teach handbook

7/29/2019 Teach Handbook

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VISION ............................................................................................................................................................................ 1

PHILOSOPHY ................................................................................................................................................................. 1

GOALSANDOBJECTIVES ...................................................................................................................................... 1

LICENSURE PROGRAM AT THE GRADUATE LEVEL ONLY ................................................................................ 3

SPECIAL EDUCATION: GENERAL CURRICULUM (PREK-12)STUDENT RESPONSIBILITIES ........................ 3

PROFESSIONAL BEHAVIORS ..................................................................................................................................... 5

APPLICATIONTOTHETEACHEREDUCATIONPROGRAM ............................................................................. 6TEACHEREDUCATION PROGRAM APPLICATION CHECKLIST ........................................................................................ 8TOAPPLY ................................................................................................................................................................. 8ENTRANCECRITERIAFORTEACHEREDUCATIONPROGRAM ..................................................................... 9REQUIREDTESTINFORMATION ........................................................................................................................ 10

CURRICULAR STUDIES MAJOR .............................................................................................................................. 11

RESEARCH STATISTICS REQUIRED FOR HONORS WORK AND FOR THE 5-YEAR GRADUATEPROGRAM. ................................................................................................................................................................... 11

STUDENT VIRGINIA EDUCATION ASSOCIATION (SVEA) ................................................................................. 12

TEACHER EDUCATION PERFORMANCE STANDARDS AND INDICATORS* ................................................. 12

A.PLANNINGANDASSESSMENT ...................................................................................................................... 12B. INSTRUCTION ................................................................................................................................................... 13C. LEARNINGENVIRONMENT ........................................................................................................................... 15D.COMMUNICATION ........................................................................................................................................... 16E. PROFESSIONALISM .......................................................................................................................................... 16

VIRGINIAS TECHNOLOGY STANDARDS FOR TEACHERS* ............................................................................. 18

INTERN TEACHING .................................................................................................................................................... 19

ELIGILBILTYFORINTERNTEACHING ............................................................................................................. 19CHECKLISTFORAPPLYINGFORINTERNTEACHING ................................................................................... 20INTERNTEACHINGPOLICIESANDREGULATIONS ....................................................................................... 23MINIMUMREQUIREMENTSFORALLINTERNTEACHERS ........................................................................... 24

PROGRAM COMPLETION ......................................................................................................................................... 25

REQUIREMENTSFORTEACHERLICENSURE .................................................................................................. 25PROCEDURESTOAPPLYFORATEACHINGLICENSE ................................................................................... 26TEACHERLICENSEAPPLICATIONCHECKLIST .............................................................................................. 27DUEPROCESS ......................................................................................................................................................... 28

SUPERVISING THE INTERN TEACHER .................................................................................................................. 29

GUIDELINESFORTHECLINICALFACULTY .................................................................................................... 29ORIENTINGTHEINTERNTOYOURSCHOOLANDCLASSROOM ................................................................ 29MENTORINGTHEINTERN ................................................................................................................................... 29EVALUATINGTHEINTERN ................................................................................................................................. 30TIPSFORPOSITIVEINTERPERSONALRELATIONSHIPS ............................................................................... 30RESPONSIBILITIESOFTHECOLLEGESUPERVISOR ...................................................................................... 31GUIDELINESFORCONFERENCINGWITHANINTERNTEACHER ............................................................... 31ROLEOFTHESCHOOLADMINISTRATOR ........................................................................................................ 33EVALUATIONOFINTERNTEACHING ............................................................................................................... 34REMOVALFROMINTERNTEACHING ............................................................................................................... 34GUIDELINESFORWRITINGLETTERSOFRECOMMENDATION .................................................................. 36


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CLINICALFACULTYDATASHEET ..................................................................................................................... 37PROGRAM EVALUATION............................................................................................................................................. 3INTENTTOAPPLY ................................................................................................................................................. 42STATEMENTOFUNDERSTANDING ................................................................................................................... 43

APPENDIX B ................................................................................................................................................................ 44

APPLICATION FORINTERN TEACHING (ELEMENTARY) ............................................................................................... 45APPLICATION FORINTERN TEACHING (SECONDARY) ................................................................................................. 46

PHYSICIAN'SCERTIFICATETUBERCULINREPORT ....................................................................................... 47APPENDIX C ................................................................................................................................................................ 50

SAMPLELETTERTOINTRODUCEINTERNTEACHERTOPARENTS: .......................................................... 51SAMPLELESSONPLANFORMAT ....................................................................................................................... 52OTHERLESSONPLANFORMATS ....................................................................................................................... 53INTERNTEACHINGMATERIALSCLEARANCE ............................................................................................... 54INTERNTEACHEREVALUATIONOFCOLLEGESUPERVISOR ..................................................................... 55TEACHERPREPARATIONPROGRAMEVALUATION ..................................................................................... 56THE REFLECTIVE PROCESS:COLLABORATION ........................................................................................................... 57EVALUATIONOFTEACHEREDUCATIONHANDBOOK................................................................................. 57

APPENDIX D ................................................................................................................................................................ 59

RANDOLPH COLLEGE EDUCATION DEPARTMENT TIME REPORT......................................................... 60

TEACHING HOURS ..................................................................................................................................................... 60

PLEASE SIGN AND DATE TO CONFIRM APPROVAL OF REPORT.............................................................. 60

PROFESSIONAL KNOWLEDGE/SKILLS RUBRIC ............................................................................................................ 61VIRGINIA TECHNOLOGY COMPETENCES RUBRIC ....................................................................................................... 62

APPENDIX E ................................................................................................................................................................ 70

CAREERDEVELOPMENT CENTER~ ............................................................................................................................ 70CREDENTIAL FILE ...................................................................................................................................................... 70REQUEST FORLETTER OF RECOMMENDATION (TO BE COMPLETED BY STUDENT.PLEASE TYPE OR PRINT.) .............. 72

APPENDIX F ................................................................................................................................................................. 73

INTERN TEACHING EVALUATION KEY............................................................................................................................. 74INTERN TEACHING EVALUATION KEY............................................................................................................................. 78


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VISION

TEACH, CREATE, LEAD, INNOVATE

MISSIONThe Randolph College Department of Education provides an educational environment that prepares teachercandidates to teach effectively, to act as leaders in school communities, and to serve as agents of equity andchange.

PHILOSOPHYThe philosophical foundation of the Randolph College Teacher Education Program begins with the fundamentalbelief that culture and community influence learning. A social constructivist approach based on Vygotskystheories, combines research, social responsibility, effective instructional practice, content expertise, andleadership skills. Each teacher candidate actively develops an understanding of the world by comparingaccumulated experience with new knowledge and interpreting and acting on this knowledge as leaders in schoolcommunities. Candidates develop reflective practices to analyze their assumptions and beliefs so that they havethe confidence to make informed decisions in classrooms. In recognizing and meeting individual needscandidates establish safe, humane, and welcoming learning environments. Candidates engage in professionalwork that includes understanding and implementing research and that respects the diversity of children, parentsand colleagues.

GOALS AND OBJECTIVES

The primary goal of Randolph Colleges Teacher Education Program is to foster the development of highlyqualified teachers and leaders for educational improvement. We emphasize professional growth by buildingupon the experiences of teacher candidates, encouraging candidates to reflect continuously upon theseexperiences, and by providing service learning projects that increase candidates awareness of student diversity.When teacher candidates are aware of issues regarding social justice they are prepared to counter injustices thatoccur in classrooms, schools, and communities. In the beginning courses, candidates explore past assumptionsand behaviors in society that have contributed to present conflicts. Through this study, candidates critiquecurrent national and international issues affecting social injustice and begin to form opinions and developpractices that reflect social justice in their own pedagogical practices.

The objectives of the Teacher Education Program at Randolph College include the following:1. The teacher candidates use scientifically based research to develop effective instructional and

assessment strategies to establish environments that accept and foster the diverse learning needs of allchildren as measured through final evaluation of intern teaching, clinical faculty observation grades, andthe final grade in reflective seminar.

2. The teacher candidates teach for social justice and equity by making informed decisions, by engagingstudents in all aspects of instruction, and by acting responsibly and ethically in the school community asmeasured by final evaluation of intern teaching, clinical faculty grade on intern teaching, and collegefaculty observations.

3. Teacher candidates strengthen leadership skills through Randolph Colleges strong liberal arts

foundation coupled with a well-planned sequence of professional education courses and multiple fieldexperiences. Candidates develop the expertise to infuse technology into teaching and learning, and toeffectively communicate ideas, knowledge and research as measured by the VDOE technology rubric,action research project and presentation grade, final evaluation of intern teaching, and grades inprofessional education courses and practica.

4. Teacher candidates demonstrate mastery in the subject areas they teach as measured by scores on thePRAXIS II exams and grade point average in the major.


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Graduate Program Goals and Objectives

Randolph College is a nationally accredited program for teacher education and a leader in innovativeapproaches to preparing educators and teacher leaders. Randolph's commitment to excellence in teaching andlearning includes improving the educational experience for diverse classrooms and for students with disabilitiesand unique instructional needs.The key focus of this M.A.T. and MEd programs at Randolph College is to develop instructional leaders indesigning curriculum and in developing instructional practices in line with scientifically based research. Eachstep of the research and design process is imbedded into our course work. The M.A.T. and MEd. programs aredesigned to foster the skills and dispositions for candidates to become instructional designers and teacherleaders in schools. The purpose is for candidates to develop as leaders and to process the ideas presented in allcourse work and start developing their own style for designing instruction and for using the data driven designprocess.

Graduate Level Workload

Study at the graduate level requires a more in-depth analysis of information; the goal is to extend beyondapplication to analysis, evaluation, and synthesis of the teaching and learning process. This translates into 4hours of student preparation for each credit hour of class. For example, if the course is a 2 credit hour courseyou should expect to spend 8 hours working on assignments outside of class. This formula applies to the internteaching experience as well.

CLAIMS

1. Subject matter knowledge: Randolph College Teacher Education Program completers have mastered thesubject matter concepts of their endorsement areas to the degree required to teach the subject(s)effectively and to meet Virginia state licensure standards.

2. Pedagogical knowledge and Teaching Skill: Randolph College Teacher Education Program completers

demonstrate the knowledge and use of a variety of effective models of instruction designed to meet thedevelopmental needs of the students they teach.

3. Sensitivity to Diversity: Randolph College Teacher Education Program completers acquired the skillsand dispositions to meet the diversity of students backgrounds, abilities, and cultural perspectives.

4. Technological Skill: Randolph College Teacher Education Program completers have the skill to usetechnology as it relates to teaching in contemporary classrooms.

5. Caring: Randolph College Teacher Education Program completers demonstrate caring by engagingstudents in the learning process, by creating a safe and engaging learning environment, and by acting

responsibly and ethically in the school community.


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PROGRAMS for UNDERGRADUATE & GRADUATE LICENSURE

Endorsement Areas Grade levels

Elementary Education PreK-6

Comprehensive Endorsement Areas

Dance PreK 12

French PreK 12

Latin PreK 12

Music Instrumental PreK 12

Music Vocal PreK 12

Health & Physical Education PreK 12

Spanish PreK 12

Theater Arts PreK 12

Visual Arts PreK 12

Secondary Endorsement Areas

Biology 6-12

Chemistry 6-12

English 6-12

History and Social Science 6-12

Mathematics 6-12Physics 6-12

Add-on Endorsement Areas

Mathematics - Algebra I 6-12

Licensure Program at the Graduate Level Only

Special Education: General Curriculum (PreK-12)


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STUDENT RESPONSIBILITIES

Professional coursework:

The expectations of the Teacher Education Program exemplify professional attitudes and behaviors. Uponacceptance to the Teacher Education Program, students are considered to be teacher candidates. Professionalbehavior includes prompt, daily attendance in class and to all field assignments, thorough preparation for eachclass and field experience, and all work completed and submitted when due. Students are to uphold theRandolph College Honor System. Evaluation will reflect the degree of professionalism demonstrated. Theopportunity to intern teach depends in part upon demonstration of professionalism in coursework and fieldexperiences.

Intercollegiate athletics:Students who wish to participate in intercollegiate athletics must plan with the course instructor the specificabsences and departure times. Early release times are limited to three (3) for games only. The schedule must begiven to the course instructor at the beginning of the semester. Student athletes complete a form available fromthe coach that confirms dates, times and make up procedures.

Field Experiences:

For many courses in the Teacher Education Program, a practicum (P) is a co-requisite. These field experiencesoffer teacher candidates an opportunity to observe practicing teachers and to implement the teaching andassessment strategies presented in the professional studies courses. Students must conduct themselves in aprofessional manner at all times while participating in a local school.

Students are to report to the assigned classroom promptly and fully prepared. Guidelines for attendance, aspreviously stated, are strictly enforced. If a student is too ill to attend a practicum visit, the student musttelephone the local institutions office when it opens, even if the assigned time is for later in the day. Thestudent is also required to phone the College instructor for that practicum. If at all possible, the student shouldcall the classroom teacher at home to give the teacher time to adjust her lesson plans.

Professional conduct includes dress, manner of speech, attitudes and behaviors. Students should dress in amature, professional style. Jeans and casual clothes are not appropriate. The use of pagers, cell phones, andother personal electronic devices is prohibited.

Please note:

1. Students are responsible for transportation to local schools for all field experiences (practicumcourses and intern teaching).

2. The SVEA offers liability insurance coverage to its members free with membership dues (See page12)

3. Local school divisions require background checks for intern teachers. You will be notified of theprocedure prior to beginning your internship.


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PROFESSIONAL BEHAVIORS

The following professional behaviors have been outlined by the Education Faculty in cooperation with

the local school divisions. Please be aware of these considerations both in your practicum and intern

teaching placements.

As a teacher candidate you represent yourself, your college, and the teaching profession, so pleaseremember to be:

Positive in your interactions with faculty, staff, students, and parents

Respectful to students, public or private humiliation of students is never acceptable

Professional in your attire (no jeans unless school-wide casual day, no sandals, no bare shouldersor mid-drifts, no see-through clothing, check skirt length while sitting and standing, avoid anythingthat might be distracting to students), adhere to school division policies regarding dress (and bodypiercing)

On time with lesson plans and other required paperwork

On time to your building and classroom, know, respect, and adhere to school time schedules androutines

Mindful that no eating, drinking, or gum chewing should occur in the classroom unless children areallowed to do so

Mindful that all excused and unexcused missed time is to be made up (arrange with classroomteacher) and that unexcused absences will result in reduction of the final grade, and

Mindful that as a teacher candidate your behavior in and out of the classroom and school reflectsyour level of professionalism.


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APPLICATION TO THE TEACHER EDUCATION PROGRAM

Acceptance to Randolph College does not guarantee acceptance to the Teacher Education Program. Candidatesfor teacher licensure must demonstrate exceptional academic and personal qualities that have been identified bythe Randolph College Education Department faculty and are based upon the Commonwealth of Virginiastandards and national educational standards.

Who should apply?

1. Students interested in teaching in one of the following content areas who will qualify for a PreK 12license: visual arts, dance, French, Latin, music (instrumental and vocal), physical education,Spanish, theater arts

2. Students interested in teaching at the secondary level in one of the following content areas who willqualify for a 6-12 license: biology, chemistry, English, history and social studies, mathematics,physics. Students may qualify for add-on endorsements in algebra I.

3. Students interested in teaching at the elementary level who will qualify for a PreK-6 license.4. Students interested in majoring in Curricular Studies who will qualify for a PreK-6 license.

Application Deadlines:

Applications to the Teacher Education Program must be submitted to the Registrars Office on or before the

third Monday in October or the third Monday in February (see Appendix A). Late or incompleteapplications will not be considered until the next due date.

Very Important:Please note: If you miss the deadline, you may apply the next application period which could delaydeclaration of Curricular Studies or Physical Education* as a major, placement in intern teaching, orcontinuation in professional coursework.

Professional Courses for Secondary Education

Endorsements for secondary education licensure can be designed in: visual arts (PreK-12*), biology, chemistry,dance (PreK-12*), English, history and social studies, Latin (PreK-12*), mathematics, music (PreK-12*),

instrumental and vocal, physics, Spanish (PreK-12*), and theater arts. Additional endorsement may be added inalgebra 1.

Secondary and PreK-12 License*:EDUC 101 Foundations of EducationEDUC 203/203L or 204/204L Student Leadership and MentoringEDUC 213 Dimensions of a Global Society and Multicultural EducationEDUC 230/230P Literacy in Middle & Secondary Schools/PracticumEDUC 361 Survey of Special Education (not required for MAT candidates)CRST 205 Teaching with Todays Technology Lab (not required for MAT candidates)* Students seeking a PreK-12 license may substitute either EDUC 207/207P or EDUC 306/306P for EDUC

230/230P.

The following courses are open only to undergraduate students who have been accepted into the Teacher

Education Program (or by special permission):EDUC 315 Curriculum and Instruction PreK-12EDUC 315P Curriculum and Instruction PracticumEDUC 318 Teaching in the Subject AreaEDUC 318P Practicum in Teaching in the Subject AreaEDUC 495R Intern Teaching in Secondary Schools


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Professional Courses for Elementary License

EDUC 101 Foundations of EducationEDUC 108 Educational Psychology and Classroom ManagementEDUC 207 Language and Reading DevelopmentEDUC 207P Practicum in Language and Reading DevelopmentEDUC 213 Dimensions of a Global Society and Multicultural EducationEDUC 306 Reading and Writing Instruction and DiagnosisEDUC 306P Practicum in Reading and Writing Instruction and DiagnosisEDUC 312 Mathematics and Science Methods n Elementary and Middle School

EDUC 314P Interdisciplinary PracticumEDUC 361 Survey of Special Education

The following courses are open only to undergraduate students who have been accepted into

the Teacher Education Program (or by special permission):

EDUC 306 Reading and Writing Instruction and DiagnosisEDUC 306P Practicum in Reading DiagnosisEDUC315/315P Curriculum and Instruction PreK-12 and PracticumEDUC 312 Math and Science Methods in Elementary and Middle SchoolsEDUC 314P Interdisciplinary Practicum

EDUC 493R Intern Teaching in Elementary SchoolsCRST 484 Senior Seminar

Honors: Students who qualify and choose to Read for Honors in Curricular Studies must take statistics

(Math 227, PSYC 227R or equivalent).

Master of Education, Master of Arts in Teaching: Two master level degrees are available. The M.A.T. isavailable in the following areas: Curriculum and Instruction and Special Education: General Curriculum. TheMEd. is available in Special Education: General Curriculum (for licensed teachers only).

Curricular Studies:

The major is strongly recommended for all students seeking elementary licensure.You must be accepted into the Teacher Education Program before you may declare Curricular Studies.

If you have not received formal acceptance into the Teacher Education Program you may not declare

Curricular Studies as a major. Second semester second year students are not permitted to register in the

spring without declaring a major.

Intern Teaching:

Students must be accepted into the Teacher Education Program at least one semester prior to applying for internteaching.


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Teacher Education Program Application Checklist

TO APPLY

Please assemble all items in the following checklist and submit the entire, completed package (includingthe checklist) to the Registrars Office, on or before the third Monday in October or the third Monday inFebruary. Late or incomplete applications will not be considered until the next due date.

***Please read the next page for details.

Application form (Appendix A)

Praxis I scores (Reading, Writing, & Math) or PRAXIS I Math and VCLA, or equivalentSAT/ACT scores.***Documentation must accompany application.

Overall QPR

Professional Coursework QPR (EDUC courses)

Unofficial Transcript

Recommendations (See next page for number and type)

Personal Essay

Name: ___________________________________ Date: ________________________


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ENTRANCE CRITERIA FOR TEACHER EDUCATION PROGRAM

Application forms are found in the appendix of this manual and should be completed andsubmitted to the Registrars Office with the following documentation:

(Due dates: Third Monday in October and the Third Monday in February)

I. Standardized test scores: Please provide a copy of the following as applicable:

A. Passing scores on Praxis I are required for all students applying to the Randolph College TeacherEducation Program. (additional cost). It is recommended that you take this exam the semesteryou finish EDUC 101/108, please go to the Learning Resource Center for additional practice andtutoring.

*Note substitute for Praxis I: Students who took the SAT after April 1995 and scored 1100 (with at least 530in verbal and 530 in math) will not be required to take the PRAXIS I. Students who took the SAT prior to April1995 must have a score of 1000 (with 450 on verbal and 510 on math). SAT scores of 1100 (530 in verbal and530 in math minimum) may be substituted for the PRAXIS I. ACT taken prior to April 1, 1995 require acomposite score of 21 and if taken after April 1, 1995 a composite score of 22.

Candidates may also choose to take the VCLA (Virginia Communication and Literacy Assessment and thePRAXIS I in math as a substitute testing protocol for the PRAXIS I math, reading, and writing. You must takethe VCLA prior to applying to the program if you choose this option.

II. A cumulative quality point ratio of 2.5 at the time of admission to the Teacher Education Program(typically during the second semester of the sophomore year).

III. A quality point ratio of 3.0 in at least 6 semester hours of professional education course work(EDUC coursework).

IV. 3 Recommendations from one education professor, one professor outside the education department,and a personal recommendation from outside the College.

V. Personal essay providing your rationale for wanting to enter the teaching profession.

Please note: Students interested in seeking a teaching license in any area and who hold a B.A. or B.S. degreemust consult with a member of the Education Department faculty. Application for admission tothe Teacher Education Program may include a review of prior course work and submittedpassing scores on both the Praxis I (or equivalent SAT/ACT scores) and Praxis II tests.


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REQUIRED TEST INFORMATION

Praxis I

PPST Test Code Passing ScoresMathematics 5730 178

Reading 5710 178

Writing 5720 176____________

PPST Composite Score 532

Virginia Communication and Literacy Assessment (VCLA): Beginning January 1, 2006, the VCLA will berequired for all teachers applying for initial licensure in Virginia. For more information please go to -http://www.vcla.nesinc.com

Praxis IISpecialty Area Tests Test Code Passing Scores Endorsement Area

Art: Content Knowledge 0133 159 158 (after 9/1/11) Art Education

Biology: Content Knowledge 0235 155 Biology

Chemistry: Content Knowledge 0245 153 Chemistry

English Language, Literature, and 0041 172 EnglishComposition: Content Knowledge

French: Content Knowledge 0173 169 French

Mathematics: Content Knowledge 0061 147 Mathematics

Music: Content Knowledge 0113 160 Music Vocal or Instrumental

Physics: Content Knowledge 0265 147 Physics

Social Studies: Content Knowledge 0081 161 History and Social Science

Spanish: Content Knowledge 0191 161 Spanish

Health and Physical Education 0856 151 Health & Physical EducationPreK-12

Elementary Education 0014 143 PreK-3; PreK-6Content Knowledge

(Continued on the next page)


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REQUIRED TEST INFORMATION (Continued)

Reading for Virginia Educators (RVE) required for Elementary Education PreK-6 and Special Education:General Curriculum licensure candidates. Passing score 157.

Go to http://www.doe.virginia.gov/teaching/licensure/prof_teacher_assessment.pdffor more information.

Students should take this test following EDUC 207 and 306, or EDUC 606 and 517/517P at the graduate level.

Curricular Studies Major

The Curricular Studies major is strongly recommended for all students seeking elementary teacher licensure.

Students seeking elementary teacher licensure who choose a major other than Curricular Studies must fulfill thefollowing Arts and Sciences requirements in addition to the above Professional courses.

CRST 205...............................Teaching with Todays Technology Lab

CRST 208...............................Concepts of Elementary School MathCRST 307...............................Civics and Economics EducationGEO 203 ................................Survey of World GeographyHistory.................................... 6 hours of US HistoryOne of the following:

MATH 227 .............................Elementary Applied StatisticsPHYC 227R ...........................Research Methods in PsychologySOC 396 .................................Social Research MethodsOne of the following

CLAS 132 ..............................Classical MythologyCLAS 144 ..............................Athens, Rome, and Alexandria

CLAS/HIST 180 ....................Ancient HistoryCLAS 243 ..............................Archaeology of Daily LifeCLAS 275 ..............................Greek DramaOne of the following:

ASTR 102-102L.Introductory Astronomy and LabBIOL 103-100L .....................Introductory Biology and LabBIOL 108-100LR ...................Human Biology and LabCHEM 105-105 L ..................General Chemistry and LabEVST 176-176L .....................Physical Geology and LabPHYS 105-105L.....................Introductory Physics and LabPHYS 115-115L.....................General Physics and Lab

CRST/PED 484 ......................Senior Seminar

One additional (3 credit hour) Science or Environmental Studies course

Research statistics required for honors work and for the 5-year graduate program.


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Plans instruction appropriate to the intellectual, social, and personal developmental level and needs ofstudents.

Demonstrates knowledge of resources and methods appropriate to serving students with special learningneeds.

Arranges/adapts classroom setting to accommodate individual and group learning needs. Assists students in planning, organizing, and preparing for assignments, long-range projects, and tests. Is sensitive and responsive to the diversity of individuals and groups within the classroom.

A4. The highly qualified teacher uses a variety of assessment strategies and instruments to make both

short-term and long-range instructional decisions to improve student learning .

Monitors student understanding on an ongoing basis and adjusts teaching when necessary. Utilizes multiple assessment practices congruent with instructional goals both in content and process,

including self-assessment opportunities. Effectively uses both teacher-made and standardized tests as appropriate. Uses student products as a source for assessment and instructional decisions. Demonstrates competence in the use of acceptable grading/ranking/scoring practices in recording and

reporting student achievement. Maintains and uses organized records of student progress for instructional decisions.

A5. The highly qualified teacher identifies and communicates specific student performanceexpectations and documents student learning gains using appropriate assessment instruments.

Communicates clear expectations for learning and behavior to students and parents. Uses pre-assessment data in developing expectations for students and as a basis for documenting

learning gains. Provides prompt, continuous, and meaningful feedback to students about performance and progress. Prepares tests that reflect the academic content studied. Provides opportunities for students to contribute to the development of criteria and standards as

appropriate. Incorporates strategies to prepare students for standardized testing (e.g., Virginia Standards of

Learning).

B. INSTRUCTION

B1. The highly qualified teacher understands the central concepts, tools of inquiry, and structures of

the discipline(s) he/she teaches and creates learning experiences that make the subject matter

meaningful for all students.

Communicates a belief that all students can learn. Exhibits and understanding of and facility in explaining the subject area(s) taught; presents a conceptual

framework that focuses on big ideas. Uses appropriate literature and current resources and materials in the subject area(s). Takes initiative to teach beyond the traditional text; keeps informed of emerging ideas in the subject

areas. Encourages the academic curiosity and critical thinking of students. Modifies instruction to make topics relevant to students lives and experiences. Encourages students to be active, self-directed, collaborative learners within an inquiry-based

environment.


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Demonstrates ability to engage and maintain students attention and to recapture or refocus it asnecessary.

Provides clear and concise explanations of lesson goals and objectives. Checks for understanding with questions, review activities, and various assessment strategies.

B2. The highly qualified teacher understands how students differ in their approaches to learning and

is able to differentiate instruction to meet diverse student needs.

Selects material and media that match learning styles of individual students. Provides opportunities for student choice in activities, materials, and assignments. Provides for the instructional needs of all students, including remedial and enrichment/extension

activities as necessary. Utilizes flexible grouping practices to respond to the diverse learning needs of students. Collaborates with resource teachers in developing activities for students with special learning needs. Encourages students to build on strengths and extend thinking while developing all areas of competence. Paces instruction appropriately with adequate preview and review of instructional components. Uses a variety of deductive and inductive teaching strategies, including cooperative, peer- and project-

based learning, lecture, discussions, inquiry, and the teaching of others. Demonstrates respect for individual, cultural, religious, and racial differences of individuals and groups

within the classroom.

B3. The highly qualified teacher uses comprehensive materials, technology, and resources that

promote the development of critical thinking, problem solving, and performance skills.

Evaluates curricular materials for accuracy, currency, and student interest. Provides students with materials and media that are appropriate and challenging for their instructional

levels. Encourages and guides the development of problem-solving skills and independent thinking in students. Utilizes available technological materials and resources effectively to engage students in varied learning

experiences.

Integrates professional and community resources into the curriculum. Provides opportunities for guided practice and hands-on technology application. Demonstrates competence in the use of technology.

B4. The highly qualified teacher selects, evaluates, and refines a variety of teaching methods and

instructional strategies for the active engagement of students and improvement of student

learning.

Solicits comments, questions, examples, and other contributions from students throughout lessons. Uses questioning strategies effectively. Provides opportunities for guided and independent practice.

Responds positively to student questions and active engagement. Implements instructional opportunities in which students are interacting with ideas, materials, teachers,

and one another. Re-teaches material and/or accelerates instruction based on assessment to pace instruction appropriately

for interest and engagement. Implements curriculum that encourages students to reflect on and take increasing responsibility for their

own learning.


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C. LEARNING ENVIRONMENT

C1. The highly qualified teacher actively implements a classroom management plan that fosters a safe

and positive learning environment for students and staff.

Establishes effective classroom rules and procedures. Communicates clear expectations about positive behavior to students and parents. Implements and enforces management procedures with fairness and consistency. Encourages students in developing self-regulation and conflict resolution skills. Recognizes and celebrates the achievements of students and staff. Is knowledgeable of and complies with local, state, and federal safety regulations. Managers emergency situations as they occur.

C2. The highly qualified teacher manages classroom procedures to maximize academic learning time.

Structures transitions in an efficient and constructive manner. Paces instruction to allow for appropriate reflection and closure. Creates and maintains a physical setting that minimizes disruption and promotes learning and safety. Handles administrative routines quickly and efficiently. Has all material readily available to allow for the smooth flow of instruction.

C3. The highly qualified teacher establishes and maintains rapport with students.

Treats students with respect. Communicates personal enthusiasm for learning. Models caring, fairness, humor, courtesy, respect, and active listening. Demonstrates concern for students emotional and physical well-being. Seeks and uses information about student interests and opinions. Develops and maintains positive interactions with students in all school settings.

C4. The highly qualified teacher creates a supportive learning environment for all students that

encourages social interaction, active engagement in learning, and self-motivation.

Encourages students to respect themselves and others. Communicates clear expectations for appropriate interactions among students. Models enthusiasm for and engagement in learning. Encourages student responsibility for efficient classroom operation. Encourages students to take pride in good work. Enhances students feelings of self-worth. Incorporates principles of equal opportunity and non-discrimination into classroom management. Provides equitable opportunities for student learning. Promotes multicultural awareness, gender sensitivity, and the appreciation of diversity within the

classroom.


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D. COMMUNICATION

D1. The highly qualified teacher uses effective verbal, nonverbal, and media communication

techniques to foster active inquiry, collaboration, and supportive interactions in the classroom.

Uses precise language, correct vocabulary and grammar, and acceptable forms of oral and written

expression. Articulates clear learning goals, expectations, and instructional procedures to students. Gives directions that are clear and reasonable and contain an appropriate level of detail. Uses a variety of media communication tools to enrich learning opportunities. Models effective communication strategies in conveying ideas and information. Values student input in initiating topics and contributing to classroom discussion. Provides support for student expression in speaking, writing, and other media.

D2. The highly qualified teacher forges partnerships with families to promote student learning at

home and in the school.

Responds promptly to parental concerns. Demonstrates flexibility in planning meetings with parents. Promotes parental involvement in the classroom and school. Shares major instructional goals with parents. Initiates communication with parents or guardians concerning students progress or problems in a timely

manner. Establishes regular channels of communication between school and home. Offers strategies for parents to assist in their childs education.

D3. The highly qualified teacher works collaboratively with staff, families, and community resources

to support the success of a diverse student population.

Is knowledgeable of and sensitive to the social and cultural background of students and parents. Uses multiple modes of communication to provide information to parents. Encourages parent and community involvement in classroom activities. Collaborates with staff, families, and community members to respond to identified needs of individual

students and groups of students. Promotes the value of understanding and celebrating school/community cultures. Supports community partnerships and uses community resources to enhance learning. Works with community members in carrying out school and community-sponsored functions.

E. PROFESSIONALISM

E1. The highly qualified teacher models professional and ethical standards as well as personal

integrity in all interactions.

Relates to colleagues, parents, and others in an ethical and professional manner. Represents the school/program favorably in the school division/community. Uses acceptable written and oral language. Resolves concerns and problems in a constructive manner.


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Maintains confidentiality appropriate to teaching assignment. Maintains a professional demeanor and appearance. Acts with poise, mature judgment, fairness, and self-control. Exhibits creativity, enthusiasm, energy, and initiative. Maintains responsible, dependable, punctual attendance. Works in the best interest of the students, the school, and the community.

E2. The highly qualified teacher is a reflective practitioner who continually evaluates the effects of

his/her choices and actions on others (students, parents, and other professionals in the learning

community) and who actively seeks out opportunities to grow professionally.

Critically analyzes lessons, identifies strengths and weaknesses, offers alternative approaches, seeksconstructive criticism.

Describes specific action for revising future instruction. Takes proactive steps to improve teaching skills. Routinely shares ideas, materials, and resources with colleagues. Takes an active role within department/team. Knowledgeable of and responsible for complying with criteria for proper licensure and certification.

E3. The highly qualified teacher works in a collegial and collaborative manner with peers, school

personnel, and the community to promote and support student learning.

Maintains effective working relationships with other teachers. Works collaboratively with other staff members to plan for individual student learning and alignment of

goals and standards across classrooms and grade levels.

Makes a positive contribution to the overall climate of the school and division. Supports school and division-wide programs and activities. Considers the interests and needs of other teachers and community stakeholders in promoting and

supporting district goals and services.

Shares information with other teachers, school personnel, and community stakeholders.


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VIRGINIAS TECHNOLOGY STANDARDS FOR TEACHERS*

(See rubric in the Appendix D)

Operate a computer system including a variety of input/output devices and peripherals and utilizesoftware including instructional, productivity, and application tools.

Apply knowledge of terms associated with educational computing and technology including functionalknowledge of various technology tools such as scanner and digital camera, computer presentationdevices, and multimedia work station.

Apply productivity tools for professional use including student assessment, classroom administrativetasks, communication, and software tools to design, customize or individualize instructional materials.

Use electronic technologies to access and exchange information including search strategies to retrieveelectronic information and using worldwide telecommunications.

Identify, locate, evaluate, and use appropriate instructional technology-based resources (hardware andsoftware) to support Virginia Standards of Learning and other instructional objectives.

Use educational technologies for data collection, information management, problem solving, decisionmaking, communications, and presentations within the curriculum including word processing,spreadsheet, and database software.

Plan and implement lessons and strategies that integrate technology to meet the diverse needs of learnersin a variety of educational settings including the use of multimedia and hypermedia.

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INTERN TEACHING

ELIGILBILTY FOR INTERN TEACHING

The criteria for eligibility for intern teaching placement include:

1. classification as a senior or post-graduate

2. a cumulative QPR of 2.5

3. an average QPR of 3.0 in all professional studies courses

4. passing scores on Praxis I exam or SAT/ACT equivalent and the VCLA.***Documentation must accompany application.

5. scores submitted on Praxis II exam (For information on the Praxis tests see previous page.)Documentation must accompany application.

6. demonstration of professional behaviors and attitudes.

7. background check as required by school divisions to be completed prior to intern teaching.

8. a TB Test

In addition:

Secondary education studentsmust: (a) achieve an average QPR of 2.5 in the subject area in which they areseeking licensure (i.e., academic major), and (b) obtain a written letter of recommendation from major advisorattesting to subject area competence.

Elementary Education and Special Education licensure candidatesmust take the RVE Reading for VirginiaEducators.


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INTERN TEACHING POLICIES AND REGULATIONS

1. Intern teaching expectations exemplify professional attitudes and behaviors.

2. Intern teachers are obligated to adhere to a strict professional policy regarding attendance. No absencesor tardies are accepted except in the case of illness or extenuating circumstances. Intern teaching is thestudents primary responsibility. All other college and personal activities MUST be secondary and neverinterfere with teaching responsibilities. The Virginia Department of Education set the requirements forthe number of hours of actual teaching and observation. The Teacher Education programs of RandolphCollege exceed that minimum requirement. Students may be/ will be required to make up time missed.By prior arrangement, intern teachers are permitted to leave their assigned school to attend theiracademic senior seminar.

3. In the event of serious personal illness or extreme emergency, the Clinical Faculty and the school officeshould be notified as soon as possible. The College Supervisor should also be notified as soon aspossible. Extreme emergencies should be reported to the Faculty Advisor.

4. Virginia law requires that all people working directly with school children have an up-to-date TB test orhave a completed health form on file. In addition, school divisions require a criminal background check.

5. Attendance is required at all orientation sessions and seminars as well as other work sessions that maybe scheduled at the discretion of the Faculty Advisor. Attendance is required at all weekly reflectiveseminar sessions.

6. The intern should follow the schedule of the assigned school, adhering to the same on-site hours (i.e.,morning arrival and afternoon departure as per the Clinical Faculty) and teaching days using thecalendar provided at the beginning of the semester in regard to the College calendar. Attendance isrequired at all faculty meetings, PTO/PTA meetings, appropriate parent-teacher conferences, in-serviceworkshops, and other activities expected by the Clinical Faculty.

7. The intern should be considered a member of the school staff and is expected to observe the regulationsand policies required of regular teachers. The intern should obtain information regarding fire drillprocedures, parking regulations, and all other school policies.

8. Interns are required to thoroughly prepare lesson and unit plans approved by the Clinical Faculty inadvance of teaching.

9. In accordance with professional behavior, the use of cell phones, pagers, and other personal electronicdevices in a school is strictly forbidden.

10. Interns should never be responsible for students other than those in their assigned classes (i.e.,undergraduate candidates may not cover for another teachers absence).

11. Undergraduate interns may not substitute teach.

12. In the event of inclement weather, the intern must obtain school closing information from the local radioor television stations or school websites.

13. Interns should follow and enforce the discipline policies of the assigned school. No intern mayadminister corporal punishment. In the event of extreme behavior problems, the intern should obtainassistance from school personnel.


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PROGRAM COMPLETION

Completion of intern teaching does not guarantee completion of the Teacher Education Program. The criterionfor program completion includes:

1. Maintaining cumulative QPR (2.5), professional studies QPR (3.0), and major QPR (2.5 for secondaryeducation);

2. Passing scores on Praxis I or the equivalent, Praxis II; VCLA and for elementary candidates the RVE

REQUIREMENTS FOR TEACHER LICENSURE

To be recommended by Randolph College for teacher licensure from the Commonwealth of Virginia, thestudent must successfully complete the following:

1. Requirements for the Bachelor of Arts or Bachelor of Science degree, as described in the AcademicCatalog.

2. Overall cumulative Quality Point Ratio (QPR) of 2.5 or above.

3. Successful completion of required professional studies courses with an average QPR of 3.0 or above.

Scores from the following as prescribed by the Virginia Department of Education:

5. Passing scores on Virginia Communication and Literacy Assessment (VCLA), a standardized test ofbasic skills (i.e., Reading and Writing) (Fee required). Please submit documentation.

6. Passing scores on Praxis II, a standardized test of subject area content (See page 8), as prescribed by theVirginia Department of Education (Fee required). Please submit documentation.

7. Reading for Virginia Educators (for elementary and special education teacher candidates) scores (Feerequired). Please submit documentation.

8. Application for licensure from the Virginia Department of Education (Fee required).

9. College Verification form (See Education Department website or DOE website).


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TEACHER LICENSE APPLICATION CHECKLIST

TO APPLY

Please assemble all items in the following checklist and submit the entire, completed package (including thechecklist) to the Registrars Office, on or before May 1.

Application found online (complete appropriate forms)http://www.doe.virginia.gov/

College verification form (Part of the application)Complete only the top box.

Praxis II scores official document*

VCLA scores official document*

RVE scores elementary and special education only official document*

Check for $50.00 ($75.00 for out of state candidates) made out to VirginiaDepartment of the Treasury

Signed release form for official transcript (Registrars office)

*Initial licensure only

Name:_____________________________________ Date:__________________________


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APPEAL AND GRIEVANCE PROCEDURES

For all appeal and grievance procedures see Rights and Freedoms of Students, section 2.a and b, andGrievances (Academic) of the RANDOLPH COLLEGE Student Handbook.

DUE PROCESS

An Intern may be withdrawn from the Teacher Education Program and Intern Teaching for the followingreasons:

1. An Intern with a verifiable health problem which may cause excessive absences or cause the student to notbe able to function in a professional manner may withdraw or be withdrawn with the approval of theCollege Supervisor, Clinical Faculty and Chair of the Education Department or designee.

2. An Intern may be withdrawn from the assigned teaching position whenever it is determined by the CollegeSupervisor, Clinical Faculty and Chair of the Education Department or designee that she is not performingin the best interest of the students and is not showing sufficient instructional progress to continue in theprogram.

3. An Intern may be removed from a teaching position whenever the rules and responsibilities of the RandolphCollegesTeacher Education Program Policies and Procedures Manual or school board policies of the host

school division are violated.

Procedures:

When it is determined by the College Supervisor, Clinical Faculty, and Education Department designee that anIntern Teacher has a verifiable illness, is not making sufficient instructional progress or has violated policiesand/or procedures and is in danger of being removed from the intern teaching position, the following steps mustbe taken:

1. A conference must be scheduled with the Intern, the College Supervisor, the Clinical Faculty, and theEducation Department Chair or designee and other College personnel responsible for observing the intern. TheIntern will be presented with the concerns and written artifacts that support those concerns. The Dean of theCollege will be notified as to the potential of an Intern being withdrawn from the program.

2. If applicable, remedial steps should be outlined in writing and a date set for completion of theremediation process. The Intern will be informed at this time of the possibility of being withdrawn from theprogram if sufficient progress is not noted within the designated time frame. In cases where remediation is notan option due to the severity of the infraction, immediate dismissal may occur, i.e. when school board policiesare violated.

3. If the Intern fails to make sufficient improvement within the designated time another meeting will beheld with the same parties to make a decision concerning withdrawal. The Intern will be given the opportunityat this time to withdraw voluntarily from the program. This allows the Intern to have Withdrawn on theofficial transcript as opposed to a failing grade.

4. The Intern will have the right to appeal within 5 working days of this decision to the TeacherEducation Advisory Committee. The request for an appeal must be in writing and submitted to the EducationDepartment Chair. A meeting will be scheduled within three working days. Members of the Teacher EducationAdvisory Committee will hear any additional information that the Intern wishes to present. If an intern iswithdrawn for verifiable health reasons, they may reapply the following semester with sufficient documentationthat they are able to continue the intern teaching process.


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SUPERVISING THE INTERN TEACHER

GUIDELINES FOR THE CLINICAL FACULTY

The Clinical Faculty plays an important role in assuring successful intern teaching. Through his/herpreparation, guidance and knowledge, the intern teacher experiences the realities of teaching first hand. TheClinical Faculty demonstrates the challenges and responsibilities, as well as the pleasures and satisfactions, tobe gained through successful teaching.

ORIENTING THE INTERN TO YOUR SCHOOL AND CLASSROOM

1. Prepare the class and parents for the intern prior to her arrival. Introduce her as a teacher (not as a student).2. Provide a separate work area/desk (preferably not a student desk) in the classroom.3. Provide the intern with a set of textbooks, manuals, curriculum guides, and handbooks.4. Familiarize the intern with the school facilities, resources and policies and procedures.5. Share important names, phone numbers and addresses.6. Include the intern in classroom activities and experiences from the very beginning.

7. Explain to the intern the policies and methods of record keeping for attendance, tardies, grades, conduct,cumulative folders, etc.8. Gradually increasing teaching responsibility during the first 2 weeks, preparing the Intern to assume full-

time teaching by the 3rd

week .

MENTORING THE INTERN

1. Include the intern in faculty and curriculum meetings.2. Explain why you use specific materials and strategies. Help the intern to raise these questions when doing

her own planning and teaching. Do not assume that an intern will be aware of your intent simply fromobserving you model a lesson or procedure. Explain your purposes.

3. Demonstrate the use of curriculum guides, Virginia Standards of Learning materials, and teachers manualsfor your grade level.

4. Set aside a specific time for planning. An intern will need lots of assistance in the early stages of lessonplanning. Engaged collaboratively in long-range planning early in the intern teaching placement andschedule the weeks during which the intern will assume full responsibility.

5. Explain school discipline policies and referral process to the intern from the beginning. Indicate how asituation will be handled if a pupil misbehaves when both of you are in the classroom. Who will beresponsible for taking action?

6. When appropriate, include the intern in parent conferences or telephone conversations. Guide her to useappropriate communication skills to prevent parent alienation.

7. Accept each intern as an individual and do not compare her with previous interns you have known.

8. Gradually give the intern enough freedom so that she can have a feeling of independence and a chance tomake her own mistakes. Leave the room for short intervals when the intern is teaching to allow her toexercise some degree of autonomy.

9. View the intern as a colleague. Remember to ask the intern for him/her opinion and be sure to give him/hercredit when her suggestions and ideas are utilized.

10.Help the intern reflect on her teaching and to implement recommendations for improving effectiveness bycompleting the Collaborative Log on a weekly basis or as needed.


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5. Remember that learning to teach is developmental. Each teaching intern is different even though theycome to you from the same College. Please do not compare one intern with another; simply comparewhat the intern does today with what he/she did yesterday.

6. Accept the intern as a colleague. Include them in conversations. Tell them about professionalorganizations and responsibilities. Help them to feel a part of the school, not an intruder.

RESPONSIBILITIES OF THE COLLEGE SUPERVISOR

1. To serve as a liaison between the participating school and the College

2. To participate in intern teacher and Clinical Faculty orientation

3. To observe the intern as she works with students. Each intern teacher will be observed a minimum of 6times per placement. When appropriate, more frequent observations and conferences will be scheduled.Complete a Classroom Observation form for each observed lessonand discuss it with your internduring a post-observation conference. (Give the Intern Teacher and Clinical Faculty copies.)

4. To confer with the intern before and after observing to: assist in planning facilitate the interns reflective process, helping her interpret his/her experiences in light of sound

educational theory and practice

offer support and encouragement share experiences and suggestions

5. To seek resolution of unsatisfactory intern teaching experiences with the intern, Clinical Faculty, and theprincipal. In the event that removal of a student teacher is necessary, the College will do so after dueprocess has been guaranteed (see "Removal of Intern Teacher").

6. To participate in at least one three-way conference with the Clinical Faculty intern teacher andSupervisor to evaluate progress and identify areas needing improvement (mid-term evaluation).

7. To participate in a final, summative evaluation conference with both the intern and the Clinical Faculty.

8. To assign the final grade for the internship with input from the Clinical Faculty and intern (see"Evaluation").

9. To write a letter of recommendation to be submitted to the Chair of the Education Department.

10. To consult with school administrator and Clinical Faculty regarding the intern teaching program.

GUIDELINES FOR CONFERENCING WITH AN INTERN TEACHER

Conferencing involves planned interactions between the Clinical Faculty or College Supervisor and the internteacher. Establish a cyclical process that takes into account the planning and preparation preceding a lesson tobe observed and the necessary feedback after observing a lesson that informs the planning and preparation ofthe intern's next lesson. To be effective, each classroom observation of a lesson requires both a pre- and a post-conference:


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CLINICAL FACULTY DATASHEET

Please complete this form and a W9 for our records and your reimbursement.

Clinical Faculty___________________________________________

I am a certified Clinical Faculty/Mentor _____yes ______no

Intern____________________________________________________

Semester__________________________________________________

School_____________________________________ School Phone #__________________________

Grade/Subject_______________________________

Degree/s________________________________________________________________________________

Institution/s_____________________________________________________________________________

Type of Certificate______________________________________________

Home Address__________________________________________________

______________________________________________________________

______________________________________________________________

Home Phone #_______________________________

Email Address_______________________________

Please return to Randolph College Teacher Education Department.


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Randolph College

Teacher Education Program Application

Name__________________________________________ Class_________________________________

Major____________________________________

College PO Box #____________________________________ College Phone #______________________

College email ____________________________ Home email______________________________________

Home Mailing Address __________________________________________Home phone__________________

Licensure Program (check one) ______Elementary ______Secondary: Subject Area________________

_____Special Education

Did you participate in Teacher Education at a community college? _____yes ______noWhich program interests you most at this time? 4 year program _____ 5 year master program _____Which semester do you plan to intern teach? Fall ___________ Spring __________ (please include year)

Attach documentation of the following:

PRAXIS I: Rdg________Writing________Math_________ _____________________date taken

Or SAT Scores__________Total___________Verbal_________Math ________________date taken

ACT Scores _________________ Total

Professional Courses/Grades ____________________________________________/_____________________________________________________/_____________________________________________________/_________

QPR(Quality Point Ratio) __________________________ as of _________/_____________semester/year

o Submit an unofficial copy of your transcript with your application.________________________________________________________________________________________________

Teacher Education Office

__________Recommendation by College Professor (outside of the Education Department)__________Recommendation by Teacher Education Professor__________Personal Recommendation (outside of the College)__________Personal Essay

__________Date formally admitted to and enrolled in Teacher Education Program

Application Deadline: On or before the third Monday in October or the third Monday in February.

Please submit completed form toRegistrars OfficeRandolph College


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Randolph College

Teacher Education Program Reference

Reference for __________________________________________________________________

Name of reference ______________________________________________________________

Title ____________________________________ Date ________________________________

Organization ___________________________________________________________________

How long have you known this applicant? ___________________________________________

Under what circumstances? _______________________________________________________

______________________________________________________________________________

Please rate the applicant in the following areas:

Personal Attributes Poor Average Good Excellent Unable to Comment

Emotional maturityCooperativeness

Courtesy

Reliability

Flexibility

Creativity

Acceptance of criticism

Leadership

Academic Attributes Poor Average Good Excellent Unable to Comment

Critical thinking

Problem solving

Oral skills

Writing skills

Commitment

Comments:

___________________________________________________ ________________________Signature Date

Please submit completed form toRegistrars OfficeRandolph College2500 Rivermont AvenueLynchburg, Virginia 24503


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Intern Teaching ContractFirst Placement

SAMPLE

I, _______________________________________, have read this contract. I accept the provisions listed andagree to abide by the policies and regulations. I understand that there are consequences if I do not abide by allpolicies and regulations.

I agree to:

exemplify professional attitudes and behaviors.be positive in my interactions with faculty, staff, students, and parents.be respectful to students. I understand that public or private humiliation of students is never acceptable.be professional in my attire. I understand that jeans are not permitted, unless it is a school-wide casual day. free myself of campus and work responsibilities during each student teaching week to allow for a full-time

commitment to teaching.

adhere to a strict professional policy regarding attendance. This means that I will arrive at the time designated bythe school division and/or follow my clinical facultys schedule. I understand that my first day of InternTeaching is__________, ______________ and my last day is ___________________. I will attend every day,unless I have a serious illness - in which case I will provide my college supervisor with a note from the doctor.In the event that I must miss a day, I will notify my clinical faculty, college supervisor, and college faculty nolater than 7:30 am. I also understand that I am required to make up any time missed.

to inform my college supervisor and college faculty immediately if there are any changes to my schedule. obtain school closing information from the local radio or television stations or school division websites in the

event of inclement weather. If make-up days are scheduled during my placement, I will fulfill myresponsibilities.

plan with my coach, clinical faculty, and college supervisor any specific absences and early departures associatedwith participating in intercollegiate athletics. The schedule will be given to my clinical faculty, collegesupervisor, and college faculty at the beginning of the semester. I agree to make up time missed. I understandthat I may not leave my assigned school early for practice.

attend all extracurricular activities with my clinical faculty. This includes, but is not limited to: faculty meetings,parent-teacher conferences, Child Study meetings, in-service opportunities, and after-school/week-end events.

thoroughly prepare lesson plans, using one of the Randolph College formats, and submit them to my clinicalfaculty, college supervisor, and college faculty no later than 10:00 pm on Sunday evening each week. I also

understand that I must have completed lesson plans available to any observer at any time. abide by professional behavior regarding the use of cell phones, pagers, and other personal electronic devices in a

school. I understand that the use of these devices during the instructional day is strictly forbidden.

complete and submit all forms, logs, and paperwork associated with the intern teaching experience in a timelymanner. I understand that I am responsible for securing forms and paperwork completed by my clinical facultyas part of my on-going evaluation. I understand that participation in regular conferences with my clinical facultyand college supervisor is required.

gradually assume teaching responsibilities during the first two weeks of my placement and will be teaching andplanning all periods/subject by the first day of week 3.

_________________________________ ____________________Intern Teacher Date

___________________________________ ____________________Clinical Faculty Date

___________________________________ ____________________College Supervisor Date


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SAMPLE LETTER TO INTRODUCE INTERN TEACHER TO PARENTS:__________________________________________________________________________________________

(School Letterhead)

(Date)

Dear Parents,

I am happy to inform you that from (beginning date) through (ending date), I will be your childs internteacher. I am currently a student in the _______________________ program from Randolph College. Duringthe time I am in the classroom, (the Clinical Facultys name) will consistently observe and superviseinstructional activities. The primary responsibility of the instructional program for your child remains with hisor her classroom teacher.

We at (your schools name) are very pleased and excited to have this opportunity to work with an internteacher. This experience will provide your child with additional enrichment, reinforcement, and supervision

Your support in welcoming and working with the intern teacher will be appreciated. Please contact us if youhave any questions concerning this matter.

Sincerely yours,

(Intern Teacher)


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INTERN TEACHING MATERIALS CLEARANCE

Each intern is required to insure the return of all materials, resources, and other items supplied during internteaching. The individuals indicated below must be contacted to complete this form. This form must besubmitted to the College Faculty by the end of the intern teaching experience. YOU ARE

RESPONSIBLE FOR REPLACING ANY BROKEN OR LOST MATERIALS.

The following verify by signature that _________________________________________________________(Intern Teacher)

has properly returned all books and materials supplied during the intern teaching assignment at school and at

Randolph College.

_______________________________________________ ______________

Clinical Faculty Date

________________________________________________ ______________Media Specialist Date

_________________________________________________ _______________Principal Date

__________________________________________________ ________________College Faculty Date


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Randolph College

The Reflective Process: Collaboration between Clinical Faculty and Intern TeacherTeacher Candidate: Clinical Faculty:

Lesson name: Date:

Lesson Objective(s)

Evidence of Student Success Concerns

Possible adjustments Additional Support


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Randolph College Education Department Time Report

Name: _____________________________ Endorsement ____________ Semester/Year ____________ College

1st or 2nd Placement/Practicum __________________ Clinical Faculty ____________________

Dates

(Week)

Assisting

Activities

Responsible

for Teaching

the Whole

Class/Group

Observation

Hours*

Other School Activities

*planning, preparation,Supervising student

activities, conferences, etc.

Total hours a

per wee

Teaching Hours

Totals

*Report time to the nearest quarter hour in decimal form15 minutes = .25; 30 minutes = .50; 45 minutes = .75*** List date and school code for absence for each school day missedCode 1. School holiday (M. L. King Jr. Day, scheduled spring break, etc.)Code 2. School closed due to weather or other emergency conditionsCode 3. Absent due to health problemCode 4. Absent to attend approved professional activity

Code 5. Other

Please Sign and date to confirm approval of report.

Intern Teacher: ________________________________________________ Date: _____________________

Clinical Faculty: _______________________________________________ Date: _____________________

College Supervisor/faculty: ______________________________________ Date: _____________________


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Professional Knowledge/Skills Rubric

Courses:_________,___________,___________,__________,__________,_________,__________,____INTASC Standard Artifact Artifact Artifact Artifact Artifact R

4QA

IA

3AAA

2A

AWA

1A

1. Knowledge of Subject Matter1 2 3 4

2. Human Dev. & Learning

1 2 3 4

3. Adapting Inst. For Individual.Needs1 2 3 4

4. Multiple Instruction. Strategies1 2 3 4

5. Class Motivation/Management1 2 3 4

6. Communication Skills1 2 3 4

7. Instructional Planning Skills1 2 3 4

8. Assessment of StudentLearning1 2 3 4

9. Professional Growth/Reflection1 2 3 4

10. Partnerships/Involvement1 2 3 4


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Standard 3. Diverse LearnersThe teacher understands how students differ in theirapproaches to learning and creates instructional opportunitiesthat are adapted to diverse learners.KEY INDICATORS:

Designs instruction appropriate to students stages ofdevelopment, learning styles, strengths and needs.

Selects approaches that provide opportunities fordifferent performance modes Accesses appropriate services or resources that

meet exceptional learning needs when needed.

Adjusts instruction to accommodate the learningdifferences or needs of students (time andcircumstance of work, tasks assigned,communication and response modes).

Uses knowledge of different cultural contexts withinthe community (socio-economic, ethnic, and cultural)and connects with the learner through types ofinteraction and assignments.

Creates a safe learning community that respects

individual differences.

DateCompleted

Documentation College InstructorVerification

Standard 4. Multiple instructional StrategiesThe teacher understands and uses a variety of instructionalstrategies to encourage student development of critical thinking,problem solving, and performance skills.KEY INDICATORS:

Selects and uses multiple teaching and learningstrategies (a variety of presentations/explanations) toencourage students in critical thinking and problemsolving.

Encourages students to assume responsibility foridentifying and using learning resources.

Assumes different roles in the instructional process(instructor, facilitator, coach, audience) toaccommodate content purpose, and learner needs.

Uses effective questioning that encourages studentsto formulate appropriate questions.

Demonstrates knowledge and use of differentiation inplanning and instruction.


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Standard 5. Motivation and ManagementThe teacher uses an understanding of individual and groupmotivation and behavior to create a learning environment thatencourages positive social interaction, active engagement inlearning and self-motivationKEY INDICATORS:

Encourages clear procedures and expectations thatensure students assume responsibility for themselvesand others, working collaboratively andindependently, and engages in purposeful learningactivities.

Engages students by relating lessons to studentspersonal interests, allowing students to have choicesin their learning, and leading students to askquestions and solve problems that are meaningful tothem.

Organizes, allocates, and manages time, space andactivities in a way that is conducive to learning

Organizes, prepares students for, and monitorsindependent and group work that allows for full andvaried participation of all individuals.

Analyzes classroom environment and interactionsand makes adjustments to enhance socialrelationship, student motivation/engagement andproductive work.

Date Documentation College InstructorVerification


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Standard 6. Communication and TechnologyThe teacher uses knowledge of effective verbal, nonverbal, andmedia communication techniques to foster active inquiry,collaboration, and supportive interaction in the classroom.KEY INDICATORS:

Models effective communication strategies inconveying ideas and information and when askingquestions (e.g., monitoring the effects of messages,restating ideas and drawing connections, usingvisual, aural, and kinesthetic cures, being sensitive tononverbal cues both given and received).

Provides support for learner expression in speaking,writing, and other media.

Demonstrates that communication is sensitive togender and cultural differences (e.g., appropriate useof eye contact, interpretation of body language andverbal statement, acknowledgement of andresponsiveness to different modes of communicationand participation.

Uses a variety of media communication tools toenrich learning opportunities.

Date Documentation College InstructorVerification

Standard 7. PlanningThe teacher plans instruction based upon knowledge of subjectmatter, students, community, and curriculum goals.KEY INDICATORS:

Plans lessons and activities to address variation inlearning styles and performance modes, multipledevelopment levels of diverse learners, and problemsolving and exploration.

Develops plans that are appropriate for curriculumgoals and are based on effective instruction.

Adjusts plans to respond to unanticipated sources ofinput and/or student needs.

Develops short and long-range plansStandard 8. AssessmentThe teacher understands and uses formal and informalassessment strategies to evaluate and ensure the continuousintellectual, social, and physical development of the learner.KEY INDICATORS:

Selects, constructs, and uses assessment strategiesappropriate to the learning outcomes.

Uses a variety of informal and formal strategies toinform choices about student progress and to adjust


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instruction (e.g., standardized test data, peer andstudent self-assessment, informal assessments suchas observation, surveys, interviews, student work,performance tasks, portfolio and teacher made tests).

Uses assessment strategies to involve learners inself-assessment activities to help them becomeaware of their strengths and needs, and to encouragethem to set personal goals for learning.

Evaluates the effects of class activities on individuals

and on groups through observation of classroominteraction, questioning and analysis of student work.

Solicits information about students experiences,learning behavior, needs and progress from parents,other colleagues, and students.

Standard 9. Reflective Practice: Professional GrowthThe teacher is a reflective practitioner who continuallyevaluates the effects of choices and actions on others(students, parents, and other professionals in the learningcommunity) who actively seeks out opportunities to growprofessionally.KEY INDICATORS:

Uses classroom observation, information aboutstudents and research as sources for evaluating theoutcomes of teaching and learning and as a basis forexperimenting with, reflecting on and revisingpractice.

Uses professional literature, colleagues and otherresources to support self-development as a learnerand as a teacher

Consults with professional colleagues within theschool and other professional arenas as support forreflection, problem-solving and new ideas, activelysharing and seeking and giving feedback.

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Standard 10. School and Community InvolvementThe teacher fosters relationships with school colleagues,parents, and agencies in the larger community to supportstudents learning and well-being.KEY INDICATORS:

Participates in collegial activities designed to makethe entire school a productive learning environment.

Links with counselors, teachers of other classes andactivities within the school, professionals incommunity agencies, and others in the community tosupport students learning and well-being.

Seeks to establish cooperative partnerships withparents/guardians to supports student learning.

Advocates for students.

DateCompleted

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Signature __________________________________________


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APPENDIX E

Caree

teach handbook

Documents