EASTERN UNIVERSITYCOLLEGE OF EDUCATION

STUDENT TEACHING HANDBOOKFall 2021

Eastern University1300 Eagle Road

St. Davids, PA 19087

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TABLE OF CONTENTS

Welcome from the Dean…….......................................................................................3Quick Reference……………………………………………………………………………..4Philosophy of the Teacher Education Program…………………………………………..5The Teacher Education Program Certification Program………………………………...5Eligibility to Student Teach and Recommended for Certification……………………….6Change in the Student Teaching Site……………………………………….……………..7Retention Policy……………………………………………………………………………...8

STUDENT TEACHER INFORMATION (9-20)

Overview of Student Teaching Procedures and Expectations…………………………..9Student Teaching Role and Responsibility Checklist…………………………………….12Suggested Weekly Activities for Student Teachers………………………………………14Models of Student Teaching………………………………………………………………...18Substitute Teaching Policy…………………………………………………………………..19Templates and Forms………………………………………………………………………..19Student Acknowledgement Signature Page……………………………………………….20

MENTOR TEACHER/HOST SCHOOL INFORMATION (21-24)

Criteria for Mentor Teacher………………………………………………………………….21Responsibilities of Mentor Teacher………………………………………………………...21Building Principal……………………………………………………………………………..23Suggestions for First Week of Hosting a Student Teacher………………………………24

UNIVERSITY SUPERVISOR INFORMATION (28-29)

Responsibilities of University Supervisor…………………………………………………..28Evaluations of Student Teachers……………………………………………………………29Quick Reference Evaluation Chart……………………………………….………..……….29

CERTIFICATION INFORMATION (PAGE RANGE)

Intern Certificate……………………………………………………………………………..30Certification Test Information……………………………………………………………….30Certification in Other States………………………………………………………………...33

APPENDIX

Appendix A: Substitute Teaching Policy and Forms……………………………………..34Appendix B: PACTE Extended Evaluation Form………………………………….……...39Appendix C: PACTE Short Hand Form…………………………………………………….49

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WELCOME FROM THE DEANEastern University’s College of Education ensures our students are provided with a supportive,practical, and transformative student teaching experience. As we all know, the experience ofstudent teaching is of prime importance in developing teachers who will pursue their professionwith passion and expertise.

At Eastern, the student teaching experience affords the candidate an opportunity to continuedeveloping and reflecting on the skills, knowledge, and professionalism critical to studentlearning. Throughout the candidates’ preparation program, their field and clinical experiencesreflect both a significant quantity of hours and high-quality training.

Student teachers spend over 12 weeks on site, therefore, becoming an important member of theschool community, working with an expert mentor teacher and university supervisor. Each haveexpertise in a variety of content areas and instructional approaches. Student teaching atEastern University is a collaborative process that includes planned placements, carefulsupervision and student reflection on growth. We encourage you to use your “heart (faith), head(reason), and hands (justice)” while student teaching as you reflect on and make decisionsabout how to help the diverse students with whom you will work thrive in their school community.

This handbook is meant to be a resource guide with practical information for those who are apart of our capstone experience. It is by no means meant to be comprehensive. We constantlyrevise and update information, especially as we receive your feedback and suggestions.

We extend our gratitude to the schools and staff that welcome our Eastern University studentsinto their learning community.

Susan Edgar-Smith, Ph.D.Dean, College of Education

QUICK REFERENCE

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WHAT IF:

SITUATION ACTION

Illness, family emergency, funeral Call your Mentor Teacher and UniversitySupervisor immediately

In-service day, Back To School Night, parentconferences, field trips (etc.)

Attend with Mentor Teacher (if permitted) andemail University Supervisor

Inclement weather Check school website, local radio ortelevision. If school is delayed, closed,or hasan early dismissal contact UniversitySupervisor by text message and email

Non emergencies (vacation, personal day,appointments, etc)

Must be scheduled around school hours andobtain written approval from Mentor TeacherUniversity Supervisor at least 48 hours inadvance

Faculty strike (or job action) Call your University Supervisor

IMPORTANT CONTACT NUMBERS

Director of Student Teaching: _____________________________________

University Supervisor: ____________________________________________

Seminar Instructor: ______________________________________________

Mentor Teacher #1:______________________________________________

Mentor Teacher #2:______________________________________________

School Office #1:________________________________________________

School Office #2:________________________________________________

OTHER REMINDERS

● Download district app

● Request to be added to district emergency alert system

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PHILOSOPHY OF THE TEACHER EDUCATION PROGRAM

Eastern University is a Christian university committed to preparing professionals to serve withexcellence in schools. The College of Education is committed to equipping our students toensure they;

1. Possess depth and breadth in their respective content knowledge2. Display professionalism3. Practice evidence-based teaching skills4. Work toward repairing social injustices such as reducing the achievement gap5. Attain expertise in diversity and inclusion practices

The teacher training program also strives to have candidates reach an understanding ofindividual differences, human growth and development, and a thorough knowledge of innovativeteaching techniques with appropriate integration of educational technology. These skills mustbe demonstrated by student teacher candidates before placement in the field by the College ofEducation staff.

THE TEACHER EDUCATION CERTIFICATION PROGRAMThe College of Education offers a program of study to selected, qualified students who desire tobe certified as teachers in the state of Pennsylvania. Students seeking certification areresponsible for completing an approved course of study and must be recommended by facultyfrom the Education College. Once coursework is complete, field experiences successfully doneand Praxis exams passed Eastern University’s Certification Officer recommends the teachingcandidate to the Pennsylvania Department of Education. This recommendation will be basedupon adherence to the standards of conduct of Eastern University as well as upon thesuccessful completion of academic requirements.

As stated above, the State of Pennsylvania also requires evidence of passing the requiredcertification exams. Baccalaureate students must successfully complete the Basic Skills exams(or waive by alternative method), and both baccalaureate and post-baccalaureate students mustcomplete the appropriate Praxis II or PECT exams before granting a certificate. * See AppendixD for further explanation.

Areas of certification at Eastern University include*not an exhaustive list*: Early Childhood(PreK-4), Middle Level 4-8 (English/Reading, Social Studies, Mathematics, and Science),Secondary Education 7-12 (Biology, Chemistry, English, Mathematics, and Social Studies),Special Education (PreK-12), Foreign/World Language PreK-12 (French, Spanish,Chinese(Mandarin)), Health & Physical Education PreK-12 (post baccalaureate only), MusicPreK-12, Reading Specialist PreK- 12, Reading Supervisor PreK-12 (post baccalaureate only),School Nurse N-12, School Psychologist PreK-12, Elementary and Secondary CounselorPreK-12.

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ELIGIBILITYStudent Teach:

Student Teaching Candidates must meet the following criteria to be eligible to student teach.1. Acceptance into the College of Education2. Complete all required coursework for certification area with a minimum grade of C or

higher, except for 610/620 and with special permission EDUC 4503. Met Basic Skills requirements {if applicable}4. Submit Student Teaching Application by required deadline, {12/15-1/15 for the following

Fall and Spring semester}5. Minimum of 3.0 GPA6. Updated Clearances {Child Abuse, PA Criminal Record Check, FBI Fingerprint} active

within 1 year of desired student teaching semester7. Negative TB test within 90 days of the start of assigned placement8. Act 24 Arrest and Conviction Form9. Proof of Liability Insurance available through PSEA10. Professional Resume11. Philosophy of Education12. 2 letters of recommendation from faculty13. In good standing with Eastern University14. Attend Student Teaching Orientation15. Attend Youth Mental Health First Aid training *MANDATORY for all Middle Level,

Secondary and PK-12 certification students*Recommendation for Certification:

1. Completion of all program requirements and student teaching requirements2. Conferral of degree {end of semester}3. Minimum of satisfactory rating in each category of the Pennsylvania Statewide

Evaluation Form for Student Professional Knowledge and Practice (PDE-430)4. Passing score of required competency tests {PECT or Praxis II}5. Minimum of 3.0 GPA6. Submitted application to TIMS for PA teacher certification7. Recommendation of Eastern University Certification Officer

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CHANGE IN THE STUDENT TEACHING SITE

It is the official position of Eastern University that changes in student teaching placement arestrongly discouraged whether these changes occur before the placement starts, or after theplacement begins. Eastern University endorses the position that, except in unusualcircumstance, matters of individual difference which may precipitate the student's request for achange of placement are best settled and resolved on an individual basis within the student'splacement district. Unilateral placement changes are seen as disruptive to the ongoingrelationship between the University and the school district and may have a negative impact onstudents served by the district, and are therefore strongly discouraged.

Although the College does not endorse changes in sites, each situation and request for changewill be treated on an individual basis with the following guidelines:

1. Valid Criteria for Student Teaching Changea. Insufficient or inappropriate training and learning opportunities.b. Unresolved interpersonal or professional conflicts with staff or administration.c. The student teacher wants additional experience at another level.d. Eastern University reserves the right to remove a student from a placement if the

student is not meeting the requirements of student teaching.2. Sequential Steps in Problem Resolution

a. Discuss the problem openly and in detail with the mentor teacher/supervisor.b. If resolved with the mentor teacher/supervisor, the placement stands. If not, a

meeting with the mentor teacher and appropriate school personnel iscommenced.

c. If steps A through B are taken and the problem resolution does not occur, ameeting is scheduled with the mentor teacher, student teacher, Director ofStudent Teaching and any additional Eastern personnel to address the issue.Every effort will be made to respond as soon as possible with a decision andrecommendations, usually within a week.

d. If a new placement is deemed appropriate, a suitable placement will bedetermined by the Director of Student Teaching.

If the problem is viewed as a student teacher’s lack of preparation, poor demeanor,emotional readiness or lack of professionalism, the student may be removed from studentteaching. If a student teacher is terminated for cause at the student teaching site the student willhave to re-apply for entry into the Student Teaching Program. The College of Education willconsider the readiness (emotional readiness, adequacy of skills, professionalism and opennessto supervision) of the candidate before re-entry in student teaching is granted. The College ofEducation reserves the right to refuse re-entry into the Student Teaching Program following asite dismissal. If a student commits academic dishonesty, makes untruthful statements on anyforms, or displays ethical violations, the University's catalog policies and procedures will befollowed. This includes university refund policies.

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RETENTION POLICY

At times, students may struggle with the application of skills. The grade of ‘Incomplete’ may begiven to allow students the additional time needed to gain skills. In a small number of cases,concerns arise from faculty, supervisors and/or mentors regarding the suitability of a student forthe teaching profession. In these situations the program faculty (in compliance with the ethicalstandards of the profession) will abide by the following: If, in the professional judgment of theDirector of Student Teaching, the student's skills are deemed insufficient, the student may failthe courses and be required to repeat the student teaching placement after completingexperiences needed to gain the needed skills. A contract is developed with the student outliningprerequisites before being permitted to retake the student teaching experience. Approval of theCollege of Education Faculty (via re-application) is once again needed for the student to beaccepted into the Student Teaching experience.

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STUDENT TEACHER INFORMATION

OVERVIEW OF PROCEDURES AND EXPECTATIONSStudent teaching is a full-time, supervised semester-long teaching experience which closelyapproximates a full-time working experience. Student teaching candidates are required toattend Student Teaching Orientation, held before the start of the semester. Student teachingcandidates are required to attend all scheduled seminar classes. Seminar classes are held witha synchronous and asynchronous schedule. During the student teaching semester, two coursesare taken: Undergraduate Level: EDUC 410 Student Teaching and EDUC 420 Seminar inStudent Teaching (totaling 15 credits) Graduate Level: EDUC 610 Student Teaching and EDUC620 Seminar in Student Teaching (totaling 9 credits)

ATTENDANCEStudent teacher candidates are expected to be in attendance of the assigned classroom for thefull teaching day every day school is in session. Student teaching candidates are stronglyencouraged to attend in-service days, parent-teacher conferences, open houses, facultymeetings, special meetings, etc. Attendance of these events provide great professionalexperiences for student teaching candidates. Student teaching candidates will follow thecalendar of the assigned school district {not the university calendar}. Student teachingcandidates are permitted 5 excused absences for the semester. Excused absences includeillness, job interview, career fair, professional conference or funeral for immediate familymembers. Additional make up time will be required if absences exceed this limit. All excusedabsences MUST be excused by the University Supervisor.

Unexcused absences are NOT permitted during the semester. Unexcused absences includetrips, vacations, personal days etc. An absence from student teaching without being cleared byyour University Supervisor will be counted as one full day of absence.

Student teachers are required to submit the Student Teaching Hour Tracker to track the totalnumber of clinical hours completed required by the Pennsylvania Department of Education forcertification.

Student Athletes: Student athletes are strongly encouraged to complete their student teachingsemester during the off semester of their sport. Communication and planning with an advisor isrequired to confirm student teaching candidates are able to fulfill all necessary requirements.Missing days and leaving early to attend practices or games is not permitted.

COVID 19 AND SOCIAL DISTANCE POLICYStudent teaching candidates will follow the Health and Safety Plan set by their district and/orcenter.

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PROFESSIONALISMStudent teaching candidates will adhere to the PA Code of Professionalism Practice andConduct for Educators. Student teaching candidates will demonstrate modest and appropriatedress at all times. Student teaching candidates should err on the side of a more professionalappearance when unsure of dress code. Student teaching candidates are also encouraged toparticipate in dress down days or theme weeks, such as spirit days. Professional speech andbehavior is also expected. This includes written communications with colleagues and students.Student teaching candidates who choose to have face coverings, should be sure all facecoverings are professional and appropriate for a school environment.

PUNCTUALITYStudent teaching candidates are expected to observe the same rules regarding punctualitywhich apply to the mentor teacher. Tardiness will be reported to the University supervisor andDirector of Student Teaching.

ADDITIONAL ACTIVITIESActivities beyond student teaching responsibilities are encouraged to be limited during thesemester. This includes but is not limited to employment, ministry opportunities, playoffs forathletics or club. All activities (on student teaching days: Monday-Friday) beyond 10 hours perweek must be pre-approved by the Director of Student Teaching.

TRANSPORTATIONStudent teaching candidates are responsible for arranging their own transportation to and fromthe assigned school(s). Teacher candidates must not transport school students in any vehicle.This stipulation includes field trips and other activities.

DISCIPLINARY ACTIONS:In the event that a student teaching candidate behaves in an inappropriate manner, the StudentTeaching Release Form will be utilized to address the concern. The University Supervisor willcollaborate with the mentor teacher, school principal and university policy to coordinate anydisciplinary action necessary.

LESSON PLANNINGStudent teaching candidates are required to write lesson plans using the Eastern Lesson PlanTemplate for each class taught. These are to be submitted to the mentor teacher for approval atleast 24 hours prior to teaching. If your placement uses a different format for lesson planning,student teachers will use the Eastern Lesson Plan Template for all created lessons, but may usethe placement template as a guide for the first 4 weeks of placement. After week 4, studentteachers may use the district/center template for planning. University Supervisors may requesta copy of a lesson plan prior to an observation. This should be in the Eastern Lesson PlanTemplate unless discussed before with the university supervisor and mentor teacher.

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Plans should be available in the classroom for examination by the university supervisor, mentorteacher and/or school principal. It is the responsibility of the student teacher to retain all planswith evaluations of the lessons.

Should a student teaching candidate be absent, substitute lesson plans must be submitted tothe mentor teacher by 6:30AM of the missed day for review. This is following professionalpractice for all district employees.

VIDEO RECORDINGStudent teaching candidates may be required to record delivered lessons during the course ofthe semester. All student teacher candidates are required to review his/her district TechnologyPolicy before the start of the school year and confirm with the mentor teacher on the best way toinform students and parents of this need. This can be done in an introduction letter sent toparents at the beginning of the semester with reference to the district technology policy.

Student teachers will only be recording him/herself conducting the lesson. Student teachersshould only record students when parent permission is received and only if necessary as part ofthe lesson plan.

Recorded lessons will be shared via a secure email to the university supervisor only.

MULTIPLE PLACEMENTSStudent teaching candidates pursuing a dual certification will spend half a semester in each ofthe certification area. Specific dates will be provided by the Education Services Coordinator.Student teaching candidates pursuing a PreK-12 certification are strongly encouraged to spendhalf the semester in two of the three settings: Elementary, Middle and Secondary level.

INTERNATIONAL STUDENT TEACHERSSchedule adjustments may be necessary if the student teaching candidate completes oneplacement at an international school. Necessary adjustments will be coordinated by theDirector of Student Teaching, student teaching candidate and mentor teacher.

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STUDENT TEACHING ROLE AND RESPONSIBILITIESPrior to student teaching, your university supervisor may request to meet either in person orvirtually. At that time, roles will be defined for all persons involved in student teaching. Topicssuch as: approval of lesson plans, how and when to begin "taking over a class", clarification ofresponsibilities, and methods by which to obtain help for professional problems will be reviewed.

Following are some suggestions you may use to identify your role and responsibilities. This willhelp you to delineate the function of student teaching and are recommendations of how youshould proceed.

1. Observe the type of school organization, the nature of the curriculum in the cooperatingschool and the many approaches that are possible in effective teaching

2. Participate in school and community related activities3. Know and respect school regulations and professional standards4. Be aware and honor all district policies including policies regarding videotaping of

students and the use of technology in the classroom5. Safely preserve all personal and confidential information concerning students6. Provide for individual differences among your students7. Develop professional relationships and strive for personal and professional growth

through continued study and effort8. Give priority to assigned school duties and responsibilities9. Maintain the ethical standards of the profession10. Plan all work, securing the approval of the mentor teacher and in consultation with the

university supervisor11. Continuously evaluate your performance in order to discover your teaching strengths

and areas of growth12. Pray daily for yourself, your students, your mentor teacher and your college supervisors

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INFORMATION TO DISCUSS WITH MENTORThe following topics are to be discussed with your mentor teacher throughout the semester.Keep a journal, notebook, etc to help you throughout the semester. Ask to debrief every daywhether you taught or not. You should have questions on what happened in the classroom orteaching strategies.Talk to the mentor teacher about observations to be certain that correctimpressions are being formed. Open and honest discussions between the teacher candidateand the mentor teacher are essential to the teacher candidate’s growth.

● How are desirable work habits beingdeveloped?

● How is student attention gained andheld?

● How is student initiative stimulatedand how are individual and groupresponsibility developed?

● What about discipline? How areconflicts and disputes beinghandled?

● How is student cooperation achievedand retained?

● What personal characteristics ofteachers seem to create goodstudent morale?

● How are routine procedures handledin the room?

● What standards are set for studentbehavior? What behavior exists?

● How are individual and groupassignments made?

● How are subject matter andmaterials selected and used?

● How is a lesson introduced,developed, and evaluated?

● What is being done to differentiateinstruction to meet the individualneeds of all students?

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SUGGESTED WEEKLY ACTIVITIES FOR STUDENT TEACHERS (ONE PLACEMENT)

Week 1-2 ● Introduce yourself to administration, grade level team,colleagues, etc

● Observe class routine and participate whenappropriate/asked (eg: attendance, lunch count,classroom games/activities, whole class discussions)

● Familiarize yourself with curriculum, materials,workbooks, instructional guides, etc.

● Observe classroom and become familiar with placementof material and resources

● Observe mentor teacher’s methods and techniques ofclassroom management and discipline in the classroom

● Participate in non-academic responsibilities (recess,before/after school duties, etc.)

● Assist with preparing materials, worksheets, educationalpackets, etc for the week(s)

● Review all technology used in the classroom● Participate/teach one to two (1-2)whole group activities

daily, making written lesson plans available to mentorteacher for review prior to lesson delivery

● Assist with small group, 1:1 guided instruction withguidance from mentor teacher

Week 3-4 ● Assist in changing of classes, escorting class tospecial(s), lunch, recess, etc

● Submit all lesson plans to mentor teacher at least 24hours in advance for review

● Prepare materials required for teaching● Teach about two-four (2-4) classes daily; can include

whole group, small group, center rotation, etc.● Teach two to three (2-3) subjects with direction from

mentor teacher● Increase responsibility of daily routine and management

of classroom (attendance, lunch, special, recess)● Take more responsibility with classroom management

and classroom behavior with guidance from mentorteacher

● Help record student progress● Review feedback from university supervisor

observation(s) if applicable

Week 5-6 ● Increase teaching subjects to four (4)

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● Assume full responsibility of daily routine andmanagement of classroom (attendance, recess, etc)

● Review plan for upcoming intensive week(s) of teachingwith mentor teacher and university supervisor *if needed*

● Prepare materials required for instruction● Administer group or individual test● Review feedback from university supervisor

observation(s) if applicable

Week 7-10 ● Most or all subjects should be handled by student teacherwith guidance from mentor teacher

● All lessons submitted to mentor teacher in advance forapproval and review

● Review midterm evaluation with mentor and universitysupervisor

Week 11-13 ● Student teacher transition to teaching three to four (3-4)subjects daily and give back one to two (1-2) subjectsover the following weeks

● Prepare materials required for instruction● Continue to participate in daily routine and management

of classroom

Week 14-15 ● Discuss transition of student teacher departure with class● Review final evaluation with mentor and university

supervisor

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SUGGESTED WEEKLY ACTIVITIES FOR STUDENT TEACHERS (TWO PLACEMENT)

Week 1 ● Introduce yourself to administration, grade level team,colleagues, etc

● Observe class routine and participate whenappropriate/asked (eg: attendance, lunch count,classroom games/activities, whole class discussions)

● Familiarize yourself with curriculum, materials,workbooks, instructional guides, etc.

● Observe classroom and become familiar with placementof material and resources

● Observe mentor teacher’s methods and techniques ofclassroom management and discipline in the classroom

● Participate in non-academic responsibilities (recess,before/after school duties, etc.)

● Assist with preparing materials, worksheets, educationalpackets, etc for the week(s)

● Review all technology used in the classroom● Participate/teach one to two (1-2) whole group activities

daily, making written lesson plans available to mentorteacher for review prior to lesson delivery

● Assist with small group, 1:1 guided instruction withguidance from mentor teacher

Week 2 ● Teach two to three (2-3) class periods daily. Can bewhole group, small group, 1:1 guided instruction

● Submit all lesson plans at least 24 hours in advance tomentor teacher for review

● Assume teaching two to three (2-3) subjects withguidance from mentor teacher

● Assist with daily classroom routine, assuming additionalresponsibilities

● Prepare all required materials for instruction● Help record student progress● Review feedback from university supervisor *if applicable*

Week 3 ● Teach three to four (3-4) class periods daily; Whole group,small group, 1:1 guided instruction

● Assume teaching three to four (3-4) subjects withguidance from mentor teacher

● Assume most responsibility for classroom routine andmanagement duties

● Review midterm evaluation feedback from universitysupervisor observation(s) if applicable

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Week 4 ● Teach four class periods daily● Review plan for upcoming intensive week(s) of teaching

with mentor teacher and university supervisor *if needed*● Prepare materials required for instruction● Administer group or individual test● Assume full responsibility for classroom routine and

management duties

Week 5 ● Most or all subjects should be handled by student teacherwith guidance from mentor teacher

● All lessons submitted to mentor teacher in advance forapproval and review

● Full responsibility for classroom routine and managementduties

Week 6 ● Student teacher transition to teaching three to four (3-4)subjects daily and give back one to two (1-2) subjectsover the week

● All lessons submitted to mentor teacher in advance forapproval and review

● Continue to participate in daily routine and managementof classroom

Week 7 ● Discuss transition of student teacher departure with class● Most subjects are returned to the mentor teacher.

Subjects to be discussed and determined collaborativelywith mentor teacher

● Review final evaluation with mentor and universitysupervisor

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MODELS OF STUDENT TEACHINGThere are various methods that a host school may employ for student teaching with each modelhaving distinct benefits. You may use a variety of the models listed below throughout yourstudent teaching semester. Collaborate with your mentor teacher to determine which model(s)can be used throughout the semester:

One Teach, One Observe –In this model one teacher has primary instructionalresponsibility while the other gathers specific observational information onstudents or the (instructing) teacher. The key to this strategy is to focus on theobservation – where and how the teacher is doing the instruction and observingspecific behaviors. It is important to remember that either the teacher candidateor the mentor teacher could take on both roles.

One Teach, One Assist – This strategy is an extension of one teach, one observe. Oneteacher has primary instructional responsibility while the other assists studentswith their work, monitors behaviors, or corrects assignments, often lending avoice to students or groups who would hesitate to participate or add comments.

Station Teaching – This is instituted when the co-teaching pair divide the instructionalcontent into parts and each teacher instructs one of the groups. Groups thenrotate or spend a designated amount of time at each station; often independentstations will be used along with the teacher-led stations.

Supplemental Teaching – This model allows one teacher to work with students at theirexpected grade level, while the other teacher works with those students whoneed the information and/or materials re-taught, extended, or remediated.

Alternative / Differentiated Teaching – In this strategy two different approaches areimplemented to teach the same information. The learning outcome is the samefor all students however the avenue for getting there is different.

Team Teaching –This model involves the incorporation of well planned, team taughtlessons, exhibiting an invisible flow of instruction with no prescribed division ofauthority. Using a team teaching strategy, both teachers are actively involved inthe lesson. From a student’s perspective, there is no clearly defined leader asboth teachers share the instruction, are free to interject information, and availableto assist students and answer questions.

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SUBSTITUTE TEACHING POLICYStudent teaching candidates are permitted to act as a substitute for his or her mentor teacherafter the completion of week 6 of his or her placement AND only when all additional paperworkis submitted to the Director of Student Teaching. Criteria and additional forms can be found inAppendix A. Student teaching candidates are NOT required to act as a substitute for his/hermentor teacher. If you are asked to act as a substitute and do not have approval from theDirector of Student Teaching, please contact your University Supervisor and Director of StudentTeaching immediately.

LESSON PLAN TEMPLATEAll lesson plans should be completed in the Eastern University Lesson Plan Template until week4 of placement. After week 4, student teachers may use the lesson plan format used by thedistrict or center for planning. *Less plan template begins on page 2-4

APPRAISAL FORMEach month, students will submit an appraisal form designed to identify successful experiencesand areas of growth from the previous week. Students will also identify topics covered anddiscussed with his/her mentor teacher(s) and determine strategies, experiences, studentbehaviors, etc. to be monitored and implemented the following month.

STUDENT TEACHING HOUR TRACKERStudent teaching candidates should use the tracking sheet to keep track of the total number ofhours during the student teaching semester. Students must log a total of 490 clinical hours anda minimum of 12 weeks to be eligible for certification.

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STUDENT ACKNOWLEDGEMENTI acknowledge by signing below, I have read and understand the requirements necessary for allstudent teaching candidates. A copy of this page should be uploaded to EDUC410/610-Student Teaching under the Assignment Tab

Student Signature:_____________________________________ Date:_______________

Printed Name:__________________________________________

Term of Student Teaching:________________

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MENTOR TEACHER/HOST SCHOOL INFORMATION

CRITERIA FOR MENTOR TEACHERThe mentor teacher is the most influential part of the teacher education program. EasternUniversity values its mentor teachers and wishes to thank all who undertake this responsibility.To demonstrate appreciation for each mentor teacher’s efforts in mentoring our studentteachers, the College of Education will provide a course tuition voucher. This course voucherwaives the tuition fees for any three (3) credit course at Eastern University to be used by thementor or an immediate family member. The chosen course can be online or on-ground and canbe held at any of our campuses. Eastern University provides ACT 48 credits for courses takenwithin the Education College.

The following criteria are required for Mentor Teachers:● Hold a teaching certificate in the area of candidate certification● Minimum of 3 years of teaching experience. At least 1 year must be within the district or

center where student teaching candidate is assigned● Desire to work with student teaching candidate● Willingness to invest necessary time into the mentor relationship with student teaching

candidate● Model professionalism● Experience in and use of various teaching methods and strategies● Successful classroom management● Positive interpersonal relationship skills with students and colleagues

The mentor teacher is invited to attend an orientation held at Eastern University prior to the startof the fall/spring semester. This orientation is available live stream via Zoom. Contact theDirector of Student Teaching if you would like to attend.

RESPONSIBILITIES OF MENTOR TEACHER● Acquaint the student teacher with school policies, procedures, regulations, etc.● Arrange for a tour of the school facility.● Permit a pre-teaching observation period with analysis of instruction.● Provide the student teacher with school materials including class schedules, handbook,

textbook(s) and school newspaper, when available● Model various ways to reach diverse learners● Use conference/supervision time as a period where problems related to the classroom

receive first attention.● Observe and evaluate the teaching of the student teacher using proactive and

constructive feedback.● Frequently communicate assessment of progress to the student teacher and to the

University supervisors.● Acquaint the student teacher with available electronic equipment and digital tools.

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● Share ideas, resources, and materials, and accept the student teacher as a professional.● Acquaint the student teacher with organizational tools such as student learning,

scheduling, grading and other platforms.

STUDENT TEACHER ATTENDANCE AND ABSENCEThe student teacher is required to follow the district schedule, including inservice days. Studentteachers are required to report at the same time of the mentor teacher and remain until the endof the scheduled day. If a student teacher is absent, it should be treated in the same manner asregular teacher personnel. Lesson plans must be submitted to the mentor teacher if the studentteacher is ill or absent by 6:30am of the missed day.

PUNCTUALITYStudent teaching candidates are expected to observe the same rules regarding punctualitywhich apply to the mentor teacher. Tardiness should be reported to the University supervisorand Director of Student Teaching.

WORK SPACEPrior to the arrival of the student teacher, the mentor teacher should prepare a work space forthe student teacher.

MENTOR TEACHER ABSENCEIf the mentor teacher should be absent from school, the student teaching candidate should benotified as soon as possible. The student teaching candidate may not be asked to be thesubstitute teacher before the midterm evaluation.*see Appendix A* The student teachingcandidate may be asked to do the majority of the teaching, but the substitute/supervisor must bepresent.

LESSON PLAN SUBMISSIONThe mentor teacher should plan in advance for subjects and classes in which the studentteacher will be responsible. The student teacher is required to submit to the mentor teacherfully scripted lesson plans 24 hours in advance (hard copy or electronically) for all lessons thestudent teacher is delivering. The mentor teacher reviews these plans, provides suggestions ifnecessary and approves plans. If the mentor teacher and/or university supervisor determineslesson plans are not adequately prepared or organized, student teacher candidates will not bepermitted to add additional subjects to his/her teaching schedule.

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VIDEO RECORDINGStudent teaching candidates may be required to record delivered lessons during the course ofthe semester. All student teacher candidates are required to review his/her district TechnologyPolicy before the start of the school year and confirm with the mentor teacher on the best way toinform students and parents of this need. This can be done in an introduction letter sent toparents at the beginning of the semester with reference to the district technology policy.

Student teachers will only be recording him/herself conducting the lesson. Student teachersshould only record students when parent permission is received and only if necessary as part ofthe lesson plan.

Recorded lessons will be shared via a secure email to the university supervisor only.

PARENT CONFERENCESIf possible, the student teacher should be permitted to participate in one or more parentconferences. If this is not possible, the mentor teacher can review with the student teacher howconferences are handled.

EVALUATION OF STUDENT TEACHERA midterm and final evaluation will be completed by the mentor teacher(s). All evaluations willbe shared with the student teacher, mentor teacher(s) and university supervisor. In addition, thementor teachers may be asked to complete a survey assessing the university’s teacher trainingprogram. Evaluations will be sent electronically from the Director of Student Teaching.

BUILDING PRINCIPALIt is through the support and cooperation of the building principal that the student teacher isguided through a successful student teaching experience. As the educational leader of yourschool, the guidance and assistance you provide the student teacher will contribute greatly tothe quality of the student teaching experience.

The following practices have been recommended by school principals:1. Be informed about the progress of the student teacher2. Give assistance and support to the student teacher in developing professionalrelationships with the faculty and staff3. Accept the student teacher as a participating member of the faculty4. Observe the student teacher in the classroom, if feasible, giving feedback asappropriate

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SUGGESTED WEEKLY ACTIVITIES FOR STUDENT TEACHER WITH ONE PLACEMENT

Week 1-2 ● Orient student teacher to school and introduce to staff● Familiarize student with supply sources and the procedure for

obtaining them● Provide class lists, schedules, school rules and regulations, fire

drill procedure, etc.● Supply student teacher with School Policy Handbook● Introduce student teacher to class and prepare class for arrival

of student teacher● Discuss plan for student teacher’s increasing participation in

class● Discuss student teacher responsibilities such as lesson plans,

arrival time, duties, absence procedures, etc.● Allow student teacher to observe teaching and conflict

management● Include student teacher in all meetings, duties, conference, etc.● Share planning strategies with student teacher, emphasizing

importance of planning ahead● Demonstrate specific teaching techniques or methods prefered● Familiarize student with any and all technology utilized in the

classroom● Provide samples of types of seatwork activities suitable for

class● Help student teacher plan appropriate goals for the semester● Review class academic records, IEP, 504, Accommodation

plans● Make available resources and materials for teaching

Week 3-4 ● Include student teacher in meetings, conferences, etc.● Emphasize growth and learning aspect of student teaching

experiences● Explain theory for techniques and approaches used in your

teaching● Review plan for student teachers increased participation in

classroom subjects and duties● Allow for opportunities of independent instruction● Review non-academic duties and additional classroom● Review feedback from university supervisor *if applicable*

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Week 5-6 ● Continued observation and evaluation of student teacherlessons and lesson plans

● Offer guidance to help class to adjust to increasing role ofstudent teacher in the classroom

● Plan with student teacher for intensive teaching. Reviewlessons and plan for upcoming weeks.

● Observe areas of teaching and identify strengths are areas ofgrowth

Week 7-10 ● Monitor student teacher and his/her progress. Give constructiveadvice as necessary

● Observe areas of teaching and identify strengths are areas ofgrowth

● Complete Midterm Evaluation● Review plan/schedule for student teacher returning subjects to

mentor teacher

Week 11-13 ● Review plan/schedule for student teacher returning subjects tomentor teacher

● Take back classes at about 1-2 subjects per week● Assist in communicating transition of the student teacher to

students

Week 14-15 ● Discuss transition of student teacher departure with class● Complete Final Evaluation

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SUGGESTED ACTIVITIES FOR STUDENT TEACHER WITH TWO PLACEMENTS

Week 1 ● Orient student teacher to school and introduce to staff● Familiarize student with supply sources and the procedure for

obtaining them● Provide class lists, schedules, school rules and regulations, fire

drill procedure, etc.● Supply student teacher with School Policy Handbook● Introduce student teacher to class and prepare class for arrival

of student teacher● Discuss plan for student teacher’s increasing participation in

class● Discuss student teacher responsibilities such as lesson plans,

arrival time, duties, absence procedures, etc.● Allow student teacher to observe teaching and conflict

management● Include student teacher in all meetings, duties, conference, etc.● Share planning strategies with student teacher, emphasizing

importance of planning ahead● Demonstrate specific teaching techniques or methods prefered● Familiarize student with any and all technology utilized in the

classroom● Provide samples of types of seatwork activities suitable for

class● Help student teacher plan appropriate goals for the semester● Review class academic records, IEP, 504, Accommodation

plans● Make available resources and materials for teaching

Week 2 ● Discuss list of observed classroom routines & managementwith student teacher

● Include student teacher in meetings, conferences, etc.● Emphasize growth and learning aspect of student teaching

experiences● Explain theory for techniques and approaches used in your

teaching● Review plan for student teachers increased participation in

classroom subjects and duties● Allow for opportunities of independent instruction● Review non-academic duties and additional classroom● Review feedback from university supervisor *if applicable*

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Week 3 ● Continued observation and evaluation of student teacherlessons and lesson plans

● Offer guidance to help class to adjust to increasing role ofstudent teacher in the classroom.

● Observe areas of teaching and identify strengths are areas ofgrowth

● Review feedback from university supervisor *if applicable*

Week 4 ● Continued observation and evaluation of student teacherlessons and lesson plans

● Plan with student teacher for intensive teaching. Reviewlessons and plan for upcoming weeks.

● Observe areas of teaching and identify strengths are areas ofgrowth

Week 5 ● Monitor student teacher and his/her progress. Give constructiveadvice as necessary

● Observe areas of teaching and identify strengths are areas ofgrowth

● Complete Midterm Evaluation● Review plan/schedule for student teacher returning subjects to

mentor teacher

Week 6 ● Review plan/schedule for student teacher returning subjects tomentor teacher

● Take back classes at about 1-2 subjects per week● Assist in communicating transition of the student teacher to

students

Week 7 ● Discuss transition of student teacher departure with class● Complete Final Evaluation

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UNIVERSITY SUPERVISOR INFORMATION

UNIVERSITY SUPERVISOR RESPONSIBILITIESThe university supervisor is responsible for:

● Mentoring the student teacher throughout the semester.● Establishing and maintaining good relationships between the cooperating schools and

the university● Helping the student teacher to identify strengths and areas of growth of teaching skills● Communicating with mentor teacher(s) to discuss performance of student teachers● Systematically observing the student teacher's classroom activities● Encouraging the student teacher to experiment with new ideas in curriculum and

methodology● Help the student teacher with:

○ Time management techniques/suggestions○ Identify and set realistic goals in terms of what the student teacher hopes to do

and what and how pupils will be expected to perform○ Provide liaison between the university and the school district's personnel.○ Continually evaluate all aspects of the student teaching field experience

● Interpreting the university’s student teaching policies to mentor teachers, studentteachers and others

● Filing periodic evaluation reports of student teachers' progress● Acquainting the student teacher with the specific school and community and with the

university’s student teaching goals● Grading necessary assignments throughout the semester via Brightspace course

OBSERVATIONSUniversity supervisors will observe student teacher in person, virtually (synchronous live) orrecorded lessons a minimum of two (2) and maximum of six (6) times in the semester.University supervisors will complete an evaluation after each observation using the TeacherCandidate Effectiveness Assessment form (Appendix B). The observation form should besubmitted electronically via the link sent by the Director of Student Teaching.

INTERACTION WITH MENTOR TEACHERThe Director of Student Teaching will distribute via email a copy of the Student TeachingHandbook to the mentor teacher before the start of the semester. If possible, the mentorteacher, student teacher and university supervisor will meet before the start of the placement orduring the first observation to review all requirements of both parties as well as address anyquestions. University supervisors will act as a mediator between mentor teacher and studentteacher should a conflict or problem arise and assist with resolving the conflict as quickly aspossible to allow for a successful placement.

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EVALUATION OF STUDENT TEACHERSUniversity supervisors will complete a midterm and final evaluation on each student teacherusing the PDE 430 form. This form will be submitted electronically via the link provided by theDirector of Student Teaching.

QUICK REFERENCE

PACTE- Teacher CandidateEffectiveness Assessment

Completed after every observation

PDE 430 Completed Midterm (week 5-9) *must have at least 1observation completed*Completed Final (week 14-15)

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CERTIFICATION INFORMATION

INTERN CERTIFICATEPost-Baccalaureate or Graduate Certification Candidates can apply for an Intern CertificateIntern Certificate Process

Pennsylvania’s teacher intern certification is a professional certificate that entitles theholder to fill a full-time professional teaching position. The teacher intern certificationprogram is an alternate route to certification through an approved Pennsylvania programprovider. This program must be completed in three years after receiving approval of anintern certification. For student teaching all coursework must be completed prior tobeginning student teaching.

Below is information about how to qualify and apply for an intern certificate:● Be of good moral character● Be at least 18 years of age● Be a United States citizen or a legal permanent resident holding a valid green card● Hold a minimum of a bachelor’s degree● Enroll in a Pennsylvania Department of Education (PDE) approved Intern program

(Eastern’s Education College is an approved program); a minimum 3.0 GPA is requiredto enter the program. (This certificate must be attained before student teaching in yourjob.)

● Secure a full-time or long-term substitute position in your content area(s)● Meet all testing requirements● Obtain written approval (on letterhead) from the superintendent and/or the principal as

proof of full time employment in the school● Submit an online application through the Teacher Information Management System

(TIMS)● The PDE approved Intern program provider must verify program enrollment through

TIMSSee more details about the Intern Certificate process on this PDE website: Click Here

CERTIFICATION TEST INFORMATIONCertification tests are required for Instructional I certification with the state of Pennsylvania. Ifyou have questions related to certification testing requirements, please see your educationadvisor. Also, please remember to register for all certification tests via the test code number

Test information included here is for those certifications most frequently pursued at Eastern.Further information can be found on the PDE website:

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Certification Area Testing**Required for all students seeking Pennsylvania certification

http://www.education.pa.gov/Teachers%20-%20Administrators/Certifications/Pages/Certification-Testing.aspx#tab-1

● For PreK-4 certification – three PECT modules – registration and preparationinformation can be found at WWW.PA.NESINC.COM o

○ Module 1 – Child development, learning and assessment; collaboration andprofessionalism (test code 8006)

o Module 2 – Language and literacy development; social studies, arts andhumanities (test code 8007)o Module 3 – Mathematics, science, and health (test code 8008)

● For Grades 5-6 ADD ON (option to the above ‘PreK-4’ Certificate Holders)certification- two PRAXIS II modules – registration and preparation informationcan be found at WWW.ETS.ORG

○ Module 2 – English Language Arts & Social Studies (test code 5154)○ Module 3 – Mathematics & Science(test code 5155)

*Student must apply for this certification simultaneously and in addition toapplying for PreK-4 certification. This certification will only be granted oncethe PreK-4 certificate is approved.

● For Special Education PK-12 certification- two PRAXIS II exams - registrationand preparation information can be found at WWW.ETS.ORG

○ The Fundamental Subjects: Content Knowledge (test code –5511)○ Special Education: Core Knowledge and Applications (test code- 5354)

● For Special Education PreK-8 certification – two PECT modules – registrationand preparation information can be found at WWW.PA.NESINC.COM

○ Module 1 – Foundations and professional practice; understanding studentswith disabilities; assessment and program planning and implementation(test code 8011)

○ Module 2 – Inclusive learning environments; delivery of specially designedinstruction (test code 8012)

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● For Special Education 7-12 certification – two PECT modules – registration andpreparation information can be found at WWW.PA.NESINC.COM o

○ Module 1– Foundations and professional practice; understanding studentwith disabilities; assessment and program planning and implementation(test code 8015)

○ Module 2 – Inclusive learning environments; delivery of specially designedinstruction (test code 8016)

● For Middle Level 4-8 certification – PRAXIS II exams – registration andpreparation information can be found at WWW.ETS.ORG

○ All Middle Level 4-8 candidates must pass the Grades 4-8 CoreAssessment. This assessment is composed of three subtests, whichmust be taken together on the candidate’s initial attempt. If thecandidate is unsuccessful reaching the qualifying score on one or moresubtests, the candidate only needs to re-take the particular subtest(s) untilthe qualifying score is met.

○ Test code for the complete Core Assessment is 5152○ If the student must retake one or more subtests, the following registration

codes should be used:■ Pedagogy Subtest (test code 5153)■ English language arts and social studies subtest (test code 5154)■ Mathematics and science subtest (test code 5155)

○ In addition to the Core Assessment, Middle Level candidates must passtheir subject concentration assessment(s):

■ English/Language arts concentration (test code 5156)■ Social studies concentration (test code 5157)■ Mathematics concentration (test code 5158)■ Science concentration (test code 5159)

● For French K-12 certification – two PRAXIS II exams - registration andpreparation information can be found at WWW.ETS.ORG

○ The Fundamental Subjects: Content Knowledge (test code – 5511)○ French: World Language (test code 5174)

● For Spanish K-12 certification – two PRAXIS II exams - registration andpreparation information can be found at WWW.ETS.ORG

○ The Fundamental Subjects: Content Knowledge (test code – 5511)Spanish: World Language (test code 5195 computer) – qualifying score

Updated 8/2021 32

● For Music K-12 certification – two PRAXIS II exams - registration and preparationinformation can be found at WWW.ETS.ORG

○ The Fundamental Subjects: Content Knowledge (test code – 5511)o Music: Content Knowledge (test code –5113)

● For Health and Physical Education K-12 certification – two PRAXIS II exams -registration and preparation information can be found at WWW.ETS.ORG

○ The Fundamental Subjects: Content Knowledge (test code – 5511)○ Health and Physical Education: Content Knowledge (test code – 5857)

● For Biology 7-12 certification – one PRAXIS II exam - registration andpreparation information can be found at WWW.ETS.ORG

○ Biology: Content Knowledge (test code –5235)○

● For Chemistry 7-12 certification – one PRAXIS II exam - registration andpreparation information can be found at WWW.ETS.ORG

○ Chemistry: Content Knowledge (test code –5245)

● For English 7-12 certification – one PRAXIS II exam - registration andpreparation information can be found at WWW.ETS.ORG

○ English Language Arts: Content Knowledge (test code – 5038)

● For Mathematics 7-12 certification – one PRAXIS II exam - registration andpreparation information can be found at WWW.ETS.ORG

○ Mathematics: Content Knowledge (test code – 5161)

● For Social Studies 7-12 certification – one PRAXIS II exam - registration andpreparation information can be found at WWW.ETS.ORG

○ Social Studies: Content Knowledge (test code – 5081)

CERTIFICATION IN OTHER STATESIf you intend to be certified in another state besides Pennsylvania be sure to check the stateauthorization page to review additional steps needed for certification in your desired state.

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APPENDIX A

SUBSTITUTE TEACHING POLICY

From PDE:

The Substitute Teaching Permit for Prospective Educators became effective on September 11,2016 with the passage of Act 86 of 2016.

This permit allows an education student in an approved Pennsylvania teacher preparationprogram who meets the specific requirements in the law to be hired by a Local EducationAssociation (LEA) in a controlled salaried permit position.

Requirements:

An eligible education student:

● Must be currently enrolled in a PA college or university teacher preparation programInstitutionally Accredited and endorsed by CHEA and approved by PDE;

● Must have completed 60 semester hours or the equivalent at an accredited PA college oruniversity; and

● Must be eligible under § 111 (criminal history) and § 1109(a) (good moral character, at least 18years of age, U.S. citizen, etc.) as well as have appropriate child abuse clearances.

Process:

● The permit is issued by the chief school administrator of the LEA (school district, charterschool, area vocational-technical school, or intermediate unit) to the eligible education student.

● The student must present verification of enrollment status and completed semester hours to theLEA.

● The LEA must verify the requirements for a criminal history, child abuse clearances, and GoodMoral Character.

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● The governing body of the LEA will fix the salary paid to the student.

● Substitute time is not eligible for Pennsylvania State Employees Retirement System or SchoolEmployees Retirement System retirement credit.

Service Permissions:

● The permit is valid for one year and allows the student to substitute teach for no more than 10days per school year for a single teacher and not more than 20 days for multiple employees perschool year.

● The permit may be renewed for one additional year if the student provides documentation ofcontinued enrollment in the preparation program and the completion of an additional 15 credithours or its equivalent.

Eastern University’s College of Education guidelines, relative to student teachers, regarding Act86 of 2016 (above) permitting prospective teachers to act as substitute teachers are outlined inthis document. The guidelines below only apply to Eastern University student teachers duringtheir assigned student teaching placement.

Eastern University student teachers will be permitted to act as a substitute teacher during theirstudent teaching experience after the midterm of the student teaching semester and under thefollowing conditions.

Eastern University student teachers:

1. Must be Board approved as a Student Teacher who may be used to substitute.

a. This process will be different for each school district and may not be anoption for all student teaching placements. There should be clearcommunication between the school site and the student teacher about thisoption. Both parties must agree to the use of a student teacher as a substituteteacher.

b. A locally issued permit will be provided by the school site.

2. Must obtain a positive recommendation from their “first-half” mentor teacher anduniversity supervisor prior to being used as a substitute teacher in their studentteaching classroom.

Updated 8/2021 35

3. May not be used as a substitute until after the mid-point of the student teachingsemester.

4. May substitute in their mentor teacher’s classroom when the mentor teacher isabsent from school.

a. May NOT substitute outside of their mentor teacher’s classroom. If thereis a need for a substitute teacher in another classroom, PDE suggests that thementor teacher be assigned to the “other classroom” for the day and thestudent teacher remain in his or her “student teaching classroom” as asubstitute.

5. May serve as a substitute teacher for no more than ten (10) days while studentteaching.

6. May be observed as a student teacher at the same time they are acting as asubstitute teacher in their assigned “student teaching classroom.”

7. Must notify their University Supervisor immediately once they learn that they willbe substitute teaching rather than student teaching.

8. Must be officially employed by the LEA as a paid substitute and the LEA willdetermine the fixed salary of the student teacher when acting as the substitute teacher.

9. All required documentation is sent to the Director of Student teaching prior to thefirst day of substitute teaching.

Some LEAs may have additional restrictions such as:

1. May only be used to substitute IF all other possible District substitutes have nottaken the open position and District teachers will be in the position of having to“cover” the position for the day. (i.e. – using the student teacher due to a need forbargaining unit coverage of another class)

A student teacher is not obligated to act as a substitute teacher during the student teachingsemester but those who believe they may be interested in doing so should initiate the processoutlined below as soon as possible.

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Process for obtaining a Substitute Teaching Permit for Prospective Teachers

Student teachers should:

1. Contact the school district’s Superintendent’s Office or Human Resource Office to determineif the school district is willing to offer a “Substitute Teaching Permit for Prospective Teachers”.These guidelines should be shared with the school district with the initial inquiry.

2. Complete whatever process is outlined by the school district for obtaining this special permit.Student teachers should complete the necessary application process to become a substituteteacher set by the district. If a district contracts with an outside agency (STS, Kelly SubServices, etc), the student teacher should complete the employment application process to beeligible for payment of days spent as a substitute.

a. Verification the candidate is currently enrolled in a teacher preparation program.Student teachers can contact the Director of Student Teaching for this letter

b. Verification the candidate has completed at least 60 hours of coursework at a college oruniversity within the Commonwealth accredited by a regional accrediting agency. Thiswill be included in the letter received with the student teaching placement forcertification seeking students.

c. Other items as determined by the school district such as clearances, resume, etc.

3. During week seven of the student teaching semester, the student teacher should access therecommended form letter via Brightspace or the Student Teaching Handbook and obtain thenecessary signatures. Send completed form to Director of Student Teaching prior to first day ofsubstitute teacher.

4. Submit proof of employment via substitute teacher agency used by LEA.

5. The student teacher will submit the completed letter to the appropriate office in the schooldistrict. The submission of this letter would prompt the school district of the availability of thestudent teacher to act as a substitute teacher for no more than once a week during the remainingstudent teaching semester. After the student teaching semester has ended, the graduate maysubstitute in the school district as frequently as requested.

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To Whom It May Concern:

According to Eastern University College of Education guidelines regarding substitute teachingwhile student teaching, I am formally requesting that I be considered for substitute teachingwhile student teaching in your school district. Below are the signatures of my cooperatingteacher for student teaching during the first 7-weeks of student teaching and universitysupervisor acknowledging that in their certified professional opinion, my skills, knowledge anddisposition are such that I would be an effective substitute teacher within my student teachingclassroom.

Sincerely,

Student Teacher’s Name _________________________________________________________

Student Teacher’s Area of Certification and Building:

______________________________________________________________________________

__________________________________ _ __________________________Cooperating Teacher Print Name University Supervisor Print Name

___________________________________ _____________________________Cooperating Teacher Signature University Supervisor Signature

___________________________________ ___________________________Date Date

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APPENDIX B:

PENNSYLVANIA TEACHER CANDIDATE EFFECTIVENESS TRAINING ASSESSMENT(PACTE) Extended version *submitted electronically after each observation*

Domain 1: Planning and PreparationFormative Assessment #_______

Effective teacher candidates plan and prepare for lessons using their extensive knowledge of the content area, the core/managed curriculum and theirstudents, including students’ prior experience with this content and their possible misconceptions. Instructional outcomes are clearly related to the majorconcepts of the content area and are consistent with the curriculum design. These outcomes are clear to students and classroom visitors (including parents).Learning activities require all students to think, problem-solve, inquire, defend conjectures and opinions and be accountable to the learning community.Effective teacher candidates work to engage all students in lessons and use formative assessment to scaffold and provide differentiated instruction. Measuresof student learning align with the curriculum and core concepts in the discipline, and students can demonstrate their understanding in more than one way.

Component Unsatisfactory (0) Basic (1) Proficient (2) Distinguished N/A

1a:Demonstratingknowledge ofcontent andpedagogy

In planning and practice,the teacher candidatemakes content errors ordoes not correct errorsmade by students. Theteacher candidate displayslittle understanding ofprerequisite knowledgeimportant to studentlearning of the content.The teacher candidatedisplays little or nounderstanding of therange of pedagogicalapproaches suitable tostudent learning of thecontent.

The teacher candidate isfamiliar with the importantconcepts in the discipline butdisplays a lack of awarenessof how these concepts relateto one another. The teachercandidate indicates someawareness of prerequisitelearning, although suchknowledge may be inaccurateor incomplete. The teachercandidate’s plans and practicereflect a limited range ofpedagogical approaches to thediscipline or to the students.

The teacher candidatedisplays solid knowledgeof the important conceptsin the discipline and howthese relate to one another.The teacher candidatedemonstrates accurateunderstanding ofprerequisite relationshipsamong topics. The teachercandidate’s plans andpractice reflect familiaritywith a wide range ofeffective pedagogicalapproaches in the subject.

The teacher displays extensiveknowledge of the importantconcepts in the discipline andhow these relate both to oneanother and to other disciplines.The teacher demonstratesunderstanding of prerequisiterelationships among topics andconcepts and understands the linkto necessary cognitive structuresthat ensure student understanding.The teacher’s plans and practicereflect familiarity with a widerange of effective pedagogicalapproaches in the discipline andthe ability to anticipate studentmisconceptions.

1b:Demonstratingknowledge ofstudents

The teacher candidatedisplays minimalunderstanding of howstudents learn—and littleknowledge of their variedapproaches to learning,knowledge and skills,special needs, andinterests and culturalheritages—and does notindicate that suchknowledge is valuable.

The teacher candidatedisplays generally accurateknowledge of how studentslearn and of their variedapproaches to learning,knowledge and skills, specialneeds, and interests andcultural heritages, yet mayapply this knowledge not toindividual students but to theclass as a whole.

The teacher candidateunderstands the activenature of student learningand attains informationabout levels ofdevelopment for groups ofstudents. The teachercandidate also purposefullyacquires knowledge fromseveral sources aboutgroups of students’ variedapproaches to learning,knowledge and skills,special needs, and interestsand cultural heritages.

The teacher understands theactive nature of student learningand acquires information aboutlevels of development forindividual students. The teacheralso systematically acquiresknowledge from several sourcesabout individual students’ variedapproaches to learning,knowledge and skills, specialneeds, and interests and culturalheritages.

1c:

The outcomes representlow expectations forstudents and lack of rigor,

Outcomes representmoderately high expectationsand rigor. Some reflect

Most outcomes representrigorous and importantlearning in the discipline

All outcomes represent high-levellearning in the discipline. Theyare clear, are written in the form

Updated 8/2021 39

Settinginstructionaloutcomes

and not all of theseoutcomes reflectimportant learning in thediscipline. They are statedas student activities,rather than as outcomesfor learning. Outcomesreflect only one type oflearning and only onediscipline or strand andare suitable for only somestudents.

important learning in thediscipline and consist of acombination of outcomes andactivities. Outcomes reflectseveral types of learning, butthe teacher candidate hasmade no effort atcoordination or integration.Outcomes, based on globalassessments of studentlearning, are suitable for mostof the students in the class.

and are clear, are written inthe form of studentlearning, and suggestviable methods ofassessment. Outcomesreflect several differenttypes of learning andopportunities forcoordination, and they aredifferentiated, in whateverway is needed, for differentgroups of students.

of student learning, and permitviable methods of assessment.Outcomes reflect several differenttypes of learning and, whereappropriate, represent bothcoordination and integration.Outcomes are differentiated, inwhatever way is needed, forindividual students.

1d:Demonstrating knowledgeof resources

The teacher candidate isunaware of resources toassist student learningbeyond materialsprovided by the school ordistrict, nor is the teachercandidate aware ofresources for expandingone’s own professionalskill.

The teacher candidatedisplays some awareness ofresources beyond thoseprovided by the school ordistrict for classroom use andfor extending one’sprofessional skill but does notseek to expand thisknowledge.

The teacher candidatedisplays awareness ofresources beyond thoseprovided by the school ordistrict, including those onthe Internet, for classroomuse and for extending one’sprofessional skill, andseeks out such resources.

The teacher’s knowledge ofresources for classroom use andfor extending one’s professionalskill is extensive, including thoseavailable through the school ordistrict, in the community,through professionalorganizations and universities,and on the Internet.

1e:Designing coherentinstruction

Learning activities arepoorly aligned with theinstructional outcomes,do not follow anorganized progression,are not designed toengage students in activeintellectual activity, andhave unrealistic timeallocations. Instructionalgroups are not suitable tothe activities and offer novariety.

Some of the learningactivities and materials arealigned with the instructionaloutcomes and representmoderate cognitive challenge,but with no differentiation fordifferent students.Instructional groups partiallysupport the activities, withsome variety. The lesson orunit has a recognizablestructure; but the progressionof activities is uneven, withonly some reasonable timeallocations.

Most of the learningactivities are aligned withthe instructional outcomesand follow an organizedprogression suitable togroups of students. Thelearning activities havereasonable timeallocations; they representsignificant cognitivechallenge, with somedifferentiation for differentgroups of students andvaried use of instructionalgroups.

The sequence of learningactivities follows a coherentsequence, is aligned toinstructional goals, and isdesigned to engage students inhigh-level cognitive activity.These are appropriatelydifferentiated for individuallearners. Instructional groups arevaried appropriately, with someopportunity for student choice.

1f:Designing studentassessment

Assessment proceduresare not congruent withinstructional outcomesand lack criteria by whichstudent performance willbe assessed. The teachercandidate has no plan toincorporate formativeassessment in the lessonor unit.

Assessment procedures arepartially congruent withinstructional outcomes.Assessment criteria andstandards have beendeveloped, but they are notclear. The teacher candidate’sapproach to using formativeassessment is rudimentary,including only some of theinstructional outcomes.

All the instructionaloutcomes may be assessedby the proposed assessmentplan; assessmentmethodologies may havebeen adapted for groups ofstudents. Assessmentcriteria and standards areclear. The teachercandidate has awell-developed strategy forusing formative assessmentand has designed particularapproaches to be used.

All the instructional outcomesmay be assessed by the proposedassessment plan, with clearcriteria for assessing studentwork. The plan contains evidenceof student contribution to itsdevelopment. Assessmentmethodologies have been adaptedfor individual students as theneed has arisen. The approach tousing formative assessment iswell designed and includesstudent as well as teacher use ofthe assessment information.

Comments- Planning and Preparation:

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Domain 2: The Classroom EnvironmentFormative Assessment #_______

Effective teacher candidates organize their classrooms so that all students can learn. They maximize instructional time and foster respectful interactions among andbetween teachers and students with sensitivity to students' cultures, race and levels of development. Students themselves make a substantive contribution to theeffective functioning of the class through self-management of their own learning and maintaining a consistent focus on rigorous learning for all students bysupporting the learning of others. Processes and tools for students' independent learning are visible/available to students (charts, rubrics, etc.). Artifacts thatdemonstrate student growth over time are displayed/available.Component Unsatisfactory (0) Basic (1) Proficient (2) Distinguished N/

A

2a:Creating an environmentof respect and rapport

Patterns of classroominteractions, bothbetween teachercandidate and studentsand among students, aremostly negative,inappropriate, orinsensitive to students’ages, culturalbackgrounds, anddevelopmental levels.Student interactions arecharacterized by sarcasm,put-downs, or conflict.The teacher candidatedoes not deal withdisrespectful behavior.

Patterns of classroominteractions, both betweenteacher candidate andstudents and among students,are generally appropriate butmay reflect occasionalinconsistencies, favoritism,and disregard for students’ages, cultures, anddevelopmental levels.Students rarely demonstratedisrespect for one another.The teacher candidateattempts to respond todisrespectful behavior, withuneven results. The net resultof the interactions is neutral,conveying neither warmth norconflict.

Teacher-studentinteractions are friendlyand demonstrate generalcaring and respect. Suchinteractions are appropriateto the ages, cultures, anddevelopmental levels of thestudents. Interactionsamong students aregenerally polite andrespectful, and studentsexhibit respect for theteacher candidate. Theteacher candidate respondssuccessfully todisrespectful behavioramong students. The netresult of the interactions ispolite, respectful, andbusinesslike, thoughstudents may be somewhatcautious about takingintellectual risks.

Classroom interactions betweenteacher and students and amongstudents are highly respectful,reflecting genuine warmth,caring, and sensitivity to studentsas individuals. Students exhibitrespect for the teacher andcontribute to high levels ofcivility among all members of theclass. The net result is anenvironment where all studentsfeel valued and are comfortabletaking intellectual risks.

2b:Establishing a culture forlearning

The classroom culture ischaracterized by a lack ofteacher candidate orstudent commitment tolearning, and/or little orno investment of studentenergy in the task at hand.Hard work and theprecise use of languageare not expected orvalued. Medium to lowexpectations for studentachievement are thenorm, with highexpectations for learningreserved for only one ortwo students.

The classroom culture ischaracterized by littlecommitment to learning bythe teacher candidate orstudents. The teachercandidate appears to be only“going through the motions,”and students indicate thatthey are interested in thecompletion of a task ratherthan the quality of the work.The teacher candidateconveys that student successis the result of natural abilityrather than hard work, andrefers only in passing to theprecise use of language. Highexpectations for learning arereserved for those studentsthought to have a naturalaptitude for the subject.

The classroom culture is aplace where learning isvalued by all; highexpectations for bothlearning and hard work arethe norm for most students.Students understand theirrole as learners andconsistently expend effortto learn. Classroominteractions supportlearning, hard work, andthe precise use of language.

The classroom culture is acognitively busy place,characterized by a shared beliefin the importance of learning. Theteacher conveys highexpectations for learning for allstudents and insists on hard work;students assume responsibility forhigh quality by initiatingimprovements, making revisions,adding detail, and/or assistingpeers in their precise use oflanguage.

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2c:Managingclassroomprocedures

Much instructional timeis lost due to inefficientclassroom routines andprocedures. There islittle or no evidence ofthe teacher candidate’smanaging instructionalgroups and transitionsand/or handling ofmaterials and supplieseffectively. There islittle evidence thatstudents know or followestablished routines.

Some instructional time islost due to partially effectiveclassroom routines andprocedures. The teachercandidate’s management ofinstructional groups andtransitions, or handling ofmaterials and supplies, orboth, are inconsistent, leadingto some disruption oflearning. With regularguidance and prompting,students follow establishedroutines.

There is little loss ofinstructional time due toeffective classroom routinesand procedures. The teachercandidate’s management ofinstructional groups andtransitions, or handling ofmaterials and supplies, orboth, are consistentlysuccessful. With minimalguidance and prompting,students follow establishedclassroom routines.

Instructional time is maximizeddue to efficient and seamlessclassroom routines andprocedures. Students takeinitiative in the management ofinstructional groups andtransitions, and/or the handling ofmaterials and supplies. Routinesare well understood and may beinitiated by students.

2d:Managing studentbehavior

There appear to be noestablished standards ofconduct, or studentschallenge them. There islittle or no teachercandidate monitoring ofstudent behavior, andresponse to students’misbehavior isrepressive ordisrespectful of studentdignity.

Standards of conduct appearto have been established, buttheir implementation isinconsistent. The teachercandidate tries, with unevenresults, to monitor studentbehavior and respond tostudent misbehavior.

Student behavior isgenerally appropriate. Theteacher candidate monitorsstudent behavior againstestablished standards ofconduct. Teacher responseto student misbehavior isconsistent, proportionate,and respectful to studentsand is effective.

Student behavior is entirelyappropriate. Students take anactive role in monitoring theirown behavior and/or that of otherstudents against standards ofconduct. Teacher monitoring ofstudent behavior is subtle andpreventive. The teacher’sresponse to student misbehavioris sensitive to individual studentneeds and respects students’dignity.

2e:Organizingphysical space

The classroomenvironment is unsafe,or learning is notaccessible to many.There is poor alignmentbetween thearrangement of furnitureand resources, includingcomputer technology,and the lesson activities.

The classroom is safe, andessential learning isaccessible to most students.The teacher candidate makesmodest use of physicalresources, including computertechnology. The teachercandidate attempts to adjustthe classroom furniture for alesson or, if necessary, toadjust the lesson to thefurniture, but with limitedeffectiveness.

The classroom is safe, andstudents have equal accessto learning activities; theteacher candidate ensuresthat the furniturearrangement is appropriateto the learning activities anduses physical resources,including computertechnology, effectively.

The classroom environment issafe, and learning is accessible toall students, including those withspecial needs. The teacher makeseffective use of physicalresources, including computertechnology. The teacher ensuresthat the physical arrangement isappropriate to the learningactivities. Students contribute tothe use or adaptation of thephysical environment to advancelearning.

Comments – The Classroom Environment

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Domain 3: InstructionFormative Assessment #_________

All students are highly engaged in learning and make significant contribution to the success of the class through participation in equitable discussions,active involvement in their learning and the learning of others. Students and the teacher candidate work in ways that demonstrate their belief that rigorousinstruction and hard work will result in greater academic achievement. Teacher feedback is specific to learning goals and rubrics and offers concrete ideasfor improvement. As a result, students understand their progress in learning the content and can explain the goals and what they need to do in order toimprove. Academic progress is articulated and celebrated in the learning community and with families. Effective teacher candidates recognize theirresponsibility for student learning in all circumstances and demonstrate significant student growth over time towards individual achievement goals,including academic, behavioral, and/or social objectives.Component Unsatisfactory (0) Basic (1) Proficient (2) Distinguished N/

A

3a:Communicatingwith students

The instructional purposeof the lesson is unclear tostudents, and thedirections andprocedures areconfusing. The teachercandidate’s explanationof the content containsmajor errors. The teachercandidate’s spoken orwritten languagecontains errors ofgrammar or syntax. Theteacher candidate’svocabulary isinappropriate, vague, orused incorrectly, leavingstudents confused.

The teacher candidate’sattempt to explain theinstructional purpose haspartial success, and/ordirections and proceduresmust be clarified afterinitial student confusion.The teacher candidate’sexplanation of the contentmay contain minor errors;some portions are clear;other portions are difficultto follow. The teachercandidate’s explanationconsists of a monologue,with no invitation to thestudents for intellectualengagement. Teachercandidate’s spokenlanguage is correct;however, his or hervocabulary is limited, ornot fully appropriate tothe students’ ages orbackgrounds.

The teacher candidateclearly communicatesinstructional purpose ofthe lesson, includingwhere it is situated withinbroader learning, andexplains procedures anddirections clearly. Teachercandidate’s explanation ofcontent is well scaffolded,clear and accurate, andconnects with students’knowledge andexperience. During theexplanation of content,the teacher candidateinvites student intellectualengagement. Teachercandidate’s spoken andwritten language is clearand correct and usesvocabulary appropriate tothe students’ ages andinterests.

The teacher links theinstructional purpose of thelesson to student interests; thedirections and procedures areclear and anticipate possiblestudent misunderstanding. Theteacher’s explanation of contentis thorough and clear,developing conceptualunderstanding through artfulscaffolding and connectingwith students’ interests.Students contribute toextending the content and helpexplain concepts to theirclassmates. The teacher’sspoken and written language isexpressive, and the teacherfinds opportunities to extendstudents’ vocabularies.

3b:Using questioningand discussiontechniques

Teacher candidate’squestions are of lowcognitive challenge,require single correctresponses, and are askedin rapid succession.Interaction betweenteacher candidate andstudents ispredominantlyrecitation style, with theteacher candidatemediating all questionsand answers. A fewstudents dominate thediscussion

Teacher candidate’squestions lead studentsthrough a single path ofinquiry, with answersseemingly determined inadvance. Alternatively,the teacher candidateattempts to frame somequestions designed topromote student thinkingand understanding, butonly a few students areinvolved. Teachercandidate attempts toengage all students in thediscussion and toencourage them torespond to one another,but with uneven results.

Although the teachercandidate may use somelow-level questions, he orshe asks the studentsquestions designed topromote thinking andunderstanding. Teachercandidate creates agenuine discussionamong students,providing adequate timefor students to respondand stepping aside whenappropriate. Teachercandidate successfullyengages most students inthe discussion,employing a range ofstrategies to ensure thatmost students are heard.

Teacher uses a variety orseries of questions orprompts to challengestudents cognitively,advance high-level thinkingand discourse, and promotemetacognition. Studentsformulate many questions,initiate topics, and makeunsolicited contributions.Students themselves ensurethat all voices are heard inthe discussion.

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3c:Engaging studentsin learning

Learning tasks andactivities, materials,resources, instructionalgroups and technologyare poorly aligned withthe instructionaloutcomes or require onlyrote responses. The paceof the lesson is too slowor too rushed. Fewstudents are intellectuallyengaged or interested.

Learning tasks andactivities are partiallyaligned with theinstructional outcomesbut require only minimalthinking by students,allowing most to bepassive or merelycompliant. The pacing ofthe lesson may notprovide students the timeneeded to be intellectuallyengaged.

The learning tasks andactivities are aligned withthe instructional outcomesand designed to challengestudent thinking, the resultbeing that most studentsdisplay active intellectualengagement withimportant and challengingcontent and are supportedin that engagement byteacher candidatescaffolding. The pacing ofthe lesson is appropriate,providing most studentsthe time needed to beintellectually engaged.

Virtually all students areintellectually engaged inchallenging contentthrough well-designedlearning tasks andsuitable scaffolding bythe teacher and fullyaligned with theinstructional outcomes.In addition, there isevidence of somestudent initiation ofinquiry and of studentcontribution to theexploration of importantcontent. The pacing ofthe lesson providesstudents the time neededto intellectually engagewith and reflect upontheir learning and toconsolidate theirunderstanding. Studentsmay have some choicein how they completetasks and may serve asresources for oneanother.

3d:Using Assessmentin Instruction

There is little or noassessment ormonitoring of studentlearning; feedback isabsent or of poorquality. Students do notappear to be aware ofthe assessment criteriaand do not engage inself-assessment.

Assessment is usedsporadically by teachercandidate and/orstudents to supportinstruction throughsome monitoring ofprogress in learning.Feedback to students isgeneral, students appearto be only partiallyaware of the assessmentcriteria used to evaluatetheir work, and fewassess their own work.Questions, prompts, andassessments are rarelyused to diagnoseevidence of learning.

Assessment is usedregularly by teachercandidate and/or studentsduring the lesson throughmonitoring of learningprogress and results inaccurate, specificfeedback that advanceslearning. Students appearto be aware of theassessment criteria; someof them engage inself-assessment.Questions, prompts,assessments are used todiagnose evidence oflearning.

Assessment is fullyintegrated into instructionthrough extensive use offormative assessment.Students appear to beaware of, and there is someevidence that they havecontributed to, theassessment criteria.Students self-assess andmonitor their progress. Avariety of feedback, fromboth their teacher and theirpeers, is accurate, specific,and advances learning.Questions, prompts,assessments are usedregularly to diagnoseevidence of learning byindividual students

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3e: Demonstratingflexibility andresponsiveness

The teacher candidateadheres to theinstruction plan in spiteof evidence of poorstudent understandingor lack of interest.Teacher candidateignores studentquestions; whenstudents experiencedifficulty, the teachercandidate blames thestudents or their homeenvironment.

The teacher candidateattempts to modify thelesson when needed andto respond to studentquestions and interests,with moderate success.Teacher candidateaccepts responsibilityfor student success buthas only a limitedrepertoire of strategiesto draw upon.

The teacher candidatepromotes the successfullearning of all students,making minoradjustments as needed toinstructional plans andaccommodating studentquestions, needs, andinterests. Drawing on abroad repertoire ofstrategies, the teachercandidate persists inseeking approaches forstudents who havedifficulty learning.

Teacher seizes anopportunity to enhancelearning, building on aspontaneous event orstudent interests, orsuccessfully adjusts anddifferentiates instruction toaddress individual studentmisunderstandings.Teacher persists in seekingeffective approaches forstudents who need help,using an extensiverepertoire of instructionalstrategies and solicitingadditional resources fromthe school or community.In addition to thecharacteristics of“proficient”: The teacher’sadjustments to the lessonare designed to assistindividual students.Teacher seizes on ateachable moment toenhance a lesson. Theteacher conveys to studentsthat s/he won’t consider alesson “finished” untilevery student understandsand that s/he has a broadrange of approaches to use.In reflecting on practice,the teacher can cite othersin the school and beyondwhom s/he has contactedfor assistance in reachingsome students.

Comments – Instruction

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Domain 4: Professional ResponsibilitiesFormative Assessment #__________

Effective teacher candidates have high ethical standards and a deep sense of professionalism. They utilize integrated systems for using student learningdata, record keeping and communicating with families clearly, timely and with cultural sensitivity. They assume leadership roles in both school anddistrict projects, and engage in a wide-range of professional development activities. Reflection on their own practice results in ideas for improvement thatare shared across the community and improve the practice of all. These are teacher candidates who are committed to fostering a community of effortfullearning that reflects the highest standards for teaching and student learning in ways that are respectful and responsive to the needs and backgrounds ofall learners.Component Unsatisfactory (0) Basic (1) Proficient (2) Distinguished N/A

4a:Reflecting on Teaching

The teacher candidatedoes not know whether alesson was effective orachieved its instructionaloutcomes, or the teachercandidate profoundlymisjudges the success of alesson. The teachercandidate has nosuggestions for how alesson could be improved.

The teacher candidate has agenerally accurateimpression of a lesson’seffectiveness and the extentto which instructionaloutcomes were met. Theteacher candidate makesgeneral suggestions abouthow a lesson could beimproved.

The teacher candidatemakes an accurateassessment of a lesson’seffectiveness and theextent to which itachieved its instructionaloutcomes and can citegeneral references tosupport the judgment.The teacher candidatemakes a few specificsuggestions of whatcould be tried anothertime the lesson is taught.

The teacher makes athoughtful and accurateassessment of alesson’s effectivenessand the extent to whichit achieved itsinstructional outcomes,citing many specificexamples from thelesson and weighingthe relative strengths ofeach. Drawing on anextensive repertoire ofskills, the teacher offersspecific alternativeactions, complete withthe probable success ofdifferent courses ofaction.

4b:Supervised maintenanceof accurate records

Even with supervision, theteacher candidate’sinformation on studentcompletion ofassignments, studentprogress in learning,non-instructional activityis nonexistent or indisarray.

With supervision the teachercandidate maintainsinformation on studentcompletion of assignments,student progress in learning,non-instructional activitythat is rudimentary andpartially effective.

With supervision theteacher candidatemaintains informationon student completion ofassignments, studentprogress in learning, andnon-instructionalactivities that is fullyeffective.

The teacher’s systemfor maintaininginformation on studentcompletion ofassignments, studentprogress in learning,and non-instructionalrecords is fullyeffective. Studentscontribute informationand participate inmaintaining therecords.

4c:Supervisedcommunication withfamilies

Even with supervision, theteacher candidate has notdemonstrated skills foreffective communicationand involvement withfamilies.

With supervision, the teachercandidate demonstrates someskills for effectivecommunication andinvolvement with families.

With supervision, theteacher candidatecommunicateseffectively with familiesmultiple times.

The teachercommunicates frequentlywith families in aculturally sensitivemanner, with studentscontributing to thecommunication. Theteacher responds tofamily concerns withprofessional and culturalsensitivity. The teacher’sefforts to engage familiesin the instructionalprogram are frequent andsuccessful.

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4d:Participating in aProfessional Community

The teacher candidate’srelationships withcolleagues are negative orself-serving. The teachercandidate avoidsparticipation in aprofessional culture ofinquiry, resistingopportunities to becomeinvolved. The teachercandidate avoidsbecoming involved inschool events or schooland district projectsrecommended by thementor teacher.

The teacher candidate’sprofessional relationships arecordial and fulfillschool/district dutiesrecommended by the mentorteacher; includinginvolvement in a culture ofinquiry, school events and/orschool/district projects whenasked.

The teacher candidate’sprofessionalrelationships arecharacterized by mutualsupport and cooperation;include activeparticipation in a cultureof professional inquiry,school events andschool/district projects,making substantialcontributions.

Professionalrelationships arecharacterized by mutualsupport, cooperationand initiative inassuming leadership inpromoting a culture ofinquiry and makingsubstantialcontributions toschool/district projects.

4e:Growing and Developingprofessionally

The teacher candidateengages in no professionaldevelopment activities toenhance knowledge orskill. The teachercandidate resists feedbackon teaching performancefrom either supervisors ormore experiencedcolleagues. The teachercandidate makes no effortto share knowledge withothers or to assumeprofessionalresponsibilities.

The teacher candidateparticipates to a limitedextent in professionalactivities when they areconvenient. The teachercandidate engages in alimited way with colleaguesand supervisors inprofessional conversationabout practice, includingsome feedback on teachingperformance. The teachercandidate finds limited waysto assist other teachers andcontribute to the profession.

The teacher candidate seeksout opportunities forprofessional development toenhance content knowledgeand pedagogical skill. Theteacher candidate activelyengages with colleagues andsupervisors in professionalconversation about practice,including feedback aboutpractice. The teachercandidate participatesactively in assisting othereducators and looks for waysto contribute to theprofession.

The teacher seeksout opportunities forprofessionaldevelopment andmakes a systematiceffort to conductaction research. Theteacher solicitsfeedback on practicefrom bothsupervisors andcolleagues. Theteacher initiatesimportant activitiesto contribute to theprofession.

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4f:Showing Professionalism

The teacher candidateinteractions arecharacterized byquestionableprofessionalism in dress,grooming,communication,timeliness, commitment toteaching, ability to take onresponsibilities.

The teacher candidateinteraction are characterizedby honest, genuine butinconsistent professionalismin dress, grooming,communication, timeliness,commitment to teaching,ability to take onresponsibilities.

The teacher candidatedisplays high standards ofhonesty, integrity, andconfidentiality ininteractions with colleagues,students, and the public. Theteacher candidatedemonstrates fullcommitment to teaching anda willingness to take onresponsibilities.

The teacher can becounted on to holdthe highest standardsof honesty, integrity,and confidentialityand takes aleadership role withcolleagues. Theteacher is highlyproactive in servingstudents, seeking outresources whenneeded. The teachermakes a concertedeffort to challengenegative attitudes orpractices to ensurethat all students,particularly thosetraditionallyunderserved, arehonored in theschool. The teachertakes a leadershiprole in team ordepartmentaldecision making andhelps ensure thatsuch decisions arebased on the highestprofessionalstandards. Theteacher compliesfully with school anddistrict regulations,taking a leadershiprole with colleagues.

Comments – Professional Responsibilities

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APPENDIX C:PACTE EVALUATION-Short version

Pennsylvania Teacher Candidate Effectiveness Assessment Formative Assessment

Student Teacher Name: __________________________ Subject: __________________________ Grade:________________

FORM COMPLETED BY: □ STUDENT TEACHER □ COOPERATING TEACHER □ SUPERVISOR

COOP TEACHER’S NAME: _____________________________SUPERVISOR’S NAME: __________________________

OBSERVATION: □ SCHEDULED □ UNSCHEDULED OBSERVATION DATE: ___________ TIME: ____________

0 Unsatisfactory 1 Basic 2 Proficient Distinguished

1. Planning and Preparation Score Comments

a. Demonstrating knowledge of content and pedagogy (INTASC 4)

b. Demonstrating knowledge of students (INTASC 2)

c. Demonstrating knowledge of developmental levels (INTASC 1)

d. Setting instructional outcomes (INTASC 5/7)

e. Demonstrating knowledge of resources (INTASC 7)

f. Designing coherent instruction (INTASC 5)

g. Designing student assessment (INTASC 6)

2. Classroom Environment Score Commentsa. Creating an environment of respect & rapport (INTASC 1/2)

b. Establishing a culture for learning (INTASC 3/5)

c. Managing classroom procedures (INTASC 3)

d. Managing student behavior (INTASC 2/3)

e. Organizing physical space (INTASC 3)

3. Instruction Score Commentsa. Communication with students (INTASC 2)

b. Using questioning and discussion techniques (INTASC 1/5)

c. Engaging students in learning (INTASC 7/8)

d. Using assessment in instruction (INTASC 6)

e. Demonstrating flexibility and responsiveness (INTASC 8)

4. Professional Responsibilities Score Commentsa. Reflecting on teacher and student learning (INTASC 9)

b. System for managing students’ data (INTASC 6)

c. Communicating with families (INTASC 10)

d. Participating in a professional community (INTASC 9/10)

e. Growing and developing professionally (INTASC 9)

f. Showing professionalism (INTASC 9/10)

SIGNATURES:STUDENT TEACHER: _____________________ DATE: ______ EVALUATOR: ___________________ DATE: ________

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