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Center for Teacher Certification, ACC 20082009

Supervisors

Requirements Fall Supervisor Contract/Invoice WalkThrough Observation Form

TIP/Status Report PDAS

Spring Supervisor Contract/Invoice Recommendation for Certification

Center for Teacher Certification at ACC 20082009

SUPERVISOR REQUIREMENTS Another expert who assists the intern, mentor, and program staff is the Supervisor. This individual provides a service that helps ensure intern success. These requirements include a Texas Teacher certificate (preferably) with 5 years of teaching experience in public schools with a master’s degree recommended; training with ACC's TCP Fall Training and with on our website; a minimum of four visits per intern per year plus EDTC 3004 class meetings; documentation of progress, issues, concerns, and regular correspondence (person, phone, email).

The Supervisor’s mission is to resolve issues, advocate for interns, ensure that TEKS and SBEC Standards are taught, and communicate with program staff.

• Study the Teacher Induction Handbook for the list of required activities for each semester. • You will be paid $235 per student per semester, to be paid monthly. • Submit an email/fax electronic copy of documentation to ACC Office and Interns for Walk

Through, TIP, and PDAS forms within 5 days of activity. • Alert ACC TCP Office with any concerns and intern accomplishments. • Copy ACC staff on email correspondence with interns. • Sign in at the office each time you visit a campus and leave the principal a note that you

were observing and/or consulting with the intern and/or mentor.

Contacts: Melaina Wilkin, Coordinator [email protected] – 2237854 Sharon Duncan, Director [email protected] – 2237650

I agree to these requirements, suggestions, and conditions (Need original signature).

Name__________________________________________________________________

_______________________________________________________________________ Address

___________________________ _________________________________________ Phone number Email address


The most important step for mentors, interns, and supervisors is to attend the September training where all learn about the mentoring process and then practice as they eat lunch together. The training continues in the afternoon with practice in observing teachers, collecting data, creating a Teaching Improvement Plan, and discussing the documentation to be submitted to ACC’s Center for Teacher Certification. All documentation will be submitted electronically and can be found on our website: http://www.austincc.edu/teacher.

Mark your calendar for October _________, from 9:001:00 at the Highland Business Center (adjacent to Highland Mall).

RSVP by September 30 by calling 512.223.7649 or 512.223.7854.

We also provide online training for those who must miss the training or would like to review the process. Since mentors are paid for training, you may train online by selecting the training button on the website and completing the training activities. All necessary documents and timelines are downloadable.


Supervisor’s WalkThrough Observation Please check items that are observed, sign, and share a copy with the Intern

and submit signed copies to ACC immediately.

Intern ____ ___________________ Class_____ _____ Supervisor ____________________________ Date ______/___/_________

Students were: Teacher was:

1. On task (80% or greater) 1. Lecturing

2. Actively involved (manipulatives, labs, etc.) 2. Helping individual students

3. Reading or Writing (circle one) 3. Facilitating class

4. Completing worksheet 4. Reading to students

5. Using technology 5. Working at desk (not interacting with students)

6. Actively "listening" / "watching" 6 Questioning (knowledge/comprehension)

7. Working in cooperative groups 7. Questioning (analysis/synthesis) why & how

8. Involved in selfdirected learning 8. Modeling task

9. Other _________________________ 9. Managing student behavior

Evidence of a positive learning environment utilizing clear expectations, accountable talk, and academic rigor:

1. Creative work products 8. Room arrangement is suited to activity & required materials are readily available.

2. Problemsolving / decisionmaking 9. Student work displayed

3. Lesson addresses multiple learning styles

10. Posted classroom rules & safety procedures.

4. Clearly stated/posted objective / criteria for lesson

11. Positive & respectful communications / feedback

5. Effective use of instructional time 12. Lesson linked to reallife situations

6. Use of rubrics / graphic organizers / other strategies supporting reflective learning

13. Evidence of established routines / procedures

7. Studentcentered environment 14. Other ____________________________

Supervisor's Signature__________________________________ Date: ___________________ Intern's Signature___________________________________ Date: ___________________

Comments: __________________________________________________________________


Teacher Improvement Plan (TIP) 20082009

Intern_______________________ Date/Observation ______________ Date/Coaching _____________

Areas for Improvement: _____________________________________________________

Standards for Further Development

Action/s to Be Taken

Mentor’s/Supervisor Responsibilities

Intern Responsibilities

Completion Timeline

Success Indicators Use tangible or visible indicators to determine success for the chosen Standard.

Improvements Made &

Documented

2c Managing Classroom Procedures

ü

3c Engaging Students in Learning

ü

3b Using Questioning and Discussion Techniques


Supervisor’s Signature: ____________________ Date _______________________________________

Mentor’s Signature: _______________________ Date_______________________________________

Intern's Signature: _______________________________ Date _______________________________________

Supervisor Status Report for Intern: _______________________________________________________________________________________________________ ______________________________________________________________________________________________

During the 2 nd semester, document improvements that have been made and others added.


Sample Teacher Improvement Plan (TIP)

Date/PreConference__________ Date/Observation ______________ Date/Coaching _____________

Areas the Intern Has Chosen to Improve: _____________________________________________________

Standards Chosen for Further

Development

Action/s to Be Taken

Mentor’s/Supervisor Responsibilities

Intern Responsibilities

Timeline for

Completion

Success Indicators Use tangible or visible indicators to determine success for the chosen Standard.

Improvements Made &

Documented

2c Managing Classroom

Procedures

Teacher's record keeping and other non instructional responsibilities take a minimum of class time.

Discuss alternative routine for maximizing instructional time.

Check attendance at the door, empower students to use routine and readilyavailable resources to maximize teaching time.

by October 3

Additional time for direct teaching is observed.

ü 20% more direct teaching time observed on Oct. 4 visit.

3c Engaging Students in Learning

Engage all students in learning TEKS.

Suggest available resources for manipulatives for related TEKS being taught.

Set up an area where students can get materials for a hands on project that challenges them to explore and apply the TAKS strands being covered.

by October 30

Students engaged in handson activities, working both collaboratively and independently throughout the class period.

ü Students engaged 90% of the period with appropriate teacher re direction as needed

3b Using

Questioning and Discussion Techniques

Planning to include higher level of questioning including application and synthesis.

Gives suggestions for questioning techniques that address higher level thinking.

Have 3 challenging questions on the overhead as students enter the room. Draw from Bloom's Taxonomy.

by November 10

Intern using questioning to elicit higher level thinking for all students.

Intern asking 5/20 students for higher level thinking answers.

Supervisor’s Signature: ____________________ Date _______________________________________ Mentor’s Signature: _________________________________Date_________________________________________________ Intern's Signature: _______________________________ Date _______________________________________ Supervisor Status Report for Intern: _______________________________________________________________________________________________________ ______________________________________________________________________________________________


Supervisor’s Professional Development and Appraisal System FALL Observation Summary (Domains IIV only)

Intern/Clinical Teacher_____________________________ Date____________

Domain I: Active, Successful Student Participation in the Learning Process

Students Are Exceeds Expectations

Proficient Below Unsatisfactory Strengths Areas to Address

1. Engaged in learning 2. Successful in learning 3. Critical thinking/problem solving 4. Connects learning

Notes:

Domain II: LearnerCentered Instruction

The teacher includes Exceeds Expectations


1. Goals and objectives 2. Learnercentered activities 3. Critical thinking and problem solving 4. Motivational strategies 5. Activities aligned with curriculum 6. Pacing and sequencing of strategies 7. Value and importance of activities 8. Appropriate questioning and inquiry 9. Use of technology

Notes:


Domain III: Evaluation and Feedback on Student Progress

The teacher Exceeds Expectations


1. Monitors and assesses progress 2. Aligns assessment and instruction 3. Assesses learning appropriately 4. Reinforces learning 5. Provides constructive feedback 6. Provides relearning and reevaluation Notes:

Domain IV: Management of Student Discipline, Instructional Strategies, Time & Materials



1. Follows discipline procedures 2. Encourages selfdiscipline and self directed learning 3. Maintains equitable teacherstudent interaction 4. Demonstrates expectations for

behavior 5. Redirects disruptive behavior 6. Provides strategies/activities that

are equitable and varied for students 7. Manages time and materials

5. Verbally/nonverbally with parents, staff, community members, and other professionals

6. Supportively, courteously

Notes:

Supervisor Signature _______________________________________ Intern signature _________________________________________________


Fall Supervisor Contract/Invoice

Supervisor's mission: To ensure that interns receive all the assistance needed for a successful year, the supervisor will resolve issues, advocate for interns, ensure that the TEKS and Standards are taught, and communicate with program staff via email, phone, and documentation.

Intern’s Name _________________________________________________________

I am submitting the above documentation for the intern above for $235 Fall semester payment.

Supervisor’s Signature ____________________________ Date _______________

Submit to: Coordinator for Teacher Certification Austin Community College 5930 Middle Fiskville Rd., Office 417.3 Austin, TX 78752 512.223.7854 512.223.7030

Supervisor Activity Date(s)

a.

b.

1. Minimum of 2 observations per intern per semester, providing electronic copies to both intern and ACC office. ü Use WalkThrough Observation at least

one time. ü PDAS Observation 2 nd visit (Domains I

IV only) ü Meeting with interns at EDTC 3004

seminar sessions

c.

2. One meeting with mentor teacher and principal.

3. Immediate notification to staff by Phone/email of problems with mentor, principal, or intern. Documentation of correspondence with intern by copying TCP staff.

Date/s:

4. Teacher Improvement Plan submitted by December 1 with copies to intern, mentor, and ACC office.

Date/s:


Supervisor’s Professional Development and Appraisal System SPRING Observation Summary (All Domains)

Intern/Clinical Teacher_____________________________ Date____________

Domain I: Active, Successful Student Participation in the Learning Process

Students Are Exceeds Expectations


1. Engaged in learning 2. Successful in learning 3. Critical thinking/problem solving 4. Connects learning

Domain II: LearnerCentered Instruction

The teacher includes Exceeds Expectations


1. Goals and objectives 2. Learnercentered activities 3. Critical thinking and problem solving 4. Motivational strategies 5. Activities aligned with curriculum 6. Pacing and sequencing of strategies 7. Value and importance of activities 8. Appropriate questioning and inquiry 10. Use of technology

Notes:


Domain III: Evaluation and Feedback on Student Progress



1. Monitors and assesses progress 2. Aligns assessment and instruction 3. Assesses learning appropriately 4. Reinforces learning 5. Provides constructive feedback 6. Provides relearning and reevaluation

Domain IV: Management of Student Discipline, Instructional Strategies, Time & Materials



1. Follows discipline procedures 2. Encourages selfdiscipline and self directed learning 3. Maintains equitable teacherstudent interaction 4. Demonstrates expectations for

behavior 5. Redirects disruptive behavior 6. Provides strategies/activities that

are equitable and varied for students 7. Manages time and materials

Domain V: Professional Communication

The teacher communicates Exceeds Expectations


1. With students in writing 2. Verbally/nonverbally with students 3. With reluctant students 4. In writing with parents, staff,

community members, and other professionals

5. Verbally/nonverbally with parents, staff, community members, and other professionals

6. Supportively, courteously

Notes:


Domain VI: Professional Development

The teacher's professional development Exceeds

Expectations Proficient Below Unsatisfactory Strengths Areas to Address

1. Follows campus/district goals 2. Addresses student needs 3. Is based on prior performance

appraisal 4. Involves improvement of student

performance

Domain VII: Compliance with Policies, Operating Procedures, and Requirements

The teacher adheres to Exceeds


1. Policies, procedures, and legal requirements

2. Verbal/written directives 3. Orderly, safe environment

Domain VIII: Improvement of Academic Performance of All Students on Campus

The teacher Exceeds


1. Aligns instruction 2. Analyzes TAKS data 3. Uses appropriate sequence for TAKS

objectives or testing 4. Uses appropriate materials for TAKS

objectives 5. Monitors student performance to

give feedback 6. Monitors student attendance 7. Provides atrisk students

opportunities to succeed 8. Creates appropriate plans to

intervene when students are failing 9. Modifies and adapts instruction for

atrisk students Notes:

Supervisor Signature _______________________________________ Intern signature _____________________


Spring Supervisor Contract/Invoice

Supervisor's mission: To ensure that interns receive all the assistance needed for a successful year, the supervisor will resolve issues, advocate for interns, ensure that the TEKS and Standards are taught, and communicate with program staff via email, phone, and documentation.

Intern’s Name _________________________________________________________

I am submitting the above documentation for the intern above for $235 spring semester payment.

Supervisor’s Signature ____________________________ Date _______________

Submit to: Coordinator for Teacher Certification Austin Community College 5930 Middle Fiskville Rd., Office 417.3 Austin, TX 78752 512.223.7854 512.223.7030

Supervisor Activity Date(s)

a. 1. Minimum of 2 observations per intern per

semester, providing electronic copies to both intern and ACC office. ü Use WalkThrough Observation at least

one time and continue fall TIP. ü PDAS Observation 2 nd visit (all

domains).

b.

2. One meeting with mentor teacher and principal.

3. Immediate notification to staff by Phone/email of problems with mentor, principal, or intern. Documentation of correspondence with intern by copying TCP staff.

Date/s:

4. Teacher Improvement Plan submitted by May 1 with copies to intern, mentor, and ACC office.

Date/s:

Center for Teacher Certification 20082009

TCP Supervisor Survey

Your input is very important! Please help us to evaluate the program. Feel free to add comments on the back of this page. Disagree Agree

Teacher Certification Program Components

The internmentorsupervisor training helped to develop my skills as a supervisor.

The quality of the training sessions offers a model of good teaching. The required number of observations during the internship year is sufficient. Mentor Support

The mentor has been responsive to my need for information about the intern.

I recommend the mentor to serve as a mentor for future TCP interns. Administrator Support The campus level administrator is supportive of the intern’s success. The campus level administrator welcomed and/or solicited my input. ACC/TCP Support and Communication

The TCP staff has been helpful and responsive to my needs.

ACC TCP staff has shared information from principal/mentor/intern that has helped me to support the intern.

Additional TCP assistance is available to me as needed.

The communications I have received from TCP staff have been clear, and in a timely manner. Overall Evaluation of the TCP

I would recommend the TCP to an individual interested in becoming a teacher.

What do you consider to be the most significant strengths of the Teacher Certification Program?

• Content and methods training • Pedagogy training • Mentor training and support • The support of the ACC/TCP staff • The materials and other resources

Overall, what grade would you give the TCP and why?

General Comments/Suggestions:


RESOURCES

Shared Conversations Questioning Techniques Reflecting Conversations

TxBESS Framework and Clusters (14) Texas Education Code of Ethics

Intern Probationary and Exit Process


Shared Conversations

Many times educators will not be aware of the voice they use. In fact, educators have a tendency to stick to one type of role/voice more often than others. We feel that the coaching conversation is the most effective in assisting new teachers to grow and develop as teachers. This does not mean that a mentor should not take on other roles/voices in their relationship with the mentor. It simply means when it comes to addressing specific teaching skills and classroom organization, the coaching conversation enables the new teachers to be in the driver’s seat of their own development. Consider the coaching conversation between Elena and her mentor, Lisa. Note the commentary to illustrate the key components of the coaching conversation.

In the example above, Elena has generated her own strategy to deal with a problem in her classroom. As a result of this coaching conversation, she will be more confident and more committed to applying the new strategy. Indeed, she has taken ownership of this new procedure. The mentor supports the new teacher in creating his/her own pathway to success.

Elena I can’t believe how hard it is to get them to settle down at the end of the day before the bell rings. I tell them to sit down and be quiet, but no one pays attention.

Lisa Let me see, you’re having trouble getting them to settle down at the end of class. (Here the mentor paraphrases the concerns of the new teacher. This establishes rapport and allows both the mentor and new teacher to identify the key problem.)

Elena Yes. It’s like that every day. Lisa What procedures and routines have you tried so far at the end class? (The

mentor refrains from telling the new teacher what she knows and instead focuses on getting Elena to address her own problem.)

Elena Well, I usually tell everyone to be quiet and sit down. Lisa I see. And what happens at the end of the classroom? (The mentor asks

probing questions to draw out further information.) Elena Usually, the bell rings and they all rush out like a stampede. Lisa Well, what other procedure for the end of the day would work better? (Through

reflective questioning, the mentor guides Elena to generate her own response.)

Elena Hmm. I guess I could make them sit until I dismiss them. Lisa Oh, that’s a good idea. But what criteria will you use before you dismiss them?

(The mentor’s question helps Elena to define her new procedure.) Elena I’ll require that they have to be in their seats and have all the trash picked up

around them. Lisa Now you’re talking. How are you going to release them? One at a time? (The

mentor’s question helps Elena to define her new procedure.) Elena I think I’ll let them go by rows. The row that has everything ready can go first.

Then I’ll let the next row leave. Lisa Great. See if you can give that a try next week.

In the above conversation the mentor validates the responses/ideas of the new teacher. These encouraging comments are places in italics.


Questioning Techniques In the fall training, the importance of creating rapport and trust in the mentor relationship is covered in detail. Rapport can be built through listening and attending to the other person. For the mentor, one way to establish rapport is to paraphrase the concerns of the new teachers as Lisa did. This validates the concern and ensures that the issues have been communicated clearly. Like rapport, trust is built up over time between the new teacher and the mentor. Trust can be built through confidentiality, mutual interest, respect, withholding judgment, and accepting. Trust and rapport allow for open and honest communication. It is in this environment that the reflective questions can be asked.

Reflective questions are openended, promote a nonjudgmental process, and encourage self directed learning and problem solving on the part of the new teacher. Here are some ways to begin a reflective question:

• What’s another way you might…? • What might you see happening in your classroom if…? • What options might you consider when…? • How was…different from or similar to…? • What criteria do you use to…?

The TxBESS program provides tips when asking questions.

1. Have a specific intention for the question. The mentor should have an idea of where the questioning is headed to guide the new teacher effectively.

2. Use the context to shape the question. Focus on the situation at hand. Many times the intern has a specific issue, so stick to the issue. If there are areas of teaching the mentor wants to elaborate on, it is best if he/she applies those ideas through questioning to the conversation.

3. Use exploratory language. Basically, the mentor and intern are involved in an exploration of ideas. There is no right or wrong answer in the coaching conversation. There are only different possibilities for approaching classroom situations. The conversation is designed to help the intern generate possibilities to test and explore in the classroom.

4. Use introductory language. The mentor should refer to the list of reflective stems as a resource for generating reflective questions. Below are different question stems to achieve different thinking and reflective responses from the intern.

5. Use plural nouns. Using plural nouns helps the new teacher generalize about situations, rather than being limited to one specific situation or occurrence. For example, if a teacher has a concern about a student who sleeps in class, he might say, “Johnny sleeps all the time.” The mentor might ask, “What are some of the procedures you have in place to deal with sleeping students?”

6. Eliminate “Why?” These questions tend to put the new teacher on the defensive by forcing them to justify themselves. Despite the best intentions of the mentor, “why” questions eventually lead to judgments and evaluation that can damage the trust and rapport built in the mentor relationship.

7. Avoid these stems: Do you…? Will you…? Can you…? Have you…? are questionable in the coaching conversation. They do not assist new teachers in developing their own solutions.


Guide the Intern with Reflecting Conversations Beginning Teachers will:

• Summarize their impressions of the lesson.

“As you reflect back on the lesson, how do you feel it went?” “As you recall the lesson, how did it go?” “As you review your reflection form and recall the lesson from that day, what are

your impressions about it?"

• Share data supporting their impressions.

“What did you see students doing/hear them saying that made you feel that way?” “What specifically comes to mind that support those impressions?” “What do you recall about your own thoughts (behaviors) during the lesson?”

• Compare planned with performed teaching decisions and student learning.

“How did what you observed compare with what you had planned?” “As you think about your goals for the lesson and what happened, what do you notice?” “As you consider your intentions for what students would learn and compare them to

your assessment of student learning that day, what do you recall?

• Analyze, infer, see cause and effect relationships.

“What did you do to produce the results you wanted?” “What were you aware of that students were doing that signaled you to continue with (or

change) the format of the lesson?” “What hunches do you have to explain why some students performed as you had hoped while

others did not?”

• Evaluate the effectiveness of the strategies.

“As you recall the strategies you employed to teach the lesson, how effective were they?”

• Describe the construction of new learning.

“As you continue to reflect on the lesson, what big ideas or insights are you discovering?” “As a result of this teaching experience, what are new applications and concepts?” “As you plan for future lessons, what ideas have you developed that might be carried forth to

the next lesson or lessons?”

• Identify additional factors that might enhance the success of the lesson.

“As you consider teaching this lesson again, what might you change to increase the impact on student learning (enhance the success of the lesson)?”

• Identify means of support that your mentor might provide.

“As you identify professional goals for yourself, how might your mentor support you?” “As you consider ways your mentor might provide support for you in the future, what occurs to you?”


The TxBESS Framework and Clusters

The Texas Beginning Educator Support System (TxBESS) was developed by the State Board for Educator Certification (SBEC) to address the rising attrition rate of new teachers in the public schools. Reports by the Comptroller’s Office of the State of Texas revealed that the loss of new teachers has detrimental effects on the quality of education and the costs to the schools. It has been determined that a systematic support system based on mentoring can support the new teacher in becoming a lifelong educator. The heart of this process is the trained mentor.

The TxBESS framework contains four clusters for performance that can be used to discuss the development of the teacher.

Cluster 1: Planning for Learnercentered Instruction Cluster 2: A Classroom Environment that Promotes Equity, Excellence, and Learning Cluster 3: Instruction and Communication Cluster 4: Professionalism

The Teacher Induction Program addresses all of the above clusters.

The support course, EDTC 3004, Successful Teaching Practices, addresses issues in Clusters 1, 2, and 3. The online course, EDTC 3005, Supporting the Teaching Experience, deals mainly with Cluster 4. The induction program is designed for the intern teacher to have multiple avenues for developing skills in each cluster. As is illustrated in the diagram on the next page, all the clusters overlap. This means that the roles of support from the various members of the induction program will also overlap. For example, the mentor might initiate a Teaching Improvement Plan at the beginning of the school year to get interns to begin addressing the common problems that most new teachers face.

Mentors and the Dialog for Clusters 2 & 3

As mentors and interns begin conversations about teaching practices that they have observed, it is helpful to refer to the clusters and standards. This provides a common language to discuss various activities and functions occurring in the classroom.

By looking at the most significant challenges that face the new teacher, we can easily see how the clusters above address the needs. Veenman (1984) reported these top nine challenges below.

9. Relations with colleagues 8. Students’ personal problems 7. Insufficient materials and supplies 6. Evaluating student work 5. Planning class work 4. Parent relations 3. Dealing with individual differences 2. Motivating students 1. Classroom discipline

Mentors and teacher interns should be aware of how their relationship can be used to assist in these needed areas.


The TxBESS Framework shows the progress of the beginning teacher who can move from a level of developing to higher levels of competency and proficiency. This framework provides descriptions of each cluster and each standard. In addition, it offers an analysis of behaviors that can be used to identify a student along the continuum of developing to proficient. Both the mentor and the intern should refer to these pages when speaking about observations and in creating the Teaching Improvement Plan.

CLUSTER 1: Planning for Learner Centered Instruction

CLUSTER 2: A Classroom Environment that Promotes Equity, Excellence, and Learning

CLUSTER 4: Professionalism CLUSTER 3: Instruction and Communication


Cluster 1


C l u s t e r

2 :

A

C l a s s r o o m

E n v i r o n m e n t

t h a t

P r o m


Cluster 2: A Classroom Environment that Promotes Equity, Excellence, and Learning

The standards in Cluster 2 focus on the interactions that occur in a classroom. These interactions are independent of any particular content, even though they are necessary for effective instruction. This cluster elaborates on the teacher’s responsibilities with respect to the elements of a classroom environment, such as developing a comfortable and safe classroom, creating a culture for learning, and establishing a safe place for risk taking to occur during meaningful learning. The atmosphere is structured, with noninstructional routines and procedures handled efficiently. Student behavior is respectful, and the physical environment is supportive of the stated instructional purposes.

Research documents the need for a functional classroom environment (Doyle, 1986) with routines and procedures that establish consistent high expectations for student behavior and learning for all students (Brophy, 1987). The teacher’s role in communicating such high expectations is critical in diverse classroom settings to increase the achievement of previously lowperforming groups of students (U.S. Department of Education, 1987).

The teacher who excels in Cluster 2 respects students’ interests, concerns, and intellectual abilities. As a result, the students regard their teacher as a knowledgeable and caring adult with whom they can build a trusting relationship. Instructional design based on knowledge of content, contentspecific pedagogy, and the students themselves is the basis for a classroom environment that is conducive to learning.

Cluster 2 A Classroom Environment that Promotes

Equity, Excellence, and Learning

2a. The teacher creates an environment of rapport and respect. Teacher interaction with students Student interaction

2b. The teacher establishes a culture for learning. Importance of content Expectations for learning and achievement

2c. The teacher manages classroom procedures. Transitions Materials and supplies Noninstructional duties Volunteers and paraprofessionals

2d. The teacher manages student behavior. Expectations Monitoring of student behavior Response to student behavior

2e. The teacher organizes physical space. Environmental considerations in support of learning Safety and arrangement of furniture Accessibility to learning and use of physical resources


Standard 2a: The teacher creates an environment of rapport and respect. The teacher must promote positive relationships with and among students. These relationships should be grounded in rapport and mutual respect. In a respectful environment, the teacher treats all students with dignity, making students feel valued.

The teacher projects a caring attitude toward students by providing a structured, businesslike atmosphere. Underlying this structure is the respect that the teacher exhibits for his or her students, along with the respect that the teacher encourages students to exhibit for one another.

Appropriate ways of demonstrating respect for and rapport with students depend on nonverbal as well as verbal behavior. The teacher’s interactions with students are based on an understanding of their developmental levels and cultural traditions.

Proficient

Advanced Competent

Students are considerate of each other’s time and property. They anticipate the needs of others and offer to help in classroom interactions. All students participate in class activities. Students themselves maintain high levels of caring among members of the class.

Beginning Competent

Interactions reflect warmth and caring and are respectful of individual, cultural, and developmental differences among groups of students. Additionally, students and teacher are respectful of the content to be learned.

Developing

Interactions, both between the teacher and students and among students, are generally polite and respectful. However, teacher and students pay minimal attention to cultural and developmental differences among groups of students and to the importance of the content.

Interactions, both between the teacher and students and/or among students, are disrespectful or inappropriate (e.g., sarcasm, putdowns, inappropriate physical contact, conflict).


Standard 2b: The teacher establishes a culture for learning. In classrooms with a strong culture for learning, everyone, including the teacher, is engaged in valuable academic pursuits. A culture for learning implies high expectations for all students and a safe environment for taking risks.

All students know that their teacher has a high regard for their abilities, which strengthens their commitment to high academic achievements. The teacher’s high expectations, which students internalize and convey, are at the center of a culture for learning.

In these classrooms, teachers and students are cognitively engaged, valuing highquality instruction and work. Student work is displayed. Teacherstudent interactions are characterized by teacher insistence on, and student acceptance of, the need for students to demonstrate their best efforts.

The teacher who establishes a culture for learning creates an atmosphere of excitement about the importance of learning. Students are engaged in meaningful work that carries significance beyond the next test and can provide knowledge and skills pertinent to important projects.

Proficient

Advanced Competent

Teacher demonstrates a commitment to the students and the content. Students assume much of the responsibility for establishing a culture for learning in the classroom by taking pride in their work, initiating improvements to their products, and holding their work to the highest standard.

Beginning Competent

Teacher’s commitment to learning focuses students on relevant interactions with the content. Expectations for student achievement are realistic and result in pride and accomplishment for students.

Developing

Teacher demonstrates a commitment to learning through the content taught. The teacher’s expectations for student achievement may not be aligned with students’ strengths and needs, and/or students are sometimes unclear about the teacher’s expectations.

Teacher demonstrates a low level of commitment to the content and/or low expectations for student achievement. Student products are not evident or do not reflect relevant learning.


Standard 2c: The teacher manages classroom procedures.

The teacher develops procedures for the smooth operation of the classroom and efficient use of time in the context of each subject the students will be learning. Routines are established for the movement and management of classroom groups, the distribution and collection of materials, the performance of noninstructional tasks, and the supervision of volunteers and paraprofessionals. Students demonstrate understanding of procedures. The teacher expedites noninstructional duties, resulting in maximum time for instruction.

In a wellmanaged classroom, procedures and transitions are seamless, and students assume responsibility for the classroom’s smooth operation. Learning groups are purposeful, and students participate meaningfully in those groups. Routine procedures enhance each student’s cognitive engagement.

Class activities have clear beginnings and endings, and minimal time is lost as the teacher and students move from one lesson segment to another. Materials needed for instruction are at hand, and procedures for distributing and collecting these materials are well established and followed. The use of technology is effective. When volunteers and/or paraprofessionals are available to support the teacher and students, the teacher clearly organizes tasks for the efficient use of time.

Proficient

Advanced Competent

Classroom routines and procedures, including those involving volunteers and paraprofessionals, are seamless in their operation, and students assume responsibility for establishing and implementing procedures for the classroom’s smooth functioning.

Beginning Competent

Classroom routines and procedures, including those involving volunteers and paraprofessionals, are seamless and function smoothly with little loss of instructional time. Students confidently follow routines and procedures.

Developing

Classroom routines and procedures, including those involving volunteers and paraprofessionals, have been established, but are not followed consistently, resulting in loss of instructional time and occasional confusion among students.

Classroom routines and procedures, including transitions, materials and supplies, and those involving volunteers and paraprofessionals, are haphazard, inefficient, or nonexistent, resulting in loss of instructional time.


Standard 2d: The teacher manages student behavior. In order to ensure respectful student behavior, the teacher provides students with opportunities to engage in content that is relevant to their lives. The teacher maintains high expectations for student learning. This understanding, when combined with effective classroom management approaches, guides teacher actions. The teacher is aware of the classroom environment and maintains composure at all times. Expectations are clear to everyone and may be posted in the classroom. Standards of behavior are appropriate to the developmental levels of the students. The teacher thoughtfully considers the cultural backgrounds of students in the class. The teacher encourages students to monitor their own behavior. When the teacher must address student misbehavior, the teacher assumes responsibility for correcting the problem, focusing on the student’s behavior, not on the student’s character.

Proficient

Advanced Competent

Student behavior is appropriate, with evidence of student participation in setting expectations and monitoring behavior. Teacher’s monitoring of student behavior is subtle and preventive, and teacher’s response to student behavior is sensitive to individual student needs.

Beginning Competent

Most student behavior is appropriate. Teacher is aware of student behavior, has established clear standards of conduct, and responds consistently and appropriately to student misbehavior in ways that are respectful of the students.

Developing

Students occasionally exhibit inappropriate behavior. Teacher is generally aware of student behavior, has established standards of conduct, but responds inconsistently or inappropriately to student misbehavior.

Students often exhibit inappropriate behavior. Student behavior reflects teacher’s lack of clear expectations, lack of monitoring of student behavior, and/or inappropriate response to student behavior, resulting in a loss of learning time.


Standard 2e: The teacher organizes physical space. Effective use of physical space is important in a learning environment and varies depending on the context and situation. Organization of space sends signals to students about how the teacher views learning. The teacher intentionally arranges the physical space of the classroom to support learning.

A classroom must be safe—no dangling cords or obstructed exits. All students, including those with special needs, must have access to the teacher and to all learning resources. The arrangement of furniture accommodates efficient traffic flow. For example, for group work, tables or desks may be arranged in blocks. For a class discussion, desks or chairs placed in a circle may be a better arrangement. The teacher’s use of physical resources, such as teaching aids, chalkboards, flipcharts, overhead projectors, VCRs, and technology, enhance learning and contribute to effective instruction.

In a classroom that is a true community of learners, students take initiative to make the physical environment effective. It is their room, and they make it work. When the teacher cultivates class participation, students take responsibility for the learning environment.

Proficient

Advanced Competent

The classroom is safe, and students help ensure that the physical environment supports the learning of all students.

Beginning Competent

The classroom’s physical arrangement supports the learning activities. Teacher consistently uses standard safety procedures in the physical environment resulting in students’ abilities to complete activities without risk of physical harm. Learning is accessible to all students.

Developing

The classroom’s physical arrangement generally supports the learning activities. Teacher inconsistently uses standard safety procedures, resulting in careless actions on the part of the teacher or students and/or inaccessible or difficult learning conditions for some students.

The classroom’s physical arrangement does not support the lesson. Teacher fails to use standard safety procedures in the physical environment, resulting in unsafe or inaccessible conditions for some students.


Cluster 3: Instruction and Communication

Cluster 3 contains the standards that are at the heart of teaching—the meaningful interactions between teachers and students that lead to student learning. Students build new understandings and learn new skills while participating in a community of learners. Led by a teacher who is a compelling communicator, students gain access to a world of new knowledge and skills.

Again in Cluster 3, the importance of the teacher’s communicating high learning expectations is extremely important. Effective schools serving poor children are characterized by clear goals and high learning expectations (Edmonds and Frederickson, 1978). When teachers use questioning strategies that challenge students at various cognitive levels, students become actively engaged in generating, structuring, transferring, and restructuring knowledge (Ellett, 1990). Additionally, teachers provide feedback to students on their learning, an extremely important aspect of increasing student performance (U.S. Department of Education, 1987). In order to create a community of thinking students, it takes a teacher who is thinking at a high level.

The teacher uses his or her knowledge of content, contentspecific pedagogy, and students in a respectful and safe environment in order to engage all students in learning. Through the presentation of content, questioning and discussion strategies, and feedback to students, the teacher implements the plans created in Cluster 1.

CLUSTER 1: Planning for Learner Centered Instruction

CLUSTER 2: A Classroom Environment that Promotes Equity, Excellence, and Learning

CLUSTER 4: Professionalism CLUSTER 3: Instruction and Communication


Cluster 3 Instruction and Communication

3a. The teacher communicates clearly and accurately. Directions and procedures Oral and written language Student communication

3b. The teacher uses questioning and discussion techniques. Quality of questions/Discussion techniques Student participation

3c. The teacher engages students in learning. Representation of content Activities and assignments Grouping of students Materials, resources, and technology Structure, sequencing, and pacing

3d. The teacher assesses student learning. Implementation of assessment Use for planning Quality and timeliness of feedback

3e. The teacher demonstrates flexibility and responsiveness. Lesson adjustment Response to students Persistence


Standard 3a: The teacher communicates clearly and accurately.

To engage students in learning, the teacher uses clear and accurate communication. Easily understood directions for learning activities enable students to work independently or in small groups. Oral communication with students should be audible and written communication should be legible.

The teacher’s language reflects correct usage and a rich vocabulary to serve as a model for students. Additionally, the teacher’s communication skills provide a basis for intellectually challenging classroom exchanges between teachers and students and among the students themselves.

Proficient

Advanced Competent

Teacher’s oral and written communication challenges students to test their conceptual understandings by encouraging them to question the teacher, one another, and themselves.

Beginning Competent

Teacher’s oral and written communication is clear and expressive, establishing an environment for the open exchange of questions and ideas.

Developing

Teacher’s oral and written communication is generally clear and accurate. Occasionally, students must ask for clarification. Teacher directs most of the formal classroom exchange.

Teacher’s oral and/or written communication and directions contain errors, are unclear, and/or are inappropriate for students. Teacher’s communication does not facilitate appropriate teacher student or student student exchanges.


Standard 3b: The teacher uses questioning and discussion techniques. The teacher’s skill in questioning and in leading discussions is valuable for many instructional purposes, such as facilitating student engagement, accessing critical thinking, and eliciting reflection.

When the teacher uses skilled questioning techniques, students are likely to engage in a deep exploration of content. Carefully framed questions enable students to reflect on their understanding and to derive new solutions to problems. The questions posed rarely require simply a yesorno response and may have many possible correct answers. The teacher both allows students time to think before they must respond to a question and encourages all students to participate. In the hands of the skilled teacher, discussion is participatory, democratic, and contentrich.

The teacher cultivates skill in leading participatory discussions. As a result, class discussions can become animated, engaging all students in important issues and using the discussion format as a technique to extend knowledge. The teacher’s use of skilled questioning techniques provides opportunities for students to have responsibility for the discussion.

An effective discussion thrives on questions that students pose. The formulation of questions activates students’ curiosities and requires that they engage in critical thinking. Student questions motivate them as much, if not more, than questions the teacher asks.

Proficient

Advanced Competent

Students, as well as the teacher, formulate high level questions and assume responsibility for the participation of all students in a discussion. Students challenge one another’s thinking.

Beginning Competent

Teacher asks higher level questions, probing for the thinking that underlies students’ initial responses. Most students participate in the discussion, asking questions of the teacher and of one another.

Developing

Teacher asks some questions, though most are not openended and require only a rote response. Most questions are answered by only a small number of students.

Teacher asks lowlevel questions in a recitation format, resulting in trivialized student participation. Student responses do not reflect new learning.


Standard 3c: The teacher engages students in learning. The successful teacher cognitively engages students in learning activities. Student engagement is not the same as “time on task,” a concept that refers to student involvement in instructional activities. Mere activity is insufficient for true intellectual engagement. Effective intellectual engagement requires the presentation of content in relevant ways, resulting in the active and invested participation of all learners. The teacher makes many decisions about the structure, sequence, and pace of a lesson to maintain the engagement of all students. When students have opportunities to interact significantly with peers in a variety of groups, learning is further enhanced.

Proficient

Advanced Competent

Students are cognitively engaged throughout the lesson and make contributions to the content being studied, the activities, and the materials. The structure, sequencing, and pacing of the lesson allow for relevant student reflection, studentto student interaction, and synthesis.

Beginning Competent

Most students are cognitively engaged throughout the lesson with appropriate and relevant activities, materials, content, lesson structure, sequencing, and pacing that result in studentto student interaction and learning.

Developing

Some students are engaged in learning, but activities, materials, content, lesson structure, sequencing, and pacing are not always aligned, appropriate, or relevant, leaving little time for studenttostudent interaction.

Many students are not engaged in significant learning as a result of inappropriate activities or materials, poor representation of content, lack of lesson structure, and/or inappropriate sequencing or pacing, allowing no time for studenttostudent interaction to promote learning.


Standard 3d: The teacher assesses student learning. As an integral part of instruction, the teacher designs and implements assessment on an ongoing basis. Because of the reciprocal nature of assessment, planning, and instruction, the teacher may modify plans for formal assessment during the course of a lesson. Additionally, the teacher assesses student learning while providing instruction and while monitoring student progress in independent and group work.

The teacher uses assessment results to plan future learning. The teacher may need to reteach using alternate strategies if some students do not demonstrate the key knowledge and skills after the initial instruction. The teacher also uses assessment results to provide feedback to students. The teacher provides feedback equitably so that all students receive useful information about their work. By providing feedback to students, the teacher guides their learning.

The teacher should provide feedback on all significant work, e.g., compositions, quizzes, homework, and class work. To be effective, feedback should be accurate, constructive, substantive, specific, timely, and based on the identified criteria.

Proficient

Advanced Competent

Students learn to self assess and plan for their own learning needs because of teacher and student feedback on meaningful assessments.

Beginning Competent

Assessment is aligned with the lesson, and the teacher uses the data to plan instruction and to help students monitor their own learning.

Developing

Assessment is somewhat aligned with the lesson, though the teacher does not consistently use the data to plan instruction or to help students monitor their own learning.

Assessment is not aligned with the lesson or assessment results are not used to plan future instruction. The students do not use the teacher’s feedback, if and when given.


Standard 3e: The teacher demonstrates flexibility and responsiveness. The teacher makes hundreds of decisions daily. Some of the most important decisions occur when adjusting a lesson plan when it appears that such adjustments will improve student learning.

The teacher demonstrates flexibility and responsiveness in the course of the school day. When an instructional activity is not working effectively, the teacher must be able to move to “Plan B.” When given the opportunity, the teacher capitalizes on an unexpected event that provides a “teachable moment.” Additionally, when students experience difficulty in learning, a flexible, responsive teacher persists in the search for alternative approaches that will lead to success for each student.

Proficient

Advanced Competent

Teacher encourages students’ interests and questions, making major lesson adjustments when necessary, and persisting in ensuring the success of all students.

Beginning Competent

Teacher is flexible in seeking ways to promote successful learning for students, making adjustments as needed.

Developing

Teacher occasionally modifies instructional plan and sometimes misses opportunities to build on student interest and questions.

Teacher adheres to the instructional plan in spite of a lack of student understanding or interest and/or ignores students’ questions. Teacher assumes little or no responsibility for students’ failures to understand.


Cluster 4


Texas Education Code, Chapter 247.

Educators' Code of Ethics Statutory Authority: The provisions of this Chapter 247 are authorized under Texas Education Code, §21.041(b)(8), which requires the State Board for Educator Certification (SBEC) to propose rules providing for the adoption, enforcement, and amendment of an educators' code of ethics, and Section 63(i) of the conforming amendments to Senate Bill 1 (74th Legislature, 1995), which provides for a code of ethics proposed by the SBEC and adopted by the State Board of Education.

§247.1. Purpose and Scope. In compliance with the Texas Education Code, § 21.041(b)(8), the State Board for Educator Certification (the

board) adopts an educators' code of ethics as set forth in § 247.2 of this title (relating to Code of Ethics and Standards Practices for Texas Educators). The board may amend the ethics code in the same manner as any other formal rule. The board is solely responsible for enforcing the ethics code for purposes related to certification disciplinary proceedings.

§247.2. Code of Ethics and Standard Practices for Texas Educators. (a) Professional responsibility. The Texas educator should strive to create an atmosphere that will nurture to fulfillment the potential of each student. The educator shall comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community. In conscientiously conducting his or her affairs, the educator shall exemplify the highest standards of professional commitment.

(b) Principle I: Professional ethical conduct. The Texas educator shall maintain the dignity of the profession by respecting and obeying the law, demonstrating personal integrity, and exemplifying honesty.

(1) Standard 1. The educator shall not intentionally misrepresent official policies of the school district or educational institution and shall clearly distinguish those views from personal attitudes and opinions. (2) Standard 2. The educator shall honestly account for all funds committed to his or her charge and shall conduct financial business with integrity. (3) Standard 3. The educator shall not use institutional or professional privileges for personal or partisan advantage. (4) Standard 4. The educator shall accept no gratuities, gifts, or favors that impair professional judgment. (5) Standard 5. The educator shall not offer any favor, service, or thing of value to obtain special advantage. (6) Standard 6. The educator shall not falsify records, or direct or coerce others to do so.

(c) Principle II: Professional practices and performance. The Texas educator, after qualifying in a manner established by law or regulation, shall assume responsibilities for professional administrative or teaching practices and professional performance and shall demonstrate competence.

(1) Standard 1. The educator shall apply for, accept, offer, or be assigned a position or a responsibility on the basis of professional qualifications and shall adhere to the terms of a contract or appointment. (2) Standard 2. The educator shall not deliberately or recklessly impair his or her mental or physical health or ignore social prudence, thereby affecting his or her ability to perform the duties of his or her professional assignment. (3) Standard 3. The educator shall organize instruction that seeks to accomplish objectives related to learning. (4) Standard 4. The educator shall continue professional growth. (5) Standard 5. The educator shall comply with written local school board policies, state regulations, and other applicable state and federal laws.

(d) Principle III: Ethical conduct toward professional colleagues. The Texas educator, in exemplifying ethical relations with colleagues, shall accord just and equitable treatment to all members of the profession.

(1) Standard 1. The educator shall not reveal confidential information concerning colleagues unless disclosure serves lawful professional purposes or is required by law.

(2) Standard 2. The educator shall not willfully make false statements about a colleague or the school system. (3) Standard 3. The educator shall adhere to written local school board policies and state and federal laws

regarding dismissal, evaluation, and employment processes.


(4) Standard 4. The educator shall not interfere with a colleague's exercise of political and citizenship rights and responsibilities. (5) Standard 5. The educator shall not discriminate against, coerce, or harass a colleague on the basis of race, color, religion, national origin, age, sex, disability, or family status. (6) Standard 6. The educator shall not intentionally deny or impede a colleague in the exercise or enjoyment of any professional right or privilege. (7) Standard 7. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (8) Standard 8. The educator shall have the academic freedom to teach as a professional privilege, and no educator shall interfere with such privilege except as required by state and/or federal laws.

(e) Principle IV: Ethical conduct toward students. The Texas educator, in accepting a position of public trust, should measure success by progress of each student toward realization of his or her potential as an effective citizen.

(1) Standard 1. The educator shall deal considerately and justly with each student and shall seek to resolve problems including discipline according to law and school board policy.

(2) Standard 2. The educator shall not intentionally expose the student to disparagement. (3) Standard 3. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (4) Standard 4. The educator shall make reasonable effort to protect the student from

conditions detrimental to learning, physical health, mental health, or safety. (5) Standard 5. The educator shall not deliberately distort facts. (6) Standard 6. The educator shall not unfairly exclude a student from participation in a

program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, sex, disability, national origin, religion, or family status.

(7) Standard 7. The educator shall not unreasonably restrain the student from independent action in the pursuit of learning or deny the student access to varying points of view.

(f) Principle V: Ethical conduct toward parents and community. The Texas educator, in fulfilling citizenship responsibilities in the community, should cooperate with parents and others to improve the public schools of the community.

(1) Standard 1. The educator shall make reasonable effort to communicate to parents information that lawfully should be revealed in the interest of the student.

(2) Standard 2. The educator shall endeavor to understand community cultures and relate the home environment of students to the school.

(3) Standard 3. The educator shall manifest a positive role in schoolpublic relations.

Source: The provisions of this Chapter adopted to be effective March 1, 1998, 23 Tex Reg 1023.


Probationary Status Interview

Date: __________________ Certification & Level: ____________

Name ________________________________________________________________ Last First Middle Maiden Name

Required for Successful Completion of Certification Program: X = Deficient Area __ Satisfactory completion of TCP courses (must maintain a B average) __ Satisfactory evaluation by campus principal and mentor __ Satisfactory performance on all summative assessments __ Successful completion of Teacher improvement Plan/s __ Passing score on all required TExES exams __ Campus principal's recommendation for certification __ Mentor’s recommendation for certification __ ACC TCP's recommendation for certification (Supervisor and Director)

Job performance Issues ___ Criminal record ___ Quitting or resigning from internship/clinical teaching assignment ___ School district files complaint ___ Other: ______________________________

Notes:

1. _______________________ 2. _______________________

Due to the above circumstances and candidate agreement, I understand that my further participation in the program will cease unless these requirements are promptly met within the next month.

______________________________________________ _______________________ Intern Date

______________________________________________ _______________________ Sharon Duncan Date Director, ACC TCP [email protected] 512.223.7650


Exit Status/Interview

Date: __________________ Certification & Level: ____________

Name______________________________________________________________

Last First Middle Maiden Name

Required for Successful Completion of Certification Program: __ Satisfactory completion of TCP courses (must maintain a B average) __ Satisfactory evaluation by campus principal and mentor __ Satisfactory performance on all summative assessments __ Successful completion of Teacher Improvement Plan/s __ Passing score on all required TExES exams __ Campus principal's recommendation for certification __ Mentor’s recommendation for certification __ TCP's recommendation for certification (Supervisor and Director)

Job performance Issues ___ Criminal record ___ Quitting or resigning from internship/clinical teaching assignment ___ School district files complaint ___ Other: ______________________________

Notes:

3. _______________________ 4. _______________________

Due to the above circumstances and candidate agreement, I understand that since I did not correct probationary issues, my further participation in the program ceases.

______________________________________________ _______________________ Intern Date

______________________________________________ _______________________ Sharon Duncan Date Director, ACC TCP [email protected] 512.223.7649

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