I n t e r n s h i p H a n d b o o k Simmons College Department of Education

Initial License Internship Handbook Director of Clinical Programs: Helen Guttentag

2015 – 2016

Simmons College 300 The Fenway, W304

Boston, MA 02115

617-521-2553  

revised 5/20/15

   

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Table of Contents

THE INTERNSHIP PROGRAM  ..........................................................................................................  3  THE INTERNSHIP PROGRAM: WHAT IS IT?  .........................................................................................  3  ACCEPTANCE INTO THE PROGRAM AND INTERNSHIP PLACEMENT  ........................................  3  SUPERVISING PRACTICIONERS  ................................................................................................................  4  LENGTH OF THE PROGRAM  .......................................................................................................................  4  WEEKLY SCHEDULE  .......................................................................................................................................  4  GENERAL EXPECTATIONS  ...........................................................................................................................  5  SIMMONS SUPERVISOR  ...............................................................................................................................  5  INTRODUCING THE INTERN  ......................................................................................................................  6  INTERN RESPONSIBILITIES  ........................................................................................................................  6  FIRST SEMESTER: PRE-PRACTICUM  ........................................................................................................  6  SECOND SEMESTER PRACTICUM REQUIREMENTS:  .........................................................................  8  

A) ELEMENTARY  ............................................................................................................................................................  8  B) MIDDLE AND HIGH SCHOOL  .........................................................................................................................  9  C) ALL INTERNS  .............................................................................................................................................................  9  THE INTERN AS SUBSTITUTE  ..............................................................................................................................  9  INTERN STIPEND  .......................................................................................................................................................  10  ABSENCES  ......................................................................................................................................................................  10  COLLABORATION BETWEEN SIMMONS AND PARTICIPATING COMMUNITIES  ...............  10  

SUGGESTED SEQUENCE OF PROGRESS: MIDDLE/HIGH SCHOOL – FALL SEMESTER  .....  11  SUGGESTED SEQUENCE OF PROGRESS: ELEMENTARY FALL SEMESTER  ..............................  12  PRE-PRACTICUM REQUIREMENTS: FIRST SEMESTER  ..................................................................  13  PRACTICUM REQUIREMENTS: SECOND SEMESTER  ......................................................................  14  INDIVIDUAL TIMELINE FOR PRE-PRACTICUM PRODUCTS AND COMPETENCIES (SEPTEMBER – JANUARY)  .........................................................................................................................  15  

INDIVIDUAL TIMELINE FOR PRE-PRACTICUM PRODUCTS AND COMPETENCIES (SEPTEMBER – JANUARY)…………………………………………………………………………………………………….18

APPENDIX  .............................................................................................................................................  21  INTERNSHIP PROGRAM FALL SEMESTER REQUIREMENTS  .......................................................  23  INTERNSHIP PROGRAM SPRING SEMESTER REQUIREMENTS  ..................................................  24  FOCUSED OBSERVATION REQUIREMENT  .........................................................................................  25  INTERN MID-WAY SELF EVALUATION  .................................................................................................  27  INTERN’S FINAL SELF EVALUATION (FINAL JOURNAL ENTRY)  .................................................  28  GUIDELINES FOR GRADING  ....................................................................................................................  29  GUIDELINES FOR GRADING FOR THE PRE-PRACTICUM TEACHING EXPERIENCE  ..........  31  GUIDELINES FOR GRADING THE PRACTICUM TEACHING EXPERIENCE  .............................  33  NEW EVALUATION FORM  .........................................................................................................................  34  Guidelines for Preservice Performance Assessment  ...............................................................................  46  

LICENSE SPECIFIC EVALUATION QUESTIONS  ......................................................................  57  

SUBJECT MATTER FIELDS  ..............................................................................................................  71  Earth Science (Levels: 5-8; 8-12)  ..............................................................................................................................  73  Elementary (Levels: 1-6)  .............................................................................................................................................  73  Biology (Levels: 5-8; 8-12)  ...........................................................................................................................................  74  Chemistry (Levels: 5-8; 8-12)  ....................................................................................................................................  74  

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Physics (Levels 5-8; 8-12)  ............................................................................................................................................  74  English (Levels: 5-8; 8-12)  ..........................................................................................................................................  75  Foreign Language (Levels: PreK-6; 5-12)  .............................................................................................................  75  History (Levels: 5-8; 8-12)  ...........................................................................................................................................  76  Mathematics (Levels: 5-8; 8-12)  ...............................................................................................................................  76  Political Science/Political Philosophy (Levels: 5-8; 8-12)  ..............................................................................  77  General Science (Levels: 1-6; 5-8)  ...........................................................................................................................  77  Middle School: Humanities (English and History) (Levels: 5-8)  ...............................................................  78  Middle School: Mathematics/Science (Levels: 5-8)  .........................................................................................  78  

GUIDELINES FOR PRE-PRACTICUM AND PRACTICUM PRODUCTS  ..............................  81  DOCUMENTATION OF TEACHING TIME IN THE PRE-PRACTICUM  .........................................  83  SAMPLE – ELEMENTARY – DOCUMENTATION OF TEACHING TIME  .......................................  85  SAMPLE – SECONDARY – DOCUMENTATION OF TEACHING TIME  .........................................  86  DOCUMENTATION OF 100 HOURS OF FULL RESPONSIBILITY…………………………………….....87 DOCUMENTATION OF ENGAGEMENT WITH ENGLISH LANGUAGE LEARNERS…………….88 TOP TEN QUESTIONS TO ASK IN DESIGNING LESSONS  ..............................................................  89  LESSON PLAN DESIGN  ...............................................................................................................................  90  LESSON PLAN TEMPLATE  .........................................................................................................................  91  CHECKLIST FOR ELEMENTARY SCHOOL UNITS  .............................................................................  93  

Unit Creation  ..................................................................................................................................................................  93  Unit Presentation  ..........................................................................................................................................................  94  

CHECKLIST FOR MIDDLE / HIGH SCHOOL UNITS  .........................................................................  95  Guidelines For Journals  .................................................................................................................................  96  Positive Behavior Plan  ....................................................................................................................................  97  GUIDELINES FOR PORTFOLIOS: PRE-PRACTICUM AND PRACTICUM  ....................................  98  MEDIA CONSENT FORM  ............................................................................................................................  99  Guidelines for Using Videotape  .................................................................................................................  100  Guidelines for Reflective Response to Videotape  ...................................................................................  103  LICENSURE RECIPROCITY  ......................................................................................................................  104  

   

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THE INTERNSHIP PROGRAM

 THE INTERNSHIP PROGRAM: WHAT IS IT?

The Internship Program is an exciting option within our graduate teacher preparation program, and is rapidly becoming the program of choice for most of our graduate students. This is happening for many reasons:

• It provides an extensive, year long, in depth clinical experience under the mentorship

of a veteran master teacher.

• It allows the Intern to participate fully in the life of the classroom and school community as a co-teacher.

• It provides the opportunity to team-teach and collaborate with the supervising practitioner.

• It allows time for the supervising practitioner to use his/her "released" time i.e.,

when the Intern is teaching, to pursue other professional goals and expand his/her professional development.

• It enables Simmons College to establish close collaborative relationships with the

participating school communities.

We believe that current practitioners play a vital role in preparing and mentoring our future teachers. The Internship Program puts extensive responsibility for teacher preparation in the hands of veteran teachers.

There can be no more powerful preparation for classroom teaching than total immersion in the classroom under the guidance and support of the classroom teacher and the college supervisor. This collaboration is an integral feature of the Internship Program.

ACCEPTANCE INTO THE PROGRAM AND INTERNSHIP PLACEMENT

Candidates interested in the Internship Program must indicate that on their application which ideally should be received by April 15th. Candidates recommended for the program by Simmons are then interviewed by administrators and/or prospective teachers of the city or town to which the candidate is applying. The school or school district makes the final acceptance decision. Placement within the district is then decided by the designated school

officials in consultation with Simmons College.

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SUPERVISING PRACTICIONERS

Supervising practitioners with whom Interns are placed must be familiar with the requirements and expectations of the program, be committed to spending the extra time this program requires, and be willing to allow the Intern to assume increasing responsibilities as the Intern demonstrates appropriate growth. All supervising practitioners must also hold Professional Status and a license in the field and level in which the Intern is preparing. They must also have achieved an evaluation of proficient or higher.

It is our hope that supervising practitioners will:

• Assume mentoring relationships with the Interns.

• Collaborate with the Interns to create shared areas of responsibilities in the

classroom and in the school so that the Interns join fully into the life of the school.

• Give the Interns appropriate teaching responsibilities in September that will expand throughout the year.

• Build in regular times each week to conference with the Interns, providing feedback,

jointly planning and sharing ideas, and giving support.

• Regard the Intern and themselves as learners.

LENGTH OF THE PROGRAM

The Internship Program provides for a full-time clinical Internship starting when school begins in September and continuing until the end of the school year in June.

WEEKLY SCHEDULE

Interns are to be at their school site five full days a week. In the fall, a half day release is to

be used to visit other classrooms (in other communities as well as their own) until a

minimum of five visits have been made. These five observations are required by the state in

order to fulfill the pre-practicum requirement for licensure. Moreover, because the Interns

do one and only one clinical placement for their internship, it is particularly important that

they have the opportunity to observe a variety of teaching styles, levels, and student

populations. At least two of these observations must be in settings with a diverse learner

population.

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After each visit the Intern will write up a reflective observation report and submit it to the

Simmons Supervisor (See appendix for copy of guidelines). In some cases, some of the five

visits may be made during the Spring semester.

GENERAL EXPECTATIONS

Many Interns are taking one course and a seminar each semester. Thus, it is important to

remember that, while Interns are generally expected to keep before and after school hours

similar to those of their supervising practitioners, on certain days they will need to leave in

time to make their late afternoon classes. On other days they should typically not be

expected to stay more than two hours after school. They will also need to be given reasonable

teaching assignments since they will have rigorous course requirements as well as their

teaching responsibilities (see Suggested Time-line).

It is also important to remember that, regardless of whether the Intern began the program

in the spring or summer, the Interns have essentially just begun their training. Some

Interns are taking critical courses concurrently with their internship and are acquiring

knowledge and skills as the semester progresses. Please be patient with them during the fall

semester and remember that, in most cases, they are new to the classroom and are not

entering with extensive school-based experience.

SIMMONS SUPERVISOR

At the start of the program each Intern is assigned a supervisor who will work with the

Intern throughout the year. Supervisors make at least six visits to observe and conference

with their Interns each semester. During three of these visits the supervisor will coordinate

three-way conferences with the supervising practitioner and Intern each semester. Interns

communicate with their supervisors weekly, and supervisors are available for special visits

and meetings should the need arise. Supervisors also attend a monthly meeting with other

supervisors and the Director of Clinical Programs. Supervisors, in consultation with the

supervising practitioners, recommend a grade for the Interns at the conclusion of each

semester.

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INTRODUCING THE INTERN

We hope supervising practitioners will introduce their Interns to parents, other faculty, and

students as co-teachers. If possible, Interns should have their own box or folder in the

school office so that they can receive school announcements and information, and be viewed

as members of the faculty and school community.

A letter ahead of time to the parents and faculty might be a helpful way to explain what the

Intern will be doing and a brief explanation of his/her role and the program.

INTERN RESPONSIBILITIES

It is appropriate for Interns to be progressively assigned the same non-teaching duties as

other teachers: lunchroom; bus duty; study hall; recess. In these cases interns should

accompany their supervising practitioners during their teachers’ assigned duties, but should

not assume these duties on their own, if at all, until the second semester. Interns need time

in the beginning months to focus on their teaching preparation and curriculum

development. In cases of emergencies or unexpected shortages, it is, of course, appropriate

to ask an intern to fill in for an absent teacher. It is also appropriate for Interns to be asked

to correct papers and to copy materials. However, we trust that these extra duties will not

exceed a reasonable number of hours and that Interns will be viewed as co-workers and not

"extra pairs of hands."

FIRST SEMESTER: PRE-PRACTICUM

During the Interns' early months it is important for the supervising practitioners to provide

strong supervision and guidance. Interns need to do the following: spend time observing

their supervising practitioners teach; discuss with their teachers how and why they designed

their lessons a particular way; jointly process and evaluate how the lessons went; and discuss

what the next steps will be. Supervising practitioners should articulate as clearly as possible

to their Interns why and how they do what they do. Thus, modeling and explaining good

instructional strategies is the first important step in helping the Interns begin to acquire

professional skills.

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Ideally, the next phase of the Interns' training would be the opportunity to do joint planning

and co-teaching with their supervising practitioners. Use of the teachers' plans and materials

at this point would be appropriate.

Finally, the Interns should begin to teach whole lessons on their own. Lesson plans should

be shared and discussed ahead of time with their supervising practitioners; the lessons

should be observed by supervising practitioners; and finally, the lesson should be evaluated

and discussed with the Intern. The supervising practitioners should provide constructive

feedback and the opportunity to help the Interns develop their own self-evaluation skills.

At the secondary level, once interns assume responsibilities for the preparation and teaching

of their first classes, they should focus on observing only the two additional classes for which

they will be assuming teaching responsibility, and may be excused from observing other

classes. They should use their non-teaching or observing periods for lesson preparation,

grading papers, and other professional responsibilities.

Eventually the Interns should be given the opportunity to teach while the supervising

practitioner is out of the classroom so that they can fully develop their classroom skills. This

should occur by the second half of the first semester, or whenever the supervising

practitioner, Intern and supervisor feel the time is right.

During the first semester the Elementary Interns should have the opportunity to teach, at

least for short periods of time, each of the classes that their supervising practitioners teach

so that they have the experience of planning and teaching a variety of curriculum areas and a

variety of levels. It is appropriate at the beginning of the semester to use the supervising

practitioner's plans and materials. (See Pre-practicum Requirements for specific first

semester competencies). Secondary interns should experience teaching only in those classes

for which they will eventually assume teaching responsibilities.

When the Interns are teaching, it is important that the supervising practitioners do not

interrupt or intercede in the class in any way. Rather, the teachers should take notes and

discuss the lessons afterward with the Interns in a post lesson conference. While it can be

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frustrating for a supervising practitioner to see a practice or behavior that he/she feels is

inappropriate or needs modification, or to watch a problem in behavior management, the

Interns will learn dramatically from their mistakes and need to see the consequences of their

pedagogical choices. More importantly, intervention by supervising practitioners

undermines the Interns’ confidence and self-esteem, in their own eyes as well as their

students. They need to establish themselves as authority figures worthy of respect, and they

need their teachers’ help and cooperation in achieving this status.

By the end of the fall semester, elementary interns should do a take-over week during which

time they plan and teach all lessons and are responsible for all classroom management.

Ideally the supervising practitioner is out of the classroom during this time. Middle and

high school interns should have progressed to the level of teaching three classes a day. High

school Interns should have two different preparations. Middle school Interns may only do

one or two preparations.

In addition, each intern must: develop and teach a six lesson curriculum unit; complete an

individual intervention program (Positive Behavior Plan); keep a log of his/her instructional

time; make a video of the Intern teaching a complete lesson; keep a reflective journal that is

shared with his/her supervisor; and begin to develop a professional portfolio. A self-

evaluation form is completed at the end of the semester. The fall pre-practicum extends to

January 31.

SECOND SEMESTER PRACTICUM REQUIREMENTS:

A) ELEMENTARY

By second semester Interns should be taking on substantial planning and teaching

responsibilities and be in charge of the class with the supervising practitioners out of the

room on a regular basis. They should be responsible for planning, classroom management,

curriculum development and evaluation in each of the elementary curriculum areas, and do

another take-over week in the spring. They will plan and carry out a second Positive

Behavior Plan, as well as a second, more extensive curriculum unit. (See Practicum

Requirements for specific second semester competencies).

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B) MIDDLE AND HIGH SCHOOL

By second semester the Interns should assume full responsibility for at least two classes and

plan and develop their own curriculum materials for them. The supervising practitioners

should be free to leave the class during these periods each day to pursue other professional

responsibilities. As soon as appropriate, usually in January or the beginning of February but

no later than the middle of the second semester, the Interns should have picked up at least

one additional class so that the Interns are teaching three classes a day. High school Interns

should do two preparations. Middle School Interns may do one or two preparations. The

Interns might stay with those same classes for the remainder of the semester. The Intern

might teach those classes for three to four weeks, then return them to the control of the

supervising practitioners, and assume responsibility for new classes. This can be decided by

the supervising practitioners, the supervisors and the Interns. (See Practicum Requirements

for specific second semester competencies).

C) ALL INTERNS

All Interns must document 100 hours of full responsibility by the conclusion of their

practica and 15 hours of engagement with English Language Learners (see pages 90 and 91

for documentation forms). World Language Interns do not need to document hours with

English Language Learners.

THE INTERN AS SUBSTITUTE

When the supervising practitioner is absent, the Intern should be used as the substitute

teacher whenever possible. This might not be appropriate during the first few weeks of

school. However, as soon as the supervising practitioner feels the Intern is ready, we hope

the Intern will be allowed to substitute. Again, this helps to establish the Intern as a co-

teacher, and provides valuable teaching experience.

If the school would like to use Interns as substitutes in classrooms other than their

supervising practitioners', the Interns should be paid, but this should not occur so often that

it interferes with the continuity of the Interns' progress in their internship sites.

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INTERN STIPEND

Most Elementary Interns and some Middle School Interns are paid a stipend of $4,000–

$10,000 by the school system in which they are teaching. Most Interns receive their stipend

in four payments during the spring semester. Some Interns will receive their stipends in

monthly payments.

ABSENCES

Absences for health reasons or personal matters will be handled on an individual basis by

the Intern and his/her supervising practitioner and the Simmons Supervisor.

COLLABORATION BETWEEN SIMMONS AND PARTICIPATING COMMUNITIES

Through the Internship Program Simmons hopes to establish close partnerships with the

participating schools. Supervising practitioners receive Simmons vouchers each semester.

Simmons also issues professional development points to supervising practitioners at their

request.

We believe the Internship is an idea whose time has definitely come, and we welcome your

participation in our program and any suggestions you may have for ways to improve our

model or to modify it to meet your particular school's culture and needs.

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SUGGESTED SEQUENCE OF PROGRESS: MIDDLE/HIGH SCHOOL – FALL SEMESTER

TIME LINES*

Suggested/ Anticipated/ Actual

Observe Supervising Practitioner -Teacher articulates rationale -Joint discussions post lessons

Joint/Team Teaching with Supervising Practitioner

-Use Teacher's plans and materials -Joint planning and developing of materials

Intern Teaches Solo Lesson

-Use teacher's plans and materials -Teacher in room

Intern Teaches Series of Consecutive Lessons in One Class (3-5)

-Intern or teacher's plans/materials -Teacher in room

Intern Takes Over One Course

-Gradual transition from teacher to Intern planning and materials -Gradual transition of teacher in room to leaving room

Intern Picks Up Second Class (same preparation)

-Gradual transition of teacher in room to leaving room

Intern Picks Up Third Class (two preparations for High school Interns) (is now doing three classes a day)

-Initially observed by teacher -Gradual transition out of classroom

This may differ with students in schools with block scheduling. *Intern, Supervisor, and Supervising Practitioner should assign anticipated dates of completion, and then indicate the actual date of completion as each step is achieved.

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SUGGESTED SEQUENCE OF PROGRESS: ELEMENTARY FALL SEMESTER

TIME LINES Suggested/Anticipated/Actual

Observe Supervising Practitioner -Teacher articulates rationale -Joint discussions post lessons

Joint/Team Teaching with Supervising Practitioner -Use teacher's plans and materials -Joint planning and developing of materials

Intern Teaches Solo Lesson -Use teacher's plans and materials -Teacher in room

Intern Teaches Series of Consecutive Lessons in One Class (3-5) -Intern or teacher's plans/materials -Teacher in room -Gradual transition from teacher to Intern planning and materials development -Gradual transition of teacher in room to leaving room

Suggested Plan for Assumption of Responsibilities for the fall semester (Elementary) I Curriculum/Teaching-Learning A. Individual or small group work 1. Listen to child read 2. Conduct writing conferences 3. Provide help with assignments 4. Lead reading or math group B. Run structured whole class activities 1. Read aloud 2. Lead class discussion 3. Opening exercises 4. Teach a math, science, or social studies lesson C. Take charge of specific curriculum areas on on-going basis 1. Reading group 2. Existing curriculum unit 3. Develop, plan and implement original curriculum units II Management

A. Assist in classroom 1. Cleanup 2. Attendance 3. Homework check B. Manage transitions 1. Recess; lunch; home 2. From one activity or period to another 3. Passage through hallways and lining up C. Take over 1. Two to three consecutive periods 2. One half day 3. Whole day 4. Several consecutive days

5. Whole week * Intern, Supervisor, and Supervising Practitioner should assign anticipated dates of completion, and then indicate the actual date of completion as each step is achieved.

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PRE-PRACTICUM REQUIREMENTS: FIRST SEMESTER

During the fall semester the Interns complete their pre-practicum. The requirements for this are as follows: 1. Begin the development of a professional portfolio consisting of significant lesson plans, original curriculum materials, and sample student products, each entry accompanied by a reflective statement. 2. Cooperative group lessons should be used whenever appropriate. At least one cooperative group lesson is required. 3. Keep a weekly journal, which is shared and discussed with supervisors on a regular basis. 4. Develop and teach a curriculum unit (minimum of six lesson plans). 5. Attend and/or participate in parent conferences. 6. Attend faculty meetings. 7. Elementary Interns should plan and teach lessons in all curriculum areas and have experience running whole class as well as small group activities. 8. Elementary Interns should have one take-over week during which time they are responsible for all planning, teaching, and classroom management. 9. Middle and High School Interns should have at least three weeks during which they are teaching three classes a day. High School Interns need to do two different preparations. 10. Implement one intervention program, either academic or behavioral (Positive Behavior Plan) -Plan teaching procedure and measurement system -Implement for a minimum of four weeks/12 sessions and take data -Summarize and evaluate program 11. Self-Evaluation at conclusion of pre-practicum: All pre-practicum products will be reviewed and discussed with the supervising practitioner and supervisor. Final products will be shown to supervising practitioners and submitted to supervisors. 12. Interns keep a weekly log to document that they have completed a minimum of 135 hours of instructional time. 13. Interns will make a videotape of themselves teaching a complete lesson. 14. Interns will make five focused observations of other classrooms.

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PRACTICUM REQUIREMENTS: SECOND SEMESTER

Continuing Requirements: 1. Portfolio with reflective statement 2. Journal 3. Parent Conferences 4. Faculty meetings 5. Elementary: Assume substantial teaching and classroom management responsibilities for significant time periods. An additional take-over week. 6. Middle/High: continue at three classes a day, with two preparations for High School Interns. 7. Curriculum Unit-original -New subject area from first semester unit -Minimum of 12 lessons 8. Self Evaluation: done as final journal entry 9. Video of complete lesson to be shared only with Supervisor Additional Requirement:

• Positive Behavior Plan (Academic or Social) • Log Documenting 100 Hours of Full Responsibility • Log Documenting Engagement with ELL students

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INDIVIDUAL TIMELINE FOR PRE-PRACTICUM PRODUCTS AND COMPETENCIES (SEPTEMBER – JANUARY)

GOAL DATE ACTUAL DATE Select unit topic

Identify learner and topic area for Positive Behavior Plan

Rationale, goals, first three lesson plans for unit

Entry level, baseline for learner

Objectives and teaching plans for learner

Draft for remaining unit lesson plans

Implement Behavior Plan (allow at least four weeks to run)

Mid/High: pick up first class

Begin teaching unit

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GOAL DATE ACTUAL DATE Elementary: teaching at least half the day

Videotape

Five focused observations

Submit journal to Supervisor weekly

Mid/High: At least one preparation/two classes

Complete unit

Complete Behavior Plan

Elementary: take over week

Middle/High: Beginthree classes (allow at least three weeks). Two preparations for High School Interns

Complete portfolio

Self- evaluation

Final date to get products to supervisor

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GOAL DATE ACTUAL DATE Parent conference(s)

Faculty meeting(s)

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INDIVIDUAL TIMELINE FOR PRACTICUM PRODUCTS AND COMPETENCIES (FEBRUARY – JUNE) GOAL DATE ACTUAL DATE Select unit topic

Identify learner and topic area for Positive Behavior Plan

Rationale, goals, first three lesson plans for unit

Entry level/baseline for learner

Draft for remaining unit lesson plans

Objectives and teaching plan for learner

Begin teaching unit

Video tape

Implement Behavior Plan (allow at least four weeks to run)

Submit journal to Supervisor weekly

Complete unit

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GOAL DATE ACTUAL DATE Complete Behavior Plan

Elementary: take-over week

Self-evaluation (final journal entry)

Complete portfolio

Final date to get products to supervisor

Parent conferences

Faculty meetings

Last day of Internship

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APPENDIX

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INTERNSHIP PROGRAM

FALL SEMESTER REQUIREMENTS

• 1 videotape – one lesson

• 5 focused observations

• 1 Positive Behavior Plan (Academic or Social)

• Curriculum Unit – 6 lesson plans

• Log of hours

• Reflective Journal (2-3 entries a week)

• Take-over week (Elementary)

• Three classes a day (Mid/High). Two preparations for High School Interns

• Portfolio (work in progress)

• Self-evaluation

• Parent conferences

• Faculty meetings

 

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INTERNSHIP PROGRAM

SPRING SEMESTER REQUIREMENTS

• 1 Positive Behavior Plan (Academic or Social)

• Curriculum Unit – 12 lesson plans

• 1 videotape – one lesson

• Take-over week, Three classes

• Documenting 100 hours of full responsibility

• Log Documenting engagement with ELL students (hours from pre-practicum may be

counted)

• Portfolio

• Journal

• Self-evaluation in final journal entry

• Parent conferences

• Faculty meetings

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FOCUSED OBSERVATION REQUIREMENT All Interns are required to complete 5 focused observations. One observation can be completed at the school site and the remaining 4 must be done in other schools. Students in suburban settings should plan on at least 2 urban observations. Students in urban settings will complete at least 2 observations at suburban sites. Focused Observations require a minimum of 3 hours of observing classroom instruction. For secondary interns this translates into observation of a minimum of 2 class preparations (the majority should be in their subject area field or level). Elementary interns should plan on seeing morning or afternoon sessions where the core subjects (reading, math, science, and social studies) are scheduled. Elementary interns are strongly encouraged to see a range of subjects and levels, 1-6. Secondary interns have the option of shadowing a student for the entire day and writing up their impressions in lieu of one observation. WHAT IS A FOCUSED OBSERVATION? All observations will be documented with a 2-3 page, double-spaced, reflection. Students should choose from the list below and read the appropriate chapter in The Skillful Teacher by Jon Saphier when applicable. Using the knowledge base as a beginning focus, students will reflect on what they see, integrating the reading with specific data and observations. TOPICS The Skillful Teacher Management Chapter 2 Attention Page # 13 3 Momentum 29 4 Space 47 5 Time 61 6 Routines 85 7 Disc 103

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Instruction Chapter 8 Clarity Page # 293 Motivation Chapter 11 Expectations Page # 343 12 Classroom Climate 355 OTHER TOPICS

• Questioning • Teacher talk vs. Student talk • Hoe the subject being taught relates to the Frameworks • Gender differences • Diversity

When possible, support your observations/conclusions with specific references to the reading. These 5 Focused Observations are due in the fall and should be submitted to the intern supervisor.

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INTERN MID-WAY SELF EVALUATION (Completed at the conclusion of the fall pre-practicum)

In the Handbook is a copy of the state standards for the Initial license which you are asked to demonstrate, and the requirements you will be asked to complete during your Internship. Read them carefully and then respond to the following questions:

1. At this point in your Internship what do you consider to be your strengths, i.e., the areas/skills about which you feel most confident? Address issues such as knowledge of subject matter, curriculum development and lesson planning, classroom management and organization, communication skills, as well as other areas which you feel are relevant.

2. Addressing the same areas as above, what do you consider are the areas/skills which you believe need the most improvement, or about which you have the greatest concerns?

3. Reflect on your response to question #2. What steps do you plan to take to begin to

strengthen those areas you identify as concerns? What can you do between now and the start of your second semester to strengthen those areas? How might the Education Department, individual faculty members, your supervising practitioner, or your supervisor be of help to you in this process?

4. At this point have you started to develop your own philosophy of education? How

would you describe it thus far? Address issues such as how you view the role of the teacher, the goals of education, your own approach to curriculum and classroom management, as well as other areas which you feel are relevant.

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INTERN’S FINAL SELF EVALUATION (FINAL JOURNAL ENTRY)

The purpose of this evaluation is to encourage you to reflect upon your experience, and to anticipate what some of your goals will be for your first year in teaching. Ideally you should incorporate ideas from discussion with your supervising practitioner and supervisor. But this is ultimately your own personal self-evaluation. This should be your final journal entry.

1. Select two/three areas about which you felt particularly successful in terms of your internship performance. Describe briefly and cite examples to illustrate your point.

2. Select two/three areas which you felt were less successful and which need improvement. Briefly discuss and cite examples.

3. Considering the areas you discussed in question 2, how do you plan to work on these

areas during your first year of teaching? Be specific in describing the strategies you would use and how you would evaluate your effectiveness in achieving your goals.

29

GUIDELINES FOR GRADING

Pre-Practicum

Receives Degree Recommended for Practicum Goes on to Practicum

A

X

X

X

A-

X

X

X

B+

X

X

X

B

X

X

X

With reservations

B-

X

1.) Interns: Repeat pre-practicum in the spring 2.) Practicum Candidates: option to repeat practicum in the fall

Practicum

Receives Degree Recommended for Initial License

A

X

X

A-

X

X

B+

X

X

B

X

X With reservations

B-

X

- Not recommended - Options reviewed on individual basis by department

30

GRADING GUIDELINES

Grading is an imprecise process. The rubric on the following pages identifies the main

components of classroom performance on which each intern will be evaluated. It is

certainly possible for an individual to excel in one area and be less proficient in another.

Supervisors will need to consider the overall level of performance in order to recommend a

final grade.

There are also certain aspects of professional behavior that cannot be easily quantified such

as professional behavior, ability to work well with colleagues and teachers, on-time

completion of assignments, ability to receive and apply constructive feedback and

suggestions, and demonstration of responsibility, good judgment, and maturity. These

qualities will also be considered in the final grade.

Because the seminar which accompanies the internship each semester is a pass/fail course,

attendance and participation in these seminars in crucial. Unexcused absences may impact

on the grade for the pre-practicum or practicum. Excessive absences will result in failure of

the seminar.

Ideally, supervisors and supervising practitioners will provide on-going feedback, identifying

areas of strength as well as those areas that need more growth and improvement. At the end

of each semester interns should have a clear sense of how their performance is being

evaluated and what their grades will be.

31

GUIDELINES FOR GRADING FOR THE PRE-PRACTICUM TEACHING EXPERIENCE A A- B+ B B- Teaching Readiness

Excellent preparation – knowledge, demonstration of teaching skills. Absolutely ready to assume responsibility for own classroom at provisional certification level.

Ready to assume responsibility for own classroom at provisional certification level.

May need more time in terms of readiness to assume full responsibility for own classroom at advanced provision-al level, but are recommended for clinical experience.

Advised to pursue a position as an aide, teaching ass’t or a heavily supervised position.

May wish to continue in education, but not ready to have class of their own.

Teaching Competence

Performs all teaching activities w/skill & confidence. Self-directed in short & long term planning. Shows promise of becoming a master teacher.

Performs all teaching activities w/skill & confidence. Self-directed in short & long term planning.

Has demonstrated substantial personal growth & significant improvement during the semester. Promises to be a sound teacher with appropriate support & supervision during her first year.

Shows potential to be a competent teacher, but needs more supervised teaching experience.

Still requires considerable supervision and feedback both in terms of the effectiveness of his/her own lessons & the degree to which his/her objectives are achieved.

Creativity with Methodology & Materials

Uses a wide variety of methods & materials. Utilizes school community resources. Shows creativity and imagination in planning & delivery of lessons.

Lessons are complete & satisfactory, but lack the creativity & imagination of the A student.

Show some of the behaviors of the A/A- students, but not as many or as consistently. Might model him/herself after the cooperating teacher without demonstrating much personal creativity.

Relies heavily on prepared curriculum materials & directions from cooperating teacher and supervisor.

Does not show a high degree of creativity or resourcefulness in planning lessons and using materials

32

Subject Matter Knowledge

Has such an excellent grasp of the cognitive organization of subject matter that s/he can sequence learning tasks appropriately for all students.

Demonstrates in-depth mastery of appropriate subject matter.

Displays adequate mastery of subject matter.

Needs to be more secure in subject matter.

Needs help in planning lessons that address content & skills correctly.

Classroom Management

Possesses secure management skills w/clear control. Takes initiative in assuming resp. Anticipates needs & responds before problems arise.

Has appropriate control over the classroom and is able to maintain it while using a variety of approaches in meeting lesson objectives.

Is showing improvement, but not yet secure. Occasionally has difficulties with whole class control or individual student management.

Does not demonstrate initiative in assuming classroom responsibility & anticipating problems before they begin. Has some difficulty keeping children focussed & on-task.

Demonstrates inconsistent classroom management and often depends on the support of the classroom teacher.

Self-Reflection & Evaluation

Demonstrates strong self-evaluation skills, can identify the strengths & weaknesses of his/her own lessons & are able to suggest a variety of corrective steps.

Possesses appropriate self-evaluation skills, similar to the A student.

Needs to develop more self-evalua-tion skills through feedback and self-reflection; He/she is eager to improve and is able to incorporate feedback & advice into teaching.

Needs to develop appropriate self-reflection skills. He/she tried to incorporated feedback into lesson and teaching.

Is not able to evaluate own teaching and lesson designs accurately. Requires much guidance and supervision in evaluating him/herself.

Professional Responsibility & Development

Final products are of excellent quality, on time & require little or no revision. Demonstrates an understanding of the importance of prof. development.

Meets deadlines on time. Products are of good quality & show thought and development. They may require some revision and editing.

Meets most deadlines on time. Products are usually complete, but may need more in-depth thought & proofreading.

Required products are occasionally late & may not show sufficient development & care in writing and presentation.

Completes final products, but several rewrites may be necessary to achieve satisfactory quality.

Recommendation Recommended strongly for the practicum.

Recommended for the practicum.

Recommended for the practicum.

Recommended for the practicum with reservations.

Not recommended for the practicum at this time.

33

UIDELINES FOR GRADING THE PRACTICUM TEACHING EXPERIENCE

A A- B+ B Teaching Readiness

Unquestionably ready to assume responsibility for own classroom.

Same as for A. Ready to assume responsibility for own classroom, but would benefit from additional supervision & support.

Advised to pursue a position as an aide, teaching ass’t or a closely supervised position.

Teaching competence

Performs all teaching activities w/skill & confidence. Self-directed in short & long term planning. Shows promise of becoming a master teacher.

Performs all teaching activities w/skill & confidence. Self-directed in short & long term planning. Will be an excellent teacher.

Competent in all teaching activities, but relies on or needs cooperating teaching and supervisor for some direction.

Shows competence in many teaching/management areas. Is showing progress. Needs more time.

Creativity with Methodology & Materials

Uses a wide variety of methods & materials. Utilizes school community resources. Shows creativity & imagination in planning & delivery of lessons.

Designs complete and satisfactory lessons. Is developing own personal teaching style and is becoming more creative in lesson design.

Lessons are complete & satisfactory, but may lack the creativity & imagination of the A/A- student.

Relies heavily on prepared curriculum materials & directions from cooperating teacher and supervisor.

Subject Matter Knowledge

Demonstrates clear mastery of appropriate subject matter.

Same as for A. Demonstrates competence. Needs to research subject areas more.

Insecure in one or more subject areas. Needs to research & study subject areas.

Classroom Management

Possesses secure management skills w/clear control. Takes initiative in assuming responsibility. Anticipates needs & responds before problems arise. Has a clear sense of interpersonal and group dynamics & fosters a constructive community atmosphere.

Has appropriate control over the classroom and can maintain it while using a variety of approaches in meeting lessons objectives. His/her control of the classroom fosters trust and respect.

Is showing improvement, but not yet secure. Occasionally has difficulties with whole class control or individual student management.

Does not demonstrate initiative in assuming classroom responsibility & anticipating problems before they begin. Can have difficulty keeping children focused & on-task.

Self-Reflection & Evaluation

Consistently improves teaching practice through self-reflection.

Possesses appropriate self-evaluation skills.

Needs to improve self-evaluation skills through feedback and self-reflection.

Needs to develop appropriate self-reflection skills. Needs to seek & act on feedback.

Professional Responsibility & Development

All final products are of excellent quality, on time & require li8ttle or no revision. Demonstrates an understanding of the importance of professional development.

Meets all deadlines on time. Products are of good quality & show thought and development. They may or may not require some revision & editing.

Meets most deadlines on time. Products are usually complete, but may need more in-depth thought & proofreading.

Required products are occasionally late & do not show sufficient development & care in writing and presentation.

Recommendation Recommended strongly for Initial License.

Recommended for Initial License.

Recommended for Initial License.

Recommended with reservation for Initial License.

NOTE: If student falls into B- category, he/she is not to be recommended for Initial license at this time.

34

NEW EVALUATION FORM

The Department of Elementary and Secondary Education (DESE) is in the process of designing a new

evaluation form for the practicum. The new form will contain the new Professional Standards for

Teachers (PSTs).

The new standards align with the current standards that are used to evaluate K-12 teachers, and so the

standards on which pre-service teachers will be evaluated during their practicums will be the same

standards that they will be evaluated on when they are teaching.

The new standards fall into four main categories:

1) Curriculum. Planning, and Assessment

2) Teaching All Students

3) Family and Community Engagement

4) Professional Culture

Each standard will have a number of indicators.

Many of the indicators in the new standards are the same or similar to the standards in the current Pre-

service Performance Assessment (PPA, which has been used to evaluate teaching candidates in their

practicums. Some of the standards and indicators are new. The current PPA is included in the following

section.

Because the new evaluation form, which will be known as the Teacher Performance Assessment (TPA) has

not been issued at the time of this Handbook printing, we are not able to provide copies of the documents

today. When we receive the new TPA, which we have been told will be sent sometime in June, students

will receive copies of the new assessment instrument.

Teacher preparation programs have been asked to pilot the TPA during the 2015-2016 academic year, and it

will become the required form in 2016-2017.

 

35

Pre-­‐service  Performance  Assessment   Massachusetts Department of  Elementary and Secondary Education 75 Pleasant Street, Malden, Massachusetts 02148-4906 Telephone: (781) 338-3000

TTY: N.E.T. Relay 1-800-439-2370

Pre-service Performance Assessment Form for Teachers 603 CMR 7.08 Professional Standards for Teachers

Part 1 – To be completed by the candidate Practicum Practicum Equivalent First Name:

Last Name:

Street Address:

City/Town:

State:

Zip:

Sponsoring Organization:

MEPID:

or License #:

Program & Level:

Practicum/Equivalent Course Number:

Credit hours:

Practicum Course Title:

Practicum/Equivalent Site:

Grade Level(s) of Students:

Total Number of Practicum Hours:

Number of hours assumed full responsibility in the role:

Other Massachusetts licenses held, if any:

Have any components of the approved program been waived? 603 CMR 7.03(1)(b) Yes No Part 2- To be completed by the Program Supervisor Name:

The Candidate completed a Practicum / Practicum Equivalent designed by the Sponsoring Organization as partial preparation for the following license: Candidate’s License Field:

Grade Level:

To the best of my knowledge (per the Supervising Practitioner’s Principal/Evaluator) the Supervising Practitioner has received a summative evaluation rating of proficient or higher in his/her most recent evaluation. Yes No Part 3- To be completed by the Supervising Practitioner Name:

Position:

School District:

License: Initial Professional # of years of experience under license:

MEPID:

or License #:

License Field(s):

Part 4 – Initial 1, 2, 3 1. Initial meeting held at which the Professional Standards and the procedures for evaluation were explained to the candidate. Date:

Candidate:

Program Supervisor:

Supervising Practitioner:

2. Meeting held midway through the practicum at which the Candidate’s progress toward the Professional Standards was discussed. Date:

Candidate:

Program Supervisor:

Supervising Practitioner:

3. Final meeting held to complete evaluation and to allow the Candidate the opportunity to raise questions and make comments. Date:

Candidate:

Program Supervisor:

Supervising Practitioner:

Part IV Candidate has successfully completed the Pre-service Performance Assessment 603 CMR 7.03(2)(a)(4) &7.04(2)(4)(b) Yes No Program Supervisor:

Date

Supervising Practitioner:

Date

Mediator (if necessary see: 603 CMR 7.04(4)

Date

36

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08

Please use this assessment in conjunction with the Pre-service Performance Assessment for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates must complete the Evidence column for evaluation by the program supervisor and supervising practitioner.

 

Standard  A  -­‐  Plans  Curriculum  and  Instruction      

Indicators   Evidence    

1. Draws  on  content  standards  of  the  relevant  curriculum  frameworks  to  plan  sequential  units  of  study,  individual  lessons,  and  learning  activities  that  make  learning  cumulative  and  advance  students’  level  of  content  knowledge.  (Specify  Curriculum  Framework  title,  learning  standards,  and  concept  and  skills  used  [attach  list  if  necessary]).      

                     

 2. Draws  on  results  of  formal  and  informal  assessments  as  well  as  

knowledge  of  human  development  to  identify  teaching  strategies  and  learning  activities  appropriate  to  the  specific  discipline,  age,  level  of  English  language  proficiency,  and  range  of  cognitive  levels  being  taught.      

         

           

 3. Identifies  appropriate  reading  materials,  other  resources,  and  

writing  activities  for  promoting  further  learning  by  the  full  range  of  students  within  the  classroom.  

 

         

 

4. Identifies  prerequisite  skills,  concepts,  and  vocabulary  needed  for  the  learning  activities  and  design  lessons  that  strengthen  student  reading  and  writing  skills.    

         

 

 5. Plans  lessons  with  clear  objectives  and  relevant  measurable  

outcomes.    

 

         

 

 6. Draws  on  resources  from  colleagues,  families,  and  the  community  

to  enhance  learning.    

         

 

37

 7. Incorporates  appropriate  technology  and  media  in  lesson  

planning.    

 

         

 

8. Uses  information  in  Individualized  Education  Programs  (IEPs)  to  plan  strategies  for  integrating  students  with  disabilities  into  general  education  classrooms.  

 

         

 

 9. Uses  instructional  planning,  materials,  and  student  engagement  

approaches  that  support  students  of  diverse  cultural  and  linguistic  backgrounds,  strengths,  and  challenges.  

 

         

 

Rating:    

         

 Explanation  of  Rating  for  Standard  A  -­‐  Plans  Curriculum  and  Instruction:    

         

     

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s  Name:          

         

         

License:      

         

   

Program  Supervisor  (initial):      

         

  Date:        

         

   

Supervising  Practitioner  (initial):      

         

   

Date:      

         

   

38

Pre-service Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08  

Standard  B  –  Delivers  Effective  Instruction      

Indicators   Evidence  

1.  Communicates  high  standards  and  expectations  when  beginning  the  lesson.    

a. Makes  learning  objectives  clear  to  students.    

         

             

b. Communicates  clearly  in  writing,  speaking  and  through  the  use  of  appropriately  designed  visual  and  contextual  aids.  

 

         

 

c. Uses  engaging  ways  to  begin  a  new  unit  of  study  or  lesson.    

         

 

d. Builds  on  students’  prior  knowledge  and  experience.    

         

 

2.  Communicates  high  standards  and  expectations  when  carrying  out  the  lesson.    

a. Uses  a  balanced  approach  to  teaching  skills  and  concepts  of  elementary  reading  and  writing.    

         

 

b. Employs  a  variety  of  content-­‐based  and  content-­‐oriented  teaching  techniques  from  more  teacher-­‐directed  strategies  such  as  direct  instruction,  practice,  and  Socratic  dialogue,  to  less  teacher-­‐directed  approaches  such  as  discussion,  problem  solving,  cooperative  learning,  and  research  projects  (among  others).  

 

         

 

39

c. Demonstrates  an  adequate  knowledge  of  and  approach  to  the  academic  content  of  lessons.  (Please  attach  documentation  that  license-­‐specific  questions  were  used  to  evaluate  candidate  knowledge)  

         

 

d. Employs  a  variety  of  reading  and  writing  strategies  for  addressing  learning  objectives.  

 

         

 

e. Uses  questioning  to  stimulate  thinking  and  encourages  all  students  to  respond.  

         

 

f. Uses  instructional  technology  appropriately.  

         

 

g. Uses  effective  strategies  and  techniques  for  making  content  accessible  for  English  language  learners.  

 

         

 

h. Demonstrates  knowledge  of  the  difference  between  social  and  academic  language  and  the  importance  of  this  difference  in  planning,  differentiating  and  delivering  effective  instruction  for  English  language  learners  at  various  levels  of  English  language  proficiency  and  literacy.  

 

         

 

3.  Communicates  high  standards  and  expectations  when  extending  and  completing  the  lesson.    

a. Assigns  homework  or  practice  that  furthers  student  learning  and  checks  it.    

         

 

40

b. Provides  regular  and  frequent  feedback  to  students  on  their  progress.  

 

         

 

c. Provides  many  and  varied  opportunities  for  students  to  achieve  competence.  

 

         

 

4.  Communicates  high  standards  and  expectations  when  evaluating  student  learning.    

a. Accurately  measures  student  achievement  of,  and  progress  toward,  the  learning  objectives  with  a  variety  of  formal  and  informal  assessments,  and  uses  results  to  plan  further  instruction.    

         

 

   

b. Translates  evaluations  of  student  work  into  records  that  accurately  convey  the  level  of  student  achievement  to  students,  parents  or  guardians,  and  school  personnel.  

     

         

 

Rating:    

         

 Explanation  of  Rating  for  Standard  B  –  Delivers  Effective  Instruction:  

         

     

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Candidate’s  Name:          

         

          License:      

         

   

Program  Supervisor  (initial):      

         

  Date:        

         

   

Supervising  Practitioner  (initial):      

         

   

Date:      

         

   

41

Pre-service Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08

 

Standard  C  –  Manages  Classroom  Climate  and  Operation      

Indicators   Evidence    

1. Creates  and  maintains  a  safe  and  collaborative  learning  environment  that  values  diversity  and  motivates  students  to  meet  high  standards  of  conduct,  effort  and  performance.    

     

         

 

 2. Creates  a  physical  environment  appropriate  to  a  range  of  

learning  activities.        

         

 

 3. Maintains  appropriate  standards  of  behavior,  mutual  respect,  

and  safety.        

         

 

 4. Manages  classroom  routines  and  procedures  without  loss  of  

significant  instructional  time.        

         

 

Rating:    

         

 Explanation  of  Rating  for  Standard  C  -­‐  Manages  Classroom  Climate  and  Operation:  

         

         

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Candidate’s  Name:          

         

          License:      

         

   

Program  Supervisor  (initial):      

         

  Date:        

         

   

Supervising  Practitioner  (initial):      

         

   

Date:      

         

   

 

42

Pre-­‐service  Performance  Assessment  for  Practicum  or  Practicum  Equivalent    Professional  Standards  for  Teachers:  See  603  CMR  7.08  

 

Standard  D  –  Promotes  Equity    

Indicators   Evidence    1. Encourages  all  students  to  believe  that  effort  is  a  key  to  

achievement.      

         

 

 2. Works  to  promote  achievement  by  all  students  without  

exception.      

         

         

 3. Assesses  the  significance  of  student  differences  in  home  

experiences,  background  knowledge,  learning  skills,  learning  pace,  and  proficiency  in  the  English  language  for  learning  the  curriculum  at  hand  and  uses  professional  judgment  to  determine  if  instructional  adjustments  are  necessary.    

   

         

 

 4. Helps  all  students  to  understand  American  civic  culture,  its  

underlying  ideals,  founding  political  principles  and  political  institutions,  and  to  see  themselves  as  members  of  a  local,  state,  national,  and  international  civic  community.    

 

         

 

 5. Collaborates  with  families,  recognizing  the  significance  of  

native  language  and  culture  to  create  and  implement  strategies  for  supporting  student  learning  and  development  both  at  home  and  at  school.  

         

 

Rating:    

         

 Explanation  of  Rating  for  Standard  D-­‐  Promotes  Equity:        

         

 

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; 4=NA/Not Applicable. Candidate’s  Name:          

         

          License:      

         

   

Program  Supervisor  (initial):      

         

  Date:        

         

   

Supervising  Practitioner  (initial):      

         

   

Date:      

         

   

43

Pre-service Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08

 

Standard  E  –  Meets  Professional  Responsibilities      

Indicators   Evidence  

1. Understands  his  or  her  legal  and  moral  responsibilities.          

         

 

2. Conveys  knowledge  of  and  enthusiasm  for  his/her  academic  discipline  to  students.    

     

         

 

 3. Maintains  interest  in  current  theory,  research,  and  

developments  in  the  academic  discipline  and  exercises  judgment  in  accepting  implications  or  findings  as  valid  for  application  in  classroom  practice.    

 

         

 

4. Collaborates  with  colleagues  to  improve  instruction,  assessment,  and  student  achievement.    

     

         

 

 5. Works  actively  to  involve  parents  in  their  child’s  academic  

activities  and  performance,  and  communicates  clearly  with  them.    

   

         

 

6. Reflects  critically  upon  his  or  her  teaching  experience,  identifies  areas  for  further  professional  development  as  part  of  a  professional  development  plan  that  is  linked  to  grade  level,  school,  and  district  goals,  and  is  receptive  to  suggestions  for  growth.    

 

         

 

44

7. Understands  legal  and  ethical  issues  as  they  apply  to  responsible  and  acceptable  use  of  the  Internet  and  other  resources.    

     

         

 

Rating:    

         

 Explanation  of  Rating  for  Standard  E  –  Meets  Professional  Responsibilities:        

         

     

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Candidate’s  Name:          

         

          License:      

         

   

Program  Supervisor  (initial):      

         

  Date:        

         

   

Supervising  Practitioner  (initial):      

         

   

Date:      

         

   

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Pre-service Performance Assessment for Practicum/Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08

Summary Decision for Pre-service Performance Assessment

To be completed and agreed upon by both the supervising practitioner and the program supervisor Teacher candidate’s Pre-service Performance Assessment in the practicum/practicum equivalent meets the Professional Standards for Teachers: Yes No Candidate (sign): MEPID:

or License #:

Program Supervisor (sign): Date:

Supervising Practitioner (sign): Date:

Standard   Rating  Standard  A-­‐  Plans  Curriculum  and  Instruction    

         

 Standard  B-­‐  Delivers  Effective  Instruction    

         

 Standard  C-­‐  Manages  Classroom  Climate  and  Operation    

         

 Standard  D-­‐  Promotes  Equity  

         

 Standard  E-­‐  Meets  Professional  Responsibilities    

         

 Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Summary Assessment of Performance:

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Guidelines for Preservice Performance Assessment  Introduction to Preservice Performance Assessment The Professional Standards for Teachers may be found in the “Regulations for Educator Licensure and Preparation Program Approval 603 CMR 7.00”, Section 7.08. (http://www.doe.mass.edu/lawsregs/603cmr7.html).

Regulations: 7.08(1) “The Professional Standards for Teachers define the pedagogical and

other professional knowledge and skills required for all teachers. These standards are used by teacher preparation providers in preparing their candidates, by the Department in reviewing programs seeking state approval, and by the Department as the basis of performance assessments of candidates. Candidates shall demonstrate that they meet the Professional Standards by passing a performance assessment … in the practicum phase of preparation for the Initial License….”

The Regulations (Section 7.03) require programs that are approved to grant an Initial License to assess a candidate’s performance in a practicum or practicum equivalent using guidelines developed by the Department. The guidelines herein address the Professional Standards for Teachers, and should be used by all licensure programs for the Initial License. Program providers may add (but not substitute) additional Standards if they deem them relevant to the license.

The practicum or practicum equivalent should be regarded as the capstone experience of an educator preparation program. It enables teacher candidates to demonstrate competencies

acquired during the preparation program as follows: professional standards for teachers, subject matter knowledge in the field of the license sought, and application of the Massachusetts Curriculum Frameworks.

Formative and Summative Assessments

The Preservice Performance Assessment Form is designed for formative and summative evaluation. Sponsoring organizations may use observation forms of their choosing for formative assessments, but must use the Department of Education Preservice Performance Assessment Form (PPA) for summative assessment of candidates.

Roles of Program Supervisor and Supervising Practitioner Regulations: 7.04(4) “A practicum or practicum equivalent must be supervised jointly by the supervisor from the preparation program in which the candidate is enrolled and the supervising practitioner. The supervising practitioner responsible for the larger portion of

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the practicum or practicum equivalent and the program supervisor will together evaluate the candidate on the basis of the appropriate standards. Disagreement between the supervising practitioner and the program supervisor will be resolved by the decision of a third person chosen jointly by them”. Supervising practitioners and program supervisors must assess teacher candidates using the Preservice Performance Assessment Form (PPA) in conjunction with the following:

1. Evaluation questions (pp. 5-12) for Performance of the Standard(s) as listed for each Standard

2. License-specific evaluation questions (pp. 13-44) keyed to “Delivers Effective Instruction Standard” indicator (b)2c that focus on subject matter knowledge for the field of the license sought.

3. Sources of evidence listed on page 2. Evaluation questions for the Standards and license-specific questions are designed to support the professional judgment of the supervising practitioner and program supervisor. Although the questions may not apply to all fields or to all candidates within a field, they will guide assessors in conducting a thorough review of the practicum or practicum equivalent. Program Supervisor: The supervisor from the sponsoring organization, under whose immediate supervision the candidate for licensure practices during a practicum. Supervising Practitioner: The educator who has at least three full years of experience under an appropriate Initial or Professional license, under whose immediate supervision the candidate for licensure practices during a practicum. For the educator of record, a comparably qualified educator will function as the supervising practitioner during the practicum equivalent.

Sources of Evidence Sources of evidence to assess a teacher candidate’s practicum performance may include but are not limited to the following:

• lesson plans • units • syllabi • Curriculum Frameworks (current edition) • assessments • portfolios (specify documents used as evidence) • examples of students’ work • reflective paper • observable behaviors • other sources of evidence appropriate to and accepted by the • relevant discipline.

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All sources of evidence should be reasonably assessed. A key objective is reasonable uniformity in what constitutes evidence for each Standard for each license area across all sponsoring organizations and across all routes. Sponsoring organizations may always add additional criteria and standards for their programs. Preservice Performance Assessment Form (PPAF) rating scale of 1 - 3 indicates the following:

1. Does not meet the Standard 2. Meets the Standard 3. Exceeds the Standard NA=Not Applicable

Assessment Records: The sponsoring organization should maintain files of the completed Preservice Performance Assessment Form (pp. 1-6 stapled together) as a permanent record of the candidate’s performance during the practicum or practicum equivalent. It is suggested that the candidate transcripts and related documentation be included in the file. Copies need not be sent to the Massachusetts Department of Education.

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SPONSORING ORGANIZATION RESPONSIBILITIES

Sponsoring Organization: College, university, school district, professional association, or other organization that provides, or seeks to provide, approved preparation programs.

Among the program approval components for sponsoring organizations seeking Educator Preparation Program Approval (603 CMR 7.03 (2)) are:

(a3) Practicum or Practicum Equivalent

(a4) Assessment of Candidate Performance during the Practicum or Practicum Equivalent, Using Guidelines Provided by the Department

Sponsoring organizations may demonstrate compliance with these requirements as follows:

1. All candidates must complete a practicum or practicum equivalent in a public or approved Chapter 766 private school setting that meets the clock hour requirement1 established in the Regulations [603 CMR 7.04 (4)].

2. All practica or practicum equivalents must be supervised jointly by a supervising practitioner in the host school and a supervisor from the preparation program2.

3. The supervising practitioner and the program supervisor together assess the candidate using the Preservice Performance Assessment developed by the Department.

4. Supervising practitioners hold an appropriate Initial or Professional License, and; program supervisors have PreK-12 teaching experience as appropriate.

5. Candidates are evaluated on their achievement of the Professional Standards for Teachers, and the Curriculum Frameworks appropriate to the license sought.

Evidence:

• Sponsoring organizations must maintain candidates’ advisement files, which should include the completed and signed (by all parties) Pre-service Performance

Assessment for the practicum or practicum equivalent, candidate’s transcripts, and related documents.

• Supervisor’s assessment of candidate’s ability to help PreK-12 students achieve the learning standards in the appropriate curriculum frameworks through curriculum design, delivery, and assessment.

1 See page 46 for Practicum Hour Requirements. 2 See page 2 for roles and responsibilities, and dispute resolution procedure. 2 See page 2 for roles and responsibilities, and dispute resolution procedure.

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EVALUATION QUESTIONS The following evaluation questions are to be used with the Preservice Performance Assessment Form (PPAF) by the Program Supervisor and Supervising Practitioner. Supervisors may elect to include additional evaluation questions where appropriate.

(a) Plans Curriculum and Instruction

1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge. Evaluation Questions:

• Does documentation show evidence of activities planned as lessons in sequential units of study? (For example, is the structure of each lesson and unit clear? Is there a focus and logic to each lesson, and are the connections within the lessons and the transitions between lessons appropriate?)

• Are specific standards in the curriculum framework noted with page number and date of publication? • Is there an explanation of why these content standards and units of study are being taught?

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught. Evaluation Questions:

• Does documentation note what assessments have been used and how their results guided planning? • Does the planned pedagogy include a rationale grounded in research and common sense? • Does the candidate choose teaching strategies that are appropriate for the content, grade level, and

range of students being taught? • Are the learning activities described and do they provide suitable challenges for academically advanced

as well as for those whose work is below grade level? • Is there an explanation of how knowledge of human development and learning guided planning?

3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom. Evaluation Questions:

• Does documentation describe the reading and other resources being planned and explain which will suitably challenge students at each level: below grade level, learning disabled, English language learners, at grade level, and academically advanced?

• Is there an explanation of the different writing activities selected for these different groups of students?

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities. Evaluation Questions:

• Does documentation list skills, concepts, and vocabulary needed for the topic being studied and for the different groups of students in the class?

5. Plans lessons with clear objectives and relevant measurable outcomes. Evaluation Questions:

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• Does documentation show the objectives for each planned lesson? • Does it describe the measurable outcomes expected? • Is there an explanation of how the expected outcomes will be measured? • Do the homework, learning activities, and assessments reflect the objectives described? • Are there suitable objectives for students who are academically advanced as well as for those whose

work is at or below grade level? 6. Draws on resources from colleagues, families, and the community to enhance learning. Evaluation Question:

• Are resources identified that may be provided by colleagues, student families, or the community? • Does the candidate explain how the resources are going to be used and why?

7. Incorporates appropriate technology and media in lesson planning. Evaluation Questions:

• Are the technology or media identified that will be used during the unit of study? • How and why are technology and media used to achieve the objectives of the lesson? • Are these uses appropriate for the discipline at the intended grade level?

8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms. Evaluation Questions:

• What information in the IEPs has been used to plan units of study? • What strategies or materials are to be used to promote the learning of students with disabilities and

why they are expected to be effective for these students in this discipline?

(b) Delivers Effective Instruction 1. Communicates high standards and expectations when beginning the lesson: a. Makes learning objectives clear to the student. Evaluation Questions:

• How are learning objectives communicated to the student? • Are the transitions from the beginning of the lesson to the body of the lesson smooth, and clear?

b. Communicates clearly in writing and speaking. Evaluation Questions:

• Does the candidate communicate clearly in writing and speaking? c. Uses engaging ways to begin a new unit of study or lesson. Evaluation Questions:

• What types of opening activities are used and what are the purposes (i.e., to stimulate prior knowledge, to frame the lesson, or to motivate students)?

d. Builds on students’ prior knowledge and experience. Evaluation Questions:

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• Does the candidate build on students’ prior knowledge and experience? 2: Communicates high standards and expectations when carrying out the lesson: a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing. Evaluation Questions:

• Are phonemic awareness, phonics, and vocabulary skills taught and practiced separately as well as together with comprehension skills?

• Are materials provided for practice? • Are decodable texts used for practicing phonics lessons? • Are reading materials suitably challenging for students with different learning paces? • Are provisions made to develop automaticity and fluency?

b. Employs a variety of content-based and content-oriented teaching techniques, from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others). Evaluation Questions:

• Does candidate indicate two or more teaching techniques that address the range of student skills? • Are the teaching techniques appropriate for the objectives of the lesson and for the different groups of

students? c. Demonstrates adequate knowledge of and approach to the academic content of lessons. Evaluation Questions:

• See license-specific evaluation questions, pp.13-44.

d. Employs a variety of reading and writing strategies for addressing the learning objectives. Evaluation Questions: • Are reading and writing activities included in the body of the lesson and /or in the homework? • Are students asked to describe, explain and justify their ideas? e. Uses questioning to stimulate thinking and encourages all students to respond. Evaluation Questions:

• Does the candidate use probing questions to help students understand concepts? • Does the candidate address questions to all students to encourage participation?

f. Uses instructional technology appropriately. Evaluation Questions: • Is the candidate knowledgeable in the use of technology? • Is there a smooth transition to and from technology use? • Do all students have access to the technology and are they given sufficient instruction in its use? • Is technology used as a tool to develop and reinforce knowledge and skills?

g. Employs appropriate sheltered English or subject matter strategies for English language learners. Evaluation Questions:

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• Do lesson plans include language objectives based on the Massachusetts English language arts standards and where appropriate, the English language proficiency benchmarks?

• Does the candidate adapt and explain grade level content material to make them comprehensible? • Does the candidate emphasize content vocabulary and give students regular practice in applying content

and English language knowledge? • Does the candidate’s speech model proper English usage when working with English language learners? 3: Communicates high standards and expectations when extending and completing the lesson:

a. Assigns homework or practice that furthers student learning and checks it. Evaluation Questions: • Does the candidate provide evidence of differential homework assignments or practice that further the

learning of students who are academically advanced as well as students whose work is at or below grade level?

• Are several examples of assignments included and a rationale provided for them? • Are classroom sets of examples of student homework provided? • How is student homework evaluated?

b. Provides regular and frequent feedback to students on their progress. Evaluation Questions: • Does the candidate aptly summarize what students have been expected to learn at the end of the lesson (or

ask students to do so)? c. Provides many and varied opportunities for students to achieve competence. Evaluation Questions: • Does the candidate guide students to an adequate or useful conclusion to the lesson? • Does the candidate provide examples of how student work is evaluated and how that evaluation is

communicated to students? 4: Communicates high standards and expectations when evaluating student learning. a. Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction. Evaluation Questions: • Has the candidate provided examples of tests written by her/him? • Are formal tests provided by the district identified? • Are examples of student response papers for teacher tests provided? • Have alternate forms of assessment (portfolios, projects, etc.) been used and copies provided?

b. Translates evaluations of student work into records that accurately convey the level of achievement students for parents or guardians, and school personnel.

Evaluation Questions: • Are report cards or grades given for student learning provided?

(c) Manages Classroom Climate Operation 1: Creates an environment that is conducive to learning.

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Evaluation Questions: • How has candidate created an environment that is conducive to learning? (For example, does the

candidate establish a positive atmosphere where students are encouraged to participate? Does the candidate have good rapport with the students? Is the candidate patient with students?)

2: Creates a physical environment appropriate to range of learning activities. Evaluation Questions: • Has the candidate created a physical environment appropriate to the range of learning activities? 3: Maintains appropriate standards of behavior, mutual respect, and safety. Evaluation Questions: • Has the candidate maintained appropriate standards of behavior, mutual respect, and safety? (For example,

does the candidate communicate rules and procedures for classroom behavior to the students? Is the candidate alert to student behavior at all times? Does the candidate stop inappropriate behavior promptly and consistently? Does the candidate treat the students with respect and is that respect returned?)

4: Manages classroom routines and procedures without loss of significant instructional time. Evaluation Questions: • Does the candidate manage classroom routines and procedures without loss of significant instructional

time? (For example, does the candidate use appropriate time periods for checking homework, for the body of the lesson, etc.? Are the materials needed for activities ready for distribution and is the candidate organized in transitioning between activities?)

(d) Promotes Equity 1: Encourages all students to believe that effort is a key to achievement. Evaluation Questions: • Does the candidate pay as much attention to students who are academically advanced as to those whose

work is at or below grade level? 2: Works to promote achievement by all students without exception. Evaluation Questions: • Does the candidate provide opportunities for students to receive extra help outside of class time? • Does the candidate provide more challenging work on a systematic or accelerated basis for academically

advanced students? 3: Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary. Evaluation Questions: • Does student work reflect adjustments made? For example, what did the candidate do for students who

may require additional foundational knowledge or skills; or for students who have advanced knowledge or skills?

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4: Helps all students to understand American civic culture, its underlying ideals, founding political principles, and political institutions and to see themselves as members of a local, state, national, and international civic community. Evaluation Questions: • Has the candidate explained what adjustments have been made for these purposes, and why? • Does the candidate address all students as unique individuals and as Americans or potential Americans? • Does the candidate avoid identifying students as “representatives” of particular racial, ethnic, or gender

groups? • Does the candidate help students to see themselves and each other as American citizens? Does candidate

give special writing assignments, lessons on national symbols, songs, phrases, and Pledge of Allegiance, or special civics lessons?

(e) Meets Professional Responsibilities 1: Understands his or her legal and moral responsibilities. Evaluation Questions: • Does the candidate behave in a professional manner (including punctuality, confidentiality, and carrying

out all job-related responsibilities)? 2: Conveys knowledge of and enthusiasm for his/her academic discipline to students. Evaluation Questions: • Is the candidate enthusiastic about his/her academic discipline during interactions with students? 3: Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice. Evaluation Questions: • Does the candidate take advantage of professional development opportunities provided by the school

during his/her teaching there? 4: Collaborates with colleagues to improve instruction, assessment, and student achievement. Evaluation Questions: • Does the candidate confer with his/her cooperating practitioner and other colleagues (including other

student teachers) about improving his/her practice? 5: Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them. Evaluation Questions: • Does the candidate participate in conferences with parents (under the guidance of the cooperating

practitioner) when appropriate? 6: Reflects critically upon his or her teaching experience identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth. Evaluation Questions:

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• Does the candidate provide evidence (e.g., a journal) of reflecting upon his/her practice? 7: Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources. Evaluation Questions: • Does the candidate communicate appropriate use of the Internet to students whenever class activities

include Internet use?

LICENSE SPECIFIC EVALUATION QUESTIONS

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59

Elementary  (1-­‐6)    

 Standard  (b)2c  Demonstrates  adequate  knowledge  of  and  approach  to  the  academic  content  of  lessons.  

 Evidence  Found   Evidence  Not  Found   License-­‐Specific  Evaluation  Questions  

   

Has  the  candidate  demonstrated  proficiency  in  developing  learning  units  drawing  on  the  content  and  grade  level  standards  contained  in  the  Massachusetts  Curriculum  Frameworks  in  English/Language  Arts,  History/Social  Science,  Science  and  Technology,  Health,  Mathematics  and  the  Arts?    

   

Has  the  candidate  demonstrated  knowledge  of  child  development  (early  childhood  through  preadolescence)  to  plan  appropriate  learning  experiences?    

   

Does  the  candidate  demonstrate  knowledge  of  the  five  dimensions  of  reading:  phonemic  awareness,  phonics,  fluency,  vocabulary,  and  comprehension?    

   

Does  the  candidate  use  research-­‐based  strategies  to  shelter  the  content  for  students  and  promote  academic  language  development,  differentiating  for  students  at  different  stages  of  English  language  acquisition?      

   Does  the  candidate  use  information  contained  in  IEPs  to  effectively  plan  and  assess  learning  experiences  for  students  with  special  needs  integrated  into  the  general  education  classroom?  

   

Is  the  candidate  able  to  help  students  see  connections  across  the  curricula  by  integrating  subject  matter  in  lesson  planning  and  instruction?    

   Does  the  candidate  demonstrate  knowledge  of  the  basic  principles  and  concepts  related  to  elementary  mathematics?    

   

Does  the  candidate  demonstrate  knowledge  of  history  and  social  science  including  major  developments  and  figures  in  US,  Massachusetts  and  world  history,  basic  economic  and  geographic  principles  and  concepts  and  US  political  principles?    

   

Does  the  candidate  demonstrate  knowledge  of  science  and  technology/engineering  including  the  life  sciences,  physical  sciences  and  major  scientific  and  technological  discoveries  and  principles  and  procedures  of  scientific  inquiry?  

 Candidate:     Date:  Program  Supervisor:     Date:  Supervising  Practitioner:     Date:  

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English  (5-­‐8)(8-­‐12)    

 Standard  (b)2c  Demonstrates  adequate  knowledge  of  and  approach  to  the  academic  content  of  lessons.  

 Evidence  Found   Evidence  Not  Found   License-­‐Specific  Evaluation  Questions  

   Does  the  candidate  demonstrate  an  adequate  knowledge  of  the  literary  work,  its  genre,  literary  period,  and  author  when  conducting  a  lesson  on  a  particular  work?  

     

   Does  the  candidate  use  or  refer  to  historically  contemporary  primary  sources  to  shed  light  on  the  historical  or  social  context  for  a  particular  work  in  the  course  of  the  lesson?  

     

   Does  the  candidate  ensure  that  students  understand  the  differences  between  a  literary  work  and  an  expository  or  persuasive  work?  

     

   Does  the  candidate  ensure  that  students  have  determined  the  meaning  of  what  an  author  has  written  before  encouraging  them  to  interpret  or  evaluate  it?    

     

    Does  the  candidate  require  students  to  provide  adequate  evidence  from  a  text  to  support  their  interpretations  or  judgments?  

     

   Does  the  candidate  help  students  understand  the  uses  of  the  imagination  and  the  limitations  of  using  personal  experience  to  understand  a  literary  work?  

     

   Has  the  candidate  referred  to  appropriate  learning  standards  and  skills  in  the  English  Language  Arts  Curriculum  Framework  in  developing  a  lesson  on  a  literary  work?  

     

    Does  the  candidate  use  the  English  language  effectively  in  speaking  and/or  writing  during  the  lesson?  

     

    Does  he  or  she  demonstrate  knowledge  of  the  elements  in  the  writing  process  when  conducting  a  composition  lesson?  

     

   Does  the  candidate  clarify  the  differences  between  the  elements  of  expository  writing  and  the  elements  of  literary  writing  when  conducting  a  composition  lesson?  

     

    Does  the  candidate  make  useful  responses  to  student  drafts  that  help  students  improve  their  next  draft?  

 Candidate:     Date:  Program  Supervisor:     Date:  Supervising  Practitioner:     Date:    

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Foreign  Languages  (PreK-­‐6)(5-­‐12)    

 Standard  (b)2c  Demonstrates  adequate  knowledge  of  and  approach  to  the  academic  content  of  lessons.  

 Evidence  Found   Evidence  Not  Found   License-­‐Specific  Evaluation  Questions  

    Does  the  candidate  demonstrate  an  adequate  knowledge  of  the  target  language  when  conducting  a  lesson?  

     

   Does  the  candidate  use  or  refer  to  primary  sources  from  the  country  in  which  the  target  language  is  used,  in  addition  to  the  textbook,  in  the  course  of  the  lesson?  

     

    Does  the  candidate  refer  to  appropriate  learning  standards  and  skills  in  the  Foreign  Language  Curriculum  Framework  in  developing  a  lesson?  

     

    Does  the  candidate  use  the  target  language  effectively  in  speaking  and/or  writing  during  the  lesson?  

     

    Does  the  candidate  demonstrate  knowledge  of  stages  in  second  language  acquisition  when  conducting  a  lesson?  

     

   Does  he  or  she  demonstrate  adequate  knowledge  of  the  culture,  history,  geography  or  literature  of  a  country  in  which  the  target  language  is  used  when  conducting  a  lesson?  

     

   Does  the  candidate  plan  and  give  lessons  on  the  literary  and  other  artistic  works  taught  in  the  K-­‐12  curriculum  of  the  country  in  which  the  target  language  is  used?  

     Candidate:     Date:  Program  Supervisor:     Date:  Supervising  Practitioner:     Date:  

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History  (1-­‐6)(5-­‐8)(8-­‐12)    

 Standard  (b)2c  Demonstrates  adequate  knowledge  of  and  approach  to  the  academic  content  of  lessons.  

 Evidence  Found  

Evidence  Not  Found   License-­‐Specific  Evaluation  Questions  

   

Does  the  candidate  demonstrate  an  adequate  historical  knowledge  of  the  period,  event,  or  individual  under  discussion  when  conducting  a  history  lesson?    Does  he  or  she  place  the  period,  event,  or  individual  in  an  appropriate  historical  context?    Does  he  or  she  use  maps  or  globes  when  relevant  to  the  topic?    

     

   Does  the  candidate  explain  how  the  individual,  period,  or  event  under  discussion  is  related  to  the  development  of  our  political  principles  or  institutions,  when  relevant?  

     

   Does  the  candidate  avoid  presentism,  that  is,  making  moral  judgments  about  past  events,  behaviors,  or  decisions  that  reflect  contemporary  moral  views,  not  those  of  the  time  of  the  event,  behavior,  or  decision?  

     

   

Does  the  candidate  avoid  presenting  his  or  her  own  views  on  social  or  political  issues  as  the  correct  ones  and  inhibiting  a  full  range  of  student  views?    Does  the  candidate  encourage  students  to  offer  views  that  may  conflict  with  the  candidate’s  views?  

     

    Does  the  candidate  place  the  topic  of  the  lesson  in  an  international  context  when  relevant?  

     

    Does  the  candidate  use  or  refer  to  historically  contemporary  primary  sources  in  addition  to  the  textbook  in  the  course  of  the  lesson?  

     

   Does  the  candidate  refer  to  appropriate  concepts  and  skills  as  well  as  standards  from  the  History  and  Social  Science  Curriculum  Framework  in  developing  a  lesson?  

     

    Does  the  candidate  refer  regularly  to  maps  and  globes  when  conducting  geography  lessons?  

     

    Does  the  candidate  address  theories  and  practices  in  economics  and  government  appropriately  into  history  lessons?  

            Does  he  or  she  adequately  address  causes  and  consequences  of  events?  

   Candidate:     Date:  Program  Supervisor:     Date:  Supervising  Practitioner:     Date:    

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Mathematics  (1-­‐6)(5-­‐8)(8-­‐12)    

 Standard  (b)2c  Demonstrates  adequate  knowledge  of  and  approach  to  the  academic  content  of  lessons.  

 Evidence  Found   Evidence  Not  Found   License-­‐Specific  Evaluation  Questions  

   Does  the  candidate  appropriately  balance  activities  for  developing  conceptual  and  procedural  learning  activities  to  understand  mathematics?    

     

   

Does  the  candidate  use  multiple  representations  of  concepts,  verbally,  pictorially  and  symbolically,  such  as:  numerals  or  diagrams,  algebraic  expressions  or  graphics,  or  matrices  that  model  a  method  for  solving  a  system  of  equations  to  help  students  develop  a  deeper  understanding?  

          Are  manipulatives  and  concrete  representations  used  when  appropriate?        

    Does  the  candidate  help  students  to  learn  alternate  methods  of  solving  mathematics  problems?  

          Are  students’  mathematical  misconceptions  identified  and  addressed?        

    Does  the  candidate  provide  a  clear  model  of  mathematical  reasoning  when  helping  students  solve  mathematics  problems?  

     

    Does  the  candidate  know  how  to  teach  the  standard  algorithms  for  arithmetical  operations  and  teach  them  to  students?  

     

    Does  the  candidate  refer  to  the  state's  grade  level  mathematics  standards  to  prepare  a  lesson?  

          Is  the  candidate's  explanation  of  mathematical  concepts  accurate?  

     

    Does  the  candidate  provide  opportunities  for  students  to  use  accurate  mathematical  language  to  talk  and  write  about  the  mathematics?  

     Candidate:     Date:  Program  Supervisor:     Date:  Supervising  Practitioner:     Date:  

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Middle  School  Humanities  (5-­‐8)    

 Standard  (b)2c  Demonstrates  adequate  knowledge  of  and  approach  to  the  academic  content  of  lessons.  

   Evidence  Found   Evidence  Not  Found   License-­‐Specific  Evaluation  Questions  

History  and  Social  Science  

   

Does  the  candidate  demonstrate  an  adequate  historical  knowledge  of  the  period,  event,  or  individual  under  discussion  when  conducting  a  history  lesson?    Does  he  or  she  place  the  period,  event,  or  individual  in  an  appropriate  historical  context?    Does  he  or  she  use  maps  or  globes  when  relevant  to  the  topic?    

     

   Does  the  candidate  explain  how  the  individual,  period,  or  event  under  discussion  is  related  to  the  development  of  our  political  principles  or  institutions,  when  relevant?  

     

   Does  the  candidate  avoid  presentism,  that  is,  making  moral  judgments  about  past  events,  behaviors,  or  decisions  that  reflect  contemporary  moral  views,  not  those  of  the  time  of  the  event,  behavior,  or  decision?  

     

   

Does  the  candidate  avoid  presenting  his  or  her  own  views  on  social  or  political  issues  as  the  correct  ones  and  inhibiting  a  full  range  of  student  views?    Does  the  candidate  encourage  students  to  offer  views  that  may  conflict  with  the  candidate’s  views?  

     

    Does  the  candidate  place  the  topic  of  the  lesson  in  an  international  context  when  relevant?  

     

    Does  the  candidate  use  or  refer  to  historically  contemporary  primary  sources  in  addition  to  the  textbook  in  the  course  of  the  lesson?  

Integrated  Humanities  

   

Does  the  candidate  refer  to  appropriate  concepts  and  skills  as  well  as  standards  from  the  History  and  Social  Science  Curriculum  Framework  or  learning  standards  in  the  English  Language  Arts  Curriculum  Framework  in  developing  a  lesson?  

     

    Does  the  candidate  integrate  knowledge  of  literature  and  history  when  conducting  a  lesson?  

 Candidate:     Date:  Program  Supervisor:     Date:  Supervising  Practitioner:     Date:  

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     English  Language  Arts  

   Does  the  candidate  demonstrate  an  adequate  knowledge  of  the  literary  work,  its  genre,  literary  period,  and  author  when  conducting  a  lesson  on  a  particular  work?  

     

   Does  the  candidate  use  or  refer  to  historically  contemporary  primary  sources  to  shed  light  on  the  historical  or  social  context  for  a  particular  work  in  the  course  of  the  lesson?  

     

    Does  the  candidate  ensure  that  students  understand  the  differences  between  a  literary  work  and  an  expository  or  persuasive  work?  

     

   Does  the  candidate  ensure  that  students  have  determined  the  meaning  of  what  an  author  has  written  before  encouraging  them  to  interpret  or  evaluate  it?    

     

    Does  the  candidate  require  students  to  provide  adequate  evidence  from  a  text  to  support  their  interpretations  or  judgments?  

     

   Does  the  candidate  help  students  understand  the  uses  of  the  imagination  and  the  limitations  of  using  personal  experience  to  understand  a  literary  work?  

     

   

Has  the  candidate  addressed  recommended  authors  or  works  in  Appendix  A  (authors  and  works  reflecting  our  literary  and  civic  heritage)  as  well  as  in  Appendix  B  (chiefly  contemporary  authors)  in  preparing  lessons  on  literary  works?  

     

    Does  the  candidate  use  the  English  language  effectively  in  speaking  and/or  writing  during  the  lesson?  

     

    Does  he  or  she  demonstrate  knowledge  of  the  elements  in  the  writing  process  when  conducting  a  composition  lesson?  

     

   Does  the  candidate  clarify  the  differences  between  the  elements  of  expository  writing  and  the  elements  of  literary  writing  when  conducting  a  composition  lesson?  

     

    Does  the  candidate  make  useful  responses  to  student  drafts  that  help  students  improve  their  next  draft?  

       Candidate:     Date:  Program  Supervisor:     Date:  Supervising  Practitioner:     Date:      

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Middle  School:  Mathematics/Science  (5-­‐8)    

 Standard  (b)2c  Demonstrates  adequate  knowledge  of  and  approach  to  the  academic  content  of  lessons.  

 Evidence  Found   Evidence  Not  Found   License-­‐Specific  Evaluation  Questions  

General  Science  

    Is  the  candidate’s  explanation  of  scientific  concepts  accurate?  

     

    Does  the  candidate  demonstrate  adequate  background  knowledge  of  the  scientific  concepts  and  skills  presented  at  the  grade  level?  

     

   Does  the  candidate  refer  to  appropriate  learning  standards  and  skills  in  the  Science  and  Technology/Engineering  Framework  in  developing  the  lesson?  

     

    Does  the  candidate  discuss  the  mathematical  skills  related  to  the  particular  science  unit  they  are  teaching?  

     

   Does  the  candidate  practice  and  teach  students  safe  laboratory  practices  as  referred  to  in  the  Science  and  Technology  Curriculum  Framework  Appendix  V?  

     

    Does  the  candidate  model  scientific  reasoning  in  demonstrating  or  teaching  scientific  units?  

     

    Does  the  candidate  address  student’s  prior  knowledge  and  misconceptions  in  science?  

     

    Does  the  candidate  model  a  variety  of  methods  research,  including  laboratory  techniques  and  use  of  computers?  

     

    Does  the  candidate  encourage  students  to  build  essential  scientific  skills  by  conducting  investigations  and  experiments?  

Mathematics  

   Does  the  candidate  appropriately  balance  activities  for  developing  conceptual  and  procedural  learning  activities  to  understand  mathematics?  

     

   

Does  the  candidate  use  multiple  representations  of  concepts,  verbally,  pictorially  and  symbolically,  such  as:  numerals  or  diagrams,  algebraic  expressions  or  graphics,  or  matrices  that  model  a  method  for  solving  a  system  of  equations  to  help  students  develop  a  deeper  understanding?    

          Are  manipulatives  and  concrete  representations  used  when  appropriate?          

    Does  the  candidate  help  students  to  present  alternate  methods  of  solving  mathematics  problems?    

     

    Are  possible  student  mathematical  misconceptions  identified  and  addressed?  

          Does  the  candidate  provide  a  clear  model  of  mathematical  reasoning  

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when  helping  students  solve  mathematics  problems?          

    Does  the  candidate  know  how  to  teach  the  standard  algorithms  for  arithmetical  operations  and  teach  them  to  students?    

     

    Does  the  candidate  refer  them  to  the  state's  grade  level  mathematics  standards  to  prepare  a  lesson?    

          Is  the  candidate's  explanation  of  mathematical  concepts  accurate?          

    Does  the  candidate  provide  student  opportunities  to  use  accurate  mathematical  language  to  talk  and  write  about  the  mathematics?    

     Reading  Theory,  Research  and  Practice  

   To  teach  a  specific  skill  or  concept,  has  the  candidate  selected  appropriate  instructional  materials  for  students  of  differing  reading  abilities?  

     

   Does  the  candidate  ensure  that  students  have  determined  the  meaning  of  the  text  or  word  problem  before  encouraging  students  to  interpret,  evaluate  or  solve  it?  

         Candidate:     Date:  Program  Supervisor:     Date:  Supervising  Practitioner:     Date:      

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Political  Science/Political  Philosophy  (5-­‐8)(8-­‐12)    

 Standard  (b)2c  Demonstrates  adequate  knowledge  of  and  approach  to  the  academic  content  of  lessons.  

 Evidence  Found   Evidence  Not  Found   License-­‐Specific  Evaluation  Questions  

   Does  the  candidate  demonstrate  an  adequate  knowledge  of  the  political  philosopher,  theory,  principle,  procedure,  or  institution  that  is  related  to  the  topic  of  the  lesson?      

     

   Does  he  or  she  demonstrate  adequate  knowledge  of  the  historical  and  international  context  for  the  political  philosopher,  theory,  institution,  or  practice  related  to  the  topic  of  the  lesson?  

     

    Does  the  candidate  use  primary  sources  in  political  philosophy,  in  addition  to  the  textbook,  in  the  course  of  the  lesson?  

     

   Does  the  candidate  refer  to  appropriate  concepts  and  skills  as  well  as  standards  from  the  History  and  Social  Science  Curriculum  Framework  in  developing  a  lesson?  

     

    Does  the  candidate  refer  regularly  to  maps  and  globes  when  appropriate?  

     

   Does  the  candidate  demonstrate  knowledge  of  the  relevant  aspects  of  history,  economics,  and  geography  in  lessons  on  political  philosophy  and  practice?      

     

   Does  he  or  she  adequately  address  the  development  and  evolution  of  the  political  theories,  principles,  institutions,  and  practices  underlying  the  U.S.  Constitution  and  Bill  of  Rights?  

         Candidate:     Date:  Program  Supervisor:     Date:  Supervising  Practitioner:     Date:          

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Science:  Biology,  Chemistry,  Earth  Science,  General  Science,  &  Physics  (5-­‐8)(8-­‐12)    

 Standard  (b)2c  Demonstrates  adequate  knowledge  of  and  approach  to  the  academic  content  of  lessons.  

 Evidence  Found   Evidence  Not  Found   License-­‐Specific  Evaluation  Questions  

    Is  the  candidate’s  explanation  of  scientific  concepts  accurate?        

    Does  the  candidate  demonstrate  adequate  background  knowledge  of  the  scientific  concepts  and  skills  presented  at  the  grade  level?  

     

   Does  the  candidate  refer  to  appropriate  learning  standards  and  skills  in  the  Science  and  Technology/Engineering  Framework  in  developing  the  lesson?  

     

    Does  the  candidate  discuss  the  mathematical  skills  related  to  the  particular  science  unit  they  are  teaching?  

     

   Does  the  candidate  practice  and  teach  students  safe  laboratory  practices  as  referred  to  in  the  Science  and  Technology  Curriculum  Framework  Appendix  V?  

     

    Does  the  candidate  model  scientific  reasoning  in  demonstrating  or  teaching  scientific  units?  

     

    Does  the  candidate  address  student’s  prior  knowledge  and  misconceptions  in  science?  

     

    Does  the  candidate  model  a  variety  of  methods  research,  including  laboratory  techniques  and  use  of  computers?  

     

    Does  the  candidate  encourage  students  to  build  essential  scientific  skills  by  conducting  investigations  and  experiments?  

  Candidate: Date: Program Supervisor: Date: Supervising Practitioner: Date:          

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SUBJECT MATTER FIELDS

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Earth Science (Levels: 5-8; 8-12) (a)  Geology.    (b)  Oceanography.    (c)  Astronomy.    (d)  Environmental  biology,  physics,  and  chemistry.    (e)  Meteorology.    (f)  Related  aspects  of  chemistry,  physics,  biology,  and  mathematics.    (g)  Engineering  and  technical  applications  of  earth  science.    (h)  History  and  philosophy  of  science.    (i)  Methods  of  research  in  the  sciences,  including  laboratory  techniques  and  the  use  of  

    computers.  

Elementary (Levels: 1-6) (a) The following topics will be addressed on the Foundations of Reading Test

1. Reading theory, research, and practice (a) Knowledge of the significant theories, practices, and programs for developing reading

skills and reading comprehension

(b) Phonemic awareness and phonics: principals, knowledge and instructional practices (c) Diagnosis and assessment of reading skills using standardized, criterion-referenced, and

informal assessment instruments 2. Development of a listening, speaking, and reading vocabulary 3. Theories of the relationships between beginning writing and reading 4. Approaches and practices for developing skill in using writing tools 5. Theories of first and second language acquisition and development 6. Writing process and formal elements of writing

(b) The following topics will be addressed on the General Curriculum test 1. English

• Children’s and young adult literature • Adult literature, classical and contemporary works • Genres, literary elements, and literary techniques • Nature, history, and structure of the English language: lexicon and grammar

2. Mathematics. Basic principles and concepts related to elementary school mathematics in the areas of number sense and numeration, patterns and functions, geometry and measurement, and data analysis

3. History and Social Science a. Major developments and figures in Massachusetts, U.S. and world history, with stress on

Western Civilization b. Basic economic principles and concepts c. Basic geographical principles and concepts d. U.S. political principles, ideals institutions, and processes, their history and development

4. Science and Engineering/Technology a. Basic principles and concepts of the life sciences appropriate to the elementary school

curriculum b. Basic principles and concepts of the physical sciences appropriate to the elementary

school curriculum c. Principles and procedures of scientific inquiry d. History of major scientific and technological discoveries or inventions e. Safety issues related to science investigations

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5. Child Development a. Basic theories of cognitive, social, emotional, language and physical development from

childhood through adolescence b. Characteristics and instructional implications of moderately and severely disabling

conditions (c) The following topics in arts, health, and physical education shall be included in an approved

program but will not be addressed on a written test of subject matter knowledge • Basic principles and concepts in each of the visual and performing arts (art, music,

drama/theatre, dance) • Basic principles and practices in physical education • Basic principles and practices related to personal and family health

Biology (Levels: 5-8; 8-12) 1. Biology of organisms, especially that of humans, including characteristics and classifications of

organisms 2. Cells and cell theory 3. Ecology and evolutionary biology 4. Matter and energy in ecosystems 5. Genetics, including chromosome structure and function and inheritance 6. Molecular biology 7. Related aspects of chemistry, physics, earth science, and mathematics, such as statistics 8. Engineering and technical applications of biology 9. History and philosophy of science 10. Methods of research in the sciences, including laboratory techniques and the use of computers

Chemistry (Levels: 5-8; 8-12) (a) Inorganic chemistry (b) Organic chemistry (c) Analytical chemistry (d) Physical chemistry (e) Biochemistry (f) Related aspects of biology, physics, earth science, and mathematics, such as statistics and

calculus (g) Engineering and technical applications of chemistry (h) History and philosophy of science (i) Methods of research in the sciences, including laboratory techniques and the use of computers

Physics (Levels 5-8; 8-12) (a) Mechanics (including fluid mechanics) (b) Heat, heat transfer, and thermodynamics (c) Kinetic theory of gases (d) Light and geometric optics (e) Electricity and magnetism (f) Waves (sound and light) (g) The atom: its structure and the nucleus (including nuclear reactions)

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(h) Quantum theory of the atom (i) Quantum theory of light (j) Engineering and technical applications of physics (k) Related aspects of biology, chemistry, earth science and mathematics, such as trigonometry,

vector analysis, and calculus (l) History and philosophy of science (m) Methods of research in the sciences, including laboratory techniques and the use of computers

English (Levels: 5-8; 8-12) (a) Literature

• American literature including the Colonial Period; the Revolutionary Period; American Romanticism and the American Renaissance (to include Hawthorne, Emerson, Melville, Whitman, and Thoreau); the Civil War and the post-war period; and fiction, poetry, drama from the early 20th century to the present

• World literature including British literature (including the Anglo-Saxon period, the Middle Ages, the Renaissance, the Restoration and the 18th century, the Romantic Period, the Victorian Period, and the 20th century) and other European literature; literature of Africa, Latin America and Asia; Ancient Greek and Roman literature; the Bible as literature; world myths and folktales

• Characteristics of the different genres of literature • Various schools of literary criticism

(b) Language 1. History and structure of the English language 2. Knowledge of the rules and conventions of standard written and spoken English

(c) Rhetoric and Composition • Principles of classical rhetoric • Modern and contemporary theories of rhetoric • Similarities and differences between oral and written communication

(d) Reading Theory, Research, and Practice at the Middle and High School Level

Foreign Language (Levels: PreK-6; 5-12) • The following topics will be addressed on a subject matter knowledge test for the PreK-6

level: • Spoken and written command of a standard version of the target language (the version

used by a formally educated speaker of the language) • Knowledge of culturally and historically significant literary and non-literary texts and

authors associated with the country of origin of the target language and of one other country with which the target language may now be associated

• Introductory knowledge of contemporary political, social, and artistic features of the country of origin of the target language and of one other country with which the target language may now be associated

• Children’s literature, songs, and games in the target language • Characteristics of elementary reading and writing pedagogy in the target language • Similarities and differences between the target language and English • Theories of, and differences between, first and second language acquisition

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• The topics set forth in 603 CMR 7.06 (11) (a) 1., 6., and 7 and the following topics will be addressed on a subject matter knowledge test for the 5-12 level: • Knowledge of culturally and historically significant literary and non-literary texts and

authors associated with the country of origin of the target language; literary traditions, periods and genres

• Introductory knowledge of the other arts (historical traditions, genres, and major artists) associated with the country of origin of the target language

• Introductory knowledge of the political, social and intellectual history of the country or culture with which the target language is or was originally associated

• Introductory knowledge of significant literary and non-literary texts, the arts, and history of at least one other country or people with which the target language may now be associated

History (Levels: 5-8; 8-12) The following topics will be addressed on a subject matter knowledge test for the 5-8 and 8-12 levels:

1. United States History: indigenous people of North America; European settlements and colonies; the American Revolution; expansion reform, and economic growth of the United States up to the Civil War; the Civil War and Reconstruction; European immigration, industrialization, and scientific and technological progress; the two World Wars; and the United States from 1945 to the present

2. World History: Human beginnings and early civilizations (Africa, Mesopotamia, Phoenicia, Egypt, India, China); roots of Western civilization (Israel, Greece, Rome); English and Western European history; Renaissance and the age of exploration; development of Asia, Africa, and South America; age of revolutionary change in Europe; the world in the era of two World Wars; and the world from 1945 to the present

3. Geography a. Major physical features of the world b. Key concepts of geography and its effects on various peoples

4. Economics a. Fundamental economic concepts and economic reasoning b. American economic history

5. Government a. Principles of American government and the Founding Documents of the United States b. Comparative government

6. History and the Philosophy of Science 7. Methods and Sources for Research in History

Mathematics (Levels: 5-8; 8-12) The following topics will be addressed on a subject matter knowledge test for the 5-8 level

1. Algebra 2. Euclidean geometry 3. Trigonometry 4. Discrete/finite mathematics 5. Introductory calculus through integration 6. History of mathematics

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The topics set forth in 603 CMR 7.06 (18) (b) and the following topics will be addressed on a subject matter test of the 8-12 level:

• Abstract algebra • Number theory • Calculus through differential equations • Probability and statistics • Non-Euclidean geometry • Applied mathematics or mathematics modeling

Political Science/Political Philosophy (Levels: 5-8; 8-12) • Civics and Government

• The Founding Documents of the United States and Massachusetts • American government and politics • Comparative government • Theories of political science or philosophy • International relations

• History • United States history • Western civilization

• Geography • Major physical features of the world • The effects of geography on various peoples

• Economics 1. Fundamental economic concepts and economic reasoning 2. American economic history

(e) Methods and sources for research in the social science

General Science (Levels: 1-6; 5-8) (a)  The  following  topics  will  be  addressed  on  a  subject  matter  knowledge  test  for  the  1-­‐6

  level:  1. Basic  principles  and  concepts  of  the  life  sciences  appropriate  to  the  elementary  

school  curriculum.  2. Basic  principles  and  concepts  of  the  physical  sciences  appropriate  to  the  elementary  

school  curriculum.  3. History  and  philosophy  of  science.  4. Safety  issues  related  to  science  investigations.  

(b)  The  topic  set  forth  in  603  CMR  7.06  (11)  (a)  3.  and  the  following  topics  will  be  addressed   on  a  subject  matter  knowledge  test  for  the  5-­‐8  level:  

1. Intermediate  knowledge  of  biology,  chemistry,  physics,  earth/space  science,  and  related  mathematics.  

2. Methods  of  research  in  the  sciences,  including  laboratory  techniques  and  the  use  of  computers.  

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Middle School: Humanities (English and History) (Levels: 5-8) (a)  English  

1. Literature  a. American  literature  including  the  Colonial  Period;  the  Revolutionary  Period;  American  Romanticism  and  the  American  Renaissance  (to  include  Hawthorne,  Emerson,  Melville,  Whitman,  and  Thoreau);  the  Civil  War  and  the  post-­‐war  period;  and  fiction,  poetry,  and  drama  from  the  early  20th  century  to  the  present.  b. World  literature  including  British  literature  (including  the  Anglo-­‐Saxon  period,  the  Middle  Ages,  the  Renaissance,  the  Restoration  and  the  18th  century,  the  Romantic  Period,  the  Victorian  Period,  and  the  20th  century)  and  other  European  literature;  literature  of  Africa,  Latin  America  and  Asia;  Ancient  Greek  and  Roman  literature;  the  Bible  as  literature;  world  myths  and  folktales.  c. Characteristics  of  the  different  genres  of  literature.  

2. Language.  a. History  and  structure  of  the  English  language.  b. Knowledge  of  the  rules  and  conventions  of  standard  written  and  spoken  English.  

3. Rhetoric  and  Composition.  a. Principles  of  classical  rhetoric.  b. Similarities  and  differences  between  oral  and  written  communication.  

(b)  History.  1. United  States  History:  indigenous  people  of  North  America;  European  settlements  

and  colonies;  the  American  Revolution;  expansion,  reform,  and  economic  growth  of  the  United  States  up  to  the  Civil  War;  the  Civil  War  and  Reconstruction;  European  immigration,  industrialization,  and  scientific  and  technological  progress;  the  two  World  Wars;  and  the  United  States  from  1945  to  the  present.  

2. World  History:  human  beginnings  and  early  civilizations  (Africa,  Mesopotamia,  Phoenicia,  Egypt,  India,  China);  roots  of  Western  Civilization  (Israel,  Greece,  Rome);  English  and  Western  European  history;  Renaissance  and  the  age  of  exploration;  age  of  revolutionary  change  in  Europe;  development  of  Asia,  Africa,  and  South  America;  the  world  in  the  era  of  two  World  Wars;  and  the  world  from  1945  to  the  present.  

3. Geography.  a. Major  physical  features  of  the  world.  b. Key  concepts  of  geography  and  its  effects  on  various  peoples.  

4. Economics.  a. Fundamental  economic  concepts  and  economic  reasoning.  b. American  economic  history.  

5. Government:  Principles  of  American  government  and  the  founding  documents  of  the  United  States.  

6. Methods  and  Sources  for  Research  in  History.  (c)  Reading  theory,  research,  and  practice  at  the  middle  school  level.  

 

Middle School: Mathematics/Science (Levels: 5-8) (a)  General  Science.  

1. Intermediate  knowledge  of  biology,  chemistry,  physics,  earth/space  science,  and  related  mathematics.  

2. History  and  philosophy  of  science.  

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3. Methods  of  research  in  the  sciences,  including  laboratory  techniques  and  the  use  of  computers.  

(b)  Mathematics.  1. Algebra.  2. Euclidean  geometry.  3. Trigonometry.  4. Discrete/finite  mathematics.  5. Introductory  calculus  through  integration.  6. History  of  mathematics.  

(c)  Reading  theory,  research,  and  practice  at  the  middle  school  level.  

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GUIDELINES FOR PRE-PRACTICUM AND

PRACTICUM PRODUCTS  

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DOCUMENTATION OF TEACHING TIME IN THE PRE-PRACTICUM

Teaching time consists of the following instructional and supervisory activities: Individual instruction to one learner; teaching small group and whole class lessons that have been either co-planned with the supervising practitioner or independently planned by the student teacher or intern; supervising lunch, recess, study hall, independent seatwork, and classroom transitions. Student teachers and interns should document their teaching time on a weekly basis. Students may use this form or create their own. Field _____________________ Level__________________________ Week of ACTIVITY NUMBER

OF HOURS*

SIGNATURE TEACHER

*The expectation is that a minimum of 135 hours will be documented. The total number of hours in the fourteen-week practicum is 420. Student signature :___________________Please print name____________________ Students please keep a copy for your records.

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Week of ACTIVITY NUMBER

OF HOURS*

SIGNATURE TEACHER

*The expectation is that a minimum of 135 hours will be documented. The total number of hours in the fourteen-week practicum is 420. Student signature :___________________Please print name____________________ Students please keep a copy for your records.

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SAMPLE – ELEMENTARY – DOCUMENTATION OF TEACHING TIME

Teaching time consists of the following instructional and supervisory activities: Individual instruction to one learner; teaching small group and whole class lessons that have been either co-planned with the supervising practitioner or independently planned by the student teacher or intern; supervising lunch, recess, study hall, independent seatwork, and classroom transitions. Student teachers and interns should document their teaching time on a weekly basis. Students may use this form or create their own. Field ____ELEMENTARY___ Level_______1-6_______________ Week of ACTIVITY NUMBER

OF HOURS*

SIGNATURE TEACHER

12/5-9

• Reading group each day (45 minutes)

• Math each day (45 Minutes) • Science three days (one

hour each)

3.75 3.75 3.00 total: 10.5

*The expectation is that a minimum of 135 hours will be documented. The total number of hours in the fourteen-week practicum is 420. Student signature :___________________Please print name____________________ Students please keep a copy for your records.

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SAMPLE – SECONDARY – DOCUMENTATION OF TEACHING TIME

Teaching time consists of the following instructional and supervisory activities: Individual instruction to one learner; teaching small group and whole class lessons that have been either co-planned with the supervising practitioner or independently planned by the student teacher or intern; supervising lunch, recess, study hall, independent seatwork, and classroom transitions. Student teachers and interns should document their teaching time on a weekly basis. Students may use this form or create their own. Field ____HISTORY________ Level_____8-12_________________ Week of ACTIVITY NUMBER

OF HOURS*

SIGNATURE TEACHER

12/5-9

• Three 50 minute classes each day

• One 50 minute study hall each day

12.5

*The expectation is that a minimum of 135 hours will be documented. The total number of hours in the fourteen-week practicum is 420. Student signature :___________________Please print name____________________ Students please keep a copy for your records.  

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Documentation  100  Hours    Of  Full  Responsibility  

 Full  responsibility  is  defined  in  the  following  way:  The  intern/student  teacher  plans  and  teaches  a  lesson,  taking  full  responsibility  for  instruction  and  classroom  management.    The  supervising  practitioner  may  be  in  the  room,  but  does  not  intervene  in  the  lesson.    Lessons  may  be  small  group  as  well  as  whole  class.    Full  responsibility  extends  to  supervisory  activities  as  well,  such  as  overseeing  transitions,  recess,  and  other  activities  where  the  intern/student  teacher  is  fully  in  charge  and  responsible  for  the  class.    

Time   Date   Description  of  Activity  

     

     

     

     

     

     

     

     

     

     

Student’s signature :___________________ Please print name____________________ Supervising Practitioner:___________________ Please print name____________________ Students please keep a copy for your records.

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Documentation  of  Engagement  with    English  Language  Learners    

 Engagement  with  English  Language  Learners  can  be  described  as,  but  not  limited  to,  the  following  activities:  Creating  instructional  materials  that  support  students  with  diverse  cultural  and  linguistic  backgrounds;  using  appropriately  designed  visual  and  contextual  aids  when  communicating  with  English  Language  Learners;  using  effective  strategies  and  techniques  for  making  content  accessible  to  English  Language  Learners;  differentiating  instruction  to  accommodate  learners  who  are  at  various  levels  of  English  language  proficiency  and  literacy;  collaborating  with  families  to  create  strategies  for  supporting  student  learning  both  at  home  and  at  school.  Please  note  that  not  all  of  these  might  be  addressed  in  the  practicum,  and  that  some  of  these  activities  might  be  done  through  observation  of  your  supervising  practitioner.    You  are  in  the  process  of  developing  your  skills  and  the  expectation  is  that  you  will  be  demonstrating  them  at  the  level  of  an  emerging  teacher.  

Time   Date   Description  of  Activity  

     

     

     

     

     

     

     

     

     

Student’s signature :___________________ Please print name____________________ Supervising Practitioner:___________________ Please print name____________________ Students please keep a copy for your records.

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TOP TEN QUESTIONS TO ASK IN DESIGNING LESSONS

1. What are the student entry-level skills and understandings necessary for this lesson? How will these be assessed?

2. How does this lesson build on/connect with previous lessons?

3. What will students understand/be able to do at the end of the lesson, and how will they demonstrate their new skills or understanding?

4. What Massachusetts Curriculum Frameworks will be addressed?

5. How will the lesson be introduced?

6. How will I make the objectives of the lesson and the criteria for success clear to the students?

7. What will the key questions, activities and assignments be?

8. How will I check for student understanding during the lesson?

9. How will I differentiate instruction during the lesson for low as well as high performing

students, and accommodate to different learning styles?

10. How will I evaluate the lesson?

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LESSON PLAN DESIGN

General Goal: Relevant Curriculum Frameworks/Common Core Standards: Behavioral Objective (What will students be able to do at the end of the lesson?): Introductory Activity (How will you grab the children’s interest and get them involved?): Basic Teaching Steps:

• Materials • Time estimate for each segment • Differentiated instruction

o For lower performing students o For higher performing students o For ELL learners o Accommodations for learners with special needs

Wrap-up Activity (How will you conclude the lesson?): Evaluation Procedure (How you know your objectives have been met):

• Informal assessment • Formal assessment

Plan for subsequent lessons (to be completed after the lesson has been taught):

• Areas that need to be re-taught or reviewed • Lessons that build on this lesson’s learning

Reflection and ideas for revision:

See Lesson Plan Template on the following page.

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LESSON PLAN TEMPLATE

Lesson: Date: General Goal: Objectives:

MA Frameworks/Common Core Standards: Materials:

Essential Question:

Connection (to previous lessons and/or other content areas):

Introduction:

Teaching Procedure:

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Wrap Up:

Differentiation:

Assessment:

Extension of the Lesson:

Reflection:

Plan for Subsequent Lessons:

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CHECKLIST FOR ELEMENTARY SCHOOL UNITS

Unit Creation • Read the Massachusetts Curriculum Frameworks and any district learning expectations for

your topic. Identify for yourself important ideas, skills, concepts, and content. Name these in your overall unit rationale and then, where appropriate, in each lesson. It is usually appropriate for an elementary school unit to be interdisciplinary and to integrate many subject areas.

• Assess your students as prior to knowledge. Analyze this assessment by individual student and the class as a whole.

• Plan your overall rationale for the unit. Be sure you can justify each of your goals and

objectives. Frame one or two enduring ideas into essential questions and then unit questions.

• Research the content for your unit. Be sure all your information is correct and your understanding is robust.

• Develop anticipated outcomes that match the Massachusetts Curriculum Frameworks, district

learning expectations, current student knowledge and needs, and your rationale. These need to include both what students will be doing and what they will be learning.

• Create an introductory activity that engages students in the overall unit goals.

• Create a sequential series of lessons based on your anticipated outcomes. Lessons ought to

build on each other in a coherent way. Each lesson needs to address unit goals and objectives. Be sure your lessons are appropriately differentiated to meet the needs of each student in the classroom. Be sure you are addressing the range of learning styles and needs. Include cooperative, independent, and whole class lessons.

• Build on current available units if appropriate. Make modifications as needed for your goals

and your students.

• Build in formative assessment to help you understand what the students are learning and what issues or problems are arising. Be sure to uncover and address misunderstandings along the way.

• Conclude with a lesson that pulls together the entire unit for the students.

• Create a final assessment that informs you both about individual student understanding and

about how well each of your goals was met.

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Unit Presentation • Have student work samples from each lesson. Be sure to have sample work from a variety of

student levels and styles. Include photos where applicable.

• Write a reflection for each lesson that both evaluates student learning and that evaluates the lesson overall. Include suggestions for modifications for future teaching of this unit.

• Include a full bibliography that credits all written resources as well as all help from individuals

in your school community.

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CHECKLIST FOR MIDDLE / HIGH SCHOOL UNITS

Did I include?

• Statement of rationale for the unit, general goals, and a description of the students and

context in which the unit will be taught.

• Course syllabus for unit containing:

o Reading assignments

o Major student projects

o Other major assignments

• Selected lesson plans (an overview of all lesson plans and four plans in detail)

o Should contain lesson objectives, teaching procedures, homework assignments, and

methods of evaluation

o Adaptations for learners with special needs and/or limited English proficiency

o A lesson plan using small cooperative learning groups

• Attach examples of teaching materials

o Handouts, quizzes, exams (6-8)

o Sample student products (4-5)

• Evaluations of unit

o Student evaluation tools

o Evidence of student assessment other than paper and pencil assignment

o Teacher assessment of unit as taught

o Recommendations/Modifications

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Guidelines For Journals

Journals are a highly personal way of reflecting on your practicum and pre-practicum experience.

The purpose of the journal is to provide a useful method of recording your thoughts, questions, and,

possibly, concerns in a way that enables your supervisor to be helpful and which provides a rich

record of your progress as you grow and evolve.

There is no "right" way to write a journal. The following are guidelines that, hopefully, will provide a

flexible structure so that you can find the mode and style that works best for you:

• Journal entries should be made at least once a week. Some may find making two or three entries a week more useful.

• Jot down ideas you have thought about or activities you have seen or read about that you would like to try at some future date.

• Confine your entries to pedagogical issues. It should not be a daily account of what you did and observed.

• Try to make connections between what you have learned or are learning in your courses and what you are seeing/doing/learning in your classroom.

• Describe at least one thing each week that went well. Analyze what you learned from that. • Keep an ongoing record of good teaching strategies you have observed.

Your supervisor is most interested in your reactions and thoughts and in learning about ways in

which he/she can be most helpful and supportive.

Decide with your supervisor at the beginning of the semester how you are going to use your journal.

E.g. - How often you will make entries - The format that will work best for you - How you will submit the journal to your supervisor and his/her mode of response to it.

This is a process that should feel useful and comfortable to you. We believe you will come to

appreciate the benefits of journal writing and continue to use this process as you become a life-long

learner.

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Positive Behavior Plan

1. Learner Description: a. First name and age b. Grade c. Previous special services and/or grade repetitions if any

2. Educational Setting:

a. Classroom size and population b. Classroom structure/organization

3. Target: Specific Observable Behavior

4. Entry Level or Baseline Data:

a. Procedure used in obtaining baseline/ entry level b. Current level of skill or behavior

5. Goals:

a. Social 1) Reasonable reduction of non productive behavior 2) Replacement with positive alternative

b. Academic 1) Realistic goals for development of skills 2) Sequence of skills paired with time of attainment

6. Development of Plan: a. Consider causes of behavior or academic challenge b. Identify on how to build on student’s strengths c. Consider use of effective reinforcers and eventual thinning of reinforcers d. Specific teaching steps

7. System of Measuring and Recording Progress:

a. Daily data b. Graphs of data (optional) c. Consider self monitoring and recording of data

8. Results:

a. Number of sessions and length of program (beginning and ending dates) b. Goals mastered c. Data that demonstrates progress

9. Discussion:

a. Evaluation of student’s progress and effectiveness of program b. Recommendations

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GUIDELINES FOR PORTFOLIOS: PRE-PRACTICUM AND PRACTICUM The purpose of the portfolio is threefold:

• To document the student teacher’s progress toward meeting the five standards for Massachusetts licensure.

• To have the student teachers begin to create their own professional portfolios which they will use in their search for their first teaching position and which they might use in the future to meet national requirements

• To promote reflection.

The portfolio should be viewed as a vehicle for personal growth as well as an evaluative document. It should also represent your values, beliefs and philosophy. The student teacher should set goals for personal growth at the beginning of the year and select products that demonstrate progress toward those goals and reflect his/her philosophy and personal credo. For example, attached to a lesson plan might be a reflective statement indicating what was learned from that lesson, the failures as well as the successes. Comments might include:

• What I learned

• What I will do differently

• What my goal is Suggested portfolio material:

o Statement of philosophy of education o Sample Lesson Plans (at least one using cooperative groups) o Sample learner products o Sample curriculum and assessment materials o Notes written and received o Photographs of classroom activities and/or projects (with permission for classroom photographs) o Readings o Quotes o Resume

At the conclusion of the practicum, the Interns’ other clinical products, i.e. the curriculum unit, the Positive Behavior Plan should be added to the above documents to form a complete professional portfolio.

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MEDIA CONSENT FORM

Simmons College Department of Education

Media Consent Form (to be used in the absence of a site-based consent form)

I have been informed that sound recordings and/or videotape footage of my child may be used as part of a training module for teachers or student teachers serving school aged learners. I understand that my child’s name will not be used, nor will any other information that may identify my child be revealed. I understand that the videotape will be used for instructional purposes only, and the Department and the student will not release the videotape to the public. The tape will be erased by the student at the conclusion of the assignment. Name of Learner: Signature of Parent/Guardian: Date: School Name: Street Address: Town: State: Zip: School Telephone: Name of Supervising Practitioner: Signature of Supervising Practitioner: Date: Name of Student Teacher or Intern: Signature of Student Teacher or Intern: Date:

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Guidelines for Using Videotape Before doing your video, check with your cooperating teacher as to school policy and procedure, and what permission forms you may need. You may be asked to send a letter home to parents explaining what you will be doing and why. Emphasize that this is for your own professional development, and will only be viewed by you, and possibly your supervisor, cooperating teacher, and seminar members. It is your responsibility to make the technical arrangements for the video taping session. See if your school has equipment that you may use. If not, check with your supervisor. Many of them have video recorders and will be willing to assist. You can also sign out video equipment form the Simmons Media Center. 1. Plan your taping session for the first half of the semester. It is advisable to run the camera blank the day before you actually want to tape so that the students will get used to the camera and it will be less of a distraction. Tape a whole class lesson or several lessons. Then go back and select a 10-15 minute segment you want to use. Editing equipment is available in the media center if you want to edit out portions of the tape you don’t want to use.

• The earlier you start this process, the more opportunity you have to benefit from this experience.

• After viewing your first tape, you may find you want to continue this process with additional tapes. Leave yourself enough time to do this.

2. Try to select a teaching event that you really want to observe (e.g., A whole class lesson; a reading group discussion; giving directions; etc)

3. You may want to watch the tape the first time by yourself, with your cooperating teacher, or with someone else. Students tend to be overly critical of themselves, especially if it’s the first time they’ve seen themselves on tape, and watching it with someone else sometimes reduces the impulse to focus on the negative. Make the experience as easy as possible for yourself.

• If you know ahead of time some specific behaviors you want to look at, focus on those.

• If you have no preconceived behaviors on which you want to focus, see what strikes you as noteworthy, looking for areas of strength as well as areas of need. Make a list of both.

• Identify one or two areas to which you want to give priority over the next few weeks.

• Describe the skill(s) on which you want to work.

• Generate several possible strategies for improving performance in these areas.

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4. During the pre-practicum semester you have a choice of how to share your tape with your supervisor.

• You may arrange to view the tape with your supervisor (after viewing it yourself) and discuss it.

• You may write a reflective response to the tape after viewing it yourself and give the response and the tape to your supervisor. See following guidelines for reflective response.

• Discuss what you have learned with your supervisor.

Viewing the tape with your supervisor can also be very helpful. Make sure you and your supervisor agree on the priorities for future attention. Discuss how your supervisor can help you in his/her data taking.

5. Prepare a brief summary of this process to share in your seminar:

• What you learned

• Your plan for improvement

6. Think about sharing your video in seminar:

1. Set the scene/context.

2. Prepare the group for areas to which you want them to attend.

3. You may ask the group to take data on specific behaviors, such as:

• positive responses

• repeating students’ comments

• specific mannerisms or verbal utterances

• kinds of questions

• use of blackboard

• movement around the classroom

• being consistent in directions and requests

• Equity: Are you attending more to one child or group of children than to others? Are they all participating equally?

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4. See what fresh observations the group can contribute.

This process can feel very scary and intimidating at first. However, it is a powerful learning experience and one that should become a life-long tool. After your initial nervousness, the more you do this the more your comfort level will increase as you gain experience observing yourself, reflecting on your practice, and developing your own self-evaluation skills.

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Guidelines for Reflective Response to Videotape

1. What behavior are you focusing on? What is currently puzzling you in your practice? 2. What is the data on the tape that helps you look at and analyze your behavior? 3. Did you see anything that surprised you? What did you notice about yourself or your students that you hadn’t noticed before? 4. What did you learn from watching this tape? 5. What questions do you now have and to what do you want to pay more attention in your teachings? (Two or three priority areas)

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LICENSURE RECIPROCITY

 NASDTEC States signed with Interstate Agreement

Teachers (T), Administrators (A), Support Personnel (S) (The following states currently participate in the 2005-2010 agreement.)

Alabama...............T-A-S Nebraska..............T-A Alaska..................T-A-S Nevada.................T-A Arizona................T-A New Hampshire...T-S Arkansas..............T New Jersey...........T California.............T New Mexico........T-A Colorado..............T-A New York............T-A-S Connecticut..........T-S North Carolina.....T-A-S Delaware..............T-A North Dakota.......T District of Columbia .T-A-S Ohio.....................T Florida.................T-S Oklahoma.............T-A-S Georgia................T-A Oregon.................T-A-S Guam...................T-S Pennsylvania........T Hawaii.................T Rhode Island........T-A-S Idaho....................T-A South Carolina.....T-A-S Illinois..................T Tennessee.............T-A-S Indiana.................T-A-S Texas....................T-A Kansas.................T Utah.....................T-A-S Kentucky.............T Vermont...............T Louisiana.............T Virginia................T-A-S Maine...................T-S Washington..........T-A-S Maryland.............T-A-S West Virginia.......T-A-S Michigan..............T Wyoming.............T-A-S Mississippi...........T-A-S Montana...............T

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