on Planning /Instruction; Plans for Re-teaching (as applicable) Reflection includes evaluation of the lesson planning and, if taught, of the data collection and implementation of the lesson, as well as the plan for re-teaching.
Supporting artifacts and student work samples included are representative of all of the areas assessed; the candidate presents extensive data analysis and reflection on planning and instruction, as well as plans for re-teaching (as applicable).
Supporting artifacts and student work samples included are representative of most of the areas assessed; the candidate presents adequate data analysis and reflection on planning and instruction, as well as some good discussion on plans for re-teaching (as applicable).
Supporting artifacts and student work samples included are representative of some of the areas assessed; the candidate presents some data analysis and reflection on planning and instruction, as well as some discussion on plans for re-teaching (as applicable).
Supporting artifacts and student work samples representing areas assessed are not included; the candidate does not yet present data analysis and reflection on planning and instruction or plans for re-teaching (as applicable)
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APPENDIXE–CooperatingTeacherObservationFormandRubricThisdocumentishereforreference.Pleasesubmitonlineusingtheformsfoundhere-https://sites.sju.edu/education/student-teaching/cooperating-teacher-resources/EvaluationCriteriaforStudentTeaching(ClassroomObservationForm)SPE739StudentTeachingandProfessionalSeminar(Deaf/HH)(6credits)StudentTeacher________________________Date_____________Time__________UniversityInstructor___________________________Grade/Subject_______________________________Directions:Foreachoftheoutcomes,useoneofthefollowingmarks:S-Satisfactory;NI-NeedsImprovement;U-Unsatisfactory;NA-NotApplicable.Principle1:Theteachercandidateunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthedisciplineheorsheteachesandcancreatelearningexperiencesthatmaketheseaspectsofsubjectmattermeaningfulforallcandidates.PA354.33.(1)(i)(A)___1.Demonstratingcontentknowledge.___2.Representingcontent.___3.Conveyingenthusiasm.Comments:Principle2:Theteachercandidateunderstandshowallchildrenlearnanddevelopandcanprovidelearningopportunitiesthatsupporttheirintellectual,social,career,andpersonaldevelopment.PA354.33.(1)(i)(B)__1.Demonstratingknowledgeofdevelopmentalcharacteristics.__2.Activatespriorknowledgeandexperience.__3.DevelopsmaterialsappropriateforDeafandhardofhearinglearners.Comments:Principle3:Theteachercandidateunderstandshowcandidatesdifferintheirapproachestolearningandcreatesinstructionalopportunitiesthatfosterachievementofdiverselearnersintheinclusiveclassroom.PA354.33.(1)(i)(C)____1.Teachingtoindividuallearningabilities.____2.Expectationsforlearningandachievement.Comments:
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Principle4:Theteachercandidateunderstandsandusesavarietyofinstructionalstrategiestoencouragecandidates'developmentofcriticalthinking,problemsolving,andperformanceskills.PA354.33.(1)(i)(D)___1.Multipleteachingstrategies,activelearning,modeling.___2.Studentteacherroleininstructionalprocess.Comments:Principle5:Theteachercandidateusesanunderstandingofindividualandgroupmotivationandbehaviortocreatealearningenvironmentthatencouragespositivesocialinteraction,activeengagementinlearning,andself-motivation.PA354.33.(1)(i)(E)___1.Managementoftransitions.___2.Managementoftimeandmaterials.___3.Directionsandprocedures.___4.Pacing.___5.Performanceofnon-instructionalduties.___6.Positiveclimateforintrinsicmotivation.___7.Establishingexpectationsforbehavior.___8.Monitoringstudentbehavior.___9.Responsetostudentmisbehavior.___10.UsesclasstimeeffectivelyandpaceslessonstomaintainDeafandhardofhearingstudents'attendingbehavior.Comments:Principle6:Theteachercandidateusesknowledgeofeffectiveverbal,nonverbal,andmediacommunicationtechniquessupportedbyappropriatetechnologytofosteractiveinquiry,collaboration,andsupportiveinteractionintheclassroom.PA354.33.(1)(i)(F)___1.Oralandwrittenlanguage.___2.Qualityofquestions.___3.Discussiontechniqueswithstudentparticipation.___4.Useofmediaandtechnology.___5.Usesclearandappropriateorallanguageand/orsignlanguagewithDeafandhardofhearingstudents___6.Demonstratesappropriatefamiliaritywithandknowledgeofthemanagementandmaintenanceofassistivelisteningandcommunicationdevices(hearingaids,FMunits,SoundFieldsystems,etc.)Comments:Principle7:Theteachercandidateplansinstructionbaseduponknowledgeofsubjectmatter,candidates,thecommunity,andcurriculumgoals.PA354.33.(1)(i)(G)
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___1.Developingdifferenttypesofgoals.___2.Short-andlong-termplanning(includingunitplans).___3.Lessonplans:monitoringandadjustment.___4.Establishinggoalswithhighexpectations.Comments:Principle8:Theteachercandidateunderstandsandusesformalandinformalassessmentstrategiestoevaluateandensurethecontinuousintellectual,social,andphysicaldevelopmentoflearner.PA354.33.(1)(i)(H)___1.Usingavarietyofformal/informalassessmenttechniques.___2.Assessmentdatausedinlessonplanning/adjustment.___3.Recordingandmonitoringassessmentdata.Comments:Principle9:Theteachercandidatethinkssystematicallyaboutpractice,learnsfromexperience,seekstheadviceofothers,drawsuponeducationalresearchandscholarship,andactivelyseeksoutopportunitiestogrowprofessionally.PA354.33.(1)(i)(I)___1.Reflectiononteaching.___2.Professionalgrowth.Comments:Principle10:Theteachercandidatecontributestoschooleffectivenessbycollaboratingwithotherprofessionalsandparents,byusingcommunityresources,andbyworkingasanadvocatetoimproveopportunitiesforstudentlearning.PA354.33.(1)(i)(J)___1.Sensitivitytostudentneedsandawarenessofcommunityresources.___2.Establishingprofessionalrelationships.___3.Respectfulandproductivecommunicationwithfamilies.Comments:SignatureofObserver____________________________________Date:___________SignatureofStudent/InternTeacher_______________________Date:____________
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APPENDIXF-Knowledge,Skills,andDispositions(KSD)form-Thisdocumentishereforreference.Pleasesubmitonlineusingtheformsfoundhere-https://sites.sju.edu/education/student-teaching/student-teacher-mentor-resources/TobecompletedbyCooperatingTeachers/StudentTeacherMentors,UniversityProfessor,andStudent/InternTeachersST.JOSEPH'SUNIVERSITYTeacherCandidateMID-TERMASSESSMENT:AssessingKnowledge,SkillsandDispositions*Thisinstrumentisdesignedtoassesstheprofessionalgrowthofteachercandidatesduringthestudentteachingexperience.Name_____________________________Subject________________________Date___________________SchoolName/District____________________________________________CooperatingTeacher_____________________________________________GradeLevel_________________________Exemplary:performswellbeyondwhatisexpectedofateachercandidate
Proficient:performscommendably,reflectiveofsuccessfulefforts
Basic:performsadequatelywithfewexceptions,reflectiveoftheneedtopractice
Unsatisfactory:performsatalevellessthanacceptable;needsdevelopmentofspecificbasicskills
NotYetObserved
3:Thecandidateconsistentlyprovidesevidenceofthedesiredbehaviors.
2:Thecandidateoftenprovidesevidenceofthedesiredbehaviors.
1:Thecandidatesometimesprovidesevidenceofthedesiredbehaviors.
.5(rarely)or0(never)Thecandidaterarely/neverprovidesevidenceofthedesiredbehaviors.
Notyetobserved(NYO)
*Theperformancestandardsinthetoprowscorrespondtothenumericvaluesinthebottomrow,whichwillbeusedforprogramevaluation.NumbersinparenthesescorrespondtotheConceptualFramework.A.DemonstratesKnowledgeofContent,Pedagogy&PositiveLearningEnvironments(1.1–1.4)1.Demonstratesknowledgeinthecontentarea/sofinstruction(1.1)
3 2 1 .5/0 NYO
2.Demonstratesknowledgeofstudentdevelopmenttoplancoherentinstructionandadvancelearning.(1.2a)
3 2 1 .5/0 NYO
3.Demonstratesknowledgeofcurriculumdesign.(1.2b) 3 2 1 .5/0 NYO4.Demonstratesknowledgeofassessmenttoinformteaching 3 2 1 .5/0 NYO
34
(1.2c)5.Demonstratesknowledgeofhowtomotivateandengagelearners(1.3a)
3 2 1 .5/0 NYO
6.Demonstratesknowledgeofbuildingpositivelearningcommunities(1.3b)
3 2 1 .5/0 NYO
7.Demonstratesknowledgeofteachers’classroombehaviorplanandroutines(1.3c)
3 2 1 .5/0 NYO
8.Demonstratesknowledgeofhowtorespondeffectivelytostudents’behaviors(1.3d)
3 2 1 .5/0 NYO
9.Demonstratesknowledgeofmanagingroutinesandtransitions(1.3e)
3 2 1 .5/0 NYO
10.Demonstratesknowledgeofhowtousetechnologytoadvancelearning(1.3f)
3 2 1 .5/0 NYO
11.Modifiesinstructiontoaccommodatestudents’developmentallevels,learningneeds,culturaldifferences(1.4a)
3 2 1 .5/0 NYO
12.Incorporatesadditionalresourcesbeyondthestatedcurriculum,whenappropriate,tomotivateandengagealllearners(1.4b)
3 2 1 .5/0 NYO
B.DisplaysIntellectualCuriosityandReflection (1.5)1.Engagesincontinuouslearningbyaskingquestions,joiningstudent/professionalorganizations,attendingconferences,andreadingprofessionalliterature(1.5a)
3 2 1 .5/0 NYO
2.Reflectsonteaching;offersalternativestrategiestoimproveteachingandimplementadjustedplan(1.5b)
3 2 1 .5/0 NYO
C.Communicatescriticallyandeffectivelythroughallmodesofcommunication(1.6)1.Useslanguageeffectivelytoexpressideasacrossavarietyofmodalities(oral,written,professionalemail,etc)(1.6a)
3 2 1 .5/0 NYO
2.Usesprofessionaloralandwrittencommunication(1.6b) 3 2 1 .5/0 NYO
D.Organizestimeandmaterialsforeffectiveinstruction(1.7)1.Assimilatescomplexinformationfrommultiplesourcestocreatelessons,materials,andassignments(1.7a)
3 2 1 .5/0 NYO
2.Allowssufficientplanningtimetocompletetasks(1.7b) 3 2 1 .5/0 NYO3.Managesmaterialsandseeksappropriatesourcesforinstruction(1.7c)
3 2 1 .5/0 NYO
4.Adaptstounexpectedchangesintheschedule(1.7d) 3 2 1 .5/0 NYOE.Collaboratesthoughtfullywithallstakeholders(2.4)1.Demonstratesappropriatesocialskillsinprofessionalandsocialinteractions(personalspace,maintainingcomposure,toneofvoice,maintainingeyecontact,appropriateturn-takinginconversations)(2.4a)
3 2 1 .5/0 NYO
2.Receptivetootherviewpoints(listensfirst,acknowledgesothers’opposingviews)(2.4b)
3 2 1 .5/0 NYO
3.Respondsappropriatelytothesituationandisaccountableforone’s 3 2 1 .5/0 NYO
35
emotionsandbehaviors(2.4c)4.Seeksoracceptssuggestionsandadvicefrommentors(2.4d) 3 2 1 .5/0 NYO5.Collaboratesandreflectswithsupportingprofessionalsandimplementsappropriatechanges(2.4e)
3 2 1 .5/0 NYO
F.DemonstratesEthicalBehavior(2.5)1.Reportsstudents’progressresponsibly(2.5a) 3 2 1 .5/0 NYO2.Participatesindecision-makingandmaintainshis/hercommitmenttodecisionsmade(2.5b)
3 2 1 .5/0 NYO
3.Maintainsconfidentiality(2.5c) 3 2 1 .5/0 NYO
G.DemonstratesProfessionalConduct(2.6)1.Arrivespromptlytoallcommitments(2.6a) 3 2 1 .5/0 NYO2.Maintainsaprofessionalappearanceasspecifiedinthefieldplacementorstudentteachinghandbook(2.6b)
3 2 1 .5/0 NYO
3.Followssafetypolicyandproceduralrulesoftheschool(2.6c) 3 2 1 .5/0 NYO4.Representstheschoolprofessionallyduringschoolhoursandcommunityevents(2.6d)
3 2 1 .5/0 NYO
H.UnderstandsandAdvocatesforSocialJustice(3.1-3.4)Thesedispositionscanonlybeassessedthroughconversationwiththestudentteacher.1.Setshighexpectationsforallstudents(3.1) 3 2 1 .5/0 NYO2.Interactspositivelyandrespectfullywiththoseofdifferentbackgroundsandabilities(3.2)
3 2 1 .5/0 NYO
3.Isawareofstructuralinequalitiesofschoolsandsocietythatshapestudents’accesstoachievement(ex:Candidatenoticesdeficitattitudestowardschildreninculturallynon-dominantcommunities)(3.3)
3 2 1 .5/0 NYO
4.Respectfullyquestionspracticesandpoliciesthatreinforceinequitiesandunderminestudentlearning(ex:Candidatedescribestohis/herstudentteachermentorhowshe/hewouldchallengeunflatteringandunnecessaryremarksmadeaboutstudents)(3.4)
3 2 1 .5/0 NYO
Reflection:Mid-Semester:Reflectonareasofexemplaryperformanceandareasofperformancethatneedimprovement.Pleaseidentifythreegoalsforenhancingprofessionalgrowth.FinalAssessment:Reflectonprogresstowardsidentifiedgoals.StudentTeacherName:CooperatingTeacher/StudentTeacherMentor:Name:Signature:Date:
36
APPENDIXG:ActionPlanforImprovementinStudentTeachingSaintJoseph'sUniversityOfficeofStudentTeaching
Date:StudentTeacher:HostSchool:CooperatingTeacher:StudentTeacherMentor:Briefdescriptionofconcern(s)Objectives ActionSteps
(WhatWillBeDone?)
Timeline(ByWhen?)
EvidenceOfSuccess(Howwillyouknowthatyouaremaking
progress?)
37
APPENDIXH:PennsylvaniaDepartmentofEducationPDE430Thisdocumentishereforreference.Pleasesubmitonlineusingtheformsfoundhere-https://sites.sju.edu/education/student-teaching/student-teacher-mentor-resources/ToBeCompletedbyStudentTeacherMentor(Mid-termandFinal)StatewideEvaluationFormforStudentProfessionalKnowledgeandPractice
• Tobecompletedbycooperatingteacher/studentteachermentor. Student’sLastName First Middle Subject(s) Taught _____________________________________________________________ Grade Level This form is to serve as a permanent record of a student teacher’s professional performance evaluation during a specific time period based on specific criteria. This form must be used at least twice during the 12-week (minimum) student teaching experience. PERFORMANCE EVALUATION Directions: Examine all sources of evidence provided by the student teacher and bear in mind the aspects of teaching for each of the four categories used in this form. Check the appropriate aspects of student teaching, and indicate the sources of evidence used to determine the evaluation of the results in each category. Assign an evaluation for each of the four categories and then assign an overall evaluation of performance. Sign the form and gain the signature of the student teacher. CategoryI:PlanningandPreparation–Studentteacherdemonstratesthoroughknowledgeofcontentandpedagogicalskillsinplanningandpreparation,studentteachermakesplansandsetsgoalsbasedonthecontenttobetaught/learned,theirknowledgeofassignedstudentsandtheirinstructionalcontext.Alignment:354.33.(1)(i)(A),(B),(C),(G),(H)
38
StudentTeacher’sperformanceappropriatelydemonstrates:• Knowledgeofcontent• Knowledgeofpedagogy• KnowledgeofPennsylvania’sK-12AcademicStandards• Knowledgeofstudentsandhowtousethisknowledgetoimpartinstruction• Useofresources,materials,ortechnologyavailablethroughtheschoolor
district• Instructionalgoalsthatshowarecognizablesequencewithadaptationsfor
individualstudentneeds• Assessmentsofstudentlearningalignedtotheinstructionalgoalsandadapted
asrequiredforstudentneeds• Useofeducationalpsychologicalprinciples/theoriesintheconstructionof
lessonplansandsettinginstructionalgoalsSourcesofEvidence(Checkallthatapplyandincludedates,types/titlesandnumber)
q Lesson/UnitPlansq Resources/Materials/Technologyq AssessmentMaterialsq InformationAboutStudents
q StudentTeacherInterviewsq ClassroomObservationsq ResourceDocumentsq Other
Category Exemplary 3 Points
Superior 2 Points
Satisfactory 1 Point
Unsatisfactory 0 Points
Criteria for Rating
The candidate consistently and thoroughly demonstrates indicators of performance.
The candidate usually and extensively demonstrates indicators of performance.
The candidate sometimes and adequately demonstrates indicators of performance.
The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.
Rating (Indicate√)
Justification for Evaluation __________________________________________________________________________________Student’sLastName First Middle
39
Category II: Classroom Environment – Student teacher establishes and maintains a purposeful and equitable environment for learning, in which students feel safe, valued, and respected, by instituting routines and by setting clear expectations for student behavior. Alignment:354.33.(1)(i)(E),(B)StudentTeacher’sperformanceappropriatelydemonstrates:
• Expectationsforstudentachievementwithvalueplacedonthequalityofstudentwork
• Attentiontoequitablelearningopportunitiesforstudents• Appropriateinteractionsbetweenteacherandstudentsandamongstudents• Effectiveclassroomroutinesandproceduresresultinginlittleornolossof
instructionaltime• Clear standards of conduct and effective management of student behavior • Appropriate attention given to safety in the classroom to the extent that it is under
the control of the student teacher • Ability to establish and maintain rapport with students
SourcesofEvidence(Checkallthatapplyandincludedates,types/titles,andnumber)
q ClassroomObservationsq Informal
Observations/Visitsq StudentTeacherInterviews
q VisualTechnologyq Resources/Materials/Technology/Spaceq Other
Category Exemplary 3 Points
Superior 2 Points
Satisfactory 1 Point
Unsatisfactory 0 Points
Criteria for Rating
The candidate consistently and thoroughly demonstrates indicators of performance.
The candidate usually and extensively demonstrates indicators of performance.
The candidate sometimes and adequately demonstrates indicators of performance.
The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.
Rating (Indicate√)
Justification for Evaluation
Student’sLastName First Middle
40
CategoryIII–Studentteacher,throughknowledgeofcontentandtheirpedagogyandskillindeliveringinstructionengagesstudentsinlearningbyusingavarietyofinstructionalstrategies.Alignment:354.33.(1)(i)(D),(F),(G)StudentTeacher’sperformanceappropriatelydemonstrates:
• Knowledgeofcontentandpedagogicaltheorythroughtheirinstructionaldelivery
• InstructionalgoalsreflectingPennsylvaniaK-12standards• Communicationofproceduresandclearexplanationsofcontent• Instructionalgoalsthatshowarecognizablesequence,clearstudent
expectations,andadaptationsforindividualstudentneeds• Useofquestioninganddiscussionstrategiesthatencouragemanystudentsto
participate• Engagementofstudentsinlearningandadequatepacingofinstruction• Feedbacktostudentsontheirlearning• Useofinformalandformalassessmentstomeetlearninggoalsandtomonitor
studentlearning• Flexibilityandresponsivenessinmeetingthelearningneedsofstudents• Integrationofdisciplineswithintheeducationalcurriculum
SourcesofEvidence(Checkallthatapplyandincludedates,types/titles,ornumber)
q ClassroomObservationsq InformalObservations/Visitsq AssessmentMaterialsq StudentTeacherInterviews
q StudentAssignmentSheetsq StudentWorkq Instructional
Resources/Materials/Technologyq Other
Category Exemplary 3 Points
Superior 2 Points
Satisfactory 1 Point
Unsatisfactory 0 Points
Criteria for Rating
The candidate consistently and thoroughly demonstrates indicators of performance.
The candidate usually and extensively demonstrates indicators of performance.
The candidate sometimes and adequately demonstrates indicators of performance.
The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.
Rating (Indicate√)
Justification for Evaluation
41
CategoryIV–Studentteacherdemonstratesqualitiesthatcharacterizeaprofessionalpersoninaspectsthatoccurinandbeyondtheclassroom/building.Alignment:354.33.(1)(i)(I),(J)StudentTeacher’sperformanceappropriatelydemonstrates:
• Knowledgeofschoolanddistrictproceduresandregulationsrelatedtoattendance,punctualityandthelike
• Knowledgeofschoolordistrictrequirementsformaintainingaccuraterecordsandcommunicatingwithfamilies
• Knowledgeofschooland/ordistrictevents• Knowledgeofdistrictorcollege’sprofessionalgrowthanddevelopment
opportunities• Integrityandethicalbehavior,professionalconductasstatedinPennsylvania
CodeofProfessionalPracticeandConductforEducators;andlocal,state,andfederal,lawsandregulations
• Effectivecommunication,bothoralandwrittenwithstudents,colleagues,paraprofessionals,relatedservicepersonnel,andadministrators
• Abilitytocultivateprofessionalrelationshipswithschoolcolleagues• KnowledgeofCommonwealthrequirementsforcontinuingprofessional
developmentandlicensure
SourcesofEvidence(Checkallthatapplyandincludedates,types/titles,ornumber)q ClassroomObservationsq InformalObservations/Visitsq AssessmentMaterialsq StudentTeacherInterviewsq WrittenDocumentation
q StudentAssignmentSheetsq StudentWorkq Instructional
Resources/Materials/Technologyq Other
Category Exemplary 3 Points
Superior 2 Points
Satisfactory 1 Point
Unsatisfactory 0 Points
Criteria for Rating
The candidate consistently and thoroughly demonstrates indicators of performance.
The candidate usually and extensively demonstrates indicators of performance.
The candidate sometimes and adequately demonstrates indicators of performance.
The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.
Rating (Indicate√)
Justification for Evaluation
42
Overall Rating Category Exemplary
(Minimum of 12 Points)
Superior (Minimum of 8 Points)
Satisfactory (Minimum of 4 Points)
Unsatisfactory (0 Points)
Criteria for Rating
The candidate consistently and thoroughly demonstrates indicators of performance.
The candidate usually and extensively demonstrates indicators of performance.
The candidate sometimes and adequately demonstrates indicators of performance.
The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.
Rating (Indicate√)
Note:Candidatesmustachieveatleastasatisfactoryratingconsistingof4Pointsorabove.Justification for Overall Rating: _____________________________________________________________________________________Student’sLastName First Middle _____________________________________________________________________________________District/IU School Interview/ConferenceDate_____________________________________________________________________________________SchoolYear Term
RequiredSignatures: Mentor/Evaluator: Date
StudentTeacher: Date:
CertificationOfficer: Date:CertificationArea:
(TobecompletedbyCertificationOfficer)
PDE–CertificationCode:
43
AppendixI:Mid-semesterandFinalEvaluation(ToBeCompletedbyCourse/SeminarProfessor)
SaintJoseph'sUniversitySpecialEducation
Mid-SemesterEvaluationFormfor
GraduateStudents'ClassPerformance
Candidate Name __________________________________________________________ Term __Fall __Spring __Summer Year: 20__ Course Number/Name _____________________________________________________ Instructor/Professor: Name _________________________________________________ Please rate the candidate in the following areas of knowledge, skills, and dispositions. Exemplary
3 Proficient
2 Basic
1 Unsatisfactory .5 (Rarely)
0 (Never)
Not Yet Observed
The candidate consistently provides evidence of the desired behaviors.
The candidate often provides evidence of the desired behaviors.
The candidate sometimes provides evidence of the desired behaviors.
The candidate rarely/never provides evidence of the desired behaviors.
Not yet observed
Content Knowledge Provides evidence in assignments, class work, and/or assessments of an established level of content knowledge.
3 2 1 .5 0
NYO
Comments: Skills: Communication, Time Organization, and Professor/Peer Collaboration Uses language effectively to express ideas across a variety of modalities (oral, written, email, Skype, etc.) (1.6a)
3 2 1 .5 0
NYO
Demonstrates contextually correct usage/grammar, spelling, and conventions of writing (1.6a)
3 2 1 .5 0
NYO
Submits assignments on time (1.7b) 3 2 1 .5 0
NYO
Demonstrates appropriate social skills in interactions with professor and peers (personal space, maintaining composure, tone of voice, etc. (2.4a)
3 2 1 .5 0
NYO
Is receptive to other viewpoints (listens, acknowledges others’ opposing views) (2.4b)
3 2 1 .5 0
NYO
Displays responses appropriate to the situation and demonstrates accountability and responsibility for responses when provided (2.4c)
3 2 1 .5 0
NYO
Seeks or accepts suggestions and advice from supporting professionals (2.4d)
3 2 1 .5 0
NYO
44
Comments:
Dispositions: Intellectual Curiosity and Reflection, Ethical Behavior, and Professional Conduct Engages in continuous learning by asking questions, taking advantage of learning opportunities; engaging in self-reflection (1.5a)
3 2 1 .5 0
NYO
Follows through on decisions that are agreed upon; demonstrates and fosters respect for peers and university professors (2.5b)
3 2 1 .5 0
NYO
Online Class: Logs into class regularly (2-4 times weekly) (2.6a) Traditional Class: Arrives promptly to class (2.6a)
3 2 1 .5 0
NYO
Actively participates in class (2.6a) 3 2 1 .5 0
NYO
Takes responsibility for learning (2.6a) 3 2 1 .5 0
NYO
Comments: Social Justice Reflections* Articulates or demonstrates respect in his/her interactions with all cultures 3 2 1 .5
0 NYO
Recognizes the social and educational factors that systematically privilege or disadvantage students
3 2 1 .5 0
NYO
Articulates or demonstrates an understanding of the importance of creating culturally congruent learning environments for students
3 2 1 .5 0
NYO
Comments: *Determined through conversation _____________________________________________Date____________