Field Experience Handbook

Cazenovia College

Inclusive Early Childhood Education

and

Inclusive Elementary Education

Program

Prior to their first field placement, all teacher candidates must:

• read the entire handbook

• send an email to their advisor stating: I have read and agree to abide by the policies set forth in the CCIE Field Experience Handbook.

Table of Contents

Standard Field Experience Timeline for CCIE Teacher Candidates…………………………….1 Preface………………………………………………………………………………………….….1 Degree Pathways……………………………………………………………………….…………1 Amendments………………………………………………………………………………………2 CCIE Theoretical and Conceptual Framework and Vision………………………………………2 Summary of the CCIE Mission……………………………………………………………...….…2 CCIE Primary Field Experience Administrative Contacts………………………………………2 CCIE Program Directors…………………………………………………………………………3 Accreditation Considerations...…………………………………………………………………....3 Prior to the Field Experiences TEACH Account………………………………………………………………………….3

Fingerprint Clearance ………………………………………….………………………....3 NYS Mandated Reporter Certificate (Child Abuse) ………………………………….......4 Field Placement Assignments…………………………………………………………….4 Application for Student Teaching Candidacy…………………………………………….4 Restrictions on Placement………………………………………………………………...4 Technically Identified Needs and Life Events……………….…………………………...5 Field Placement Assignment Notification…………………………………………….….5

During the Field Experiences Responsibilities of the Teacher Candidates………………………………………………5 Responsibilities of the Host School……………………………………………………….6 Responsibilities of the Cooperating Teachers…………………………………...................6 The First Day……………………………………………………………………………...8 Absences…………………………………………………………………………………...8 Tardiness…………………………………………………………………………………. 9 Breaks……………………………………………………………………………………...9 Mobile Phones……………………………………………………………………...……...9 Professionalism and Attire…………………………………………………………….….9 Transportation.……………………………………………………………………….….10 Field Trips, Extracurriculars, and Social Activities………………………………….….10 Professional Activities……………………………………………………………….…...10 Transformative Leadership…………………………………………………………....…10 Reassignment……………………………………………………………………….……11 Field Experience Evaluation……………………………………………………………..11

After the Field Experiences

Monitoring Student Progress……………………………………………………………12 Requirements for Graduation……………………………………………………………12 Grade Appeal……………………………………………………………………………. 12

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Additional Policies to Note Office of Special Services and Disability Accommodation……………………………....12 Epidemics and Pandemics…...……………...……………………………………………13

Liability Protection for CCIE Teacher Candidates………………………………... …...13 Sexual Harassment and Misconduct…………………………………………………….13 Compliance with Education Law 2-D…………………………………………………………...13 Cazenovia College Integrated Education (CCIE) Program Partnerships………………………14 Cazenovia College CCIE Supervisors……………………………………………………………14 Cazenovia College CCIE Recognized Host Schools

Cazenovia Campus………………………………………………………………….……14 Schenectady …...………………………………………………………………….….…. 15 Herkimer area…...…………………………………………………………. ……………15

Cazenovia College CCIE Recognized Cooperating Teachers……………………………...…....15 Appendix…………………………………………………………………………………...…….16 Teacher Candidate Introductory Letter to the Cooperating Teacher………………….17

Cazenovia College Field Experience Verification Log………………………………….18 Cazenovia College Context for Learning Report……………………………………….19 Cazenovia College Family Letter………………………….…………………………….21 Cazenovia College Video Consent form…………………...…………………………….22 Teaching Evaluation forms

Cazenovia College Teaching Observation Form (Highly Structured) ………....23 Cazenovia College Teaching Observation Form (Semi-Structured) …………...25 Cazenovia College Teaching Observation Form (Open-Ended) ……………….26 Cazenovia College Teacher Candidate Dispositions Evaluation…………....…...27 Cazenovia College Fundamental Pedagogical Requirements Rubric……....…...28

Cazenovia College Lesson Plan & Observation Form Template………….……30 Cazenovia College Integrated Lesson Plan Template…………………………….…… 31

This field experience handbook is the official field experience program policy for the Cazenovia College Inclusive Education (CCIE) programs.

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Standard Field Experience Timeline for CCIE Teacher Candidates Teacher candidates (TCs) in the Inclusive Education Programs at Cazenovia College experience increasingly intensive field experience placements. By their senior year, the student teaching component of the programs provides the teacher candidate with an increased responsibility for curriculum development and implementation, assessment of student learning, classroom management, and collaboration with other professionals and parents. The field experience trajectory consists of the following practicum and student teaching experiences in conjunction with other coursework*:

• Year 1: observation (practicum #1)- ED111L

• Year 2: mini-teaching & co-teaching (practicum #2 & #3)- ED131L & ED320L

• Year 3: co-teaching -to- leading main lessons (practicum #4)- ED312

• Year 4: occasional lessons -to- fulltime teaching (Student Teaching)- ED388 & ED484 or ED488

Preface

This handbook provides an overview of the field experiences in the Cazenovia College Inclusive Education (CCIE) programs. Cazenovia College offers two bachelor degree programs: Inclusive Elementary Education (IEE) and Inclusive Early Childhood Education (IECE). Completers are prepared to obtain dual certification in New York State Elementary Education & Special Education, and reciprocity is commonly accepted for teacher certifications in other states and countries. This document is a resource for teacher candidates, faculty, cooperating teachers, advisory board members, accreditation stakeholders, college administrators, and other community partners who are interested in supporting teacher education in the CCIE programs. Field experience within the CCIE programs is designed to merge the theoretical components of inclusive pedagogy with the practical aspects of daily teaching. Moreover, these experiences provide teacher candidates opportunities to apply their knowledge, understanding, and skills in a way that has a positive impact on student learning.

Degree Pathways Program Sites, Highlights, Course Descriptions, and General Information about Cazenovia College’s Inclusive Education BS.IEE & BS.IECE Degrees:

1. The CCIE programs at the Cazenovia College Campus consist of a 4-year degree pathway: https://www.cazenovia.edu/academics/programs/education-inclusive-elementary https://www.cazenovia.edu/academics/programs/education-inclusive-early-childhood 2. Upon completion of foundational coursework at SUNY Schenectady, transfer students can enter the Adult & Continuing Education CCIE programs for a 3-year, part-time degree path: https://www.cazenovia.edu/academics/programs/inclusive-early-childhood-education https://www.cazenovia.edu/academics/programs/inclusive-elementary-education 3. Upon completion of foundational coursework at Herkimer Community College, transfer students can enter the Adult & Continuing Education CCIE programs for a 3-year part-time degree path: https://www.cazenovia.edu/academics/programs/inclusive-early-childhood-education-0 https://www.cazenovia.edu/academics/programs/inclusive-elementary-education-0

*Prospective teacher candidates from other institutions who are interested in joining a program at one of our sites are welcome to send their transcripts in for review.

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Amendments CCIE program faculty members proposing amendments should present a rationale and formal edits for improvement. Any amendments to this document must be discussed at a CCIE program meeting prior to program director review. Following any edits, the previous versions of this document should be archived by the program director for 5 years and available to the public for comment. In addition, the advisory board and the division chair must receive a 6-month summary of any revisions for an opportunity to make recommendations for continuous improvement. These suggestions are then reviewed at the program meeting and the continuous improvement process continues in a cyclical manner.

CCIE Theoretical and Conceptual Framework and Vision Our CCIE programs are dedicated to teaching excellence and innovation. As a small, historic, private institution, we offer numerous opportunities for pedagogical interactions, liberal arts content knowledge support, and integrated interdisciplinary education. The CCIE programs are dedicated to transformative leadership and supporting teacher candidates on their journey to become confident, passionate educators and leaders in the field. We do not do this work alone, and we value our community partnerships. Faculty in the CCIE programs are professional leaders who believe that each person brings their individual strengths to diverse teaching and learning processes. Through meaningfully crafted assessments and professional observations, the CCIE programs support all learners to achieve outstanding outcomes within diverse cultural contexts. This association is committed to developing innovative, rigorous, sustainable, and distinguished transformations in the field of education.

Summary of the CCIE Mission Purpose: The Cazenovia College Inclusive Education Degrees (Inclusive Early Childhood Education & Inclusive Elementary Education) are teacher preparation degree programs that provide formative support for teacher candidates preparing to educate children in diverse educational contexts. Main Goals: In order to provide an equitable education for all children in diverse educational settings, Cazenovia College Inclusive Education (CCIE) degree programs prepare teacher candidates to:

1. create positive classroom cultures through ongoing care, compassionate behavior guidance, and pedagogically meaningful academic activities

2. engage in continuous improvement and innovation in educational research and practice

3. exceed rigorous accreditation expectations which are designed for professionalism in teacher education

CCIE Primary Field Experience Administrative Contacts

• Lacey Eaves, CCIE Field Placement Coordinator, Contact: laeaves@cazenovia.edu

• Rachel Copland, Program Manager, Adult & Continuing Education, Contact: racopland@cazenovia.edu o Field placement Capital District Region: Amy Kiley, aekiley@cazenovia.edu o Field placement at Herkimer: Lisa Putnam, lmputnam@cazenovia.edu

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CCIE Program Directors

Dr. David Rufo, Contact: drufo@cazenovia.edu Dr. Jessica Essary, Contact: jnessary@cazenovia.edu

Accreditation Considerations

The CCIE program is a member in good standing with the Association for Advancing Quality in Educator Preparation (AAQEP). In accordance with AAQEP guidelines, we strive for our program completers to meet the following claims: Please read the most recent assessment report for more information pertaining to accreditation. We welcome your comments and feedback.

Prior to the Field Experiences TEACH Account A TEACH account is a service developed by New York State that houses all your teaching certification information as well as a portal of communication with NYSED. Create a TEACH account:

1. Go to: http://www.highered.nysed.gov/tcert/teach/ 2. Click on: Create a NY.gov TEACH account 3. Use the same name (middle initial or no middle initial, etc.) that you use on all documents related to

teacher certification: academic transcripts, workshops, fingerprinting, etc. 4. The identifying information used for the TEACH account must match the information the candidate

will use to create their New York State Teacher Certification Exam (Pearson) account. 5. Use your personal email address rather than their institution email address when creating your

TEACH account. 6. Follow the prompts all the way until you are asked to enter your social security number. (Be 100% sure

you enter the correct social security number!) 7. You are finished setting up your TEACH account when you come to the home page. Under Profile Links,

select “Update/Add Education, Employment, and Personal Information.” 8. Click on “Edit Education” and add your program at Cazenovia College.

Fingerprinting Clearance Before entering field experiences (ED111L, ED131L, ED320L, ED312, ED388, ED484, ED488) inclusive education majors must complete their Fingerprint Clearance and then send proof of the clearance to their advisor (before the fall term of their second year).

1. Go to: http://nysed.gov/educator-integrity/fingerprinting 2. Choose Certification and Code 14ZGQT 3. Independently complete and submit this requirement to your advisor before Second Year, Fall Term

Teacher candidates do not have to get fingerprinted if they have previously been fingerprinted and it is verified on their TEACH account. If you have been fingerprinted in an early childhood center, you will need another set on your TEACH account. These systems involve separate agencies. To get copies of your fingerprint clearance:

1. Go to the TEACH website: http://www.highered.nysed.gov/tcert/teach/ 2. Log-in (if you are just creating an account your fingerprints may take time to show in your account)

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3. Click the picture that says “TEACH online” 4. From the menu, choose “Account Information” 5. From the next menu, choose “fingerprinting” and hit “GO” 6. The next page to come up will show your fingerprint information. Some of you will have the boxes at

the bottom of the page filled out with specific information if a specific school has given you clearance. Others will have a line of text just above those boxes that says something like “Your DCJS and FBI results have been received.”

7. Print this page and scan or save it as a PDF and email it to your advisor.

NYS Mandated Reporter Certificate (Child Abuse) Before being allowed to student teach, education majors will need to independently obtain their NYS Mandated Reporter Certificate (Child Abuse) and then send proof of the workshop completion to their advisor. Information may be found online at: http://www.highered.nysed.gov/tcert/certificate/ca.html

Independently complete and submit a copy of the workshop certificate to your advisor before Second Year, Fall Term. Send a copy to NYSED, the address is on the certificate.

Field Placement Assignments Faculty may place requests for the field experience placements by providing the Field Placement Coordinator with the following information at least 3 weeks in advance of the placement:

1. The course for which placement is needed 2. The type of placement (ELA block, any instructional time, etc.) 3. The number of hours needed 4. If all teacher candidates need to be in the same building 5. If all teacher candidates need to be on the same day/time 6. The approximate number of teacher candidates 7. Approximate start and end dates for the placement 8. If multiple teacher candidates are allowed to be placed within the same classroom

Application for Student Teaching Candidacy Teacher Candidates submit an Application for Student Teaching Candidacy (ASTC) to their advisor by June 7. Once the field placement coordinator contacts the Teacher Candidate regarding school placement information (usually by mid-August), the Teacher Candidate should send their cooperating teacher an email to introduce themselves. See the appendix for an introductory email template. All student teaching requests are sent to the field placement coordinator in accordance with the Application for Student Teaching Candidacy (ASTC). Advisors will submit all student ASTC forms (which are submitted by teacher candidates at least two months prior to the requested placement). Teacher candidates who attempt to submit late forms or forget to submit their ASTC will not be permitted to register for student teaching the following semester and this oversight of the requirements may delay graduation. A teacher candidate who does not meet the student teaching application criteria will develop, in conjunction with their advisor, a contract to commit to improving any minor shortcomings, or be advised out of the program. Depending on the instance, some individuals may be able to maintain a minor in education while selecting another major at Cazenovia College. Restrictions on Placement Teacher candidates may indicate to their advisor and field placement coordinator regions or schools they prefer for their final student teaching position. However, teacher candidates must not, in any way, attempt to arrange

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their own field placement assignments. Consequently, if an attempt is made which disregards this policy, the teacher candidate will not be placed in the school they contacted. Placements for course field experience labs must be within 30 miles of the Cazenovia College campus. Student teaching placements may be up to a one-hour drive from the Cazenovia College campus. Technically Identified Needs (TIN) and Life Events It is advisable that students inform the program administration of any special health conditions (i.e., temporary medication) or life events (i.e., pregnancy) prior to the negotiation of field placements. This affords the school and the field experience coordinator an opportunity to secure appropriate assignments. Field Placement Assignment Notification The field placement coordinator will directly contact the teacher candidate with their school placement information.

• The teacher candidate will be directed to contact the cooperating teacher via email for an introduction. See the appendix for an introductory email template. The teacher candidate must display evidence of attempting to establish this communication in advance of the field placement. If the teacher candidate fails to communicate professionally, they may receive an ‘I’ incomplete grade and be asked to complete the field experience during the subsequent semester at a new placement.

During the Field Experiences Responsibilities of the Teacher Candidates

• The students (for those enrolled in ED111L, ED131L, ED320L, or ED312) or Teacher Candidates (for those enrolled in ED388, ED484, or ED488) must maintain consistent communications with field specialist.

• Student teaching (for those enrolled in ED388, ED484, or ED488) takes place over the course of the Fall semester for 14 weeks and 4 days per week. Hours each day follow the host school’s calendar and schedule.

• Students and Teacher Candidates must submit a completed Field Experience Verification Log (see appendix) to the course instructor within a week of the end of their field or student teaching experience. The completed form will count towards getting a passing grade for ED111L, ED131L, ED320L, ED312, ED388 and ED484/488.

• Time spent traveling to and from the field site does not count as field experience hours. • The Teacher Candidate (those enrolled in ED388, ED484, or ED488) will be required to videotape

instructional sequences to satisfy requirements for the edTPA teacher certification exam , *NOTE: There is an August 31 cut off each year for the edTPA. Each year, a new version of the handbook is produced which runs from September 1 to August 31. Therefore, the edTPA must be submitted by August 31. If not, then it needs to follow the following year's handbook and materials. For the most part there is very little change in the edTPA content from year to year, however, if the incorrect version is submitted, it will result in an automatic failure.

• Upon graduation, contact Dr. Rufo for recommendation of your initial teacher certification to the New York State Education Department for certification. Cazenovia College recommends certification for candidates when they complete all of the program requirements. It is up to the student to complete all the necessary test requirements and up to New York State to grant certification. This takes place two weeks after the degree transcripts are verified

• Additional responsibilities of the teacher candidates are listed in their course syllabus. Please share your syllabus with your cooperating teacher.

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Responsibilities of the Host School For Teacher Candidates (students enrolled in the ED388, ED484, or ED488 student teacher placements) the host school:

• must permit Cazenovia College field specialists to visit (in person or virtually) at least 4 times over the course of a 14-week period for lesson observations, evaluations, and meetings.

• must permit Cazenovia College Teacher Candidates to have specific teaching responsibilities and opportunities to plan, implement, and assess lessons in English language arts (ELA) math, social studies, and science over the course of their 14-week student teaching experience.

• must provide Cazenovia College Teacher Candidates with experiences in a variety of communities and across the range of student developmental levels of the certificate, experiences practicing skills for interacting with parents or caregivers, and experiences with a variety of student populations such as socioeconomically disadvantaged students, students who are English language learners, and students with disabilities.

• must permit videotaping of instructional sequences to satisfy requirements for the edTPA teacher certification exam.

• allow Cazenovia College Teacher Candidates to engage in all aspects of classroom planning and instruction in a supervised manner and therefore, the host school must not use Cazenovia College Teacher Candidates as:

o Substitute teachers during their 4 scheduled days of student teaching each week o Recess or lunch monitors o Bus duty assistants o Test administrators o Teaching assistants o Hallway monitors

Responsibilities of the Cooperating Teachers

• Cooperating teacher qualifications must include: o The highest degree among their peer teachers at the school or educational center o Certification in Childhood or Elementary Education o A minimum of 3 years teaching experience. o A recommendation from the school principal, head, or director

• Cooperating teachers must provide time for the teacher candidate to observe, work with individual students, small groups of students and move into whole class instruction when the host teacher and the teacher candidate feel ready. Gradually delegate more responsibility to the teacher candidate over the course of the placement and support them with specific feedback. For example:

o Week 1 - student teacher observes the class to familiarize themselves with the rules, routines and children

o Week 2 - previous week’s responsibilities in addition to teacher candidate working 1:1 with a student, with a small group, co-teaching with cooperating teacher by either following teacher’s plan or creating a plan based on the curriculum, under cooperating teacher’s directive and guidance.

o Week 3 - previous week’s responsibilities in addition to teacher candidate teaching or assistant teaching each ELA lesson with the cooperating teacher offering constructive feedback.

o Week 4 - previous week’s responsibilities in addition to teacher candidate teaching or assistant teaching each math lesson with the cooperating teacher offering constructive feedback.

o Week 5 - weeks 3 and 4 responsibilities in addition to teacher candidate teaching or assistant teaching each science lesson with the cooperating teacher offering constructive feedback.

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o Week 6 - weeks 3, 4, and 5 responsibilities in addition to teacher candidate teaching or assistant teaching each social studies lesson with the cooperating teacher offering constructive feedback.

o Week 7 - teacher candidate gradually relinquishes classroom teaching responsibilities to the host teacher.

• Provide time each day to meet with the student teacher to discuss planning and instruction (prior to teaching lessons) and assessment of teaching and student learning (after teaching each lesson).

• Complete two observations of a lesson (one during weeks 1-3 and one during weeks 4-7) along with a feedback form for each. The Cooperating Teacher may choose from three versions (highly-structured, semi-structured, and open-ended) of the feedback form for each observation. The feedback forms may be found in the Appendix.

• Complete a Teacher Candidate Dispositions Evaluations and an Evaluation of Pedagogical Requirements form at the end of the 7-week placement. Both forms may be found in the Appendix.

• Allow the student teacher to complete specific course requirements that may involve assessment, planning, and instruction.

• Contact college supervisors to discuss teacher candidate progress, challenges, and concerns.

• Completing all necessary and required documentation for teacher candidates, as required by the Cazenovia College Inclusive Education programs.

*Note: Student teachers are not yet certified and not employed by the district and therefore cannot be alone with students and will always require the cooperating teacher’s supervision. Cooperating teachers professionally contribute to the field of teacher education by mentoring a CCIE teacher candidate. In addition to providing professional support for the teacher candidate, the cooperating teacher should also consider:

• Reviewing the course syllabus associate with the field placement with the Teacher Candidate

• Discussing what they are looking forward to from the experience and set mutual expectations.

• Explaining and providing documentation of school policies, procedures, diversity considerations, and school culture insights.

• Helping the Teacher Candidate understand the profession by sharing stories of past experiences in teacher education.

• Informing the Teacher Candidate of classroom and school routines (e.g., class schedule, team teaching shifts, faculty meetings, clubs, etc.).

• Describing methods for informally and formally assessing student progress.

• Sharing classroom management procedures (e.g., submitting homework, lining up for lunch, drills, etc.) as well as demonstrating how the students practice these procedures.

• Sharing classroom rules and describing how they are celebrated when upheld as well as relevant consequences when broken.

• Sharing lesson plans & explaining specific strategies for how a teacher candidate may visualize a lesson prior to facilitating it.

• Discussing efforts for managing stresses that may arise from attending to professional responsibilities.

• Working with the teacher candidate to create a positive environment where the teacher candidate can feel confident in showing initiative, enthusiasm, and creativity. Providing constructive feedback regarding their ideas, and modeling questions to encourage the teacher candidate to reflect on their efforts.

• Introducing the student teacher to colleagues. Taking them on a tour to show the teacher candidate the school facilities such as library, health office, faculty room, supply room, custodial services.

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• Sharing professional philosophies and beliefs about teaching and learning with teacher candidate.

• Facilitating the teacher candidate’s development by sharing teaching resources and professional literature, by relating professional experiences, and by helping translate educational theories into best practices.

• Involving the college supervisor in the search for relevant literature and potential ideas for research projects.

• Modeling reflection and self-analysis by including the teacher candidate in a reflective discussion at the end of the day.

• Depending on the level of the field experience, allowing teacher candidates to take increasing responsibility for curriculum development and implementation, assessment of student learning, classroom management, and collaboration with other professionals and parents.

• Being a role model dedicated to professional and intellectual curiosity and life-long learning. Providing teacher candidates written feedback in a timely manner.

• Meeting with teacher candidates on an ongoing basis to plan lessons, IEPs, and etc.

• Providing the student teacher with opportunities to attend a full range of school and school-related functions (e.g., parent-teacher conferences, in-service workshops, IEP meetings, faculty meetings, PTA meetings, school board meetings, and extra-curricular activities).

The First Day: The Teacher Candidate reports to the school’s reception area for to sign-in. Next, the Teacher Candidate will be escorted to their cooperating teacher. The Teacher Candidate should meet school administrators at the earliest opportunity. Absences All students must complete the mandatory hours for their field experience course assignment. The teacher candidate will make up all absences before the end of the semester unless an ‘I’ (incomplete) grade is permitted with reason. It is the responsibility of the teacher candidate to:

• Inform the mentor teacher and college supervisor prior to being absent. This should be done as early as possible, and at least 30 minutes before the school day begins.

• Any absences (besides snow days, school delays, or school breaks) must be made up. If the school at which you are placed has a snow day, you should write Excused - Snow Day on your Field Experience Verification Log. You will not have to make up those hours and they will count toward your student teaching time. If the school at which you are placed has a half day, or is delayed, you should add the note Excused-Half Day or Delayed on your Field Experience Verification Log. You will not have to make up those hours and they will count toward your student teaching time.

• Report absences to the field experience coordinator and CCIE program directors. In cases of prolonged or repeated absences, the college supervisor will, after consulting with the mentor teacher and principal, determine whether the teacher candidate’s experience will be terminated or extended. More than three absences constitute a failed grade unless it is agreed amongst all parties that unavoidable, well-evidenced, extenuating circumstances caused the absences.

• In the event of an absence for a reason other than illness, the teacher candidate must request advance permission from their college supervisor and cooperating teacher.

• If a teacher candidate must be absent, the teacher candidate is still responsible for lesson plans for the classes missed; that is, Teacher Candidates must provide their Cooperating Teacher with any lesson plan(s) that they intended to teach on the day(s) of their absence.

• As little as one improperly reported absence may constitute dismissal from the student teaching experience.

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Student teaching is a full-time commitment and therefore it is strongly recommended that teacher candidates arrange not to work at any other job during student teaching. If a teacher candidate must have a paying job while they are student teaching, it must in no way interfere with their teaching responsibilities, including those that are an assumed, daily part of after-school hours, such as grading, planning, preparation, contacting parents and families, attending faculty meetings, etc. If a teacher candidate must work during the professional semester, they must first discuss their proposed hours and the nature of their work with their advisor and college supervisor prior to the field experience.

Tardiness Teacher candidates are required to sign-in on time at the reception desk as arrive on time to their assigned classroom. The candidate should inform the cooperating teacher and college supervisor prior to being tardy. This should be done as early as possible.

• Two or more tardy reports will be considered one absence.

• Late arrival or early dismissal of more than 20 minutes will be considered an automatic absence. In accordance with this policy, if the teacher candidate is absent or tardy, the student teacher will need to add the consequential hours/days to the teaching schedule at the end of the student teaching semester in order to make up the time missed.

Breaks Teacher candidates may break for the use of the bathroom during the designated times the school provides. Breaks outside of the designated lunch period should be discussed with the cooperating teacher and last no more than 15 minutes at a time. Lunchtime may take place in the space the school designates for teachers to eat (e.g., teacher lounge, classroom, etc.).

Mobile Phones The use of mobile phones is only permitted for personal emergencies.

• All emergency phone calls should take place in the school’s designated area(s).

• All cell phone should be placed on vibrate if they are permitted to remain on at school.

• If the teacher candidate anticipates needing to leave the classroom for more than one emergency call, the cooperating teacher and college supervisor should be notified about the potential rationale in advance.

Rarely, if ever, should the teacher candidate check a phone or leave the classroom to take a phone call. If it is agreeable with the school, a suitable communication plan can be designed. However, if no such efforts have been discussed, a teacher candidate may immediately be removed from a field placement for looking at their phone during time with the students.

Professionalism and Attire The teacher candidate is expected to read the host school policy manual and follow all school policies accordingly.

• Violations of school policies may result in the termination of the field experience. A teacher candidate may be removed from a placement if they engage in behavior and/or display dispositions that are of such concern that immediate removal from their student teaching placement is required. One such example includes the attire and grooming of the teacher candidate. Practices should align with school protocol.

• If there are any concerns pertaining to the student teacher’s responsiveness of the protocol, the college supervisor should be notified prior to a complaint from school personnel.

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• Proper attire and grooming also applies to virtual experiences.

• Appropriate items and imagery also apply to the images within the learning environment (virtual learning environments and on-site environments).

Cooperating teachers and school administrators have the right to request that a student teacher be removed from their placement at any time. Should removal be requested, the program director will be notified prior to the college supervisor meeting with the teacher candidate to formally remove them from the placement. Removal from student teaching may result in the student teacher failing the associated field experience course. The program director will be responsible for determining whether or not the teacher candidate will be eligible to be reassigned to another school. Students who are ineligible to retake their failed professional student teaching course will be counseled out of the CCIE programs, but may be able to continue in another degree-seeking program at Cazenovia College. Transportation It is the responsibility of the teacher candidate to arrange their own transportation throughout field experiences. Time traveling to and from the field site does not count as field experience hours. Field Trips, Extracurriculars, and Social Activities Teacher candidates may be invited to participate in after-hours activities at school or off campus. In addition, they may be invited to volunteer for field trips and other daily school events.

• Teacher candidates must inform the college supervisor at least 72 hours before they participate in a field trip. The details of the experience must be provided in an email, and the college supervisor must approve the experience in advance.

• The cooperating teacher may approve the teacher candidate to participate in extracurricular school activities. All participation must be discussed with the cooperating teacher first and align with the school policies.

• It is expected that teacher candidates will conduct themselves in a respectable way both professionally and socially. They should, in fact, seek to broaden contacts with the community through social activities open to teachers, but must exercise mature judgment, tact, and discretion in all interactions with colleagues and students.

• The student teacher should attend to regular duties that often take place outside of the classroom (e.g., Open Houses, Curriculum Nights, and Student Concert/Musical Performances). *No use of alcohol or drugs will be permitted within a field placement context, during teacher candidate course responsibilities, or among children.

Professional Activities The teacher candidate should attend and participate, when appropriate, in professional meetings. These include in-service seminars, faculty meetings, etc. These experiences are of great professional value for teacher candidates.

Transformative Leadership The teacher candidate is encouraged to seek information, design solutions, and create opportunities for others during their field experience.

• Teacher candidates are encouraged to ask questions to better understand classroom practice and protocol.

• Teacher candidates are encouraged to look for opportunities to enhance student learning and enact these ideas under the mentorship of the cooperating teacher.

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• A teacher candidate may notice ongoing challenges in the classroom and design interventions for individual children under the guidance of their cooperating teacher. Innovation is highly encouraged, as warranted.

• The teacher candidate is expected to handle all problems and challenges that may arise in a professional manner. The first step is usually to address the problem with the relevant individual and to seek resolution. When this is not possible, the teacher candidate should bring the issue to the attention of the college supervisor. If resolution is still not achieved, the teacher candidate should bring it to the attention of the CCIE Program Directors.

Reassignment The school must arrange for another teacher or administrator to provide on-going supervision of the teacher candidate in the case when the cooperating teacher will be absent for an extended period of time.

• The teacher candidate may not accept pay and should not be called upon to support the school as a substitute teacher during a field placement experience.

• Should any cooperating teacher’s absence extend beyond 14 days, the school should, in cooperation with the field placement coordinator, arrange for an alternative cooperating teacher assignment.

• College supervisors may work with the field placement coordinator to adjust any field placement assignment if significant justification for the need to reassignment is approved by the CCIE program directors.

• Unless an immediate emergency is presented, teacher candidates are not to leave their assignments without the permission of their college supervisor.

• Cancellation of any field placement may only be initiated once approved by the field experience coordinator and the program directors.

Field Experience Evaluation Field experience evaluation is highly detailed in each course. Please complete all of the evaluations the CCIE programs require. There are several evaluations which the cooperating teacher should make available to the teacher candidate. While certain reports are requested of the cooperating teachers, it is the responsibility of the teacher candidate to submit all assignments and/or reports electronically to the college supervisor. Finally, all college supervisors are required to submit the required program assessment data to the CCIE program directors no later than one week after grades are due. The following assessment strategies are typically employed in field experience coursework:

• Formative Evaluations – During their fieldwork, students enrolled in ED131L, ED320L, and ED312, and Teacher Candidates enrolled in ED388, and ED484/488, will request observation feedback from their cooperating teachers. This feedback will be submitted to the College supervisor. College supervisors will conduct observations and provide their feedback in writing as well. In addition, team meetings are encouraged.

• Summative Evaluations- Dispositions and pedagogical foundations are assessed at the end of the field experience in ED131L, ED320L, ED312, ED388, and ED484/488. However, cooperating teachers are provided with these forms at the beginning of the field experience and should indicate any major concerns to the students enrolled in ED131L, ED320L, and ED312, or Teacher Candidates enrolled in ED388, and ED484/488, and college supervisor right away.

• The cooperating teacher is requested to help maintain the Field Experience Verification log as evidence of the student’s or teacher candidate’s demonstration of attending to teaching duties and responsibilities in ED111L, ED131L, ED320L, ED312, ED388, or ED484/488.

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• Each field experience requires a variety of assessment components. Please review the syllabus of your student or teacher candidate. It is the responsibility of the student or teacher candidate to independently complete all assignments. While cooperating teachers may be collaborators who provide draft feedback and relevant resources, students or teacher candidates are forbidden to request cooperating teachers author any portion of their field placement assignments.

After the Field Experiences Monitoring Student Progress Each Inclusive Elementary Education (IEE) or Inclusive Early Childhood Education (IECE) student or teacher candidate’s progress will be evaluated annually by their designated program director. Academic achievement and progress as well as feedback from cooperating teachers, program faculty and academic advisors will be used to gauge each student’s progress in the program. Teacher candidates who are academically struggling will be notified of their deficiencies in writing prior to the start of each academic year and provided counseling by their academic advisors and designated program director. Requirements for Graduation Minimum overall grade point average of a 3.0, a minimum of a “B” is required for graduation. These requirements are in addition to the graduation requirements of Cazenovia College. Due to rigorous course grading practices, only teacher candidates with high performance in teaching, pedagogical foundations, and dispositions will achieve at the level which warrants a passing grade in field experience coursework. Passing observations mean that there were no major concerns with the observation, it was evident that the student or teacher candidate engaged in positive classroom practices, and improvement from prior observations is apparent. If a student receives a failing observation, they can appeal to have another faculty member conduct a

lesson observation. You do not need to finish the New York State certification exams to graduate, but you must pass all of them to become a certified public school teacher in your desired certification areas in New York. However, other agencies and services that provide educational support for children have other requirements which may not include NYSED initial teacher certification.

Grade Appeal A teacher candidate who receives an unsatisfactory grade may appeal that grade through the regular grade appeals system at Cazenovia College. https://www.cazenovia.edu/academics/academic-policies/other-academic-policies/academic-appeal-grade

Additional Policies to Note

Office of Special Services and Disability Accommodation Cazenovia College is committed to creating a community that is diverse, inclusive and celebrates multiple perspectives, while promoting acceptance, respect and empowerment. Our goal is to ensure an engaged campus environment where all community members feel supported and respected. The Office of Special Services provides a variety of support services to help students with disabilities. This office provides information to the College faculty and staff regarding accommodating students with special needs. Students requiring reasonable accommodations should file their requests in writing with the director, Office of Special Services (315-655-7308) at least 30 days prior to expected need for accommodations.

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Epidemics and Pandemics If a teacher candidate or someone they have been in close contact with has been exposed to a dangerous virus, or they are not feeling well, it is their responsible to communicate this with both their cooperating teacher and college supervisor. Please contact Dr. Essary or Dr. Rufo if you have any questions. It is important we continue to do our part in order to keep teacher candidates and our respective communities and schools safe. While teacher candidates are to follow any procedures the school district has in place, we also ask teacher candidates, schools, and cooperating teachers to make arrangements for virtual teaching or observations, should one of our teacher candidates have a known exposure to a virus which is considered an epidemic or pandemic.

Liability Protection for CCIE Teacher Candidates If a teacher candidate is involved in any accident or incident where there is injury to a person or property damage while they are student teaching, they should notify their cooperating teacher, college supervisor, and the CCIE program director.

Sexual Harassment and Misconduct Cazenovia College is committed to equal opportunity and a tolerant, supportive learning environment. Cazenovia College complies fully with all applicable federal and state legislation and regulations, including Title IX of the Educational Amendments of 1972, Title VII of the Civil Rights Act of 1964, the Violence Against Women Act, and the New York Human Rights Law. Pursuant to these statutes and regulations, the College prohibits all forms of sex discrimination, sexual harassment, sexual violence and sexual misconduct. If you believe that you have been the victim of sexual harassment or misconduct either on campus or at the teaching host site, please contact your cooperating teacher, the program director, or Title IX Coordinator. For more information, please refer to our website: http://www.cazenovia.edu/student-life/sexual-misconduct-resources. Compliance with Education Law 2-D Whereas, teacher candidates are individuals with limited internal access to personally identifiable information from P-6 field experience placement partners; Whereas, teacher candidates must comply with Education Law 2-D and its regulations as associated with any P-6 educational agency; Therefore, teacher candidates must attend a field experience orientation and sign this field experience handbook to document their legal agreement to abide by the following field placement requirements which pertain to Education Law 2-D prior to engaging with any P-6 partners:

• When a teacher candidate has access to student data, the school will immediately remove their access when they leave the placement. In addition, the teacher candidate will be sure to release access.

• All software which requires a child to sign-in with their identifying information must be approved by the school prior to any form of teacher candidate use.

• Teacher candidates will not allow anyone outside of their assigned classroom to assist with their grading responsibilities.

• Student work can be discussed for course purposes, but the name and any other identifiable information must be removed from the image. Student personal information will not be permitted for use in any course assignments.

• Teacher candidates will not discuss identifiable information about their students or P-12 faculty/staff in any public or private spaces.

• Moreover, the teacher candidate will comply with the district's data security policies, the school's copy of a Parents' Bill of Rights, and all additional privacy policies as well as state regulations.

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If there is a breach of this agreement, the college supervisor must be immediately contacted. The designated Education Law 2-d designee, Dr. Jessica Essary or Dr. David Rufo, will report the breach to New York State’s chief privacy officer. The NYSED chief privacy officer will investigate any cases. Immediate restrictions on the teacher candidate access to schools, as well as the college's access, can be removed for 5 years or more, fines may be distributed, and/or other consequences may occur based on outcomes of a NY privacy officer’s case analysis.

Cazenovia College Integrated Education (CCIE) Program Partnerships

If an individual agrees to serve as a CCIE host school, cooperating teacher, or college supervisor, their name will be listed on our CCIE Partnership Record for up to a maximum of 5 years. At any point we may be required to reach out to you to participate in providing feedback on our program for accreditation purposes. Once contacted, your willingness to confirm participation in these conversations is optional. Please inform us immediately if you prefer not to share your name and professional email address with our partnership network. Thank you for your time and expert support for CCIE teacher candidates.

Cazenovia College CCIE Supervisors

Dr. Jessica Essary- jnessary@cazenovia.edu Dr. David Rufo- drufo@cazenovia.edu Lacey Eaves- laeaves@cazenovia.edu Jordyn Dunlap- jldunlap@cazenovia.edu Amy Kiley- aekiley@cazenovia.edu Tamara Calhoun – tbcalhoun@cazenovia.edu Lisa Putnam- lmputnam@cazenovia.edu Susan Butler- slbutler@cazenovia.edu Kimberly Gomez- kagomez@cazenovia.edu

Cazenovia College CCIE Recognized Host Schools

Cazenovia Campus

• Bolivar Road Elementary School (Chittenango Central School District) -6983 Bolivar Rd, Chittenango, NY 13037

• Burton Street Elementary School (Cazenovia School District) -37 Burton St, Cazenovia, NY 13035

• Cazenovia Middle School (Cazenovia School District) -31 Emory Ave, Cazenovia, NY 13035

• Chittenango Child Care Center Inc. -208 Tuscarora Rd, Chittenango, NY 13037

• Madison Central School (Madison Central School District) -7303 US-20, Madison, NY 13402

• Memorial Park Elementary School (Waterville Central School District) -145 Bacon St. E. Waterville, NY. 13480

• Edward R. Andrews Elementary School (Morrisville-Eaton Central School District) -55 Eaton St, Morrisville, NY, 13408

• North Broad Street School (Oneida City School District) - 230 N. Broad St, Oneida, NY 13421

• Otselic Valley Central District (Georgetown-South Otselic Central School District) -125 County Rd 13A, South Otselic, NY 13155

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• Stockbridge Valley Central School (Stockbridge Central School District) - 6011 Williams Rd, Munnsville, NY 13409

Schenectady

• Abram Lansing Elementary (Cohoes City School District) - 26 James Street, Cohoes, NY 12047

• Blue Creek Elementary (North Colonie CSD) -100 Clinton Rd, Latham, NY 12110

• Bradt Primary School (Mohonasen School District) -2719 Hamburg St., Schenectady, NY

• Cambridge Elementary (Cambridge Central School District) -24 South Park, Cambridge, NY 12816

• Giffen Memorial Elementary School (City School District of Albany) -274 South Pearl Street, Albany, NY 12202

• Ichabod Crane Elementary (Kinderhook Central School District) -2910 Rt. 9 Valatie, NY 12184

• Joseph Henry Elementary School (Galway CSD) -5317 Sacandaga Rd, Galway, NY 12074

• Moreau Elementary (South Glens Falls Central School District) -76 Bluebird Road, South Glens Falls, NY

• Okte Elementary School (Shenendehowa CSD) -1581 Crescent Rd, Clifton Park, NY 12065

• Parker School (Independent School) -254 Route 43, North Greenbush, NY 12198

• Pinebush Elementary (Guilderland CSD) -3437 Carmen Rd, Schenectady, NY 12303

• Queensbury Elementary (Queensbury Union Free School District) -431 Aviation Rd, Queensbury, NY 12804

• Troy City School #2 (Troy CSD) -470 10th Street, Troy, NY 12180

• Troy City School #18 (Troy CSD) -470 10th Street, Troy, NY 12180

• Voorheesville Elementary (Voorheesville Central School District) -129 Maple Ave, Voorheesville, NY 12186

• Woodlawn Elementary School (Schenectady CSD) -3311 Wells Avenue, Schenectady, NY 12304 Herkimer Area - Forthcoming

Cazenovia College CCIE Recognized Cooperating Teachers

Forthcoming

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Appendix

Teacher Candidate Introductory Letter to the Cooperating Teacher………………….19 Cazenovia College Field Experience Verification Log………………………………….20 Cazenovia College Context for Learning Report……………………………………….21 Cazenovia College Family Letter………………………….…………………………….23 Cazenovia College Video Consent form…………………...…………………………….24 Teaching Evaluation forms

Cazenovia College Teaching Observation Form (Highly Structured) ………....25 Cazenovia College Teaching Observation Form (Semi-Structured) …………...27 Cazenovia College Teaching Observation Form (Open-Ended) ……………….28 Cazenovia College Teacher Candidate Dispositions Evaluation………………..29 Cazenovia College Fundamental Pedagogical Requirements Rubric……....…...30

Cazenovia College Lesson Plan & Observation Form Template………….……32 Cazenovia College Integrated Lesson Plan Template…………………………….…… 33

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[date]

Dear [cooperating teacher name]

My name is [teacher candidate name] and I will be student teaching in your classroom this

semester. I look forward to meeting you in person and having the opportunity to learn about the

teaching profession first hand.

I decided to major in [Early Childhood Education or Elementary Education] because [add three

or four sentences as to why you decided to become a teacher].

When I am not in the classroom, I enjoy [add a few things you enjoy doing such as hobbies or

extracurricular activities].

I noticed on your [school website or classroom webpage] that [something you found that

interests you]. I look forward to learning more about [what you found on the website].

Thank you for participating in Cazenovia College’s initial teacher education program. I feel

very fortunate to be placed in your classroom.

Sincerely,

[teacher candidate name]

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Cazenovia College Field Experience Verification Log

Teacher Candidate’s Name:

Email Address:

Cooperating Teacher’s Name:

Email Address:

Field Supervisor’s Name:

Email Address:

Placement School:

Grade Level(s):

Field Experience Course Title:

Course Instructor’s Name:

Directions for the Teacher Candidate: Please fill out the following chart after each day you attend to field placement responsibilities. Submit the log in accordance to the directions provided in the course syllabus.

Date

Brief description of classroom activities in which teacher candidate took part (ex. lessons, subjects,

planning, etc.)

Cooperating Teacher

Signature

Teacher Candidate Signature

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

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Cazenovia College Context for Learning Report School Information 1. Name of school: 2. Type of school (preschool, elementary school, other - if other, please describe):

3. School setting: (urban, suburban, or rural): 4. List any special features of your school (e.g., charter, themed magnet, etc.) that will affect your teaching. 5. Describe any district or school, requirements or expectations (e.g., required curricula, curriculum map, pacing

plan, use of specific instructional strategies, standardized tests, etc.) that might affect your planning or delivery of instruction.

Classroom Information 1. List any special features of your classroom setting (e.g., classroom aide, bilingual, team taught with a special

education teacher, etc.) that will affect your teaching. 2. Classroom schedule (include days, times, and subjects, as well as when students have recess and go to lunch

and special classes such as PE, music, etc.): 3. Is there any ability grouping or tracking in any of the subject areas (this is commonly done in English Language Arts

and Mathematics)? If so, please describe how it affects your class.

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4. Next to each subject listed below, identify the title, publisher, and dates of publication of any textbooks or instructional programs used for instruction. If none are used, write NA. Reading: Writing:

Spelling: Math:

Science: Social Studies:

Other:

5. List other resources (e.g., electronic whiteboard, hands-on materials, online resources) used for instruction in this

class.

Student Information 1. Grade-level(s): 2. Age range: 3. Number of children in the class: 4. Complete the chart below to summarize required or needed supports, accommodations or modifications for

the children in your class that will affect instruction. As needed, consult with your cooperating teacher to complete the chart. Some rows have been completed in italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment (e.g., English language learners, gifted children needing greater support or challenge, children with Individualized Education Programs [IEPs] or 504 plans, struggling readers, or children who are at different points along the developmental continuum).

Children with Specific Learning Needs

IEP/504 Plans: Classifications/Needs

Number of Children

Supports, Accommodations, Modifications, Pertinent IEP Goals

Example: Visual processing 2 Close monitoring, large print text, window card to isolate text

Other Learning Needs Number of Children

Supports, Accommodations, Modifications

Example: Struggling readers 5 Provide oral explanations for directions, guiding/scaffolding language, and literacy experiences (e.g., breaking down tasks)

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Date:

Dear Families,

I am a student in the education program at Cazenovia College and currently placed in your child’s

classroom this semester. While I am placed in your child’s classroom, I am required to complete various assignments to document my performance. Assignments for my class may require that I conduct student

interviews, collect student work samples, and record videos of me teaching a lesson. My assignments

will be submitted to and scored by my Cazenovia College professors.

Please note that no child’s name will appear on any assignment materials that are submitted and will not be made public in any way. The form on the following page will be used to document your permission

for these activities.

Please feel free to contact the Cazenovia College IECE/IEE Program Director, Dr. David Rufo at

drufo@cazenovia.edu if you have any questions regarding this requirement.

Sincerely,

________________________________________

(Student Teacher Signature)

________________________________________ (Student Teacher Printed Name)

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Cazenovia College Video Consent Form

To complete my teacher licensing program, I need to submit a video of myself teaching and some examples of work that the students have completed as part of the Teacher Performance Assessment. I am asking for your permission to include your child in the video of my teaching and to include your child’s class work in my Teacher Performance Assessment. The video and the students’ work will be:

• Kept confidential (all names will be removed from the students’ work)

• Used to assess my performance as a teacher, not your child’s performance

• Viewed in teacher licensing program courses for feedback for evaluative purposes

• Submitted to be scored by trained scorers through a private password protected website If you choose to not allow your child’s image and work to be included in the Teacher Performance Assessment, he or she will still have instructional activities on the same learning goals as all other students. Thank you for this opportunity to learn to teach with your child’s teacher and for allowing me to become an effective teacher by closely studying myself teaching through this performance assessment. Sincerely, _______________________________ (Teacher Candidate Signature) _______________________________ (Teacher Candidate Printed Name) ----------------------------------------------------------------------------------------------------------------------------- ---------------------------

CONSENT by Parent or Guardian of student

I am the parent/legal guardian of the child named below. I understand the use of my child’s image, voice, and work samples for the Teacher Performance Assessment as described in the letter above. _____ I DO give permission to include my child’s image and voice on video recordings and my child’s regular classroom

work for the Teacher Performance Assessment. _____ I DO NOT give permission to video my child or to use my child’s classroom work for the Teacher Performance

Assessment. Student’s name: ______________________________________________________________________ Student’s School: _____________________________________________________________________ Signature of Parent or Guardian: _________________________________________________________ Date: _______________________________________________________________________________

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Cazenovia College Teaching Observation Form (Highly Structured)

Teacher Candidate’s Name: Observer’s Name:

Observation: PASS FAIL

School: Observation by: Teacher Supervisor

Cooperating Teacher:

Date: Time:

Grade: Lesson Title:

Observation: First Second

Course: ED388 ED484 ED488

Room: Subject(s):

Week: 1 2 3 4 5 6 7

Performance level key: 3 - Effective 2 - Developing 1 - Beginning

Planning

Indicator Level Comments

• Considered interests and experiences of learners

• Differentiated content delivery to accommodate individual learning styles and needs

• Set appropriate learning goals and objectives

• Selected and created appropriate resources and materials in planning instruction

• Designed a coherent instructional sequence

• Designed assessment tools that clearly demonstrated student understanding of content

3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1

Learning Environment

Indicator Level Comments

• Established an inclusive learning environment

• Established a safe and productive learning environment

• Established that support students as self-directed learners

3 2 1 3 2 1 3 2 1

Instructional Practice

Indicator Level Comments

• Clearly communicated lesson directions, expectations, and content

• Presented material relevant to the learning objectives and outcomes of the lesson

• Used appropriate questioning and/or discussion techniques

3 2 1

3 2 1

3 2 1

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• Effectively engaged all learners

• Used varied explanations to help make content meaningful and comprehensible

• Spoke at an effective volume and speed

• Moved about the classroom effectively

3 2 1 3 2 1

3 2 1 3 2 1

Interaction

Indicator Level Comments

• Showed enthusiasm and demonstrated interest and passion for lesson content

• Actively encouraged and responded well to students

• Waited sufficient time for students to respond to questions or offer thoughts and ideas

• Supported learner use of content-specific academic language

• Established classroom rapport with and amongst students

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

Assessment

Indicator Level Comments

• Informally assessed students to ascertain learners’ prior knowledge

• Used formative assessments during instruction or summative assessment at end of lesson

• Monitored student learning and understanding to adjust instruction during the lesson

• Collected data to further analyze student learning and assess effectiveness of instruction

3 2 1

3 2 1

3 2 1

3 2 1

Professional Dispositions

• Demonstrates knowledge of subject matter 3 2 1

• Reflects on own ideas about learners and pedagogical practices

3 2 1

• Welcomes feedback from supervisors, cooperating teacher, and colleagues and makes appropriate changes to own teaching practice

3 2 1

• Demonstrates professionalism in appearance and conduct

3 2 1

Additional Comments

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Cazenovia College Teaching Observation Form (Semi-Structured)

Teacher Candidate’s Name: Observer’s Name:

Observation: PASS FAIL

School: Observation by: Teacher Supervisor

Cooperating Teacher:

Date: Time:

Grade: Lesson Title: Observation: First Second

Course: ED388 ED484 ED488

Room: Subject(s): Week: 1 2 3 4 5 6 7

Please reflect on the quality of the teacher candidates’ performance in the following areas:

Lesson Plan Objectives and Outcomes

Use of Teaching Resources/Materials

Use of Strategies to Support Learning

Use of Classroom Management Strategies

Support for Individual Differences/Needs

Use of Formal or Informal Assessment/s

Additional Comments

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Cazenovia College Teaching Observation Form (Open-Ended)

Teacher Candidate’s Name: Observer’s Name:

Observation: PASS FAIL

School: Observation by: Teacher Supervisor

Cooperating Teacher:

Date: Time:

Grade: Lesson Title: Observation: First Second

Course: ED388 ED484 ED488

Room: Subject(s): Week: 1 2 3 4 5 6 7

Please reflect on the quality of the teacher candidates’ performance in the following areas:

Excellent for this stage

Satisfactory for this stage

Keep working on

You must address

Additional Comments

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Cazenovia College Teacher Candidate 5 A’s Dispositions Evaluation

Teacher Candidate’s Name:

• PASS Teacher candidates in 2nd & 3rd year courses: Total points 7.5 or higher & at least a score of 1 in each category

Seniors: 8.5 or higher & at least a score of 1.5 in all categories • FAIL Cooperating Teacher’s Name:

Evaluation by: • Cooperating Teacher

• Teacher Candidate

Date: Course: • Ed 131L • Ed 320L • Ed 412 • ED388 • ED484 • ED488

Grade level:

Name of School:

Both the Cooperating Teacher and the Teacher Candidate must fill out a copy of this form at the end of the field experience. Dispositions are considered non-negotiables. These are traits which the teacher candidate must bring each day in order to continuously improve in the profession. Therefore, this is a high stakes assessment. The teacher candidate should introduce the Cooperating Teacher to this final evaluation form at the beginning of student teaching. The Cooperating Teacher should report any major concerns to the supervisor in a timely manner. Please rate the teacher candidate one of the following for each disposition: Exemplary - 2 points Consistently - 1.5 points Progressing - 1 point Beginning - 0.5 points No Evidence - 0 points

Dispositions Critical Student Teaching Criteria for Placement Example Points

Available

The teacher candidate circulates to assist the students and the teacher at the appropriate times. Students often approach the teacher candidate for academic and non-academic interaction. The teacher candidate responds in a way which appropriately engages the students.

Approachable The teacher candidate uses professional language when seeking guidance to support positive interactions with students, colleagues, parents, and administrators.

Accountable The teacher candidate is generally responsive to feedback, initiates effort to improve, and shares what they have learned with the mentor and supervisor.

Adaptable The teacher candidate demonstrates enthusiasm for working with children and professionals in the school, and requests specific advice for continuous improvement.

Appreciative The teacher candidate expresses gratitude for the opportunity to collaborate in the classroom with all stakeholders, and maintains a positive attitude each day.

Total Points:

Please describe evidence of an additional teaching disposition the teacher candidate displays (something other than the dispositions mentioned in the chart above):

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Cazenovia College Fundamental Pedagogical Requirements Rubric

Teacher Candidate’s Name: • PASS Teacher candidates in 2nd & 3rd year courses: Total points 7.5 or higher & at least a score of 1 in each category

Seniors: 8.5 or higher & at least a score of 1.5 in all categories • FAIL

Cooperating Teacher’s Name:

Supervisor’s Name:

Rubric filled out by: • Cooperating Teacher • College Supervisor • Teacher Candidate

Date: Course: • Ed 131L • Ed 320L • ED 412 • ED388 • ED484 • ED488

Grade level:

Name of School:

Directions: The teacher candidate should request ongoing feedback on each criterion. Cooperating Teacher, Supervisor, and the Teacher Candidate must fill out a copy of this form at the end of the field experience.

Criteria Exemplary 2 points

Consistently 1.5 points

Developing 1 point

Unacceptable 0

Points

Affirms each student’s right to participation

Encourages all students to participate in a way that recognizes individual interests and needs

Encourages all students to participate

Respects student’s right to participate, but few strategies were used to encourage all students to participate

Needs major improvement or not observed

Places consideration for the ongoing care of students (e.g., bathroom access, water, opportunities for movement, etc.)

Is aware of any technically diagnosed care considerations, encourages all students to communicate their needs, maintains routine care, and follows up on care cues

Is aware of any technically diagnosed care considerations, encourages all students to communicate their needs, and maintains routine care

Is aware of any technically diagnosed care considerations, respects student’s right to care, but few strategies were used to care for students

Needs major improvement or not observed

Ongoing responsive communication within the context of various cultural backgrounds, linguistic skills, academic needs, and any technically diagnosed special needs of students

Maintains a detailed understanding and respect for student’s cultural backgrounds, linguistic skills, academic needs, technically diagnosed special needs and is able use authentically personalized strategies to modify classroom activities in accordance

Maintains a detailed understanding and respect for student’s cultural backgrounds, linguistic skills, academic needs, technically diagnosed special needs and is able to use universal strategies to modify classroom activity in accordance

Maintains a general understanding and respects for student’s cultural backgrounds, linguistic skills, academic needs, and technically diagnosed special needs

Needs major improvement or not observed

Uses thoughtful metacognitive questioning techniques to help students monitor their own learning

Expert use of thoughtful questioning techniques to help students monitor their own learning

Generally, encourages all students to detail their metacognition

Limited use of thoughtful metacognitive questioning techniques to help students monitor their own learning

Needs major improvement or not observed

Follow-up on any professional needs

Displays professional transformative leadership skills which enhance the learning community

Follows-up by suggesting and implementing viable solutions

Failed attempts -or- develops creative solutions, but lacks follow-up

Needs major improvement or not observed

Total Points:

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Cazenovia College Student Teacher Integrated Lesson Plan & Observation Form Template (Sample)

Teacher Candidate’s Name: Observer’s Name:

Observation: PASS FAIL

School: Observation by: Teacher Supervisor

Cooperating Teacher:

Date: Time:

Grade: Lesson Title: Observation: First Second

Course: ED388 ED484 ED488

Room: Subject(s): Week: 1 2 3 4 5 6 7

Total Number of Students: Students with IEPs: Struggling Readers: ELL students: Other Learning Challenges:

Lesson Plan Template Observer Commentary

Standards:

Objectives (Take from the standards. Write in SWBAT or Students will be able to… form):

Teacher Materials:

Student Materials:

Prior Academic Learning (what students must already know):

Academic Language (subject specific words, phrases, and symbols used during the lesson):

Academic Language Discourse (discourse structures students will need to read, use, or

produce (e.g., essays, lab reports, graphs, etc.):

Instructional Sequence Must include:

• a clear description of what will happen during the lesson and any activities that will take place • what you will say and key questions you will ask • what students will do during the lesson and any groupings that might take place • opportunities for student agency and choice • opportunities for student movement and creativity • how students will receive feedback (e.g., written on work samples, using rubrics, provided orally, etc.) • how you will assess the students and determine if they are meeting the learning objectives • how you will support various learning styles (Modification/Accommodation/Differentiation/IEPs/504 Plans) for all students • how you will empower students by including their personal/cultural and community assets into the lesson

*Students should not be simply filling in worksheets or doing workbook pages as their main learning activity

Time Activity (add rows as needed) Observer Commentary

Hook Launch/Introduction (begin the lesson in a way that engages students):

Closure (not just a transition but a meaningful wrap-up to the lesson):

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Cazenovia College Integrated Lesson Plan Template (Sample)

Name:

Grade: Lesson Title:

Subjects: ELA Math Science Social Studies Technology Media Literacy Visual & Performing Arts Social/Emotional Learning Other:

Topic(s):

Standards:

Objectives (Take from the standards. Write in SWBAT or Students will be able to… form):

Teacher Materials:

Student Materials:

Prior Academic Learning (what students must already know):

Academic Language Vocabulary (subject and school specific words, phrases, and symbols used during the lesson):

Academic Language Discourse (discourse structures students will need to read, use, or produce (e.g., essays, lab reports, graphs, etc.):

Instructional Sequence Must include:

• a clear description of what will happen during the lesson and any activities that will take place • what you will say and key questions you will ask • what students will do during the lesson and any groupings that might take place • opportunities for student agency and choice • opportunities for student movement and creativity • how students will receive feedback (e.g., written on work samples, using rubrics, provided orally, etc.) • how you will assess the students and determine if they are meeting the learning objectives • how you will support various learning styles (Modification/Accommodation/Differentiation/IEPs/504 Plans) for all students • how you will empower students by including their personal/cultural and community assets into the lesson

*Students should not be simply filling in worksheets or doing workbook pages as their main learning activity

Time Activity (add rows as needed)

Hook/Launch/Introduction (begin the lesson in a way that engages and motivates students):

Closure (not just a transition but a meaningful wrap-up to the lesson):

Note: CCIE accepts multimodal demonstrations of competency pertaining to ongoing tasks such as lesson planning. Therefore, instead of submitting your lesson plan in writing you may elect to use an alternative method such as voice memos, YouTube videos., etc. for submission. Inclusive modifications to the above lesson plan may be made for Early Childhood environments. For instance, stronger emphasis on play based and thematic learning, open environment set up, organic versus sequential instructional sequence, etc.