lsu school of education student teaching guidelines elementary and special education ... ·...

Elementary 1-5 Program of 86__rev 6-1-15

LSU School of Education

Student Teaching Guidelines

Elementary and Special Education Programs

2015 – 2016

EDCI 3625 & EDCI 4749

Elementary Program of 86__rev 6-1-15

Contents

List of Appendices ....................................................................................................................................... 4

Introduction .................................................................................................................................................. 5

Louisiana State Mandate .............................................................................................................................. 6

University Collaborative Partners................................................................................................................ 6

Memo of Understanding .......................................................................................................................... 6

Terms of Agreement with PDS Sites ....................................................................................................... 6

Responsibilities of the School ................................................................................................................. 6

Responsibilities of the Classroom Mentor Teacher ..................................................................................... 7

Responsibilities of the LSU Teacher Candidate/Intern(s) ........................................................................... 8

Responsibilities of the LSU University Supervisor/Clinical Faculty .......................................................... 9

Classroom Mentor Teachers ...................................................................................................................... 10

The Elementary Student Teaching Program at LSU ................................................................................. 11

Teacher Candidate/Internship Placement .............................................................................................. 11

University Supervisors/Clinical Faculty ................................................................................................ 11

Before the Semester Begins ....................................................................................................................... 12

Parking ................................................................................................................................................... 12

Day One of the Student Teaching Semester .............................................................................................. 12

Student Teaching/Internship Activities and Expectations ......................................................................... 13

Observation ............................................................................................................................................ 13

Participation ........................................................................................................................................... 14

Teaching ................................................................................................................................................ 14

August Experience ................................................................................................................................. 15

The Orientation Period .......................................................................................................................... 15

Full-Day Teaching ................................................................................................................................. 15

Length of the Student Teaching Day ..................................................................................................... 15

Documentation of Hours ........................................................................................................................ 16

Reflective Practice ................................................................................................................................. 16

Planning ................................................................................................................................................. 16

Professional Meetings ................................................................................................................................ 17

Seminars ................................................................................................................................................ 17

Individual Conferences .......................................................................................................................... 17

Cohort Meetings .................................................................................................................................... 17

Teacher Candidate/Internship Absences .................................................................................................... 18

Evaluation of the Teacher Candidate/Intern .............................................................................................. 20

Submission of Documentation ............................................................................................................... 21


Teacher Certification ................................................................................................................................. 22

Procedures for Transfer of a Teacher Candidate ....................................................................................... 23

Procedures for Termination of a Teacher Candidate ................................................................................. 24

Portfolio Guidelines ................................................................................................................................... 25

Feedback .................................................................................................................................................... 27

List of Appendices ..................................................................................................................................... 29


List of Appendices

Appendix A Biographical Data/Autobiography…………………………………... 30

Appendix B Daily Time Log……………………………………………………... 31

Appendix C Bi-Weekly Report on Hours………………………………………… 32

Appendix D Essential Elements of a Lesson Plan...……………………………… 33

Appendix E Assessment of Student Learning……………………………………. 34

Appendix F Lesson Reflection Ideas…………………………………………….. 35

Appendix G Classroom Management Plan Reflection..………………………….. 36

Appendix H-1 Outside Observations Chart…………………………………………. 37

Appendix H-2 Outline for Outside Observations…………………………………… 38-39

Appendix I-1 August Experience Observation Form….…………………………... 40-41

Appendix I-2 August Experience Signature Form....………………………………. 42

Appendix J Peer Observation Form……………………………………………… 43

Appendix K-1 Thematic Unit Plan Template……………………………………….. 44-46

Appendix K-2 Sequenced Potential Learning Experiences Chart…………………... 47

Appendix K-3 Thematic Unit Scoring Rubric..…………………………………….. 48-51

Appendix L-1 Self-Evaluation Guidelines………………………………………….. 52

Appendix L-2 Video Reflection and Analysis Guidelines…………………………. 53-54

Appendix M Professional Growth Plan…………………………………………... 55

Appendix N-1 Teacher Candidate Evaluation Instrument (Elementary)………….... 56-63

Appendix N-2 Additional Prof. Standards Criteria for SPED………………………. 64

Appendix O Teacher Candidate Progress Report………………………………… 65-66

Appendix P Teacher Candidate Letter Grade Rubric……………………………. 67-68

Appendix Q Matrix of Responsibilities: Univ. Supervisor and CMT…………….. 69-70

Appendix R-1 Feedback of CMT and Univ. Supv. (Mid-Sem) by Candidate...……. 71-72

Appendix R-2 Feedback of CMT and Univ. Supv. (End of Sem) by Candidate...…. 73

Appendix R-3 Feedback of Univ. Supv./Clinical Faculty by CMT………………… 74

Appendix R-4 Elementary Program Feedback……………………………………… 75-76

Appendix S Teacher Candidate Observation Form………………………………. 77-78

SPED-1 to 7 Dual Certification Program…………………………………………. 79-86


Introduction

Congratulations! You are nearing the end of your pre-service teacher education program. Your student teaching

experience will be the culmination of that preparation, an extended opportunity for you to combine your content

knowledge with your knowledge of curriculum, instruction, and school-aged learners.

For clinical experiences in LSU’s teacher preparation program, candidates are placed in public schools in the

school districts surrounding LSU (East Baton Rouge, West Baton Rouge, Iberville, Ascension, Livingston,

Zachary, Central, West Feliciana, and Baker) and in the LSU Laboratory School. School placement decisions are

made individually and based on information found in Teacher Candidate profiles. The goal is to ensure that

candidates experience a variety of grade levels, school types, and students throughout their program of study.

LSU has three professional development schools with a focus on special education in which the strong

collaboration between LSU and school personnel promote the learning of P-12 students, university students, P-12

school personnel, and university faculty. Teacher Candidates are placed in these partnership schools for fieldwork

related to special education courses. Some Teacher Candidates are placed in these sites for clinical experiences as

well.

The School of Education’s Conceptual Framework is based on three guiding principles: reflective practice,

inquiring pedagogy, and effective professionalism. Throughout the teacher education program, candidates are

encouraged to think reflectively and to be analytical in considering readings, activities, and past experience in

schools. An emphasis on reflective analysis continues during the student teaching semester as a pattern to be

continued throughout the teaching career.

In the School of Education’s Teacher Preparation Programs, the three Conceptual Framework principles are

closely linked. Reflection on teaching and learning leads to inquiring pedagogy as one contemplates problems,

issues, and assessment outcomes. These reflections in turn lead to deeper inquiry into the content area as well as

professional research-based pedagogical knowledge. Included in this cycle are attention to national and state

standards and participation in content-specific professional organizations. Such practices contribute to the

teacher’s becoming a more effective professional.

You should feel confident as you enter this final phase of your program. Traditionally, our Teacher Candidates

have been very well prepared for student teaching and for entry into the teaching profession. Feel secure in

knowing that your preparation will be well supplemented by a strong, collaborative network to assist you as a

beginning, developing teacher. Expect to be well supported as a Teacher Candidate by an excellent and sensitive

School of Education staff and by your carefully selected University Supervisor and Classroom Mentor Teacher.

You should anticipate becoming another fine example of the best and most visible products the LSU School of

Education has been historically proud to claim. We wish you well in your efforts to distinguish yourself as you

learn and as you teach.


Louisiana State Mandate

Louisiana House Bill 733 mandates an all-day student teaching program. Specifically, the law states the

following:

That the applicant shall have spent a minimum of 270 clock hours in student teaching with at least 180 of such hours

spent in actual teaching. That applicant shall have completed a substantial portion of his 180 hours of actual student

teaching on an all-day basis.

LSU student teaching requirements far exceed these minimum state standards. Because the LSU student

teaching semester consists of approximately fifteen weeks, varied teaching experiences gradually

building to full-time teaching will result in far more than the required minimum number of hours.

University Collaborative Partners

Memo of Understanding

Louisiana State University has entered into agreements with each school district/charter school, which

accepts our Teacher Candidates. The “Memo of Understanding” serves as the official contract between

Louisiana State University and the school systems. This contract delineates responsibilities of all

participants in the student teaching/internship semester and includes descriptions of roles and

expectations. Currently LSU has agreements with the following school districts: East Baton Rouge,

West Baton Rouge, Iberville, Ascension, Zachary, Central, Baker, West Feliciana, Livingston,

Children’s Charter and National Heritage Charter.

Terms of Agreement with PDS Sites

Louisiana State University has entered into agreements with the West Baton Rouge Parish School

System for the formation of Professional Development Schools (PDSs). The document entitled “Terms

of Agreement” serves as an official contract between the LSU School of Education and these PDSs. This

contract delineates responsibilities of all participants in the student teaching semester and includes

descriptions of roles and expectations.

Responsibilities of the School

The participating schools retain legal responsibility for the safety and welfare of the students. It also has

the responsibility of ensuring that the Teacher Candidates, in addition to the Classroom Mentor Teacher,

understand and follow school system/school policies. The placement of a Teacher Candidate in the

classroom does not relieve the Classroom Mentor Teacher or the school of the ultimate responsibility for

the operation of the classroom.

The school shall not use the Teacher Candidate as a substitute teacher during the student teaching

semester.


Responsibilities of the Classroom Mentor Teacher

to insure the safety and welfare of pupils

to insure that pupils receive effective instruction

to inform the Teacher Candidate/intern(s) of all parish and school policies regarding classroom

management and discipline

to mentor and supervise the Teacher Candidate in collaboration with the University

Supervisor/Clinical Faculty

to collaborate with the Teacher Candidate in planning, and teaching, and share classroom

materials with the Teacher Candidate/intern when appropriate

to guide and support the Teacher Candidate in gradually assuming teaching responsibilities, from

a preliminary period of observation and participation, to full time teaching for at least 15 days

to review, provide feedback/recommendations and approve all lesson plans prior to teaching

(Teacher Candidates/interns should not be allowed to teach until lesson plans have been

approved.)

to observe the candidate’s teaching and provide ongoing feedback (written and oral) to the

candidate and the university supervisor/clinical (Written feedback varies by program)

o to provide regular updates to the University Supervisor/Clinical Faculty regarding the

progress and/or concerns about growth and development of Teacher Candidate(s)

(particularly with regard to areas requiring immediate attention, such as punctuality,

attendance, preparedness, lack of ability, etc.)

to collaborate with the University Supervisor/Clinical Faculty in evaluation processes (both

informal and formal) per program requirements

to document the candidate’s punctuality and attendance and report the information to the

University Supervisor/Clinical Faculty in a timely manner

to contact the University Supervisor/Clinical Faculty and/or the Office of Field Experiences if

problems arise


Responsibilities of the LSU Teacher Candidate/Intern(s)

to provide her/his own transportation to and from the assigned school(s)

to conduct self as a professional manner at all times (speech, manner, dress, and actions

including punctuality and preparedness)

o Have students refer to you as Mr. or Ms. “Last Name”

o Never exchange personal information with students, and do not contact them outside of

school through social media or any other means

o Refrain from eating, drinking and chewing gum in class

o Refrain from using a cell phone, pager or other communication device in class

participate fully in daily and weekly school activities per certification program requirements

(vary by program, including schedules varying from full-day to combination of full-days and

half-days and from five-day weeks to combination of four- and five-day weeks)

to prepare fully and in advance for the duties assigned by the Classroom Mentor Teacher and the

University Supervisor/Clinical Faculty

to request assistance from the faculty team (clinical faculty, Classroom Mentor Teacher and

graduate faculty member) when teaching activities assigned may present an element of risk to the

students or result in uncertainty as to how to proceed

to submit all lesson plans to the Classroom Mentor Teacher in sufficient time to allow for a

review of the plans, for discussion of suggestions and any necessary modifications, and for the

implementation of changes as appropriate (Teacher Candidates/interns will not be allowed to

teach until lesson plans have been approved.)

to provide effective instruction

to teach the required hours throughout the student teaching/internship practicum devoting a

substantial portion (fifteen days during the semester), to full-day teaching responsibilities. At

least five full days of the total fifteen should be in succession. The remainder should be

interspersed throughout the student teaching/internship assignment.

to participate in those professional activities expected of the Classroom Mentor Teacher, such as

faculty meetings, teacher in-services, grade level meetings, content meetings, and open

house/parent night, provided such activities do not conflict with cohort meetings or other

scheduled requirements of the LSU School of Education

to attend scheduled Reflective Practice Cohort Seminars facilitated by the University

Supervisor/Clinical Faculty and to complete all required assignments in a timely and thoughtful

manner

to collaborate with the faculty team in informal and formal self-evaluation and other evaluation

processes

to handle the discipline of students with the guidance and consent of the Classroom Mentor

Teacher. Under no circumstances will the Teacher Candidate/intern administer corporal

punishment.


Responsibilities of the LSU University Supervisor/Clinical Faculty

act as a liaison between the participating school and the School of Education, conferring with the

Classroom Mentor Teacher and school administrators throughout the practicum, as well as when

requested by the Teacher Candidate, the Classroom Mentor Teacher, principal, or other school

personnel

collect and submit feedback from the Classroom Mentor Teacher to the Office of Field

Experiences

collaborate with classroom mentor teacher on formal evaluations of the Teacher Candidate’s

performance

conduct formal observations of Teacher Candidate and provide written feedback to Teacher

Candidate, Classroom Mentor Teacher and Office of Field Experiences

confer with Teacher Candidate following each classroom observation

collaborate with the Classroom Mentor Teacher in identifying areas of improvement for

candidates in danger of failing the practicum

to organize and facilitate the cohort seminars for the Teacher Candidates


Classroom Mentor Teachers

According to Louisiana Administrative Code, §787, a classroom teacher can serve as a supervisor of

student teaching if he/she satisfies any one of the following conditions:

1. Valid Type A or Level 3 Louisiana certificate in the field of the supervisory assignment.

2. Valid Type B or Level 2 Louisiana certificate in the field of the supervisory assignment and

successfully complete the three semester-hour course in the supervision of student teaching.


successfully complete assessor training through the Louisiana Teacher Assistance and

Assessment Program.


National Board Certification in the field of the supervisory assignment.

5. Valid Type B or Level 2 Louisiana certificates in the field of the supervisory assignment and

recommendation of the School Principal and/or designee based on annual achievement of

successful effectiveness standards.

Outstanding teachers, who meet the state criteria for hosting Teacher Candidates, are recommended to

the Office of Field Experiences by school administrators. Teachers who are currently hosting

candidates, members of professional organizations, professors who work with teachers through grants,

and field experiences, and school district personnel often serve as sources of leads for potential

classroom mentors. Additionally, lists including Teachers of the Year for local school districts, and

Nationally Board Certified teachers are also used as sources in selecting potential Classroom Mentor

Teachers.


The Elementary Student Teaching Program at LSU

Teacher Candidates will have a single placement for student teaching in his or her area of certification during the

semester in one of the local school districts, charter schools and/or the LSU Laboratory School. The 1-5

Elementary Undergraduate Program was designed to provide extensive and varied fieldwork prior to the

culminating student teaching semester.

Candidates will have bi-weekly Reflective Practice Cohort Seminars scheduled by their University Supervisor.

During these seminars, LSU pre-service teachers will have the opportunity to reflect critically on their teaching

experiences with their peer group and to integrate the theoretical and practical knowledge gained throughout

undergraduate course work and teaching experiences. The University Supervisor will work closely in a collegial

manner with both Teacher Candidates and Classroom Mentor Teachers. This faculty team (University Supervisor

and Classroom Mentor Teacher) will offer the candidates guidance, support, knowledge, and reflective feedback

as they prepare to enter the teaching profession.

Candidates are encouraged to approach their student teaching experiences from the stance of a teacher researcher

or reflective practitioner. On-going reflection and research is a foundation of LSU’s teacher preparation program.

Effective teaching results from continually connecting theory with practice and deepening one’s understandings

of children, learning, curriculum, and schools. It also demands ongoing reflection upon one’s values and beliefs,

particularly as these are expressed in teaching practices. For example, if one believes that “all children can learn,”

then how do you create a classroom-learning environment that reflects high expectations for all learners?

Teacher Candidate/Internship Placement

Teacher Candidate placements are carefully selected using available candidate, school, and teacher information.

Information considered includes, but is not limited to teacher pedagogical and mentoring abilities, credentials, and

eligibility; candidate school history, past field experiences if applicable, preference of subject matter if applicable,

residential location; and school demographics. Candidates are notified via email of their student

teaching/internship placement prior to the start of the semester. When possible, this occurs during the semester

prior to the student teaching/internship semester, thus allowing the candidate to meet the teacher in advance. The

school principal will receive notification of candidates assigned to teachers by email. Teachers should receive

notification of candidates assigned to them by their building principals or the Lead School Contact person.

Questions related to school and teacher assignments should be directed to the Office of Field Experiences at LSU

(578-2557 or [email protected]).

University Supervisors/Clinical Faculty

University Supervisors/Clinical Faculty members are accomplished professionals in their area of certification and

are trained to use the COE Teacher Candidate assessment tools and in mentoring teachers and Teacher

Candidates. Their knowledge, teaching experience, and expertise benefits candidates through feedback during

observations and during Reflective Practice cohort seminars. In addition to serving as the guide and facilitator of

discussions for cohort seminars, University Supervisors support candidates by conferring with the Classroom

Mentor Teacher in assessing a Teacher Candidate’s needs and abilities.


Before the Semester Begins

The candidate should:

Register for the appropriate practicum /student teaching course.

Elementary – EDCI 3625 (1-5) 12 hours and EDCI 4460 if you have not taken it previously.

Prepare your autobiography as outlined in Appendix A to present to the Classroom Mentor

Teacher and the University Supervisor at the onset of the semester.

Complete the “August Experience Observation” in your assigned school if possible. If not,

obtain permission to complete this focused observation in a public school in your certification

area. See Appendices I-1 and I-2 for instructions and requirements of the August Experience.

Secure, read, and print a copy of the student teaching handbook. It is posted on the School of

Education’s website (Students->Office of Field Experiences). A hard copy can be purchased at

the Copies Too Center on Nicholson Drive (in the Brewbacher’s shopping center). Handbooks

are posted by course number, so make sure you access the correct one! Bring the handbook to

the cohort meeting on the first day of classes.

After attending the initial afternoon cohort meeting with your University Supervisor,

purchase the textbook that will be used for cohort meetings. Textbooks are available at local

bookstores. Since supervisors have a choice of texts, students should postpone purchasing their

textbook until after the University Supervisor advises them of the required text.

Parking

All Teacher Candidates must register their vehicles with the LSU Office of Parking, Traffic, and

Transportation. Candidates enrolled in student teaching/internship only may obtain a special semester

permit. Students enrolled in student teaching/internship, and an additional class(es), must obtain a

regular university parking permit. Teacher Candidates assigned to the LSU Lab School will be allowed

to park in Lot X-60 with their assigned hangtag appropriately displayed. (Lot X-60 accepts all

hangtags.)

Day One of the Student Teaching Semester

ALL Teacher Candidates attend Seminar I: Overview of Student Teaching, which is from 8:30 a.m. until

12:00 noon in the Student Union on the first day of classes. Small group cohort meetings take place on

campus in the afternoon. The location of small group meetings will be announced at the morning

seminar.


Student Teaching/Internship Activities and Expectations

Field experiences will vary by cohort, by peer partner team, and by individual throughout each

practicum experience according to the program planned by the faculty team. Varied experiences will

allow each Teacher Candidate/intern to assume increasingly more instructional responsibility for more

students. The student teaching practicum/internship consists of three components: observation,

participation, and teaching. Each one is described below.

Observation

(Typically the first 1-2 days of the semester in a classroom)

“Observation” is defined as watching and recording impressions of teaching methods/practices used in

an educational setting involving a teaching-learning situation. Areas for observation include not only

the assigned placements, but also other classes and related areas/activities in the assigned school and in

other schools (outside observations).

Outside Observations The Teacher Candidate must observe a minimum of five (5) lessons in classes other than the assigned placement

class(es). Including observations in non-traditional schools and/or programs (magnet, charter, gifted and talented)

will provide you with rich, varied experiences. Observations of one’s peers can provide insight into the ways

other beginning teachers address the many facets of teaching such as management, discipline, content, and

diversifying instruction.

The Classroom Mentor Teacher and the University Supervisor will assist with scheduling observations, as needed.

Observations should be scheduled around the Teacher Candidate/intern’s classroom responsibilities. Observations

scheduled away from the assigned school must receive approval from the Classroom Mentor Teacher and the

University Supervisor. Prior arrangements, including permission of the school and/or teacher, must be made prior

to the observation visit.

A TEACHER CANDIDATE SHOULD NEVER ARRIVE UNANNOUNCED IN A CLASSROOM FOR AN

OBSERVATION. (Except at the LSU Lab School.)

University Supervisors will determine the format for written reflections of outside observations and the peer

observation. Suggestions are included in Appendices J-1, J-2, and L. All observation reports (outside and peer

where applicable) must be submitted to the University Supervisor/Clinical Faculty. Each observation must be for

the entire duration of a lesson/period/block.

Outside observations must include the following:

1. An early childhood (pre-K or Kindergarten) class

2. An inclusion class (if not placed in an inclusion class)

3. A gifted or magnet classroom

4. One peer observation with reflection

5. The remaining observation may be of your choosing (with input from your Faculty Team)


Participation

“Participation” is defined as the performance of any phase of a teacher’s responsibilities EXCEPT direct

teaching. (Typically, Teacher Candidates participate in lessons soon after the first few days of the

semester and continue throughout in addition to teaching.)

Activities identified as “participation” are those in which the Teacher Candidate is NOT directly

responsible for instruction, but does participate in the instructional activity. Some examples include

assisting the teacher by helping students during independent practice, by facilitating a group of students

in a discussion, or helping individual students on projects or computer-based work. Planning with the

teacher or others, attending professional meetings (cohort and seminar), and attendance at conferences

should be delineated as participation. The number of participation hours in a day cannot exceed the

number of hours Teacher Candidates are in the school building or a cohort setting. Teacher Candidates

may clock hours from the time they arrive at school until the time they leave or the teacher leaves,

whichever comes first.

Teaching

“Teaching” is defined as times in which Teacher Candidates are directly responsible for instruction. The

assumption is that when one is “teaching” he or she is expected to have and follow a lesson plan, the

Teacher Candidate’s plan or that of the teacher. Although the ultimate goal is for each Teacher

Candidate/intern to assume full responsibility for classroom instruction (planning, instructing,

disciplining, evaluating), teaching is not restricted solely to a full-class setting. A variety of approaches

to teaching will not only allow the Teacher Candidate/intern to assume full responsibility gradually, but

will also enrich the practicum experience.

Different approaches the Teacher Candidate could employ to clock “teaching” hours include the

following:

Whole class instruction

Small group instruction

Individual instruction or tutoring (Paid after-school tutoring CANNOT be included in the

teaching log)

Team Teaching with the Classroom Mentor Teacher and/or a peer

Situations in which the Teacher Candidate is directly responsible for

leading/guiding/facilitating students during independent practice, individual projects, or

computer-based work

Logging these as teaching times is valid only if assigned to the Teacher Candidate/intern by the

classroom mentor.


August Experience

Teacher Candidates are expected to complete the August Experience Observation before the fall

semester begins. Specific requirements can be found in Appendices K-1 and K-2.

The Orientation Period

BEFORE ASSUMING FULL RESPONSIBILITY FOR CLASSROOM INSTRUCTION, each Teacher

Candidate/intern should become thoroughly oriented to the students, the classroom, and the classroom

teacher’s method and procedures. At the beginning of the semester, the Teacher Candidate/intern needs

to observe and participate actively, GRADUALLY assuming varied teaching duties (calling roll,

directing independent work, performing routine housekeeping duties, aiding with small group work,

etc.). The move to a full period of teaching should be guided by the Classroom Mentor Teacher,

depending on the skills and aptitudes of the particular Teacher Candidate/intern.

Full-Day Teaching

A minimum of fifteen days (15) of the student teaching/internship semester(s) will be devoted to full-

time teaching. (Holmes interns will achieve this minimum over two semesters.) At least five full days of

the total fifteen should be in succession. The remainder should be interspersed throughout the student

teaching/internship assignment. To insure uniformity during the all-day teaching period, all Teacher

Candidates/interns should count 6.5 hours per day as teaching hours; the remainder of the day should be

counted as participation hours. Early dismissal days and cohort days in which the Teacher Candidate

leaves school early cannot be counted as full days.

Length of the Student Teaching Day

The public school calendars and the LSU calendar will guide the student teaching practicum schedule.

Teacher Candidates will follow the P-12 school holiday schedule rather than the LSU holiday schedule.

The Teacher Candidate/intern is expected to follow the arrival-departure schedule required of the school

faculty in the school where they are placed, as well as participating in before and after-school planning

sessions as required of their Classroom Mentor Teacher. Teacher Candidates are also expected to

participate in as many professional activities at the school site as possible, including faculty meetings,

workshops, and conferences. With the mutual consent of the faculty team, the Teacher Candidate/intern

should also participate in extracurricular activities.

Because of the length and demands of the Teacher Candidate’s day, the Teacher Candidate/intern should

limit non-school related work during the semester. Employment must not interfere with the practicum in

any way including planning sessions, cohort and faculty meetings, and seminars. Additionally, Teacher

Candidates interested in scheduling more than three semester credit hours of course work in addition to

the practicum must have permission to do so.

Any supervising teacher who has questions concerning the length of the Teacher Candidate/intern’s

workday should contact the University Supervisor/Clinical Faculty or the Office of Field Experiences.


Documentation of Hours

The Louisiana State Department of Education certification requirements mandate an accounting of the

hours accrued in observation, participation, and teaching. The Teacher Candidate/intern must keep an

accurate record of total time spent in each activity.

Hours must be documented in whole numbers and as .25, .50, or .75 for partial time on all

paperwork. (Example: .25=15 min. / .50=30 min. / .75=45min. / 1=1 hour.)

The Student Teaching/Intern hours must be included in the mid-semester and the final documents

submitted to the Office of Field Experiences. To ensure that an accurate accounting of hours, The Daily

Time Log (Appendix B) should be free of errors, current, legible, and signed by the Classroom Mentor

Teacher. Additionally, the electronic version of this document should be filed with the supervisor.

Reflective Practice

Reflection in teaching is critical because the events of teaching and one’s reflection on those activities

influence future teaching and planning of activities and assessments. Candidates are required to submit,

in writing, a reflective response for at least one lesson taught during the current week before planning

the next week’s lessons. Additionally, candidates are required to reflect about broader aspects of

teaching not directly related to a lesson. University Supervisors/Clinical Faculty will provide guidelines

for the lesson reflections and for the topics and format for weekly reflections.

Planning

Student teaching/internship requires advanced planning on the part of both the Teacher Candidate and

the Classroom Mentor Teacher. This planning should relate to semester/weekly/daily plans, as well as

scheduling of specific classes taught by the Teacher Candidate/intern. Written lesson plans are required

for all lessons for which the Teacher Candidate clocks teaching hours. The mentor teacher’s plans may

serve as a basis for the Teacher Candidate’s lesson plans, but should not be the Teacher Candidate’s

only documentation. If candidates teach from a teacher’s lesson plan, notes or comments on the plans

should be evident indicating the candidate’s familiarity with the lesson.

Specific planning techniques should accommodate the style, the expectations, and the experience of the

Classroom Mentor Teacher. Additionally, grade level expectations (GLEs) and Louisiana’s P-12

Comprehensive Curriculum, Common Core Standards or other comparable guidelines required by the

school/district, as well as individual student needs, should be considered when planning. At the

beginning of the semester, the Classroom Mentor Teacher should share with the Teacher

Candidate/intern sample plans (daily, unit, semester, and year), sample activities, projects, tests, and

instructional materials. Planning should be a cooperative venture between the Teacher Candidate/intern

and the Classroom Mentor Teacher to insure Teacher Candidate understanding and ability. As the

Teacher Candidate gains proficiency in planning, he/she should be given greater responsibility for this

area of teaching.

To benefit fully from the experience, the Teacher Candidate must provide the Classroom Mentor

Teacher with a detailed written lesson plan prior to every lesson taught. The Classroom Mentor Teacher

will then review the plan and discuss it with the Teacher Candidate, allowing sufficient time for any

modifications prior to the teaching of the lesson. The Teacher Candidate/intern is encouraged to profit

from, and incorporate as appropriate, suggestions from the Classroom Mentor Teacher. Classroom

Mentor Teacher signatures/initials indicating approval should be secured PRIOR to teaching a lesson.


Professional Meetings

Teacher Candidates/interns will participate in several types of seminars and meetings. These gatherings

are intended to provide information to satisfy state mandated in-service requirements and to provide

Teacher Candidates the opportunity to reflect upon the practicum experience by dialoguing with

university faculty, guest speakers, and peers.

Seminars

Three large group seminars are held during the semester and include:

Presentations from professional organizations

Information sessions on resume preparation

Information sessions and a panel discussion regarding interviewing

A Legal Issues seminar

A presentation regarding working with gay, lesbian, bisexual, and transgendered students and

parents

Initial Teacher Certification

Individual Conferences

Mentoring requires time, and adequate time is not always possible within the given school day. Teacher

Candidates are expected to be available outside of set school hours when necessary to adequately plan

with the teacher(s) and to conference about lessons taught. For this reason, the Teacher Candidate/intern

should not schedule a class or work that would interfere with these conferences. Individual conferences

between the Teacher Candidate/intern and the University Supervisor/Clinical Faculty are held following

observations by the University Supervisor/Clinical Faculty and at other times when requested by either.

Cohort Meetings

The Teacher Candidate will meet with his/her peers and the University Supervisor/Clinical Faculty in bi-

weekly Reflective Practice seminars. The dates, times and location of the meetings will be determined

by the University Supervisor/Clinical Faculty. Attendance at all meetings is mandatory. Punctuality is

expected. If a student knows in advance that s/he must either miss or be late to a meeting, s/he should

contact the University Supervisor/Clinical Faculty. A Teacher Candidate who misses all or part of a

meeting or seminar without an approved excuse will be required to make an appointment with the

Faculty Team to discuss the lack of professionalism suggested by this behavior. Attending to

assignments for a particular cohort meeting is also an indicator of professionalism and is expected from

each Teacher Candidate.


Teacher Candidate/Internship Absences

Teacher Candidates/interns must assume the same responsibility for absences expected of a regularly

employed teacher. Unless there is an emergency or illness, an absence must be approved by the

University Supervisor and/or the Office of Field Experiences. The Classroom Mentor Teacher, the

University Supervisor, and the Office of Field Experiences MUST be notified when Teacher

Candidates/interns are going to be absent.

Following is an excerpt from the LSU General Policy PS 22.

LSU GENERAL POLICY PS 22

Class attendance is the responsibility of the student. The student is expected to attend all classes. A student who finds it

necessary to miss class assumes responsibility for making up examinations, obtaining lecture notes, and otherwise

compensating for what may have been missed. The course instructor will determine the validity of a student's reason(s) for

absences and will assist those students who have valid reasons. Valid reasons for absences include:

1. Illness

2. Serious family emergency

3. Special curricular requirements such as judging trips or field trips

4. Court-imposed legal obligations such as subpoenas or jury duty

5. Military obligations

6. Serious weather conditions

7. Religious holidays

8. Participation in varsity athletic competitions or university musical events

The student is responsible for providing documentation of the reason for absence, if such is required by the instructor. Should

the instructor and student disagree over the validity of a reason for an absence, the student has the right to appeal the

instructor's decision according to the general appeal procedure in PS-48.

Following the above policy limits absences to those that are absolutely necessary. Classroom Mentor

Teachers who encounter problems with the attendance or punctuality of a Teacher Candidate/inter

should immediately contact the University Supervisor. The faculty team should intervene and, if needed,

involve the Office of Field Experiences.

Absences from student teaching for reasons other than illness or emergencies are very rare. In all

instances, except medical emergencies, prior approval is required when it is necessary for the Teacher

Candidate/intern to be absent. To secure approval for any absence other than emergency or illness the

candidate must receive permission from the Classroom Mentor Teacher, the University

Supervisor/Clinical Faculty, and the Coordinator of Field Experiences. Teacher Candidates/interns may

be excused from school on the day of a final exam if there has been no previous attendance problem.

Prior permission must be obtained from the faculty team.

Make-up time for candidates who are absent for two or more days during the semester will be arranged

by the University Supervisor/Clinical Faculty and the Coordinator of Field Experiences with input from

the classroom teacher. Make-up time for multiple partial absences can be expected. Since there are few

days between the end of student teaching semester and graduation, candidates should take precautions to

ensure wellness and prevent absences that could stop them from completing the semester requirements

for successful completion of the practicum.


Classroom Mentor Teachers wishing to include Teacher Candidates/interns in after-school activities

(such as club meetings, field trips, conventions, festivals) at times when Teacher Candidates have a

scheduled university class or meeting should submit a written request in advance to the University

Supervisor/Clinical Faculty. University Supervisor/Clinical Faculty will consult with the Office of Field

Experiences as needed concerning the advisability of such involvement.

There is a scheduled Teacher Interview Day during the semester. On that day, representatives of school

systems from throughout the United States will be on campus for the purpose of interviewing Teacher

Candidates for job openings. Teacher Candidates/interns planning to interview at that time should be

released from school.

Teacher Candidates/interns not interviewing will report to their placement school on Teacher

Interview Day.


Evaluation of the Teacher Candidate/Intern

The Teacher Candidate will receive formative assessments in the form of reflective feedback throughout

the semester from his/her faculty team. The Classroom Mentor Teacher and the University

Supervisor/Clinical Faculty will offer, on a regular basis, oral and written informal assessments noting

the Teacher Candidate’s strengths and areas in need of improvement.

Formal evaluations occur twice, once at mid-semester and once at the completion of the practicum. The

initial step in the formal evaluation process is for the Classroom Mentor Teacher and the University

Supervisor/Clinical Faculty to evaluate the candidate using the Candidate Evaluation Instrument. The

Classroom Mentor Teacher prepares the candidate evaluation in consultation with the University

Supervisor. This instrument includes the following five domains: Planning and Instruction, Learning

Environment and Management, Assessment, Professionalism and Specialized Professional Standards.

Possible Scores on the instrument include “3-Exceeds Expectations;” “2-Meets Expectations;” or “1-

Below Expectations.” Scores should be recorded as whole numbers – no partial scores (e.g., 2.5, 2.25,

1.75, etc.). The evaluation also includes a comment section for each item.

The second step in the evaluation process is to apply information from the Evaluation Instrument to the

Grading Rubric, which consists of 10 competencies. Five of those ten scores are derived from averaging

the Teacher Candidate’s scores on the Evaluation Instrument in each domain. The remaining five scores

are assessed by the University Supervisor/Clinical Faculty with input from the Mentor Teacher.

The Grading Rubric consists of the following competencies: Planning and Instruction, Learning

Environment and Management, Assessment, Professionalism, Specialized Professional Standards, Teaching

Hours, Contribution to Cohort Meetings, Reflective Practice (Evidenced by lesson reflections, weekly reflections,

self-evaluations, video analyses, classroom management plans, and outside observation assignments), Impact on

Student Learning (Evidenced by lesson plans, unit plans, and other relevant materials), and Practicum Portfolio.

Grading:

Beginning with Fall 2015, in accordance with LSU policy, a plus/minus system will be implemented for

grade reporting. Letter grades will be awarded using the following criteria:

A+ Candidate must score between 2.5 - 3.0 in all competencies

A Candidate must score between 2.5 - 3.0 in at least 8 competencies with no score below 2.0

A- Candidate must score between 2.5 - 3.0 in at least 7 competencies with no score below 2.0

B+ Candidate must score between 2.5 - 3.0 in at least 5 competencies with no score below 2.0

B Candidate must score between 2.5 - 3.0 in at least 3 competencies with no score below 2.0

B- Candidate must score 2.0 or higher in all competencies

C+ Candidate must score 2.0 or higher in at least 9 competencies with no score lower than 1.5

C Candidate must score 2.0 or higher in at least 8 competencies with no score lower than 1.5

C- Candidate must score 2.0 or higher in at least 7 competencies with no score lower than 1.5

D+ Candidate must score 2.0 or higher in at least 5 competencies with no score lower than 1.5

D Candidate must score 2.0 or higher in at least 3 competencies with no score lower than 1.5

D- Candidate must score higher than 1.5 in all competencies

F Candidate scores lower than 1.5 in any competency

Candidates scoring a D+, or lower, at mid-term will be required to meet with the Coordinator of Field

Experiences for a conference regarding their performance. A decision to either continue on an intensive

assistance plan or withdraw from the practicum will be discussed.


Submission of Documentation

The University Supervisor/Clinical Faculty will submit formal evaluations electronically. Teacher

Candidates will receive a copy of the formal evaluation from their University Supervisor/Clinical

Faculty. See the evaluation section of this handbook for examples of specific documents. The final

evaluation will likely reflect greater growth and development of the Teacher Candidate than that

reflected at mid-semester and is the one accepted as a final assessment. The School of Education will

retain both evaluations as formal records of the Teacher Candidate’s performance.

Self-Evaluation

Candidates should address the following categories in narrative form (Appendix L-1) for both the mid-

semester and final self-evaluations (Planning and Instruction, Learning Environment and Management,

Assessment, Professionalism and Specialized Professional Association Standards). The Candidate

Evaluation Instrument may be used as a general guideline for responses to the broad categories above.

The candidate’s narrative should highlight his/her strengths and the areas in need of further growth and

development. The narrative must be typewritten and submitted to the University Supervisor and

Classroom Mentor Teacher for approval.


Teacher Certification

The Louisiana State Department of Education is the state’s certifying agency. Successful completion of

student teaching and other required coursework, a 2.5 grade point average, and appropriate PRAXIS

scores presently entitle a student to a Louisiana provisional teaching certificate.

Teacher Candidates will complete and submit applications for certification. When all requirements have

been met, the School of Education will file applications with the Louisiana Department of Education.

Individual applications must include a personal check or money order for $50.00, payable to the

Louisiana Department of Education. All certification processing fees are nonrefundable.

The Louisiana Department of Education Division of Certification, Leadership, and Preparation will no

longer print and mail Louisiana teaching and/or ancillary certificates. Teacher graduates can verify

issuance and print a copy of the certificate via Teach Louisiana at www.teachlouisiana.net by clicking

“Verify Teaching Certificate.” For further information regarding certification, students should contact

the Office of Student Services in the School of Education (578-2331 or [email protected]).

http://www.teachlouisiana.net/


Procedures for Transfer of a Teacher Candidate

On extremely rare occasions, transferring a Teacher Candidate/intern is considered. A transfer is

considered (not always granted) under the following conditions:

The Classroom Mentor Teacher cannot meet the responsibilities of the student teaching

experience because of absences, illness, jury duty or other extenuating circumstances.

The school administrator or teacher requests the removal of the Teacher Candidate. (If the

candidate’s removal is requested because the candidate is not contributing to the continual

development of student learning or lack of professionalism, the candidate will have to withdraw

from the practicum.)

A strike (work stoppage) occurs in the school system.

Extenuating circumstances prevent the Teacher Candidate from functioning in the assigned

setting.

The Coordinator of Field Experiences, in consultation with the University Supervisor, the Classroom

Mentor Teacher, the Director of the School of Education, and possibly the School of Education

Advisors/Counselors, will determine if a transfer is advisable. If a transfer is the recommended

action, the Teacher Candidate will be transferred only IF ANOTHER CLASSROOM TEACHER IS

AVAILABLE AND WILLING TO ACCEPT THE TRANSFERRED CANDIDATE.

Procedures for a transfer are as follows:

1. Transfer of Teacher Candidates must have prior approval from of the Office of Field

Experiences.

2. The Office of Field Experiences Coordinator and manager will handle notification of all

significant parties, including the affected teachers and school administrators.


Procedures for Termination of a Teacher Candidate

The Office of Field Experiences may terminate a Teacher Candidate from the student teaching program

under the following conditions.

1. The Teacher Candidate violates policies of the participating school or school system.

2. The Teacher Candidate violates School of Education policies concerning the student

teaching/internship program.

3. The actions of the Teacher Candidate are clearly detrimental to the welfare of the pupils and can

include, but are not limited to documented excessive tardiness or absences; content weakness;

lack of ability to demonstrate an effective use of pedagogical skills; and/or dispositions that are

not reflective of a professional teacher.

Procedures for termination are as follows:

1. The Coordinator of Field Experiences will present reasons for termination to the Teacher

Candidate.

2. The Coordinator of Field Experiences will conduct a meeting providing the Teacher Candidate

an opportunity to be heard and to discuss the specifics regarding the recommendation for

termination. The University Supervisor/Clinical Faculty and, when possible, the Classroom

Teacher will attend the meeting.

3. The Coordinator of Field Experiences will consult with the Director of the School of Education

for Teacher Preparation regarding the termination.

4. The Director of the School of Education will make the final decision concerning termination of

the Teacher Candidate.


Portfolio Guidelines

The portfolio, central to the practicum, has many and varied purposes: to document growth as a

beginning teacher, to promote reflection, to enhance understanding of practicum experiences, to

facilitate communication among all involved in the practicum; and, to serve as a basis from which the

practicum grade is derived. The portfolio should be current and available to the University

Supervisor/Clinical Faculty at all times. The following must be included in a portfolio. Many forms

required for the portfolio are available in the appendix section of this handbook. University

Supervisors/Clinical Faculty will provide guidelines as to which forms should be used. Sections should

be clearly delineated and labeled.

Calendars/Teaching Schedules

Autobiography (Appendix A)

Teaching Philosophy

Daily Time Log (Appendix B)

Hard copies of the Daily Time Log with teacher signatures should be kept in the portfolio, in

addition to the electronic version submitted to the supervisor.

Classroom Management Plan Reflection (Appendix G)

Weekly Reflections

At least one entry per week is to be completed and shared with the University Supervisor/Clinical

Faculty only. These should be general reflections regarding the field experience. The format for

Weekly Reflections will be determined by the University Supervisor/Clinical Faculty.

Essential Elements of a Lesson Plan (Appendix D)

Arrange time each week to meet with your Classroom Mentor Teacher regarding the following

stipulations about lesson plans. Lessons are to be submitted to the teacher in advance allowing time

for teacher review, candidate revision, and resubmission to the teacher for final approval PRIOR to

teaching the lesson. The typed lesson plans with revisions must be approved and initialed by the

Classroom Mentor Teacher PRIOR to teaching.

Lesson Reflections (Appendix F)

Choose one lesson each week and write a reflection highlighting your thoughts on what went well

and what did not. This reflection should include what you might change when teaching that

particular lesson again and/or include the changes that would need to occur if the lesson were taught

to students who are very different from those in the assigned setting.

Video Self-Reflection and Analysis (Appendix L-2)

Secure a video of your teaching for reflection and analysis. Your University Supervisor will provide

specific guidelines for your self-analysis report.

Thematic Unit (Appendices K-1, K-2, & K-3)

Develop and teach at least one thematic unit (integrated when possible) including appropriate

assessment. The unit must be developed according to the integrated thematic unit plan template and

rubric in this handbook.


Outside and Peer Observations Log and Responses (Appendices H-1, H-2, & J)

You are to complete a minimum of five outside observations. The University Supervisor/Clinical

Faculty will provide the format for observation reflections. One of these observation responses will

be reflections from observing one’s peer (when required by University Supervisor/Clinical Faculty).

August Experience (Appendices I-1 & I-2)

According to the guidelines, Teacher Candidates must have the August Experience completed prior

to the student teaching/internship semester. Specific questions related to this required, focused

observation should be directed to the Office of Field Experiences in the School of Education.

Self-Evaluation (Appendix L-1) Copies of the candidate’s mid-semester and final self-evaluations

should be placed in this section of the portfolio.

Professional Growth Plan Teacher Candidates will compose a Professional Growth Plan with input from the Classroom Mentor

Teacher and University Faculty based on the mid-semester evaluations. The plan must include two

goals and a measureable objective to meet each goal. (Appendix M)

Feedback from University Supervisor and Classroom Mentor Teacher All informal written feedback from the faculty team (University Supervisor/Clinical Faculty and

Classroom Mentor Teacher) should be placed in this section of the portfolio.

Formal Evaluations All formal evaluations from faculty team, including copies of the Mid-Semester and Final

Evaluations and the Grading Rubric are to be placed in this section of the portfolio.


Feedback

Feedback on Classroom Mentor Teachers and University Supervisors

Teacher Candidates will provide feedback on Classroom Mentor Teachers and University Supervisors at

the end of the semester using an electronic format. Classroom Mentor Teachers will evaluate University

Supervisors each semester through an electronic survey. Likewise, University Supervisors and Clinical

Faculty evaluate Classroom Mentor Teachers each semester using an electronic survey. These

evaluations provide Classroom Mentor Teachers and University Supervisors with information

concerning their own supervisory practices and effectiveness. All results are aggregated before

dissemination and respondents remain anonymous. Evaluations of the University Supervisors and the

Classroom Mentor Teachers are used to provide feedback for self-reflection of one’s mentoring skills.

Additionally, this information is used to make decisions about whether to continue employing the

services of individuals to mentor LSU candidates. Representations of the electronic feedback surveys

can be found in the Appendices.


Teacher Candidates in the Elementary

And Special Education Add-On Certification

(Requirements in addition to those for the 1-5 certification program)

Direct Instruction (DI) – Teach a direct instruction math or reading lesson. [Appendix

SPED-1]

Functional Behavioral Assessment/Behavior Intervention Plan – The Teacher Candidate will

conduct a functional behavioral assessment. Appendix SPED-2]

o Identify behavior

o Gather data to come up with a hypothesis as to behavioral function

o Develop and implement a pro-social intervention

o Evaluate effectiveness

o Review and consider next steps

Curriculum Based Assessment (CBA) – Develop, administer, and evaluate probes to evaluate

effectiveness of instruction. [Appendix SPED-3]

Individual Education Plan (IEP) – Assist in the development of an IEP including attending the

meeting and developing goals. [Appendix SPED-4]

Individualization within Lesson Plans – Lesson plans include accommodations and/or

modifications in curriculum and instruction. [Appendix SPED-5]

Problem Solving Collaboration - [Appendix SPED-6]

o Identify issue/problem and identify data collection process

o Collect data (baseline)

o Develop intervention

o Implement intervention

o Evaluate implementation

o Review and consider next steps


List of Appendices Appendix A Biographical Data/Autobiography…………………………………... 30

Appendix B Daily Time Log……………………………………………………... 31

Appendix C Bi-Weekly Report on Hours………………………………………… 32

Appendix D Essential Elements of a Lesson Plan...……………………………… 33

Appendix E Assessment of Student Learning……………………………………. 34

Appendix F Lesson Reflection Ideas…………………………………………….. 35

Appendix G Classroom Management Plan Reflection..………………………….. 36

Appendix H-1 Outside Observations Chart…………………………………………. 37

Appendix H-2 Outline for Outside Observations…………………………………… 38-39

Appendix I-1 August Experience Observation Form….…………………………... 40-41

Appendix I-2 August Experience Signature Form....………………………………. 42

Appendix J Peer Observation Form……………………………………………… 43

Appendix K-1 Thematic Unit Plan Template……………………………………….. 44-46

Appendix K-2 Sequenced Potential Learning Experiences Chart…………………... 47

Appendix K-3 Thematic Unit Scoring Rubric..…………………………………….. 48-51

Appendix L-1 Self-Evaluation Guidelines………………………………………….. 52

Appendix L-2 Video Reflection and Analysis Guidelines…………………………. 53-54

Appendix M Professional Growth Plan…………………………………………... 55

Appendix N-1 Teacher Candidate Evaluation Instrument (Elementary)………….... 56-63

Appendix N-2 Additional Prof. Standards Criteria for SPED………………………. 64

Appendix O Teacher Candidate Progress Report………………………………… 65-66

Appendix P Teacher Candidate Letter Grade Rubric……………………………. 67-68

Appendix Q Matrix of Responsibilities: Univ. Supervisor and CMT…………….. 69-70

Appendix R-1 Feedback of CMT and Univ. Supv. (Mid-Sem) by Candidate...……. 71-72

Appendix R-2 Feedback of CMT and Univ. Supv. (End of Sem) by Candidate...…. 73

Appendix R-3 Feedback of Univ. Supv./Clinical Faculty by CMT………………… 74

Appendix R-3 Elementary Program Feedback……………………………………… 75-76

Appendix S Teacher Candidate Observation Form………………………………... 77-78

SPED-1 to 7 Dual Certification Program…………………………………………… 79-86


APPENDIX A

Biographical Data/Autobiography Submit one copy to each of the following: 1) University Supervisor; 2) Classroom Mentor Teacher. If there is more than one

Classroom Mentor Teacher a copy should be provided for each teacher.

Full Name

Last First Middle/Maiden

Permanent Address Street City State Zip Code

Current Mailing Address Street City State Zip Code

Current Physical Address Street City State Zip Code

Phone ( ) ( ) ( ) Permanent Current Cell

Email Alternate Email

Date of Birth Place of Birth

Marital Status

Names/Ages of Children

Schools/Colleges Attended (Elementary to Present)

Name of Institution Location Dates

Current Coursework in Addition to Student Teaching (course title, day/time)

Extracurricular activities in college

Employment during college

Present employment (type, location, days/hours)

Short Term/Long Term Goals

Emergency Contact: Name Phone #

In addition to the above information, write an autobiographical essay in which you reflect on your own background and

experiences. The autobiography should focus on your development as a student becoming a teacher. The essay might

include some or all of the following: reasons for entering the teaching profession, qualities most important in a teacher,

experiences in working with children, travel experiences, and specific talents/skills. It should be typed and attached to this

sheet.


APPENDIX B Daily Time Log

Student Teacher School Date

Day/Date Observation Participation Teaching Daily Total

Monday

Language Arts

Mathematics

Science

Social Studies

Other

Tuesday

Language Arts

Mathematics

Science

Social Studies

Other

Wednesday

Language Arts

Mathematics

Science

Social Studies

Other

Thursday

Language Arts

Mathematics

Science

Social Studies

Other

Friday

Language Arts

Mathematics

Science

Social Studies

Other

Required Format: .25=15min.; .50=30min.; .75=45min.; 1=1hr.

Signature of Classroom Mentor Teacher


APPENDIX C

Bi-Weekly Report on Hours*

(To be used only if not using spreadsheet provided by University Supervisor)

Teacher Candidate’s Name____________________________ School_________________

Week # _____ Dates: ______________________

Day

Observation

Participation

Teaching

Daily Total

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Total

Previous Total

Cumulative

Total Hours


Week # _____ Dates: ______________________

Day

Observation

Participation

Teaching

Daily Total

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Total

Previous Total

Cumulative

Total Hours


*(Optional at the discretion of the University Supervisor.

Email to University Supervisor every 2 weeks if required) Also, note any days that you complete full-day teaching, are absent, tardy, or leave early.


APPENDIX D

Essential Elements of a Lesson Plan

_________________________________ ________________ __________

Student Teacher Date Grade Level

_________ _______________________ ______________________________

Group Size Estimated Time for Lesson Mentor Teacher’s Signature

Lesson Title: _______________________________

Standards (CCSS if applicable):

Objectives (TLW):

Teacher Materials/Resources:

Student Materials/Resources:

Technology Integration:

Lesson Procedure and Activities: (This should include direct instruction, guided practice, independent practice, any

grouping strategies you plan to use, a plan for early finishers, and a plan for homework. Please label these parts of your

lesson plan.)

A. Introduction:

Notes: Your introduction should:

Hook the students and draw them into your lesson. This can be anything from a question to a

demonstration or quick activity - something to whet their appetites for what you're going to do today.

TELL the students the purpose of the lesson or what they will have achieved by the end of the lesson. You

can have this on chart paper and put it up at the front, so that students have a way of evaluating

themselves.

B. Activities:

C. Closure

CLOSURE NOTES:

Closure is not merely the final activity or a practice page or an exit ticket/assessment/test/evaluation

activity.

Effective teachers “close” a lesson by reviewing with students through questioning or summarizing:

WHAT the students learned during the lesson (What were the concepts/skills we focused on

today?)

WHY they are important to learn/know, and

HOW students will use or apply these concepts/skills in the future (ex. for homework, the next day,

at the end of the week, next week, on the test, etc.).

Closure is your chance to bring it all back around to your introduction. Revisit objectives/learning

targets/purpose of the lesson/why it is important

Accommodations/Modifications:

Learning Styles:

Assessment/Evaluation:


APPENDIX E

Assessment of Student Learning

Assessments should match objectives.

The purpose of assessment is to determine whether the children are learning. Assessment should be

used to adjust instruction as needed. It may be necessary to change your teaching plans if children are

not engaged or responsive to your teaching.

Assessments may be:

o formal (paper and pencil test) or informal,

o oral or written, and

o group or individual

Assessments may involve:

o class or small group discussion;

o anecdotal notes;

o written exercises/activities;

o projects;

o group or individual presentations;

o a rubric from which a grade may be derived;

o a comprehension strategy such as a KWL chart, graphic organizer, word map, etc.; and/or

o authentic assessment

Explain how you will know if the students have learned.

**********************************************************************

Principles of Good Test and/or Performance Assessment Construction

(from Louisiana Teacher Assistance and Assessment Program Scoring Guide)

Tests

1. Complete/clear directions

2. Unambiguous test items

3. Appropriate organization

4. Specification of points awarded for each item

Assignments/Activities

1. Complete/clear directions

2. Specifications for scoring/grading

3. Specifications of conditions for performance

4. Specifications for timeline(s) for completion


APPENDIX F

Lesson Reflection Ideas

Please type.

__________________________________ _________________ ______________ Teacher Candidate Date Lesson Taught Grade Level

______________________________

Classroom Mentor Teacher’s Signature

1. Were the students engaged in this lesson? If not, why?

2. Did you change your teaching plans? Why? What were the effects on the lesson?

3. Did you achieve your objective(s)?

What skills or knowledge did the learners acquire?

How do you know?

Were there students who did not meet the objective(s)?

How will you help those students who did not previously master the skills or knowledge?

4. What were the strengths of the lesson?

5. What would you do differently next time?

What would you do differently for students who are very different from the students you taught for

this lesson (i.e. at-risk students, gifted students, etc)?


APPENDIX G

Classroom Management Plan Reflection For I-VII below, include a sample and/or a description of what is in place in your mentor teacher’s classroom. Write

one paragraph reflecting on that situation; discussing the good, the bad, and what you might do differently in your own

classroom.

I. Physical Layout

Provide a sketch of your student teaching classroom. In your one paragraph reflection, consider the layout of

your classroom and whether it supports instruction by providing visibility, smooth traffic flow throughout and

ease of changing from small group to whole class arrangements.

II. Rules/Expectations

List 3-5 rules from your mentor teacher’s classroom. In your one paragraph reflection, include an explanation

of how you would teach the rules you have listed.

III. Procedures

List 3-5 procedures from your student teaching classroom. Identify procedures that students engage in

routinely as part of being in the class. Examples of such procedures include: restroom, missing supplies such

as textbook, pen or pencil, discarding trash, distribution and collection of materials, collecting homework,

checking homework, making up work or tests when absent, storage of projects/materials, early finisher

procedures…

In your one paragraph reflection, include an explanation of how you would teach the procedures you have

listed.

IV. Schedule

Use the schedule your class followed this semester and briefly reflect upon how well you think it worked.

What did you like about it? Not like? What would be your preferred schedule?

V. Rewards for Adhering to the Rules and Procedures

In your reflection, describe the school’s and classroom’s use of a reward system, if any is used. What did you

like/not like about these reward system(s)? What worked well/not so well? What would you change and why?

VI. Consequences of Failure to Adhere to the Rules and Procedures

In your reflection, describe any consequences used by school and the classroom for noncompliance. What did

you like/not like about these consequences? What worked well/not so well? What would you change and

why?

VII. Parent Communication

Ask your teacher for a copy of the letter(s) sent home at the beginning of the year. What would you do

differently? You may write one yourself in your words to introduce parents to your classroom, if you’d like.

VIII. Evaluation Plan

Ask your teacher how they evaluate their classroom management plan. How often do they do this? Have they

ever had to revise theirs? Now, explain how you will evaluate your plan to see if it is working. What will you

do if it is not working out the way you thought it would?


APPENDIX H-1

Outside Observation Chart (Keep this chart in the Observation section of your Portfolio)

Teacher Candidate _______________________________________________________

A minimum of five outside observations is required.

Date Time School Subject Grade

Level

Teacher

Signature


APPENDIX H-2

Outline for Outside Observations

Teacher Candidate Name ________________________________

Observation # __________ Date ________ School _________________

Teacher_____________________ Grade _______ Subject(s) ______________

Number of Students _____ Start Time ______ End Time _______

Focus of the Lesson _______________________________________________________

Double-space your observation report. Write in narrative form, using the following headings. Address

only those questions that are relevant to your observation.

(Email your observation report within one week after your observation; also include a printed copy in

your portfolio.) Record all observations on your Observation Cover Sheet and have each teacher sign in

the signature column.

Much can be learned from observing school situations if you not only observe, but also analyze and

think about what you are seeing. In writing your observations, go beyond simply recording what you

have seen to consider the meanings of situations. The purpose of the following outline is to provide you

with ideas of different areas you might consider as you observe. Do not try to answer every question

listed; instead select certain factors on which to focus your attention.


I. Getting the Class Started

a. What brings the class to attention? b. How are initial routines handled?

c. How is continuity with previous work established?

d. What motivational techniques are used?

II. Knowledge, Variety, and Creativity in Teaching

a. What kinds of activities are provided?

b. Does instruction consider the needs of the students?

c. Is the focus/objective of the lesson clear?

d. Is direct instruction provided?

e. Are the students actively engaged in learning?

f. Are provisions made considering the various abilities of the students?

g. Are the needs of individual learners addressed

h. What type of relevant feedback is given to students?

i. How is the lesson introduced, conducted, concluded?

III. Organization and Management

a. Is there evidence of clearly established classroom routines?

b. Are expectations clear to students?

c. What discipline techniques are in use?

d. What are the consequences for misbehavior and how are they enforced?

e. How is transition from one activity or group to another achieved?

IV. Relationship with and Motivation of Students

a. What is the classroom atmosphere?

b. What is the nature of the student/teacher relationship?

c. What verbal and nonverbal responses are given to students?

d. What is the attitude toward student interaction? How is it encouraged? Does this add or detract

from the lesson?

e. What is the evidence of student self-direction or self-control?

V. Classroom Environment

a. How does the classroom environment add to or detract from the creation of a positive learning

experience?

b. What types of learning centers/print labs are available for student use?

c. Is student-generated work displayed?

VI. Assessment

a. What forms of assessment were used in the lesson?

i. teacher observation

ii. test/quiz

iii. product (paper, video, Power Point presentation, sculpture…)

b. How do you think the teacher knew which students learned which skills and content?

c. How do you think the teacher will address students’ non-mastery?


APPENDIX I-1

August Experience Observation Reporting Form

Spend two days (one day before and one day after students arrive) in the school of your choice. Use the

following outline to document the information you gathered from your school visits about gearing up for

school. Some of the information will be gleaned from interviews with the classroom teacher while some

will come from attendance at meetings and classroom observations.

Before the Students Arrive:

In what activities was the teacher engaged prior to the students arriving at school?

Describe the types of meetings and trainings attended by the classroom teacher (district-wide,

school-wide, grade level, subject level/content-related…).

Ask the classroom teacher if he or she is required to update or compile a professional growth

plan? If so, find what is required and how the teacher goes about deciding where to focus

professional development.

How did the classroom teacher prepare his or her room?

“School Improvement Plan and Analysis of Individual Student Standardized Test Scores”

(LEAP, ILeap, Dibels, District Benchmark Tests, Teacher-made learning target tests, etc.)

Ask the teacher how he/she utilizes information from the above sources in order to

guide/plan his/her instruction.

What steps did the classroom teacher take to learn about his/her incoming students? Was any

contact made with the potential students prior to the start of school? Find out how the teacher is

informed about students with special needs and how he/she accommodates those needs.

Inquire about the teacher’s classroom management plan (routines, procedures, protocol, rewards,

and consequences).

Ask the classroom teacher to share with you the facets of curriculum used/required in preparing

lessons (lesson plan format, LA Comprehensive Curriculum, State GLEs and benchmarks,

district-required curriculum…)

Have the classroom teacher share with you his/her week-one agenda/lessons. Be sure to find out

how materials are collected and distributed and how students are apprised of expectations/rules.

After the Students Arrive:

During your observation of the class while students are in attendance, document what occurs

throughout the day. Comment on what your teacher did to help things run smoothly. Make a list

of things to remember for the first day of school when you begin as a classroom teacher.


Copy of letter received by Principal in advance of August Experience

Dear Principal,

As part of the teacher preparation programs at Louisiana State University, we require teacher candidates to

complete a focused observation entitled “The August Experience.” This fieldwork allows pre-service teachers the

opportunity to experience the beginning of a school year activities in which a teacher engages and to learn how a

teacher plans for and carries out the first day of school.

Please help this teacher candidate to identify a teacher who would be willing to be shadowed by a pre-service

teacher on a day prior to the first day and on the first day of school. The university student can also assist the

teacher in the preparation and the first day activities. The observation directions provided to the teacher candidate

can be found attached. Should you have questions about this assignment, please feel free to contact my office.

Karen Callender, Ph.D.

Coordinator of Field Experiences

School of Education

Louisiana State University, Baton Rouge

[email protected]

225-578-2557

mailto:[email protected]


Appendix I-2

August Experience Signature Form

Teacher Candidate Name (Last, First)

Date of Teacher Work Day

Date of the First Day of School

State

School District

School

Principal Name

Principal Signature

Teacher Name

Teacher Signature(s):

Student Teaching – Fall

Student Teaching – Spring

Internship – Holmes Program

Did you complete your August Experience in your assigned school for student teaching or internship?

If not, why?


APPENDIX J

Peer Observation Form

(If required by University Supervisor/Clinical Faculty)

Name __________________________________ Date__________________________

Peer Observed_____________________________ Grade Level/Subject_____________

School___________________________________ Time Began_______ Ended________

Circle your rating for each criterion as follows:

1 = Below Expectations 3 = Meets Expectations

2 = Approaching Expectations 4 = Exceeds Expectations

Also, word process narrative comments with examples of three of the peer’s outstanding strengths

and three of the peer’s specific criteria he/she should focus on improving.

Attach these comments as a separate page.

1. General appearance and poise 1 2 3 4

2. Self-confidence 1 2 3 4

3. Attitude and enthusiasm 1 2 3 4

4. Voice (volume and pitch) 1 2 3 4

5. Uses proper grammar 1 2 3 4

6. Lesson plan (well organized, etc.) 1 2 3 4

7. Relates objective/explains purpose 1 2 3 4

8. Activities are relevant/meaningful 1 2 3 4

9. Motivates effectively 1 2 3 4

10. Gives clear directions/uses examples 1 2 3 4

11. Has knowledge of subject 1 2 3 4

12. Ability to question 1 2 3 4

13. Students understand and are on task 1 2 3 4

14. Student interest/interaction 1 2 3 4

15. Monitors students and makes adjustments 1 2 3 4

16. Continuity between activities 1 2 3 4

17. Uses a variety of techniques/creativity 1 2 3 4

18. Provides positive reinforcement 1 2 3 4

19. Classroom management skills 1 2 3 4

20. Overall teaching performance 1 2 3 4


APPENDIX K-1

Integrated Thematic Unit Plan Template

Name:

Unit Title:

Grade Level:

Teaching Context:

This section should include information about the school and students. School information should

include demographic data such as the school’s standardized testing data history, location (rural, urban,

and suburban), school size, and the SES of the school population. Other distinguishing aspects of the

school should be noted (i.e. dedicated academic magnet, university laboratory school). Classroom

student information is important to note in this section, also. The diversity of the students in the

classroom (gender and race) should be identified. Special student needs (IEP, 504, learning styles, ESL)

should also be identified in this section.

Subject Area(s):

Broad Unit Understandings/Goals: What will students understand (about big ideas) as a result of the unit?

“Students will understand that…”

Unit Questions:

List the Guiding Questions for the thematic unit.

State and National Standards and Benchmarks:

List all relevant benchmarks and GLEs (where applicable) for your unit’s core subject area.

Include Louisiana Comprehensive Curriculum, Common Core Standards or other comparable

standards (where applicable)

Description of Unit:

Identify the section of the Louisiana Comprehensive Curriculum and/or Common Core

Standards (or other district required curriculum) used and write a narrative explaining how they

correlate to the unit of study. Note any enhancements made to comprehensive curriculum (or

comparable standard) to create a unit of study for the students based on your methods of

instruction. Attach a copy of the Louisiana Comprehensive Curriculum unit and/or Common

Core (or other standard) on which your unit is based.

Unit Objectives/Learning Outcomes:

This section includes a prioritized list of content objectives that students will master by the end of the

unit. Your objectives should reflect the specific GLEs.


Assessment

Pre-Assessment Evidence:

How will the students be pre-assessed to determine the background knowledge on which to build the

unit? Keep in mind that the pre-assessment should match the post-assessment to ensure validity. Select

key objectives to measure.

Formative Assessment:

How will student learning be assessed during the unit to determine how to progress with the unit?

Include in the unit a representative sample of student work evaluated including examples of low level,

mid-level, and high-level students’ work.

Summative Assessment: What evidence will be collected to determine whether the understandings have been developed, the

knowledge and skills attained, and the state standards (benchmarks/GLEs) met? Anchor the work in

performance tasks that involve application, supplemented as needed by prompted work, tests, etc. Be

sure to include rubrics in the assessment process. The post-assessment should mirror the pre-assessment

to ensure validity. Also, note what specific accommodations will be provided for students with special

needs requiring alternative assessment methods. After collecting evaluation data, analyze and

summarize the data for the reflective analysis section.

Reflective Analysis of Student Learning:

Write a reflective response to analyze how well the students met the stated goals and objectives. Include

a chart of pre- and post-assessments, including data regarding the percentage of students meeting

specific objectives. Comments indicating insights about students’ failure to meet expected objectives

should be included. Additionally, specifications about assisting students who did not meet the objective

targets should be included in this section. Along with the analysis of student data, general comments

such as, “What were the strengths of the unit? Why? What could be done differently next time and

why?” should be added in this section of the unit.

Communication with Parents/Guardians:

Explain the different ways you will communicate with parents. Include a sample letter (or other means

to communicate with parents, such as a newsletter) to explain how you will inform parents of the

following:

An explanation of the unit of study

Information about how they can assist their child in mastering the unit’s content and skills

How you will evaluate their child’s learning

The progress their child has made regarding the objectives of this unit of study (This explanation

should also be included in the assessment section of this unit.)

Community and Parent Involvement:

Explain your efforts (bringing resources into the classroom or taking students into the community) to

involve the community and parents during this unit of study. Resources may include people,

connections through technology, or places to visit. Experts in a related field of study could serve as

guest speakers to present information or conduct demonstrations.

Content Outline: This content outline is a detailed outline of the content you are teaching. Your extensive notes used for

teaching this unit of study should be included in the content outline.


Integration of Technology:

Describe how you and the students will use technology in the classroom. If applicable, this section

should also include an explanation of how you used technology to communicate with students and

parents. Provide a list, with links, for any internet sites that you used when planning the unit. The LA

K-12 Educational Technology Standards define technology as consisting of any electronic tool used for

solving problems, communicating clearly, processing information, increasing productivity,

accomplishing a task, making informed decisions, and enhancing the quality of life.

Materials and Resources:

Include the necessary materials and resources such as literature (titles and authors), textbooks and

reference materials, supplies, and Internet resources to implement the unit.

Sequenced Potential Learning Experiences/Activities: Use the attached template (Appendix K-2) and briefly describe specific and appropriate relevant

learning activities that could be used with this unit of study. Included in this section are instructional

activities/learning experiences that were taught, as well as additional resource activities that would be

appropriate. Activities included in this section should be sequenced to promote maximum learning for

the students.

Lesson Plans:

Include separate lesson plans (See Essential Elements of a Lesson Plan in Appendix D) for each lesson

or activity that you actually taught during the unit. Each lesson plan should reflect any accommodations

for individual student needs as noted in the teaching context section. Necessary accommodations to

assess students with special needs should be included in the assessment section.

Guidelines for Submission of Unit Plans:

When possible, lesson plans, assessments, worksheets, outlines, etc. should be saved in one

contiguous document (Unit Plan Master Document)

If one Unit Plan Master Document cannot be created, then parts of the unit plan should be saved

in the least number of documents possible

Power Points may be saved as separate files, if necessary

Student work samples should be scanned and added to the Unit Plan Master Document,

whenever possible. If the student work samples cannot be added to the Unit Plan Master

Document, they should be scanned and combined into one PDF file

If various parts of the Unit Plan cannot be saved into one master document, then all parts of the

unit plan should be saved and contained in one folder for submission to the University

Supervisor

The scoring rubric for this unit is in Appendix K-3.


APPENDIX K-2

Sequenced Potential Learning Experiences

Language

Arts

Mathematics Science Social

Studies

Enrichment

Monday

Tuesday

Wednesday

Thursday

Friday


APPENDIX K-3

Thematic Unit Scoring Rubric

Candidate Name: Date Submitted:

School: Semester/Year:

University Supervisor:

Title of Unit:

Grade Level & Content Area:

The Unit Plan…

1. Includes a teaching context of the school’s demographic data and distinguishing aspects including

school standardized testing data history, as well as the classroom student information, diversity, and

special student needs. 1 – Fails to identify classroom specific information including students’ special needs and diversity.

2 – Most categories identified including classroom specific information including students’ special needs and

diversity with limited detail.

3 – All categories are identified and include limited detail.

4 – All categories are identified along with elaborate detail on significant items.

2. Identifies appropriate unit goals and gives guiding questions. It also includes a copy of, and reflects,

the Louisiana Comprehensive Curriculum (LCC) unit or other comparable guide.

1 – Unit goals are not written in broad terms. Guiding questions and/or LCC or other comparable guide is not

correlated with goals.

2 – Includes unit goals, guiding questions, and includes all relevant portions of the LCC or other comparable guide.

Limited additions are made to the LCC or other comparable guide.

3 – Includes unit goals, guiding questions, and evidence of enhancing the LCC or other comparable guide.

4 – Clearly identifies broad unit goals, guiding questions, and creates a well-defined, cohesive unit that well exceeds

that identified in the LCC or other comparable guide.

3. Identifies relevant state and national standards and benchmarks and grade level expectations

(GLEs) where applicable.

1 – Failed to include most of the relevant state and national standards and benchmarks and GLEs for the core subject

area.

2 – Includes most of the relevant state and national standards and benchmarks and GLEs for the core subject area.

3 – Includes all relevant state and national standards and benchmarks and GLEs for the core subject area.

4 – Includes all relevant state and national standards and benchmarks and GLEs for the core subject area, as well as

for additional subject areas.


4. States specific, appropriate, and measurable student objectives and lists them in sequential order to

facilitate periodic evaluation.

1 – Numerous student objectives lack specificity, appropriateness, or measurability. List was incomplete and/or

not arranged in sequential order.

2 – All relevant student objectives are included, but some lacked specificity, appropriateness, or measurability.

Objectives not listed in sequential order.

3 – Most of the relevant student objectives are specific, appropriate, and measurable. Objectives are listed in

sequential order.

4 – All relevant student objectives are specific, appropriate, and measurable. Objectives are listed in sequential

order.

5. Includes a detailed content outline.

1 – Outline contains activities and/or objectives rather than detailed content, and is inappropriately sequenced or not

sequenced at all.

2 – Outline includes content and is sequential, but lacks specificity and detail.

3 – Includes a detailed, sequential content outline, and/or adequate notes used for teaching the unit.

4 – Includes a sequential content outline, and/or extensive notes with a high degree of detail indicating the Teacher

Candidate’s grasp of the actual unit content being taught.

6. Incorporates an assessment system that includes instruments for pre-unit evidence, as well as

formative and summative evaluations.

1 – Assessment system is incomplete, lacking adequate formal and informal assessments. The assessment system is

not aligned with unit objectives and instruction. No evidence of:

a) a pre-posttest,

b) assessments such as rubrics, checklists, project assessments, etc. or

c) formative and summative assessments.

2 – Assessment system includes limited formal and informal assessments. Alignment with unit objectives and

instruction is not clear or weak. Little or no evidence of:

a) a pre-posttest,

b) assessments such as rubrics, checklists, project assessments, etc. or

c) formative and summative assessments.

3 – Assessment system is comprised of both formal and informal assessments which are aligned with the unit

objectives and instruction. Evidence includes some of each of the following:

a) a pre-posttest,

b) assessments such as rubrics, checklists, project assessments, etc. and

c) some formative and summative assessments.

4 – Assessment system is comprised of both formal and informal assessments aligned with the unit objectives and

instruction including all of the following:

a) a pre-posttest,

b) assessments such as rubrics, checklists, project assessments, etc. and

c) numerous formative and summative assessments.


7. Includes representative samples of students’ work.

1 – Contains no examples of student work completed from any of three levels – low, medium, or high.

2 – Contains at least one set of student work showing samples completed at the high, medium and low levels.

3 – Contains at least two sets of student work showing samples completed at the high, medium and low levels.

4 – Contains three or more sets of student work showing samples completed at the high, medium and low levels

8. Includes charts or graphs and a reflective analysis of student learning.

1 – No examples of charts or graphs. Minimal reflection.

2 – Includes chart and/or graph showing evidence of pre-post assessment. Reflective analysis assesses strengths and

weaknesses.

3 – Includes detailed chart and/or graph showing pre-post assessment results for individual students, including data

regarding the percentage of students meeting specific objectives. Reflective analysis includes detailed analysis at

the individual student level indicating understanding of strengths, weaknesses, and results. Analysis includes the

breakdown of results for non-mastery of objectives and strategies to address the shortcomings at the individual

student level.

4 – Includes detailed chart and/or graph showing pre-post assessment results for individual students, including data

regarding the percentage of students meeting specific objectives. Reflective analysis includes detailed analysis at

the individual student level indicating understanding of strengths, weaknesses, and results. Analysis includes the

breakdown of results for non-mastery of objectives and strategies to address the shortcomings at the individual

student level. A detailed item analysis and chart is included that paints a clear picture of the basis for the description

of student learning at the item level.

9. Includes lesson plans that identify the content and detailed procedures.

1 – Incomplete lesson plans.

2 – Lesson plans lacking one or more relevant elements.

3 – Lesson plans contain all relevant elements including content and detailed procedures and modifications for

instruction as well as assessment.

4 – Lesson plans contain all relevant elements including content, extensive details for lessons, activities, and

relevant modifications in all lessons for instruction as well as assessment.

10. Describes methods used to communicate with parents and stakeholders that will facilitate

community involvement and promote student success.

1 – No description of methods of communicating with parents/guardians regarding the unit of study and/or the

student’s progress and no description of involvement of community and parents/guardians in the unit of study is

included.

2 –Communicating with parent/guardians regarding the unit of study and/or the student’s progress is included, but

there is no description of involvement of community and parents/guardians in the unit of study.

3 – One or more method of communicating with parents/guardians regarding the unit of study and/or the student’s

progress is included. A description of involvement of community and parents/guardians in the unit of study is

included.

4 – Multiple methods of communicating with parents/guardians regarding the unit of study and/or the student’s

progress on an ongoing basis are included. A description of involvement of community and parents/guardians in the

unit of study is included.


11. Incorporates effective, appropriate use of technology as a tool for presentation, instruction and for

student work.

1 – Plan incorporates little or no use of technology.

2 – Plan includes teacher use of technology, but fails to give students the opportunity to incorporate use of

technology within the assignment.

3 – Plan includes appropriate use of technology by the teacher for presentation and actively promotes student use of

technology.

4 – Plan includes multiple and varied appropriate use of technology by the teacher and the students throughout all

aspects of unit.

12. Identifies materials and resources used during the instructional process.

1 – Materials and resources for all activities are not listed.

2 – Materials and resources are listed for some, but not all activities.

3 – Materials and resources for all activities are listed, but lack detail and specifics.

4 – Materials and resources for all activities are noted in great detail and specifics.

13. Includes a plan of sequenced potential learning activities and experiences in conjunction with

thematic, cross-curricular units of study.

(Not applicable in all curricular areas)

1 – Activities and experiences are not logically sequenced and are limited to one content area.

2 –Activities and experiences are appropriately sequenced and reflect limited activities beyond the major content

focus.

3 – Includes a plan of sequenced cross-curricular activities and experiences.

4 – The plan includes well-sequenced, cross-curricular activities in multiple content areas and indicates a high level

of application of knowledge or skills across the various curricular areas.


APPENDIX L-1

Self-Evaluation Guidelines

Using your scores and feedback on the Candidate Evaluation Instrument, write a 2-3 page narrative

discussing your growth and development as a teacher thus far. Address the following categories in your

narrative:

Planning and Instruction

Learning Environment and Management

Assessment

Professionalism

Specialized Professional Standards

Include a description of specific teaching experiences you would like to experience during the second

half of the semester. (Mid-semester only)

Include in your discussion the areas you believe are your strengths, as well as those you believe to be

areas that are still in need of further development.

Put your full name as a footer in your document.


Appendix L-2

Video Reflection and Analysis Guidelines

To provide data for self-reflection and analysis to improve your teaching and ultimately student

learning, have someone (teacher or peer) record an entire teaching episode, capturing not only what you

do and say, but also recording the dialogue, engagement and action of the learners. Prior to watching

the video, record your initial thoughts about the lesson. Then use the guiding questions below to analyze

student learning during the lesson.

In your report, include your name, the date and time, your mentor teacher’s name, school, subject and

section if departmentalized.

Guiding Questions:

(Remember, prior to watching the video, record your initial thoughts about the lesson!)

Planning

o Did the lesson proceed as planned? If not, why?

Classroom Environment and Management

o Discuss what you observed regarding your management of students. Did you have any

discipline problems? If so, how were they handled/resolved? Did you use verbal and

nonverbal communication during the lesson?

o Discuss what you observed regarding your management of time.

o How was the pacing of your lesson?

o Discuss what you observed regarding your management of materials.

o Were routines and procedures established and functioning well?

o Describe the climate of your classroom. How would you classify your interactions with

students? Were you enthusiastic?

Teaching and Interacting

o Did the lesson have an opener/hook to capture students’ attention?

o Did you make students aware of the objective and relevance of the lesson? Did you help the

students relate the learning to the real world and prior knowledge?

o Did your directions produce the desired behaviors of your students?

o Were the students engaged throughout the lesson? If not, discuss your thoughts on why not.

Did you gain the students’ attention prior to starting the lesson and maintain it throughout the

lesson?

o Did you move around the room during the lesson to monitor student engagement, assist and

question students?

o In what ways did you encourage student participation? How did you maximize opportunities

for student talk? Was student leadership encouraged in the learning process through grouping

or other means?

o Did your questioning techniques promote the student discussion, critical thinking and

conceptual understanding?

o Describe your use of wait time.


o Discuss the feedback you provided for your students. Was it specific?

o Did you accommodate for individual differences/needs of your students? If so, in what way?

o If your lesson was a skills-based lesson, did you model for students prior to guided and

independent practice?

o Did you provide a closure for the lesson?

o Did you model standard English during the lesson?

Assessment

o How did you monitor learning during the lesson and/or at the end of the lesson?

o Did you provide an assessment to determine to what extent individual students achieved the

objectives?

o Did the students engage in self-assessment?

o Did you achieve the objectives of your lesson?

o How will you use the assessment data?

If you could redo this lesson, what would you change and why?

Based on what you learned today in this lesson, what will you do differently in the future?


APPENDIX M

Teacher Candidate Professional Growth Plan

Teacher Candidate:

School:

Classroom Mentor Teacher:

University Supervisor:

Using the information from your Self-Evaluation as well as the Candidate Evaluation Instrument

compiled by your Mentor Teacher and the University Supervisor, list at least two goals that will be

addressed during the second half of the semester. Identify a measurable objective to reach each goal.

The objective should include the “what”, “when”, and “how” of reaching the objective.

Submit a copy of this form to your Classroom Mentor Teacher and your University Supervisor. Keep a

copy in the “Professional Growth Plan” section of your Portfolio.

The extent to which each goal is attained will be reflected at the end of the semester in your score as a

“Reflective Practitioner “on the Candidate Evaluation Instrument.

Goal 1:

Objective:

Goal 2:

Objective:


Appendix N-1


Teacher Candidate Evaluation Instrument (Elementary)

Teacher Candidate School Grade

University Supervisor Classroom Mentor Teacher

Semester Year Mid-Semester Evaluation Final Evaluation (Check the one that applies)

Topic

(Compass Item) Exceeds Expectations (3) Meets Expectations (2)

For scores of 2, documentation is recommended.

Below Expectations (1) For scores of 1, documentation is

required.

Score Comments

I. Planning and Instruction

I.1 Designing and Implementing Instruction (1c, 3c) Plans for and effectively implements developmentally appropriate, logically sequenced lessons that include essential elements of a lesson plan and assist learners in understanding and meeting standards-based (CCSS where applicable) goals and objectives written in learner outcomes

-Plans are developmentally appropriate for all learners -Plans are logically sequenced -Plans include all essential lesson elements and specific information regarding individual student needs -The implementation of the lessons result in learners meeting and/or exceeding standards-based goals and objectives -Lesson objectives are measureable and written in learner outcomes

-Plans are developmentally appropriate for all learners the majority of the time -Most plans are logically sequenced -Plans include all essential lesson elements and some information about individual student needs -The implementation of the lesson results in most learners meeting standards-based goals and objectives -Lesson objectives are written in learner outcomes

-Plans are not developmentally appropriate for all learners -Plans are not logically sequenced -Plans include some, but not all essential elements (Information about individual student needs is limited -The implementation of the lesson results in few learners meeting standards-based goals and objectives and/or goals and objectives are not aligned to the standards -Lesson objectives are not present or are not written in learner outcomes

I.2 Content Area Knowledge Demonstrates knowledge of the content area(s), planning and presenting accurate subject matter at a developmentally appropriate levels in planning and lesson delivery

-Demonstrates in depth knowledge of the content area(s) in planning and teaching -Subject matter presented is accurate in plans and during lesson delivery -Content is addressed at a developmentally appropriate level in planning and lesson delivery

-Demonstrates knowledge of content area(s) in planning and teaching -Subject matter presented is accurate in plans and during lesson delivery the majority of the time -Content is addressed at a developmentally appropriate level in planning and delivery most of the time

-Knowledge of content in planning and teaching is lacking - Subject matter presented is often inaccurate in plans and/or during lesson delivery -Content is not presented at a developmentally appropriate level


I.3 Facilitating Learning Facilitates learning opportunities that involve flexible grouping and allow students to take responsibility for their learning

-Teaching routinely involves flexible grouping -During lessons students routinely take responsibility for their learning

-Teaching involves flexible grouping -During lessons, students are provided the opportunity to take responsibility for their learning

-Teaching rarely involves flexible grouping -During lessons students are rarely provided the opportunity to take responsibility for their learning

I.4 Meeting Individual Student Needs Proficiently plans for and implements instruction that considers cultural differences as well as individual academic needs (IEP, IFSP or students not yet identified)

-Routinely plans for and implements instruction that considers cultural differences -Routinely plans for and implements individual academic needs (IEP, IFSP or students not yet identified)

-Plans for and implements instruction that considers cultural differences -Plans for and implements individual academic needs (IEP, IFSP or students not yet identified)

-There is no evidence in planning and instruction of consideration of cultural differences -Little or no evidence of meeting individual academic needs (IEP, IFSP or students not yet identified) in plans and teaching

II. Learning Environment & Management

II.1 Learning Environment (3b) Fosters a positive learning environment by planning and using questions that promote higher order thinking and facilitates discussion among students

-Actions always promote an extremely positive learning environment -Higher order thinking questions are always planned (written) and used during lessons that promote and facilitate discussion among students

-Actions promote an extremely positive learning environment the majority of the time -Higher order thinking questions are always planned (written) the majority of the time and used during lessons that promote and facilitate discussion among students

-Actions do not always result in a positive learning environment -Limited evidence of higher order thinking questions (written) and implemented during teaching

II.2 Classroom Management (2c, 3c) Implements appropriate classroom management to effectively manage space, time (routines, transitions, pacing and lesson adjustment) and instructional and technological resources to develop objectives

-Excellent classroom management techniques are routinely used to effectively manage space, time (routines, transitions, pacing and lesson adjustment) to develop objectives -Excellent classroom management techniques are routinely used to effectively manage instructional and technological resources to develop objectives

-Appropriate classroom management techniques are used to effectively manage space, time (routines, transitions, pacing and lesson adjustment) to develop objectives -Appropriate classroom management techniques are used to effectively manage instructional and technological resources to develop objectives

-Classroom management techniques used do not result in effective management of space, time (routines, transitions, pacing and lesson adjustment) to develop objectives -Classroom management techniques used do not effectively manage instructional and technological resources to develop objectives


II.3 Student Management (3c) Plans for and effectively manages student (engagement, providing positive reinforcement of model behavior, monitoring for and redirecting off-task behavior and handling discipline problems appropriately)

-Plans for and excellently manages students engagement, (providing positive reinforcement of model behavior, monitoring for and redirecting off-task behavior and handling discipline problems appropriately)

-Plans for and manages student engagement, (providing positive reinforcement of model behavior, monitoring for and redirecting off-task behavior and/or handling discipline problems appropriately)

-Management of student engagement is not effective due to failure to provide positive reinforcement of model behavior, monitoring for and redirecting off-task behavior or handling discipline problems appropriately

III. Assessment

III.1 Assessment Design (3d) Designs assessments that appropriately measure objectives/learning targets aligned to standards

-Assessments are always well designed and aligned to standards -Assessments always measure objectives/learning targets

-The majority of the assessments are well designed and aligned to the standards -Assessments measure objectives /learning targets the majority of the time

-Assessments are seldom well designed and aligned to the standards -Assessments seldom effectively measure objectives/learning target

III.2 Assessment Design (3d) Provides opportunities for students’ input on assessment criteria

-Opportunities are frequently provided for students’ input on assessment criteria

-Opportunities are provided for students’ input on assessment criteria

-Opportunities for students’ input on assessment criteria are few or non-existent

III.3 Self-Assessment (3d) Provides opportunities for student peer and self-assessment

-Opportunities are frequently provided for student peer and self-assessment

-Opportunities are provided for student peer and self-assessment

-Opportunities for student peer and self-assessment are few or non-existent

III.4 Feedback (3d) Provides accurate, timely and appropriate feedback to students, colleagues and parents

-Routinely provides accurate, timely and appropriate feedback to students, colleagues and parents

-Provides accurate, timely and appropriate feedback to students, colleagues and parents the majority of the time

-Feedback provided to students, colleagues and parents is inaccurate, not timely, inappropriate or non-existent

III.5 Use of Assessments Uses the results of multiple assessments to plan, guide and modify instruction, the classroom environment and the assessment process

-Routinely uses the results of multiple assessments to plan, guide and modify instruction, the classroom environment and the assessment process

-Uses the results of multiple assessments to plan, guide and modify instruction, the classroom environment and the assessment process the majority of the time

-The results of multiple assessments to plan, guide and modify instruction, the classroom environment and the assessment process are rarely or never used


IV. Professionalism

IV.1 Communication Exhibits professionalism in speech and manner by modeling standard English in oral and written form and communicating effectively with students, colleagues and parents

-Always exhibits professionalism in speech and manner by modeling standard English orally and in written form -Always effectively communicates with students, colleagues and parents

-Exhibits professionalism in speech and manner by modeling standard English orally and in written form the majority of the time -Communicates effectively with students, colleagues and parents the majority of the time

-Standard English is not always modeled (orally and in written form) - Effective communication with students, colleagues and/or parents is lacking

IV.2 Behavior Consistently exhibits professional behavior at all times by dressing appropriately; showing respect for students colleagues and parents; and demonstrating confidence when working with students, colleagues and parents

-Always dresses professionally -Always shows respect for students, colleagues and parents - Always demonstrates confidence when working with students, colleagues and parents

-Dresses professionally the majority of the time -Shows respect for students, colleagues and parents the majority of the time -Demonstrates confidence when working with students, colleagues and parents the majority of the time

-Dress is frequently not appropriate -Lack of respect for students, colleagues and/or parents is evident -Lacks confidence when working with students, colleagues and/or parents

IV.3 Dependability Exhibits professional attributes: by being reliable, punctual, having regular attendance and completing/ submitting assignments on time

-Always exhibits professional attributes by being reliable, punctual and regular in attendance -Assignments are always completed and submitted on time

-Is reliable, punctual and regular in attendance the majority of the time -Assignments are completed and submitted by the due dates the majority of the time

-Is not reliable, punctual and/or regular in attendance - Assignments are often incomplete and/or not submitted on time

IV.4 Reflective Practitioner Consistently demonstrates characteristics of a reflective practitioner by accepting and applying constructive feedback, completing reflection assignments and by participating in cohort meeting discussions

-Always seeks, willingly accepts and applies constructive feedback from the teacher and the supervisor - Detailed reflective writing assignments are always submitted on time and provide clear evidence of the development of the candidate’s teaching and understanding of student learning

-Accepts and applies constructive feedback from the teacher and the supervisor the majority of the time -Reflective writing assignments are mostly submitted on time and provide evidence of the development of the candidate’s teaching and understanding or student learning

-Attempts to justify actions when given constructive feedback from the teacher and/or the supervisor -Fails to implement constructive feedback from the teacher and/or the supervisor -Reflective writing assignments are frequently not submitted on time and/or are not submitted -Reflective writing assignments do not provide evidence of the development of the candidate’s teaching and understanding of student learning


V. SPECIALIZED PROFESSIONAL STANDARDS (Go to http://www.acei.org/standhp.htm for more details.)

V.1. (ACEI 2.1) Reading, Writing, & Oral Language:

- Comprehensive planning demonstrates a broad and accurate understanding of English language arts and child development -Consistently executes lessons in reading writing, speaking, viewing, listening and thinking which require students to apply ELA skills to many different situations, materials, and ideas -Lessons reflect the candidate’s deep understanding of how elementary children develop and learn to read, write, speak, view, listen and monitor their own reading -Uses a wide variety of instructional materials (non-fiction, fiction, stories, poems and biographies) and strategies, technologies and language activities to develop students’ ELA skills. -Is familiar with a wide variety of reading materials and is able to make appropriate recommendations for students -Is skillful at anticipating students’ preconceptions, error patterns and misconceptions and is able to help students correct their misunderstandings

- Comprehensive planning demonstrates an adequate understanding of English language arts and child development -Frequently executes lessons in reading writing, speaking, viewing, listening and thinking which enable students to apply ELA skills to many different situations, materials, and ideas -Lessons reflect the candidate’s understanding of how elementary children develop and learn to read, write, speak, view, listen and monitor their own reading -Uses a variety of instructional materials (non-fiction, fiction, stories, poems and biographies) and strategies, technologies and language activities to develop students’ ELA skills. -Is familiar with a variety of reading materials and is able to make appropriate recommendations for students -Is able to anticipate students’ preconceptions, error patterns and misconceptions and is able to help students correct their misunderstandings in some situations

- Comprehensive planning demonstrates a limited understanding of English language arts and child development -Infrequently executes lessons in reading writing, speaking, viewing, listening and thinking which enable students to apply ELA skills to many different situations, materials, and ideas -Lessons reflect the candidate’s limited understanding of how elementary children develop and learn to read, write, speak, view, listen and monitor their own reading -Uses a limited number of instructional materials (non-fiction, fiction, stories, poems and biographies) and strategies, technologies and language activities to develop students’ ELA skills. -Is familiar with a limited number of reading materials and/or is not always able make appropriate recommendations for students -Is rarely able to anticipate students’ preconceptions, error patterns and misconceptions and/or is unable to help students correct their misunderstandings

http://www.acei.org/standhp.htm


V.2. (ACEI 2.2) Science:

- Comprehensive planning demonstrates a broad and accurate understanding of fundamental concepts of physical, life, and earth/space sciences -Consistently executes inquiry-based science lessons where students routinely conduct investigations, using appropriate tools and techniques to gather data, and analyze and present results of the inquiries and recognize the relationship between science concepts and their daily lives

- Comprehensive planning demonstrates an adequate understanding of fundamental concepts of physical, life, and earth/space sciences -Frequently executes inquiry-based science lessons where students are encouraged to conduct investigations, using appropriate tools and techniques to gather data, and analyze and present results of the inquiries and recognize the relationship between science concepts and their daily lives

- Comprehensive planning demonstrates a limited understanding of fundamental concepts of physical, life, and earth/space sciences -Infrequently executes inquiry-based science lessons where students are encouraged to conduct investigations, using appropriate tools and techniques to gather data, and analyze and present results of the inquiries and recognize the relationship between science concepts and their daily lives

V.3.(ACEI 2.3) Mathematics:

Comprehensive planning demonstrates a broad and accurate understanding of all fundamental math concepts and procedures (number and operations, algebra, geometry, measurement and data analysis and probability) - Consistently executes mathematics lessons that require students to focus on concept construction in all areas of mathematics rather than being limited to basic procedural knowledge -Lessons consistently require students to engage in solving non-routine problems, reasoning and proof, communication, connections and representation

- Comprehensive planning demonstrates an adequate understanding of all fundamental math concepts and procedures (number and operations, algebra, geometry, measurement and data analysis and probability) - Frequently executes mathematics lessons that require students to focus on concept construction in all areas of mathematics rather than being limited to basic procedural knowledge -Lessons frequently require students to engage in solving non-routine problems, reasoning and proof, communication, connections and representation

- Comprehensive planning demonstrates a limited understanding of all fundamental math concepts and procedures (number and operations, algebra, geometry, measurement and data analysis and probability) - Infrequently executes mathematics lessons that require students to focus on concept construction in all areas of mathematics rather than being limited to basic procedural knowledge -Lessons infrequently require students to engage in solving non-routine problems, reasoning and proof, communication, connections and representation


V.4. (ACEI 2.4) Social Studies:

- Comprehensive planning demonstrates a broad and accurate understanding of all fundamental social studies concepts and content (history, geography, social sciences and other related areas) -Consistently executes social studies lessons to promote student abilities to make informed decisions as citizens of a culturally diverse, democratic society and interdependent world -Lessons routinely require students to examine a wide variety of sources (primary and secondary, maps, statistical data), manipulate data, analyze points of view, formulate well-supported oral and written arguments, policies & positions

- Comprehensive planning demonstrates an adequate understanding of all fundamental social studies concepts and content (history, geography, social sciences and other related areas) -Frequently executes social studies lessons to promote student abilities to make informed decisions as citizens of a culturally diverse, democratic society and interdependent world -Lessons frequently require students to examine a variety of sources (primary and secondary, maps, statistical data), manipulate data, analyze points of view, formulate well-supported oral and written arguments, policies & positions

-Comprehensive planning demonstrates a limited understanding of all fundamental social studies concepts and content (history, geography, social sciences and other related areas) -Infrequently executes social studies lessons to promote student abilities to make informed decisions as citizens of a culturally diverse, democratic society and interdependent world -Lessons infrequently require students to examine a limited number of sources (primary and secondary, maps, statistical data), manipulate data, analyze points of view, formulate well-supported oral and written arguments, policies & positions

V.5. (ACEI 2.5) The Arts:

-Comprehensive planning and execution of plans consistently utilizes the content, functions, and achievements of the performing arts (dance, music, theatre) and the visual arts as primary media for communication, inquiry, and engagement among students.

-Comprehensive planning and execution of plans frequently utilizes the content, functions, and achievements of the performing arts (dance, music, theatre) and the visual arts as primary media for communication, inquiry, and engagement among students.

-Comprehensive planning and execution of plans infrequently utilizes the content, functions, and achievements of the performing arts (dance, music, theatre) and the visual arts as primary media for communication, inquiry, and engagement among students.

V.6. (ACEI 2.6) Health Education:

- Comprehensive planning demonstrates a broad, accurate understanding of the major concepts of health education (the body, and its systems, physical fitness and nutrition). -Lessons consistently help students understand the benefits of a healthy lifestyle and the dangers of diseases and activities that contribute to disease.

- Comprehensive planning demonstrates an adequate understanding of the major concepts of health education (the body and its systems, physical fitness and nutrition). -Lessons frequently help students understand the benefits of a healthy lifestyle and the dangers of diseases and activities that contribute to disease.

- Comprehensive planning demonstrates a limited understanding of the major concepts of health education (the body and its systems, physical fitness and nutrition). -Lessons infrequently help students understand the benefits of a healthy lifestyle and the dangers of diseases and activities that contribute to disease.


V.7. (ACEI 2.7) Physical Education:

- Comprehensive planning demonstrates a broad and accurate understanding of the major concepts of human movement and physical activity -Lessons consistently require the use of human movement and physical activity as central elements to foster active, healthy lifestyles and enhanced quality of life for students.

- Comprehensive planning demonstrates an adequate understanding of the major concepts of human movement and physical activity -Lessons frequently require the use of human movement and physical activity as central elements to foster active, healthy lifestyles and enhanced quality of life for students.

- Comprehensive planning demonstrates a limited understanding of the major concepts of human movement and physical activity -Lessons infrequently require the use of human movement and physical activity as central elements to foster active, healthy lifestyles and enhanced quality of life for students.


Appendix N-2


Teacher Candidate Evaluation Instrument

Additional Professional Standards Criteria for SPED

Teacher Candidate School Grade

Classroom Mentor Teacher University Supervisor

Semester Year (Mark Appropriate Blank)

Mid-Semester

Final Evaluation

VI. Council for Exceptional Children Initial Preparation Standards (Go to http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/ for more details. VI.1 Learner and Learning (IPS 1 & 2)

Proficiently engages identified student(s) with disabilities through their active involvement in meaningful learning experiences

Adequately engages identified student(s) with disabilities through their active involvement in meaningful learning experiences

Inadequately engages identified student(s) with disabilities through their active involvement in meaningful learning experiences

VI.2. Content Knowledge & Professional Foundations (IPS 3)

Proficiently adapts curricula to make it meaningfully accessible to identified student(s) with disabilities

Adequately adapts curricula to make it meaningfully accessible to identified student(s) with disabilities

Inadequately adapts curricula to make it meaningfully accessible to identified student(s) with disabilities

VI.3. Instructional Pedagogy (IPS 4)

Proficiently makes data-based educational decisions for identified student(s) with disabilities using appropriate assessment method(s)

Adequately makes data-based educational decisions for identified student(s) with disabilities using appropriate assessment method(s)

Inadequately makes data-based educational decisions for identified student(s) with disabilities using appropriate assessment method(s)

VI.4. Instructional Pedagogy (IPS 5)

Proficiently uses appropriate evidence-based instructional strategies to advance learning of identified student(s) with disabilities

Adequately uses appropriate evidence-based instructional strategies to advance learning of identified student(s) with disabilities

Inadequately uses appropriate evidence-based instructional strategies to advance learning of identified student(s) with disabilities

VI.5. Professionalism & Collaboration (IPS 6 & 7)

Proficiently collaborates with appropriate professionals and family members in addressing the special education and related service needs of identified student(s) with disabilities

Adequately collaborates with appropriate professionals and family members in addressing the special education and related service needs of identified student(s) with disabilities

Inadequately collaborates with appropriate professionals and family members in addressing the special education and related service needs of identified student(s) with disabilities

http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/


Appendix O

Teacher Candidate Progress Report


Teacher Candidate School Subject/Grade

Classroom Mentor Teacher University Supervisor

Semester Year (Mark Appropriate Blank)

Progress Report 1

Progress Report 2

Provide comments for items in which the candidate is not progressing satisfactorily or has not had the opportunity to demonstrate the knowledge or skill.

Topic & Compass Item # Comments

I. PLANNING AND INSTRUCTION

Designing and

Implementing

Instruction

(1c, 3c)

Plans for and effectively implements developmentally appropriate, logically

sequenced lessons that include essential elements of a lesson plan and assist

learners in understanding and meeting standards-based (CCSS where

applicable) goals and objectives written in learner outcomes

Content

Area Knowledge

Demonstrates knowledge of the content area(s), planning and presenting

accurate subject matter at a developmentally appropriate levels in planning and

lesson delivery

Facilitating Learning

Facilitates learning opportunities that involve flexible grouping and allow

students to take responsibility for their learning

Meeting Individual

Student Needs

Proficiently plans for and implements instruction that considers cultural

differences as well as individual academic needs (IEP, IFSP or students not yet

identified)

II. LEARNING ENVIRONMENT & MANAGEMENT

Learning Environment

(3b)

Fosters a positive learning environment by planning and using questions that

promote higher order thinking and facilitates discussion among students

Classroom Management

(2c, 3c)

Implements appropriate classroom management to effectively manage space,

time (routines, transitions, pacing and lesson adjustment) and instructional and

technological resources to develop objectives

Student Management

(3c)

Plans for and effectively manages students (engagement, providing positive

reinforcement of model behavior, monitoring for and redirecting off-task

behavior and handling discipline problems appropriately)


Topic & Compass Item # Comments

III. ASSESSMENT

Assessment Design

(3d)

Designs assessments that appropriately measure objectives/learning targets

aligned to standards

Assessment Design

(3d)

Provides opportunities for student input on assessment criteria

Self-Assessment

(3d)

Provides opportunities for student peer and self-assessment

Feedback

(3d)

Provides accurate, timely and appropriate feedback to students, colleagues and

parents

Use of Assessment Uses the results of multiple assessments to plan, guide and modify instruction,

the classroom environment and the assessment process

IV. PROFESSIONALISM

Communication Exhibits professionalism in speech and manner by modeling standard English in

oral and written form and communicating effectively with students, colleagues

and parents

Behavior Consistently exhibits professional behavior at all times by dressing

appropriately; showing respect for students colleagues and parents; and

demonstrating confidence when working with students, colleagues and parents

Dependability Exhibits professional attributes: by being reliable, punctual, having regular

attendance and completing/ submitting assignments on time

Reflective Practitioner

Consistently demonstrates characteristics of a reflective practitioner by

accepting and applying constructive feedback, completing reflection

assignments and by participating in cohort meeting discussions

V. SPECIALIZED PROFESSIONAL CONTENT STANDARDS

Knowledge of

Content Area

Demonstrates knowledge of and competency in teaching skills for the content

area(s) associated with his/her certification area and professional content

standards.

Absences (Please list dates and times of partial and full day absences.)


APPENDIX P

Teacher Candidate Grading Rubric – Letter Grade

Teacher Candidate Date

University Supervisor Grade (A, B,C, D, or F)

Mid-Semester Final (Check the one that applies)

Score Exceeds Expectation (3) Meets Expectations (2) Below Expectations (1)

I. Planning and Instruction

(Evaluation Rubric)

Received overall score of Exceeds

Expectations on the Candidate

Evaluation Rubric in Planning and

Instruction

Received overall score of Meets



Instruction

Received overall score of Below



Instruction

II.

Learning Environment and

Management

(Evaluation Rubric)



Evaluation Rubric



Evaluation Rubric



Evaluation Rubric

III. Assessment

(Evaluation Rubric)



Evaluation Rubric in Assessment







IV. Professionalism

(Evaluation Rubric)


Expectations (score of 3) on the

Professionalism domain on the

Candidate Evaluation Rubric









V.

Specialized Professional

Standards

(Evaluation Rubric)



Evaluation Rubric in Specialized

Professional Standards









VI. Teaching Hours

Achieved more than 200 teaching

hours

(beyond 70 hrs.–mid-semester)

Achieved between 180 and -200

teaching hours

(50-69 hrs. – mid-semester)

Failed to achieve a minimum of

180 teaching hours as required for

licensure

(below 50 hrs. mid-semester)

VII. Contribution to Cohort

Meetings

Demonstrated excellent preparation

for and effectively contributed to

discussions in cohort meetings

Demonstrated acceptable

preparation for and contribution to

discussions cohort meetings

Failed to prepare for and contribute

to discussions in cohort meetings

VIII.

Reflective Practice (lesson

reflections, weekly reflections,

self-evaluations, video analysis,

classroom management plans,

and outside observations

assignments)

Demonstrated a refined ability to

identify and analyze teaching

strategies, connect theory to

practice, and apply findings to

future instructional situations

Demonstrated the ability to





Failed to demonstrate the ability to






Score Exceeds Expectation (3) Meets Expectations (2) Below Expectations (1)

IX.

Impact on Student Learning

(formal and informal

assessments including lesson

plans, unit plans, etc.)

Demonstrated a refined ability to

use the results of multiple

assessments to plan, guide, and

modify instruction, classroom

environment, and the assessment

process resulting in a positive

impact on student learning

Demonstrated the ability to use the

results of multiple assessments to

plan, guide, and modify

instruction, classroom




Failed to demonstrate the ability to

use the results of multiple

assessments to plan, guide, and

modify instruction, classroom




X. Practicum Portfolio

Requirements

Portfolio was current and available

at all times, and included all

required elements, was free of

errors and well organized

Portfolio was current and available

and included all required elements

in an organized fashion the

majority of the time

Portfolio was incomplete and/or

not current and/or lacked

organization and/or was not

available

Letter Grading:

A+ Candidate must score between 2.5 - 3.0 in all competencies

A Candidate must score between 2.5 - 3.0 in at least 8 competencies with no score below 2.0

A- Candidate must score between 2.5 - 3.0 in at least 7 competencies with no score below 2.0

B+ Candidate must score between 2.5 - 3.0 in at least 5 competencies with no score below 2.0

B Candidate must score between 2.5 - 3.0 in at least 3 competencies with no score below 2.0

B- Candidate must score 2.0 or higher in all competencies

C+ Candidate must score 2.0 or higher in at least 9 competencies with no score lower than 1.5

C Candidate must score 2.0 or higher in at least 8 competencies with no score lower than 1.5

C- Candidate must score 2.0 or higher in at least 7 competencies with no score lower than 1.5

D+ Candidate must score 2.0 or higher in at least 5 competencies with no score lower than 1.5

D Candidate must score 2.0 or higher in at least 3 competencies with no score lower than 1.5

D- Candidate must score higher than 1.5 in all competencies

F Candidate scores lower than 1.5 in any competency

Total Hours: Observation Participation Teaching

Teaching Hours by Subject Area Lang. Arts

(Elem. Only) Math

Science

Soc. Studies

Other


APPENDIX Q

Matrix of Responsibilities:

University Supervisor and Classroom Mentor Teacher

Univ.

Supervisor

Mentor

Teacher

Portfolio X

Reflections X

Lesson Plans

Monitor very closely the daily lesson plans, content, and

activities X

Provide feedback on written lessons to candidates (after early

submission) X

Review lessons after revisions have been made and before

teaching occurs X

Provides general information about lesson plan development X

Judge lesson planning ability X

Unit Plan

Closely monitor the lessons in the unit X

Oversee the implementation of the unit X

Guidance in developing the unit plan as required by LSU X

Punctuality and Attendance

Document punctuality and absences X

Monitor punctuality and absences X

Hours

Monitor hours to judge progress toward meeting hourly and full

day requirements X X

Sign off on hours weekly X

Teaching and Feedback

Three full-lesson observations, conferences, and written

feedback (submitted to candidate, classroom mentor teacher, and

Office of Field Experiences) [Holmes programs, 2 obs. In

spring]

X

Written feedback after each full-lesson observation X

Model effective lesson development and teaching X

Daily observations of candidate’s teaching X

Daily oral feedback given to the candidate X

Two Progress forms (PK-3 weekly conference notes) (submitted

to candidate, university supervisor and Office of Field

Experiences)

X

Outside Observations

Assist the students in setting up outside observations X X

Allow candidates release time to complete outside observations X

Assess written observation reports X


Univ.

Supervisor

Mentor

Teacher

Assessment

Assess candidate’s lesson plans X

Assess candidate’s teaching X X

Assess the unit plan X

Assess written outside observation reports X

Monitor the completion of and assess the depth of reflective

writings X

Complete candidate’s mid-semester and final evaluation

(Evaluation Rubric) X X

Complete candidate’s mid-semester and final evaluation

(Grading Rubric) X

Review evaluations and grading rubric with candidate X X

Approve candidate’s self-evaluation X X

Cohort Meetings

Select textbook for the cohort X

Establish a time and location for the cohort meetings X

Set the cohort agenda including topics for discussion and

readings X

Share with university supervisor recommended topics of

discussion for cohort meetings X

Release the candidate to attend cohort meetings X

Collaboration/Communication

Discuss the progress and concerns of the candidate X X


APPENDIX R-1

Feedback of University Supervisor/Clinical Faculty & CMT (MID-SEMESTER)

Completed by Teacher Candidates

(Revised, summer 2014)

Q

# Questions Responses

1 Enter the LAST NAME of your university

supervisor/clinical faculty.

My university supervisor/clinical faculty… Yes No Comments

2 …provided contact information (office hours,

phone numbers, email address).

3

…confers regularly with my classroom mentor

teacher(s) regarding my professional growth and

performance.

4

…provides clear guidelines of

assignments/requirements and performance

expectations.

5 …reviews my portfolio regularly to monitor my

progress and assess assignments

6 …discussed the assessment instruments (formal

and informal) prior to use.

7 …provides feedback and/or assessment of my

assignments

8

…conducted at least one formal observation at

this point of the semester and was present for

the entire lesson.

9

…conducted a post-observation conference

(face to face or via phone or Skype) after each

observation

10 …provided written feedback following each

formal observation

11

…observation feedback includes

commendations of strengths AND

recommendations for improvements

12

…conducts bi-weekly cohort meetings that were

beneficial to my growth and development as a

teacher.

13

…centers cohort meetings readings and

discussions on topics relevant to the student

teaching/internship practicum.

14 …models professionalism at all times in speech

and actions.

15 Please indicate your teacher education program.

16 Additional Comments:

17

If you Have more than one university

supervisor/clinical faculty this semester, provide

the LAST NAME information for the second

person here.


Q

# Questions Yes No

Comments

1 Mentor teacher name.

2 School name.

3 School system.

My classroom mentor teacher…

4

…demonstrates characteristics of a master

teacher.

5 …has a positive working relationship with me.

6

…modeled planning prior to my assuming full

planning responsibilities.

7

…informs me of content topics in advance so

lessons could be written, evaluated, and revised

prior to teaching.

8

…reviews lesson plans and provides feedback

before I teach lessons.

9

…provides suggestions regarding activities,

methods, and materials for me to improve my

lesson plans.

10

…modeled effective classroom management

prior to my assuming teaching responsibilities.

11

…modeled effective delivery of instruction

prior to my assuming teaching responsibilities.

12

…observed my delivery of instruction on a

regular basis.

13

…modeled effective assessment techniques to

assess student learning and guide instruction

14

…provided me with guidance in creating and

using appropriate assessments

15

…provides ongoing oral feedback (planning,

teaching, assessment and classroom

management)

16

…provides ongoing written feedback

(planning, teaching, assessment and classroom

management)

17

Indicate your situation regarding teacher

absences:

There was a paid school employee or

substitute in class.

There was not a paid school employee

or substitute in class.

My teacher has never been absent.

18

Estimate the number of days your teacher has

been absent from the classroom:

1-2 days

3 or more days


APPENDIX R-2

Feedback on University Supervisors/Clinical Faculty and CMT (End of Semester)

Completed by the Teacher Candidate

Revised Fall 2014

Feedback of US/CF by Teacher Candidate (End of Semester)

1. Would you recommend your University Supervisor/Clinical Faculty as a clinical supervisor in

the future (Yes or No)?

2. Briefly comment on why or why not. Answers may include, but are not limited to

professionalism, rapport/communication with you, guidelines provided for and assessment of

assignments, observations/written feedback/post observation conferences, cohort meeting

content/procedures, portfolio requirements/assessment, etc.

Feedback of CMT by Teacher Candidate (End of Semester)

1. Would you recommend your Classroom Teacher as a host and mentor for candidates in the

future (Yes or No)?

2. Briefly comment on why or why not. Answers may include, but are not limited to modeling of

best practices in planning, management, teaching and assessment; mentoring; feedback (oral or

written); communication; professionalism, etc.

3. Did you have more than one classroom mentor teacher this semester?


APPENDIX R-3

Feedback on University Supervisors/Clinical Faculty

Completed by Classroom Mentor Teacher

Q # Question Responses (n = )

1 Your name (Last name, first name)

2 Your email address

3 Name of school

4 Name of LSU University Supervisor/Clinical Faculty (Last name, first name)

5 Name of your LSU Teacher Candidate/Intern this semester (Last name, first

name)

6 Name of the program your LSU Teacher Candidate/Intern is enrolled in

The university supervisor/clinical faculty… Yes No

7 …provided me with information and documents necessary to mentor the teacher

candidate.

8 …communicates with me on a regular basis (during each observation visit and

other times when necessary) regarding the development of the teacher candidate.

9 …conducted three formal observations of the teacher candidate and was present

during the entire lesson (Holmes program – 2 in spring).

10 …provided me with copies of the observation feedback issues to the teacher

candidate after each observation.

11 …served as a co-evaluator with me or allowed my direct input for the formal

evaluations of the teacher candidate.

12 …modeled professionalism at all times in speech and actions.

13 Overall comments about the University Supervisor (optional)

14 What do you consider the greatest strengths of LSU student teachers/interns?

15 What do you wish teacher candidates had learned or experienced prior to entering

student teaching/internship?

16 Additional comments and suggestions for improving our teacher education

programs:


APPENDIX R-4

Elementary Program Feedback

Q

# Questions

Strongly

Agree Agree Disagree

Strongly

Disagree

My curriculum/teacher education program prepared me to be competent in the following areas.

1 Content knowledge necessary for my area/grade

level of certification.

2

Use of data from various sources (e.g., district,

state, and teacher-designed assessments) to inform

planning, teaching, and learning.

3 Incorporation of district, state, and national

standards in the design and delivery of instruction.

4 Identification and planning for individual

differences, including exceptionalities.

5 Design of assessments that provide evidence of

student learning and academic growth.

6 Management of classroom space, materials, time,

routines, and transitions for maximum learning.

7 Use of varied instructional strategies and

groupings (individual, small group, whole class).

8 Integration of technology and varied materials

throughout the teaching-learning process.

9

Engaging all students in the learning process.

10

Teaching students from diverse populations.

11 Use of formal and informal assessments to

monitor student learning and performance.

12

Reflective practice.

13 Implementation of various strategies to address

student behavior issues.

14 Involving colleagues, families, and the broader

community in the instructional process.

15

Communication with students and families in

ways that demonstrate sensitivity to cultural

differences.

16

University faculty connected LSU coursework

and the school classroom through diverse, well

planned, and sequenced field experiences.

17

My pre-student teaching field experiences

supported development of teaching knowledge

and skills in preparation for student teaching.

18

Student teaching allowed me to build on my

knowledge of teaching and learning and to refine

my teaching skills.


Q

# Questions

Strongly


Strongly

Disagree

NA/Don’t

Remember

The following courses contributed to my development as a competent beginning teacher.

19

EDCI 2030 (Teaching, Schooling, and

Society)

20 EDCI 2271 (Art Education for Elementary

Schools)

21

EDCI 2400 (Education and Diverse

Populations)

22 EDCI 2700 (Characteristics of Learners

with Exceptionalities)

23

ELRC 2507/4507 (Introduction to

Classroom Technology/Computer

Technology in Education)

24

EDCI 3000 (Children’s Literature)

25 PPB I/EDCI 3127 (Curriculum Discipline:

Social Studies)

26 PPB I/EDCI 3137 (Assessing and Guiding

Classroom Reading Instruction)

27

PPB I/EDCI 3200 (Reading, Writing, and

Oral Communication in the Elementary

School)

28 PPB I/EDCI 4460 (Planning, Managing,

and Evaluating School Instruction)

29 PPB II/EDCI 3124 (Curriculum Discipline:

Mathematics Theory and Practice)


Science)

31 PPB II/MATH 2203 (Measurement:

Proportional and Algebraic Reasoning)

32

Overall, my teacher education program at

LSU prepared me to enter the teaching

profession as a competent beginning

teacher.

33

Comments


APPENDIX S LSU School of Education

Teacher Candidate Observation Form

Teacher Candidate School Date

Univ. Supervisor Classroom Mentor Teacher

Grade Level Subject Observation Time: to Observation #

X = Satisfactory; Blank = Improvement Needed or Not Applicable

Planning and Preparation Comments:

☐ Planned lesson integrates challenging, standards-based academic goals (including Common Core and/or state content standards)

☐ Planned outcomes represent high expectations for student learning

☐ Planned outcomes are connected to previous and future learning

☐ Planned outcomes accommodate differentiation for students with varied abilities/learning styles

☐ Prepared instructional materials, supplies, and equipment are prepared prior to lesson implementation

Content Area Knowledge Comments:

☐ Demonstrates knowledge of subject-matter content

☐ Engages learners’ prior knowledge, experience, and interests

☐ Connects curriculum to other content areas and real-life settings

Classroom Management and Environment Comments:

☐ Manages instructional time effectively with little time lost during transitions

☐ Classroom environment lends itself to collaborative work/learning

☐ Effectively executes a classroom organization and management system based on grade level appropriate expectations

☐ Maintains a positive, safe, orderly, and stimulating learning environment

Assessment Comments:

☐ Circulates around the room to monitor student learning and offers specific/timely feedback

☐ Formal/informal assessments are suitable and correspond to the instructional outcome(s)

☐ Formal/informal assessments and activities are modified and meet the needs of individual students

☐ Provides opportunities for student peer and self-assessment when appropriate

☐ Uses the results of formal/informal assessments to plan, guide and modify instruction


Effective Instruction Comments:

☐ Communicates objectives, directions, and expectations in an effective manner

☐ Integrates a variety of appropriate and effective instructional strategies

☐ Follows a logical sequence and its progression/pacing supported the learning of all students

☐ Uses questions that promote higher order thinking and facilitates discussion among students

☐ Responds appropriately to verbal and nonverbal communications during instruction

☐ Uses different types of grouping when appropriate for lesson

☐ Demonstrates fairness by meeting the educational needs of all students in a caring, non-discriminatory, and equitable manner

☐ Implements a learning experience that engages most learning styles

☐ Integrates available technology and facilitates learners’ use of technology into the lesson

☐ Uses formative and/or summative assessments to assist learners in meeting learning targets and to adjust instruction

☐ Facilitates implementation of instructional accommodations, modifications, and adaptations

☐ Demonstrates a belief that all students can learn

☐ Most students are highly engaged in the lesson

☐ Closure is evident at end of lesson/class period

Overall Comments/Suggestions:

Portfolio: (Portfolio is current and maintained regularly, including time log, reflections, observations, etc.)


APPENDIX SPED-1

REQUIREMENTS FOR TEACHER CANDIDATES

IN THE 1-5 ADD-ON CERTIFICATION

Teacher Candidate ___________________________

Special Education Teacher ______________________, __________________________

Name Signature

Direct Instruction (DI) – Teach a direct instruction math or reading lesson.

Teacher Action Yes No Comments

Administer Pretest

Score Pretest

Obtain student

commitment

Describes lesson

purpose

Describes the skill

Model the skill

Verbally rehearse

new skill with

students

Practice new skill

on easy materials

Practice new skill

on grade appropriate

materials

Administer post-test

Score post-test

Evaluate post-test

results

Obtain commitment

to generalize

obtained skill to

new material/setting

Teach

generalization skills

Evaluate student

learning of

generalization


APPENDIX SPED-2





Name Signature

Functional Behavioral Assessment/Behavior Intervention Plan

The Teacher Candidate will:

Conduct a functional behavioral assessment.

Identify behavior

Gather data to come up with a hypothesis as to behavioral function

Develop and implement a pro-social intervention

Evaluate effectiveness

Review and consider next steps

Functional Behavior Assessment Checklist

____ Step 1: Identify the problem behavior

____ Step 2: Attempt to resolve the problem behavior

____ Step 3: If problem behavior persists, complete the Functional Behavior Assessment (FBA) to identify the

target behavior, analyzing the antecedents and consequences.

____ Step 4: Use the Data Collection Worksheet (DCW) to begin baseline (pre-test) data collection.

____ Step 5: Create a Behavior Intervention Plan (BIP) using the results of the FBA backed by scientific

research.

____ Step 6: Continue to collect and record data on the DCW during intervention(s).

____ Step 7: Cease intervention strategies and begin collection “post-Test” data. Record on the DCW.

____ Step 8: Compare baseline data to the post-test data. If the baseline data is significantly higher than the

post-test data, then the behavior has deceased or is extinguished. Continue to reinforce the student’s

appropriate behavior, fading the reinforcement over time. If the baseline data is lower than the post-test

data, continue with Step 9.

____ Step 9: If the problem behavior increases, the intervention was unsuccessful. Modify with alternative

scientifically based intervention strategies. Use a new DCW to record new intervention strategies.

____ Step 10: Following the employment of new intervention strategies, collect new post-test data and record

on the new DCW.

____ Step 11: If the problem behavior has decrease or is extinguished, then the intervention was successful.

Continue to reinforce student’s appropriate behavior, fading the reinforcement over time.

____ Step 12: If the problem behavior increases, the intervention was unsuccessful. Repeat Steps 9 and 10

until the intervention is successful. Record success or lack thereof on BIP-Log.


APPENDIX SPED-3


IN THE 1-5 ADD-ON CERTIFICATION Teacher Candidate ___________________________


Name Signature

Curriculum Based Assessment (CBA) – Develop, administer, and evaluate probes to evaluate

effectiveness of instruction.

Teacher Action Yes No Comments

Administer Pretest

Score Pretest

Enter Pretest data

Obtain student commitment

to CBA

Determine CBA goal

Enter goal data on graph

Administer progress

monitoring Probe 1

Score Probe 1

Enter Probe 1 data on graph

Administer progress

monitoring Probe 2

Score Probe 2


Administer progress

monitoring Probe 3

Score Probe 3


Administer post-test

Evaluate progress towards

stated goal

Develop new goal(s) based

on evaluation results


APPENDIX SPED-4





Name Signature

Individual Education Plan (IEP) – Assist in the development of an IEP including attending the meeting

and developing goals. These activities are to be completed in conjunction with the regular education

teacher, the special education teacher, and the parents/guardians.

Activity Yes No Comments

Ten-day notice completed & sent

Developing the IEP(see* below)

*Develop general student information

section

*Develop instructional plan (goals &

objectives)

*Develop accommodations

*Develop program services page

*Develop placement- least restrictive

environment page

Attend and participate in the IEP

meeting

Complete the due process form


APPENDIX SPED-5

INCLUSIVE LESSON PLAN FORM FOR TEACHER CANDIDATES




Name Signature

Regular Education Teacher ______________________, __________________________

Name Signature

Date: Time: Unit: Grade Level:

Group Size Teacher Candidate:

GLE(s) / Benchmark(s)

Lesson Objective(s):

Materials Technology Needs

In Class Assignments Homework Assignments

What some students will learn: Procedures, including paraprofessional support:

What most students will learn: Procedures, including paraprofessional support:

What all students will learn: Procedures:

Evaluation Methods

Some: Most: All:


APPENDIX SPED-6

PROBLEM SOLVING COLLABORATION FORM FOR TEACHER CANDIDATES




Name Signature

Problem Solving Collaboration -

Identify issue/problem and identify data collection process

Collect data (baseline)

Develop intervention

Implement intervention

Evaluate implementation

Review and consider next steps


APPENDIX SPED-7

Undergraduate Elementary/SPED Dual Cert Program Feedback .

Q

# Questions

Responses

(total = )

Strongly


Strongly

Disagree

My curriculum/teacher education program prepared me to be competent in the following areas.

1 Content knowledge necessary for my area/grade level of

certification.

2

Use of data from various sources (e.g., district, state, and

teacher-designed assessments) to inform planning, teaching,

and learning.

3 Incorporation of district, state, and national standards in the

design and delivery of instruction.

4 Identification and planning for individual differences,

including exceptionalities.

5 Design of assessments that provide evidence of student

learning and academic growth.

6 Management of classroom space, materials, time, routines,

and transitions for maximum learning.

7 Use of varied instructional strategies and groupings

(individual, small group, whole class).

8 Integration of technology and varied materials throughout

the teaching-learning process.

9

Engaging all students in the learning process.

10

Teaching students from diverse populations.

11 Use of formal and informal assessments to monitor student

learning and performance.

12

Reflective practice.

13 Implementation of various strategies to address student

behavior issues.

14 Involving colleagues, families, and the broader community

in the instructional process.

15 Communication with students and families in ways that

demonstrate sensitivity to cultural differences.

16

University faculty connected LSU coursework and the

school classroom through diverse, well planned, and

sequenced field experiences.

17

My pre-student teaching field experiences supported

development of teaching knowledge and skills in

preparation for student teaching.

18

Student teaching in my regular education placement allowed

me to build on my knowledge of teaching and learning and

to refine my teaching skills.

19

Student teaching in my special education placement allowed

me to build on my knowledge of teaching and learning and

to refine my teaching skills.


Q

# Questions

Responses

(total = )

Strongly


Strongly

Disagree

NA/Don’t

Remember

The following courses contributed to my development as a competent beginning teacher.

20

EDCI 2400 (Education and Diverse Populations)

21 EDCI 2700 (Characteristics of Learners with

Exceptionalities)

22 ELRC 2507/4507 (Introduction to Classroom

Technology/Computer Technology in Education)

23

EDCI 3000 (Children’s Literature)

24 PPB I/EDCI 3127 (Curriculum Discipline: Social

Studies)

25 PPB I/EDCI 3137 (Assessing and Guiding

Classroom Reading Instruction)

26 PPB I/EDCI 3200 (Reading, Writing, and Oral

Communication in the Elementary School)


Mathematics Theory and Practice)

28 PPB II/EDCI 3125 (Curriculum Discipline: Science)

29 PPB II/MATH 2203 (Measurement: Proportional

and Algebraic Reasoning)

30 EDCI 3701 (Assessment for Special Education

Instructional Practice)

31 EDCI 3702 (Instructional Practice for Students with

Disabilities I)

32 EDCI 3703 (Instructional Practice for Students with

Disabilities II)

33 EDCI 3704 (Improving Language Skills in Students

with Exceptionalities)

34 EDCI 4703 (School and Classroom Management

Applied to Students with Exceptionalities)

35 EDCI 4705 (Learning and Behavior Principles

Applied to Students with Exceptionalities)

36 EDCI 4710 (Consultation, Collaboration, and Co-

teaching)

37

Overall, my teaching education program at LSU

prepared me to enter the teaching profession as a

competent beginning teacher.

Responses ()

lsu school of education student teaching guidelines elementary and special education ... ·...

Documents