the guide to graduate practicum
TRANSCRIPT
1
The Guide to Graduate Practicum
2
Contents
Introduction
Recommended Progression
Essential Functions of aProfessional Educator
Professional Behavior Assessment
Policies
Expectations
Practicum Performance Areas
Teacher Candidate Evaluation
Procedures for Concerns During Practicum
Evaluation Rubricfor Common Areas
FAQs
3569
1113
1518192527
Rev 8/2021
3
“Practicum is a personal and professional journey of reflection and self-discovery as well as socialization into the
field of contemporary education.”
This Guide to Practicum serves as a reference for information, policies, and procedures for teacher candidates, school-based teacher educators (SBTEs), and college-based teacher educators (CBTEs). Our programs are designed to engage teacher candidates in coursework and clinical experiences that deepen their understanding of education as a profession. The teacher candidates who participate in the Graduate Practicum currently hold a teaching certification and are adding an additional certification in a new area or changing developmental levels.
Effective partnerships are essential for the high quality clinical practices that are central to the preparation of teacher candidates. High quality clinical practices allow teacher candidates to develop and apply the knowledge, skills, and professional acumen necessary to demonstrate positive impact on all P-12 students’ learning and development. Such an authentic application of coursework is where the college and local schools come together in a partnership that sustains our profession.
The landscape of our profession is changing. The standards and expectations of the field of education have raised the achievement bar for P-12 levels of education. So too the standards and expectations have been raised for pre-service teacher education. No longer are our partners in public education referred to simply as Cooperating Teachers. In their essential role as SBTEs the educators who host teacher candidates
take on a leadership role—modeling and mentoring excellence in teaching and learning.
A practicum benefits both the SBTE and the teacher candidate. Hosting a teacher candidate allows SBTEs to pause and reflect on their own practice. With another invested educator dedicating time, skill, and energy to the success of the SBTE’s students, together the teacher candidate and SBTE can create collaborative partnerships, co-teaching opportunities, and the ability to conduct individualized diagnostic student evaluations that are typically constrained by time and resources.
A key to a successful practicum partnership between Nazareth College and SBTEs is open and thoughtful communication amongst the triad of teacher candidate, SBTE, and CBTE. When communication is honest and expectations are clear, relationships of trust emerge. Teacher candidates are asked to be flexible, responsive, and reflective. SBTEs are asked to observe the teacher candidate and regularly offer collaboration and feedback. The CBTE works closely with the teacher candidate and the SBTE through regular visits to observe, provide feedback, and assess the teacher candidate’s progress. Nazareth College is grateful to the teachers in our partnering schools who join us in our efforts to prepare excellent teachers.
All teacher candidates from Nazareth College who engage in practicum have met the pre-requisite coursework and extensive field placement requirements of their initial
Teacher Education at Nazareth College
4
certification programs. They come ready to further enhance and gain competency in the skills required in a new area of teaching or a new developmental level. With this in mind, we understand that a practicum is a personal and professional journey of reflection and self-discovery. We understand that as mentors and leaders in their school communities, SBTEs take an active role in their professional trajectories and we appreciate the time, effort, dedication, and skill it takes to help teacher candidates transition into a new area of the profession. From helping teacher candidates learn
to make decisions in real time, to bringing to life curricular innovations and modeling teacher-student interaction, SBTEs provide pivotal vision and voice to the next generation of educators.
1. An electronic copy of this guide is available on the Office of Clinical Experiences and Partnerships webpage at: https://www2.naz.edu/school-education/office-clinical-experiences-partnerships. 2. Nazareth College’s Teacher Education Programs and this Guide were developed in accordance with the AAQEP Preparation Stan-dards and the New York State Education Department Guidelines for field experiences.
Teacher candidates are evaluated on four major performance areas. These areas are central to CBTE observations, teacher candidate re-flective writing, and informal teacher candidate assessments. (Please see p. 19 for a copy of the Practicum Rubric.
5
Performance Areas
Planning & Preparation
Teacher candidates with exemplary planning and preparation skills are able to incorporate knowledge of human growth and development, discipline specific concepts, tools of inquiry, structures of the discipline, and technology into meaningful segments of learning that are aligned with student learning goals.
Instruction &Environment
Teacher candidates with exemplary knowledge of in-struction and environment are able to employ a variety of instructional and assessment strategies, classroom management skills, and knowledge of student behavior to successfully create positive learning environments and implement written curriculum in a meaningful way.
Professional Practice
Teacher candidates that display exemplary professional practice engage in meaningful reflection, respect diversity in school environments, demonstrate strong oral and written communication skills, demonstrate initiative and responsibility, and are professional and courteous in their interaction with all members of the school community.
Program Specific Criteria
Teacher candidates with exemplary content area practices will meet the expectations set out by their individual programs (please see program specific doc-umentation for these categories).
6
√ Have a positive impact on their P-12 students by focusing on student learning and assessment by creating lesson plans, actively engaging student learning, recognizing student assets, evaluating student learning.
√ Recognize that their primary focus during Practicum is the well being and learning of their students.
√ Communicate in advance anything that will potentially impact their attendance (e.g. athletic commitments, teacher recruitment day).
√ Establish an atmosphere of respect and understanding with the students in the classroom.
√ Participate in proactive and ongoing face-to-face and electronic communication with assigned CBTE and SBTE about their pedagogy, progress, and concerns.
√ Bring innovative ideas into the teaching space if warranted and appropriate. √ Value their role as learners who are new to the certification area. √ Demonstrate the Essential Functions of a Professional Educator. √ Follow the policies, procedures, time schedules, and obligations of the host
school. √ Participate in the school community in ways that honor families and respect
community knowledge. √ Assume the role of professional teacher when in the school building and
classroom. √ Maintain confidentiality regarding school, classroom, and student
information at all times. √ Attend classes and maintain commitment to college coursework.
Teacher CandidatesExpectations of
7
Expectations of School-Based Teacher Educators
√ Orient teacher candidates to school policies, classroom materials, procedures, routines and behavior expectations for students.
√ Support teacher candidates as an individual with unique needs and potential.
√ Support teacher candidates as learners and understand that:
• ...learning to teach is a developmental process;
• ...coursework and clinical experiences alone cannot fully prepare candidates for the challenges of teaching;
• ....teacher candidates’ success depends in part on your support, encouragement, feedback, and modeling.
√ Participate in proactive and ongoing face-to-face and electronic communication with the teacher candidate and the CBTE about the teacher candidate’s progress.
√ Set aside time for regular dialogue with teacher candidates and invite teacher candidates to ask questions.
√ Establish a timeline with teacher candidates to assume teaching responsibilities. For guidance
please see “Recommended Progression of Teaching Responsibilities” (p. 11).
√ Foster creativity in teacher candidate by encouraging new ideas.
√ Be mindful of teacher candidate’s need for scheduling flexibility in order to attend requirements of the Professional Semester.
√ Refer to this handbook or contact the CBTE for questions relating to expectations, teacher candidate performance, and assessment.
√ Become familiar with teacher candidate assessment tool (see Teacher Candidate Evaluation on p. 18 and Practicum Evaluation Rubric on p. 19).
√ Complete and discuss teacher candidate assessments at the midpoint and at the end of the Practicum experience.
• Introduce teacher candidates to students, other teachers, administrators, and office and custodial staff.
• Provide teacher candidates with a workspace.
√ Help teacher candidates feel welcome in the school or classroom:
8
Expectations of College-Based Teacher Educators
√ Provide teacher candidates with written feedback, suggestions, and guidance following all formal observations.
√ Assist teacher candidates in self-assessment and reflective practice.
√ Participate in proactive and ongoing face-to-face and electronic communication with the SBTE and teacher candidates about the teacher candidate’s
progress. √ Respond to the needs of teacher candidates and
SBTE’s through visitations, observations, and reflective seminars.
√ Communicate with school principals and other administrators as necessary and appropriate.
√ Review the Midway Placement Evaluation and the End of Placement Evaluation with each teacher candidate and provide them with a copy for their records.
“A practicum is not the final experience in teacher development. It is one step
along the continuing journey of professional development.”
9
Policies During Practicum
During the Practicum experience, teacher candidates are expected to follow the calendar of the host school district and the individual school(s) to which they are assigned. Nazareth’s academic calendar is not followed (e.g. teacher candidates follow the district’s Spring Break rather than Nazareth’s).
Academic Calendar:Attendance:Teacher candidates are required to be in attendance at the host school every day of the Practicum placement in accordance with the host school’s academic calendar.
However, if an absence is unavoidable due to illness or family emergency, the total number of days missed cannot exceed two days for students registered for three credit hours.
When it is necessary for a teacher candidate to be absent from school, the candidate must contact the SBTE and the CBTEs prior to the start of the school day on the day of the absence.
If the teacher candidate is absent more than the allotted days, the candidate will be expected to make up the difference. This may result in the Practicum experience extending beyond the end of the academic semester. Potential consequences could include an Incomplete on the candidate’s academic transcript and an extension of the time needed to complete the candidate’s program. The CBTEs will contact the Program Director and the Office of Clinical Experience and Partnerships, and the Program Director will determine the processes for completing the Practicum experience.
In an emergency, a teacher candidate may assume the SBTE’s role as long as the district assigns a certified professional staff member to be responsible for the classroom. However, if SBTEs know in advance that they are going to be absent, teacher candidates may not act as a substitute teacher. The district is required to make provisions for a substitute teacher in the classroom.
Substitute Teaching:
See Academic Calendar here.
Unavoidable Absence(s) Needed?Registered for 3 credits? =2 Days
10
Under no circumstances is a teacher candidate allowed to transport students.1. Teacher candidates need to report an accident in
the school to the chief administrative officer of the school/agency as soon as possible. (Please note: Auto accidents that occur during Practicum are the sole responsibility of the teacher candidate).
2. Teacher candidates need to follow the procedures as established by the school district/agency, e.g. complete an incident report.
3. Teacher candidates should seek medical services, if needed, as covered by their own insurance.
4. Within 24 hours, teacher candidates need to notify their CBTE, Program Director, and the Office of Clinical Experiences and Partnerships Program Director to report the accident and any actions that were taken.
5. The Office of Clinical Experiences and Partnerships Program Director will write a description of the events to be placed in the teacher candidate’s file in the The Office of Clinical Experiences and Partnerships.
Teacher Candidate Accidents While in the Field:
Office of Clinical Experiences and Partnerships:585.389.2596
Transportation of Students:
Professional Standards:Teacher candidates commit to act, respond, and communicate only in those ways that honor each student’s right to safety, confidentiality, and privacy in ALL matters by:
Recognizing that students’ lives extend beyond the boundaries of the school, the teacher candidate will neither discuss nor reveal any information about any student or situations involving students at the school at any time or place, in any medium, or with any person outside the confines of the school.
Teacher candidates understand they will be asked to do instructional planning, reflective writing, and case studies that will often involve specific references to a child or SBTE. The teacher candidate will respect the privacy of these individuals and maintain confidentiality by using initials or pseudonyms.
11
Recommended Progression of Teacher Candidate Responsibilities
Time at Placement
Prac
ticum
Inde
pend
ence
Learning Routines
Mini-Teaching
Initial Teaching
Sustained Teaching
Full Teaching
Phasing Out
12
Explanation of Recommended Progression Categories
√ Teacher candidate familiarizes with the teaching context and students’ skills and assets. √ Support individual students and small groups. √ Teach single lessons after observing SBTE. √ Co-teach/assist SBTE’s lessons.
√ Apply knowledge of student assets in one-on-one student interactions. √ Lead transitions/classroom routines. √ Assume responsibility for single lessons.
√ Research and plan with the SBTE for additional lessons. √ Add 1 or 2 more content area grade levels/courses.
√ Teach continuing lessons and/or units with the collaboration of the SBTE. √ Co-teaching with the teacher candidate taking the lead.
√ Independently research, plan, and teach the entire teaching load of the SBTE.
√ Gradually reduce the primary responsibilities of teaching in the classroom. √ Transition these responsibilities back to the SBTE. √ The teacher candidate remains an active part of the classroom.
Learning Routines
Mini-Teaching
Phasing Out
Initial Teaching
Full Teaching
Sustained Teaching
13
Essential Functions of a Professional Educator
“Essential functions refer to those cognitive, physical, and behavioral abilities that are necessary for satisfactory completion of all aspects of the teacher education curriculum and the development of professional attributes.”
Performing successfully as a teacher candidate requires a broad array of knowledge, skills and dispositions, including abilities in areas of judgment, integrity, character, professional attitude, and demeanor. Admission and retention decisions are based not only on satisfactory prior and on-going academic achievement, but also on non-academic factors that serve to ensure that the teacher candidate can complete the essential functions of the academic and field-based program components required for graduation. Essential functions, as distinguished from academic standards, refer to those cognitive, physical
and behavioral abilities that are necessary for satisfactory completion of all aspects of the teacher education curriculum and the development of professional attributes. Upon graduation, students from this program are expected to deliver instruction in a safe, competent, and ethical manner. This document delineates the specific demands of this professional teacher education program so that students may compare their capabilities with these requirements.
Teacher candidates are expected to complete the tasks articulated in this document. When a teacher candidate desires reasonable accommodation to assist in completing the field-based and non field-based coursework of this program, he or she must request this assistance from the Student Accessibility Services. This office, in consultation with the Program Director and other inclusive education faculty members, will decide whether the student will be able to perform the essential tasks. Providing reasonable accommodation does not imply that a student will be exempt from performing any tasks essential to completion of the
program. There can be no exemption for performing tasks necessary and required during Practicum.
Teacher educator programs at Nazareth assume that teacher candidates can complete the following:
√ Tasks Requiring Social Skills √ Tasks Requiring Communication Skills √ Tasks Requiring Cognitive Skills √ Other Tasks
14
Tasks Requiring Social Skills Tasks Requiring Cognitive Skills
Tasks Requiring Communication Skills
Other Tasks
√ Convey and receive information efficiently, effectively and professionally through written, oral, and electronic (e.g., email, social networking sites) means with relevance and cultural sensitivity.
√ Convey and receive verbal, non-verbal, and written information in a timely manner to and from: students, faculty, administrators, and families as appropriate.
√ Effectively interpret and assess verbal and non-verbal communication.
√ Demonstrate respect for confidential matters. √ Exercise discretion in communication.
√ Comprehend, retain, integrate, synthesize, infer, evaluate and apply written and verbal information sufficient to meet curricular and field-based demands.
√ Solve problems using the ability to evaluate, interpret, reason, analyze, integrate, prioritize and synthesize information.
√ Recall previously presented information as well as retain and incorporate new information.
√ Concretely demonstrate ability to apply theory to practice.
√ Handle multiple assignments, conflicting demands, and/or priorities.
√ Make appropriate multiple decisions in real-time. √ Plan complex sequences of actions. √ Navigate the daily routines and challenges, known
and unknown, within a school environment. √ Summarize and interpret the communication of
others. √ Identify limits of one’s own knowledge to others;
accept constructive criticism, suggestions for behavior and/or pedagogy changes by observable modifications.
√ Exhibit the strength, vitality and alertness
necessary to carry out the expected activities of planning, instructing, and maintaining a safe classroom environment.
√ Demonstrate respect, appropriate affective behaviors and attitudes to all people, including students, faculty, staff and families without showing bias on the grounds of race, age, gender, gender identity, sexual orientation, language, abilities, class, disease, mental status, lifestyle, opinions or personal values.
√ Exercise professional and ethical judgment appropriate to the context in which one finds oneself in all educational encounters.
√ Establishing rapport, and maintaining effective relationships, with students, faculty, administrators and families as appropriate in diverse learning and working environments.
√ Adapt to changing and demanding environments (which includes maintaining both professional demeanor and emotional health).
√ Collaborate effectively with others.
√ Possess the emotional health required for demonstration of one’s intellectual and professional abilities, and be able to recognize emergency situations and take appropriate actions.
√ Maintain professional appearance in dress and demeanor.
15***Not (Yet) Applicable is also a choice***
Professional Behavior Assessment To support each teacher candidate’s professional as well as academic growth throughout their education program, CBTEs and SBTEs assess each candidate’s professional fit with the role of an educator in schools and communities. In addition to the Evaluation for Graduate Practicum SBTEs may utilize the Professional Behaviors Assessment (see below) to bring attention to the teacher candidate’s actions and language that may not be congruent with the professional standards that Nazareth College teacher education programs hold.
Professional Behavior
4 Exemplary For a Teacher
Candidate
3 Proficient For a Teacher
Candidate
2 Developing For a Teacher
Candidate
1 Not Yet Acceptable
For a Teacher Candidate
Responsibility Demonstrates maturity and responsibility in meeting commitments by being habitually punctual and prepared with materials, ideas and questions; submitting assignments and professional materials in advance or on time, communicating clearly about conflicts with specific ideas about how to resolve them.
Demonstrates maturity and responsibility in meeting commitments by being punctual and prepared, submitting assignments and professional materials on time, communicating clearly about conflicts and taking the initiative to resolve them.
Demonstrates a degree of responsibility in meeting commitments by being punctual and/or prepared, submitting assignments and professional materials on time; makes efforts to communicate about conflicts.
Lateness and/or unpreparedness prevent commitments from being met adequately; assignments and professional materials are submitted late; Conflicts not clearly communicated.
Initiative and
Independence
Takes the initiative to seek out resources and information that will support professional growth, sharing information and resources with others to support their growth; demonstrates a level of independence that exceeds expectations given candidate’s role and setting.
Takes the initiative to seek out resources and information that will support professional growth; demonstrates appropriate level of independence with respect to role and setting.
Attempts to locate resources and information that will support professional growth; demonstrates a degree of independence with respect to role and setting but often requires support.
Makes few, if any, efforts to support his/her own professional growth; consistently requires support from others in order to satisfy the demands of role and setting.
Attitude Behaviors demonstrate positive attitude toward professional responsibilities as evidenced by a consistently high level of engagement, a professional appearance and demeanor, and a propensity to seek out new challenges and opportunities for growth.
Behaviors demonstrate positive attitude toward professional responsibilities as evidenced by an appropriate level of engagement, professional appearance and demeanor, and a willingness to embrace new challenges and opportunities for growth.
Language demonstrates positive attitude toward professional responsibilities; Behaviors demonstrate limited engagement and/or lack of attention to professional appearance and demeanor; may avoid new challenges and opportunities for growth.
Attitude toward professional responsibilities and/or tendency toward disengagement in roles or tasks limits opportunities for candidate’s growth.
16***Not (Yet) Applicable is also a choice***
Professional Behavior Assessment continued…
Professional Behavior
4 Exemplary For a Teacher
Candidate
3 Proficient For a Teacher
Candidate
2 Developing For a Teacher
Candidate
1 Not Yet Acceptable
For a Teacher Candidate
Professional Relationships
Actively seeks and maintains positive, supportive and cooperative professional relationships with K-12 students and staff, colleagues, supervisors and/or instructors; vigilantly protects confidentiality of all potentially sensitive information.
Maintains positive, supportive and cooperative professional relationships with K-12 students and staff, colleagues, supervisors and/or instructors; protects confidentiality of all potentially sensitive information.
Makes efforts to maintain professional relationships with K-12 students and staff, colleagues, supervisors and/or instructors; gives limited attention to protecting confidentiality of potentially sensitive information.
Demonstrates difficulty in maintaining relationships with K-12 students and staff, colleagues, supervisors and/or instructors; compromises the confidentiality of sensitive information.
Communication Communicates openly and clearly with others in a variety of modes (verbal, written, electronic, non-verbal) with adeptness at adjusting communication form and style based on audience; Communication is effective and professional, demonstrating respect for others through an ability to listen carefully and respond in an individualized way.
Communicates openly and clearly with others in a variety of modes (verbal, written, electronic, non-verbal); Communication is effective and professional, demonstrating respect for others.
Attempts to communicate with others in a variety of modes (verbal, written, electronic, non-verbal); Communication may be confusing or unclear.
Demonstrates difficulty in communicating with others by relying on limited modes; Communication is ineffective and/or unprofessional; Communication may demonstrate disrespect for others.
Digital Etiquette
Uses social media and other means of electronic communication effectively, carefully and responsibly in a way that meaningfully contributes to candidate’s growth as a teacher; Candidate represents her/himself online in a manner that reflects the spirit of professionalism captured in all of the previous categories.
Uses social media and other means of electronic communication effectively, carefully and responsibly, differentiating between personal/social and professional use; Candidate represents her/himself online in a manner that reflects the spirit of professionalism captured in all of the previous categories.
Uses social media and other means of electronic communication in a way that does not always differentiate between personal/social and professional use; Candidate represents her/himself online in a manner that reflects the spirit of professionalism captured in all of the previous categories.
Uses social media and other means of electronic communication in a way that does not always differentiate between personal/social and professional use; Candidate represents her/himself online in a manner that is in conflict with the spirit of professionalism captured in all of the previous categories.
17***Not (Yet) Applicable is also a choice***
Professional Behavior Assessment continued…
Professional Behavior
4 Exemplary For a Teacher
Candidate
3 Proficient For a Teacher
Candidate
2 Developing For a Teacher
Candidate
1 Not Yet Acceptable
For a Teacher Candidate
Academic Integrity
Behaviors are consistently in alignment with the Academic Integrity Policy of the college. Demonstrates a sense of ownership over work produced as evidenced by investment of substantial time and effort; Work is consistently of high quality and consistently exceeds expectations.
Behaviors are consistently in alignment with the Academic Integrity Policy of the college. Demonstrates investment of time and effort to submit work that is consistently of high quality that meets or exceeds expectations.
Behaviors are consistently in alignment with the Academic Integrity Policy of the college. Quality of work often meets expectations, but time and effort invested is not always evident in the quality of work submitted.
Behaviors conflict with the Academic Integrity Policy of the college. Little time and/or effort is evident in the quality of work submitted; Work rarely meets expectations.
Commitment to Broad
Definition of Diversity
Seeks out opportunities to broaden knowledge of students’, their families’, and colleagues’ backgrounds, cultures, interests, abilities, and attitudes; Uses knowledge to develop and implement effective learning experiences and positive relationships; Demonstrates individual and cultural sensitivity and inclusiveness through his or her language.
Broadens knowledge of students’, their families’, and colleagues’ backgrounds, cultures, interests, abilities, and attitudes; Uses knowledge to develop and/or implement effective learning experiences and positive relationships; Demonstrates individual and cultural sensitivity through his or her language.
Broadens knowledge of students’, their families’, and colleagues’ backgrounds, cultures, interests, abilities, and attitudes; Uses knowledge ineffectively to develop and/or implement effective learning experiences and positive relationships; Demonstrates unawareness of individual and cultural sensitivity through his or her language.
Resists developing knowledge of students’, their families’, and colleagues’ backgrounds, cultures, interests, abilities, and attitudes; Effectiveness of learning experiences and relationships are compromised due to limited implementation of knowledge about diversity; Language demonstrates a lack of sensitivity.
Feedback And
Reflection
Continuously and voluntarily reflects on his/her own performance and abilities; Solicits, accepts, and integrates feedback from others in a way that demonstrates a positive impact on his/her teaching and learning.
Reflects on own performance and abilities; Solicits, accepts, and integrates feedback from others.
Attempts to reflect in a limited way on own performance and abilities; Reluctant to accept and/or integrate feedback from others.
Avoids reflection on own performance and abilities; Ignores feedback from others.
Health and Safety
of Self and Others
Attends actively and carefully to the health and safety of others; Uses appropriate strategies when responding to safety, emotional or emergency situations.
Mindful of the health and safety of self and others; Uses appropriate strategies when responding to safety, emotional or emergency situations
Mindful of the health and safety of self and others; Uses strategies that may not be appropriate when responding to safety, emotional or emergency situations.
Gives limited attention to the health and safety of self and others; Uses inappropriate strategies when responding to safety, emotional or emergency situations.
18
Teacher Candidate As with all teaching and learning, assessment and feedback need to take place on an ongoing basis. The SBTE and CBTE provide ongoing feedback to the teacher candidate. Formal evaluation of the teacher candidate takes place at the midpoint and the end of the placement. At these times, The Office of Clinical Experience and Partnerships will email each SBTE with an evaluation link to complete the evaluation form appropriate to the candidate’s program.
Each member of the student teaching triad--teacher candidate, SBTE, and CBTE plays an important role in the evaluation process. Teacher candidates read, understand, and reflect on the student teaching rubric (see p. 19). The SBTE gives ongoing formative feedback to the teacher candidate while on-site as well as providing more formal feedback by completing the Midway Evaluation for Graduate Practicum at the halfway point of the placement and the End of Placement Evaluation for Graduate Practicum at the end of the placement. The CBTE observes the teacher candidates’ teaching, engages in discussion and mentorship activities during a college-based reflective seminar, and completes a Final Evaluation for Professional Semester.
If for some reason, the teacher candidate is not performing at the level expected by the SBTE, it is imperative that SBTE communicate with both the teacher candidate and the CBTE about their concerns. A teacher candidate who is struggling will be asked to develop an action plan to support their professional growth (see Procedures for Concerns During Student
Teaching, p. 26).
The midway and the end of placement evaluations are an electronic rubric based on the three common performance areas (Planning and Preparation, Instruction and Environment, and Professional Practice) and an additional program-specific area. The common performance areas are listed on page 5 and the evaluation rubric is included on pages 19-25. All assessment reports are reviewed by the CBTE and the Program Director and filed in the Office of Clinical Experiences and Partnerships. The CBTE will review the evaluation with the teacher candidate and provide them with a copy.
If a teacher candidate receives three or more ratings of a 2, or any ratings of a 1, on their Midway Placement Evaluation for Graduate Practicum, a Mid-Placement Growth Plan needs to be developed. This plan is co-constructed by the teacher candidate and the CBTE. The process begins with the teacher candidate and CBTE reviewing the teacher candidate’s Midway Placement Evaluation for Graduate Practicum and identifying the areas in need of growth. As a team, the teacher candidate and CBTE will develop and record specific strategies on the Mid-Placement Growth Plan that the candidate will utilize to demonstrate growth in this area.
If a teacher candidate receives three or more ratings of a 2, or any ratings of a 1, on their End of Placement Evaluation for Graduate Practicum, the placement will be deemed unsuccessful.
Evaluation
“The standard for success in the placement is based on our realistically high expectations for beginning teacher candidates. By the final evaluation, we expect teacher candidates to achieve 4s and 3s (Exceeds Expectations and Meets Expectations) on the Practicum Rubric, with no more than two 2s (Developing) and no 1s (Not Yet Acceptable)”. If a teacher candidate receives three or more ratings of a 2 or any ratings of a 1 on the final evaluation, the placement will be deemed unsuccessful.
19
Eval
uatio
n Rub
ric fo
r Gra
duat
e Pra
ctic
um C
omm
on A
reas
Pl
anni
ng a
nd P
repa
ratio
n
4: E
xcee
ds E
xpec
tatio
ns
for
a G
radu
ate
Prac
ticum
Te
ache
r C
andi
date
3: M
eets
Exp
ecta
tions
fo
r a
Gra
duat
e Pr
actic
um
Teac
her
Can
dida
te
2: A
ppro
achi
ng E
xpec
tatio
ns
for
a G
radu
ate
Prac
ticum
Te
ache
r C
andi
date
1: N
ot Y
et A
ccep
tabl
e
for
a G
radu
ate
Prac
ticum
Te
ache
r C
andi
date
1.
Dem
onst
rate
s kn
owle
dge
of h
uman
gr
owth
and
de
velo
pmen
t.
Can
dida
te d
ispl
ays
thor
ough
un
ders
tand
ing
of ty
pica
l de
velo
pmen
tal c
hara
cter
istic
s of
age
gr
oup
as w
ell a
s ex
cept
ions
to
gene
ral p
atte
rns.
Les
son
plan
s an
d cu
rric
ulum
mat
eria
ls d
emon
stra
te
know
ledg
e of
hum
an g
row
th a
nd
deve
lopm
ent a
nd d
iffer
entia
te fo
r va
riatio
ns in
hum
an g
row
th a
nd
deve
lopm
ent.
Can
dida
te d
ispl
ays
thor
ough
un
ders
tand
ing
of ty
pica
l de
velo
pmen
tal c
hara
cter
istic
s of
age
gr
oup.
Les
son
plan
s an
d cu
rric
ulum
m
ater
ials
dem
onst
rate
kno
wle
dge
of
hum
an g
row
th a
nd d
evel
opm
ent.
Can
dida
te d
ispl
ays
gene
ral
unde
rsta
ndin
g of
typi
cal
deve
lopm
enta
l cha
ract
eris
tics
of
age
grou
p an
d in
corp
orat
es th
is
know
ledg
e in
a li
mite
d w
ay in
to
thei
r les
son
plan
s.
Can
dida
te d
ispl
ays
min
imal
and
/or
inac
cura
te u
nder
stan
ding
of t
ypic
al
deve
lopm
ent c
hara
cter
istic
s of
age
gr
oup
and/
or d
oes
not i
ncor
pora
te
know
ledg
e of
hum
an g
row
th a
nd
deve
lopm
ent i
nto
thei
r les
son
plan
s.
2. D
emon
stra
tes t
he a
bilit
y to
art
icul
ate
rigo
rous
st
uden
t lea
rnin
g go
als
alig
ned
with
New
Yor
k St
ate
Stan
dard
s.
Can
dida
te's
goal
s and
obj
ectiv
es a
re
alig
ned
with
New
Yor
k St
ate
Stan
dard
s. G
oals
and
obj
ectiv
es a
re
appr
opria
tely
cha
lleng
ing
and
rigor
ous,
clea
rly st
ated
, and
dire
ctly
lin
ked
to d
iffer
entia
ted
inst
ruct
iona
l st
rate
gies
and
act
iviti
es o
ccur
ring
in
the
less
on a
nd a
re a
ligne
d w
ith
asse
ssm
ents
in th
e le
sson
.
Can
dida
te's
goal
s and
obj
ectiv
es a
re
alig
ned
with
New
Yor
k St
ate
Stan
dard
s. G
oals
and
obj
ectiv
es a
re
clea
rly st
ated
and
dire
ctly
link
ed to
in
stru
ctio
nal s
trate
gies
and
act
iviti
es
occu
rrin
g in
the
less
on.
Can
dida
te's
goal
s and
obj
ectiv
es
som
etim
es a
lign
with
New
Yor
k St
ate
Stan
dard
s. G
oals
and
obj
ectiv
es
atte
mpt
to se
t hig
h st
anda
rds b
ut m
ay
lack
cle
ar c
onne
ctio
ns to
inst
ruct
iona
l ac
tiviti
es.
Can
dida
te's
goal
s and
obj
ectiv
es
lack
alig
nmen
t with
New
Yor
k St
ate
Stan
dard
s. G
oals
and
ob
ject
ive
are
not r
igor
ous a
nd/o
r do
not c
lear
ly li
nk w
ith le
sson
ac
tiviti
es o
r ass
essm
ents
.
3. D
emon
stra
tes a
ppro
pria
te
use
of te
chno
logy
as p
art o
f pr
ofes
sion
al p
ract
ice.
Can
dida
te a
ctiv
ely
seek
s ou
t and
sh
ares
tech
nolo
gica
l res
ourc
es a
nd
dem
onst
rate
s flu
ency
in te
chno
logy
. C
andi
date
inte
ntio
nally
use
s te
chno
logy
in o
rder
to a
ccom
plis
h in
stru
ctio
nal g
oals
/obj
ectiv
es w
hile
su
ppor
ting
stud
ent e
ngag
emen
t and
le
arni
ng. C
andi
date
use
s tec
hnol
ogy
for t
heir
own
plan
ning
, co-
plan
ning
, an
d pr
ofes
sion
al g
row
th.
Can
dida
te is
aw
are
of a
vaila
ble
tech
nolo
gica
l res
ourc
es a
nd
dem
onst
rate
s flu
ency
in te
chno
logy
by
usin
g it
to p
lan
inst
ruct
iona
l go
als/
obje
ctiv
es, a
nd/o
r sup
port
stud
ent
enga
gem
ent a
nd le
arni
ng. C
andi
date
us
es te
chno
logy
for t
heir
own
plan
ning
an
d pr
ofes
sion
al g
row
th.
Can
dida
te h
as li
mite
d aw
aren
ess o
f av
aila
ble
tech
nolo
gy b
ut a
ttem
pts t
o in
corp
orat
e te
chno
logy
into
in
stru
ctio
nal g
oals
/obj
ectiv
es in
or
der t
o su
ppor
t stu
dent
lear
ning
or
enga
gem
ent.
Can
dida
te is
una
war
e of
ava
ilabl
e te
chno
logy
and
doe
s no
t atte
mpt
to
inco
rpor
ate
tech
nolo
gy in
to
inst
ruct
iona
l goa
ls/o
bjec
tives
.
4. D
emon
stra
tes k
now
ledg
e of
con
tent
are
as a
nd u
ses
appr
opri
ate
cont
ent
peda
gogy
.
Can
dida
te d
emon
stra
tes e
xem
plar
y kn
owle
dge
of c
onte
nt b
y cr
eatin
g ex
perie
nces
that
cha
lleng
e st
uden
ts to
m
ake
conn
ectio
ns, d
evel
op sk
ills,
deep
en k
now
ledg
e, a
nd a
pply
a
criti
cal l
ens t
o th
e di
scip
line.
Can
dida
te d
emon
stra
tes a
ppro
pria
te
know
ledg
e of
con
tent
to c
reat
e ex
perie
nces
that
hel
p st
uden
ts to
mak
e co
nnec
tions
, and
dev
elop
skill
s and
kn
owle
dge.
Can
dida
te d
emon
stra
tes l
imite
d kn
owle
dge
of c
onte
nt in
cre
atin
g ex
perie
nces
for s
tude
nts t
o m
ake
conn
ectio
ns, a
nd d
evel
op sk
ills a
nd
know
ledg
e.
Can
dida
te la
cks k
now
ledg
e of
co
nten
t or d
emon
stra
tes i
nacc
urat
e kn
owle
dge
of c
onte
nt in
thei
r atte
mpt
to
cre
ate
lear
ning
exp
erie
nces
.
20
Eval
uatio
n Rub
ric fo
r Gra
duat
e Pra
ctic
um C
omm
on A
reas
In
struc
tion
and
Env
ironm
ent
4:
Exc
eeds
Exp
ecta
tions
fo
r a
Gra
duat
e Pr
actic
um
Teac
her
Can
dida
te
3: M
eets
Exp
ecta
tions
fo
r a
Gra
duat
e Pr
actic
um
Teac
her
Can
dida
te
2: A
ppro
achi
ng E
xpec
tatio
ns
for
a G
radu
ate
Prac
ticum
Te
ache
r C
andi
date
1: N
ot Y
et A
ccep
tabl
e fo
r a
Gra
duat
e Pr
actic
um
Teac
her
Can
dida
te
5. D
emon
stra
tes v
arie
d in
stru
ctio
nal s
trat
egie
s to
mee
t the
ne
eds
of e
ach
lear
ner.
Can
dida
te c
onsi
sten
tly u
ses a
var
iety
of
effe
ctiv
e in
stru
ctio
nal s
trate
gies
that
su
ppor
t eac
h st
uden
t in
deve
lopi
ng d
eep
unde
rsta
ndin
g in
aut
hent
ic w
ays.
Can
dida
te u
ses a
ppro
pria
te in
stru
ctio
nal
stra
tegi
es th
at su
ppor
t stu
dent
s in
deve
lopi
ng u
nder
stan
ding
.
Can
dida
te u
ses a
nar
row
rang
e of
in
stru
ctio
nal s
trate
gies
that
supp
ort
stud
ents
in d
evel
opin
g un
ders
tand
ing.
Can
dida
te u
ses i
nstru
ctio
nal s
trate
gies
that
co
nfus
e or
do
not s
uppo
rt st
uden
ts'
unde
rsta
ndin
g of
con
tent
.
6. A
pplie
s an
unde
rsta
ndin
g of
as
sess
men
t met
hods
and
ana
lysi
s te
chni
ques
.
Can
dida
te c
onsi
sten
tly u
ses m
ultip
le
met
hods
of a
sses
smen
t to
anal
yze
evid
ence
of s
tude
nt p
rogr
ess,
guid
e fu
ture
in
stru
ctio
nal d
ecis
ion-
mak
ing,
and
furth
er
thei
r ow
n pr
ofes
sion
al p
ract
ice;
reco
gniz
es
the
pote
ntia
l for
bia
s in
asse
ssm
ent a
nd
activ
ely
seek
s to
addr
ess i
t.
Can
dida
te u
ses m
ultip
le m
etho
ds o
f as
sess
men
t to
anal
yze
evid
ence
of s
tude
nt
prog
ress
and
gui
de fu
ture
inst
ruct
iona
l de
cisi
on-m
akin
g; re
cogn
izes
the
pote
ntia
l fo
r bia
s in
asse
ssm
ent a
nd a
ttem
pts t
o ad
dres
s it.
Can
dida
te u
ses l
imite
d m
etho
ds o
f as
sess
men
t and
/or m
inim
ally
ana
lyze
s ev
iden
ce o
f stu
dent
pro
gres
s to
guid
e fu
ture
in
stru
ctio
nal d
ecis
ion-
mak
ing.
Can
dida
te d
oes n
ot e
ffect
ivel
y us
e as
sess
men
t to
anal
yze
stud
ent p
rogr
ess o
r to
gui
de fu
ture
inst
ruct
iona
l dec
isio
n-m
akin
g.
7. D
emon
stra
tes a
bilit
y to
add
ress
va
ryin
g st
uden
t nee
ds.
Can
dida
te a
ctiv
ely
atte
nds t
o,
unde
rsta
nds,
and
advo
cate
s fo
r the
nee
ds
of st
uden
ts w
ith v
aryi
ng a
bilit
ies a
nd
lang
uage
pro
ficie
ncy
leve
ls. C
andi
date
re
cogn
izes
the
sign
ifica
nce
of a
nd
cons
iste
ntly
impl
emen
ts IE
Ps/5
04 p
lans
, pr
ovid
ing
oppo
rtuni
ties
for a
ll st
uden
ts to
le
arn
toge
ther
.
Can
dida
te a
ttend
s to
and
unde
rsta
nds t
he
need
s of s
tude
nts w
ith v
aryi
ng a
bilit
ies
and
lang
uage
pro
ficie
ncy
leve
ls.
Can
dida
te u
nder
stan
ds th
e pu
rpos
e of
and
im
plem
ents
IEPs
/504
pla
ns, a
nd su
ppor
ts
oppo
rtuni
ties f
or st
uden
ts to
lear
n to
geth
er.
Can
dida
te in
cons
iste
ntly
atte
nds t
o an
d un
ders
tand
s the
nee
ds o
f stu
dent
s' ab
ilitie
s an
d la
ngua
ge p
rofic
ienc
y le
vels
. Can
dida
te
unde
rsta
nds t
he p
urpo
se o
f and
atte
mpt
s to
impl
emen
t IEP
s/50
4 pl
ans.
Can
dida
te sh
ows l
ittle
or n
o aw
aren
ess
of v
aryi
ng st
uden
t lea
rnin
g ne
eds a
nd/o
r la
ngua
ge p
rofic
ienc
y le
vels
. Can
dida
te
does
not
reco
gniz
e th
e pu
rpos
e of
or
impl
emen
t IEP
s/50
4 pl
ans.
8. C
reat
es a
nd m
aint
ains
po
sitiv
e le
arni
ng
envi
ronm
ents
.
Can
dida
te c
reat
es a
nd im
plem
ents
a sa
fe
and
supp
ortiv
e cl
assr
oom
env
ironm
ent w
ith
atte
ntio
n to
cul
tura
l sen
sitiv
ity.
Can
dida
te
deve
lops
mut
ual r
espe
ct fo
r and
rapp
ort
amon
g al
l cla
ssro
om p
artic
ipan
ts.
Can
dida
te su
ppor
ts ro
utin
es, u
ses v
isua
l, ve
rbal
, and
non
-ver
bal c
ues,
effe
ctiv
ely
faci
litat
es tr
ansi
tions
, sup
ports
stud
ent
com
plet
ion
of le
arni
ng ta
sks,
and
prom
otes
co
llabo
ratio
n.
Can
dida
te su
ppor
ts a
safe
and
supp
ortiv
e cl
assr
oom
env
ironm
ent.
Can
dida
te
deve
lops
resp
ect a
nd ra
ppor
t. C
andi
date
re
info
rces
rout
ines
, use
s vi
sual
, ver
bal,
and
non-
verb
al c
ues,
faci
litat
es
trans
ition
s, an
d su
ppor
ts st
uden
t co
mpl
etio
n of
lear
ning
task
s.
Can
dida
te in
cons
iste
ntly
supp
orts
a sa
fe a
nd
supp
ortiv
e cl
assr
oom
env
ironm
ent.
C
andi
date
dev
elop
s lim
ited
resp
ect a
nd
rapp
ort w
ithin
the
clas
sroo
m. C
andi
date
m
inim
ally
use
s rou
tines
, and
vis
ual,
verb
al o
r no
n-ve
rbal
cue
s. C
andi
date
's in
cons
iste
ncy
may
neg
ativ
ely
impa
ct st
uden
ts' s
ucce
ssfu
l co
mpl
etio
n of
lear
ning
task
s.
Can
dida
te d
oes n
ot su
ppor
t a sa
fe a
nd
supp
ortiv
e cl
assr
oom
env
ironm
ent a
nd
inef
fect
ivel
y us
es ro
utin
es, v
isua
ls a
nd
verb
al/n
on-v
erba
l cue
s. C
andi
date
's in
effic
ienc
y pr
even
ts su
cces
sful
co
mpl
etio
n of
lear
ning
task
s.
9. F
acili
tate
s stu
dent
en
gage
men
t and
pro
mot
es
posi
tive
beha
vior
s.
Can
dida
te p
roac
tivel
y sc
ans a
nd m
onito
rs
all s
tude
nt e
ngag
emen
t and
ada
pts t
o m
ood,
en
ergy
and
soci
al-e
mot
iona
l nee
ds o
f the
cl
ass.
Can
dida
te e
ncou
rage
s pos
itive
be
havi
ors a
nd re
dire
cts s
tude
nts a
s nee
ded
in a
pat
ient
and
pos
itive
man
ner,
whe
n en
gagi
ng w
ith th
e w
hole
cla
ss a
nd w
hile
w
orki
ng o
ne-o
n-on
e.
Can
dida
te e
ffect
ivel
y m
onito
rs st
uden
t en
gage
men
t and
reco
gniz
es th
e so
cial
-em
otio
nal n
eeds
of t
he c
lass
. Can
dida
te
enco
urag
es p
ositi
ve b
ehav
iors
and
re
dire
cts s
tude
nts a
s nee
ded
whe
n en
gagi
ng w
ith th
e w
hole
cla
ss a
nd w
hile
w
orki
ng o
ne-o
n on
e.
Can
dida
te a
ttem
pts t
o m
onito
r stu
dent
en
gage
men
t and
the
soci
al-e
mot
iona
l nee
ds
of th
e cl
ass.
Can
dida
te m
ay b
e re
activ
e to
st
uden
t beh
avio
rs a
nd/o
r ine
ffect
ivel
y ad
dres
ses c
lass
room
dis
rupt
ions
.
Can
dida
te in
effe
ctiv
ely
mon
itors
stud
ent
enga
gem
ent a
nd th
e so
cial
-em
otio
nal
need
s of t
he c
lass
. Can
dida
te h
as li
mite
d aw
aren
ess o
f stu
dent
beh
avio
rs.
21
Eval
uatio
n Rub
ric fo
r Gra
duat
e Pra
ctic
um C
omm
on A
reas
Pr
ofes
siona
l Pra
ctic
e
4:
Exc
eeds
Exp
ecta
tions
fo
r a
Gra
duat
e Pr
actic
um T
each
er
Can
dida
te
3: M
eets
Exp
ecta
tions
fo
r a
Gra
duat
e Pr
actic
um
Teac
her
Can
dida
te
2: A
ppro
achi
ng E
xpec
tatio
ns
for
a G
radu
ate
Prac
ticum
Te
ache
r C
andi
date
1: N
ot Y
et A
ccep
tabl
e fo
r a
Gra
duat
e Pr
actic
um
Teac
her
Can
dida
te
10. D
emon
stra
tes c
omm
itmen
t to
dive
rsity
, equ
ity, a
nd in
clus
ion
in th
eir
wor
d ch
oice
s, ac
tions
, ins
truc
tiona
l ch
oice
s, an
d in
tera
ctio
ns w
ith o
ther
s.
Cand
idat
e de
mon
strat
es re
spec
t for
and
co
mm
itmen
t to
dive
rsity
, equ
ity, a
nd in
clus
ion.
Ca
ndid
ate
dem
onstr
ates
an
awar
enes
s of h
ow
race
, cla
ss, g
ende
r ide
ntity
and
exp
ress
ion,
se
xual
orie
ntat
ion,
relig
ion,
and
abi
lity
may
pr
ivile
ge so
me
and
mar
gina
lize
othe
rs in
our
ed
ucat
iona
l sys
tem
and
can
inte
grat
e th
is kn
owle
dge
into
thei
r ped
agog
y an
d in
tera
ctio
ns.
Cand
idat
e ap
plie
s an
asse
t-bas
ed o
utlo
ok o
n st
uden
ts, th
eir f
amili
es, a
nd c
omm
uniti
es.
Cand
idat
e sh
ows s
ensit
ivity
and
co
mm
itmen
t to
dive
rsity
, equ
ity, a
nd
incl
usio
n. C
andi
date
dem
onstr
ates
an
awar
enes
s of h
ow ra
ce, c
lass
, gen
der
iden
tity
and
expr
essio
n, se
xual
or
ient
atio
n, re
ligio
n, a
nd a
bilit
y m
ay
priv
ilege
som
e an
d m
argi
naliz
e ot
hers
in
our
edu
catio
nal s
yste
m. C
andi
date
de
mon
stra
tes a
n as
set-b
ased
out
look
on
stud
ents,
thei
r fam
ilies
, and
co
mm
uniti
es.
Cand
idat
e is
deve
lopi
ng a
n aw
aren
ess o
f an
d re
spec
t for
a b
road
def
initi
on o
f di
vers
ity, e
quity
, and
incl
usio
n. C
andi
date
ha
s lim
ited
awar
enes
s of h
ow ra
ce, c
lass
, ge
nder
iden
tity
and
expr
essi
on, s
exua
l or
ient
atio
n, re
ligio
n, a
nd a
bilit
y m
ay
priv
ilege
som
e an
d m
argi
naliz
e ot
hers
in
our e
duca
tiona
l sys
tem
. Can
dida
te
inco
nsist
ently
dem
onstr
ates
an
asse
t-ba
sed
outlo
ok o
n stu
dent
s, th
eir f
amili
es,
and
com
mun
ities
.
Cand
idat
e la
cks a
war
enes
s of p
rivile
ge
and
mar
gina
lizat
ion,
and
may
not
pe
rcei
ve th
e re
perc
ussi
ons o
f act
ions
an
d sta
tem
ents
mad
e to
war
ds o
ther
s w
ith re
gard
to ra
ce, c
lass
, gen
der
iden
tity
and
expr
essio
n, se
xual
or
ient
atio
n, re
ligio
n, a
nd a
bilit
y.
Cand
idat
e de
mon
strat
es a
def
icit-
base
d ou
tlook
on
stud
ents,
thei
r fam
ilies
, an
d/or
com
mun
ities
.
11. E
ngag
es in
mea
ning
ful
refle
ctio
n an
d pr
ofes
siona
l le
arni
ng.
Cand
idat
e ac
tivel
y en
gage
s in
criti
cal s
elf-
refle
ctio
n an
d m
eani
ngfu
l pro
fess
iona
l lea
rnin
g bo
th in
depe
nden
tly a
nd c
olla
bora
tivel
y.
Cand
idat
e se
eks o
ut re
sour
ces a
nd fe
edba
ck to
re
gula
rly e
xam
ine
and
impr
ove
prac
tice,
pa
rticu
larly
the
effe
cts o
f the
ir ch
oice
s and
ac
tions
on
othe
rs.
Cand
idat
e en
gage
s in
prac
tical
self-
refle
ctio
n an
d pr
ofes
siona
l lea
rnin
g ei
ther
in
depe
nden
tly o
r col
labo
rativ
ely.
Ca
ndid
ate
seek
s out
reso
urce
s and
fe
edba
ck to
exa
min
e an
d ad
just
prac
tice.
Cand
idat
e en
gage
s in
desc
riptiv
e se
lf-re
flect
ion
and
prof
essio
nal l
earn
ing
only
w
hen
prom
pted
. Ca
ndid
ate
wai
ts to
rece
ive
and/
or is
not
rece
ptiv
e to
feed
back
, res
ultin
g in
min
imal
adj
ustm
ents
to p
ract
ice.
Cand
idat
e m
inim
ally
eng
ages
in se
lf-
refle
ctio
n an
d re
sists
parti
cipa
ting
in
prof
essi
onal
lear
ning
, res
ultin
g in
no
prog
ress
ion
in p
ract
ice.
Igno
res o
r re
sists
feed
back
.
12. D
emon
stra
tes i
nitia
tive
and
resp
onsib
ility
. Ca
ndid
ate
initi
ates
and
com
plet
es p
rofe
ssio
nal
task
s in
a se
lf-su
ffici
ent m
anne
r, ta
king
on
new
an
d m
ore
com
plex
role
s/ch
alle
nges
ove
r tim
e,
aski
ng c
larif
ying
que
stion
s as a
ppro
pria
te.
Cand
idat
e id
entif
ies a
nd p
ro-a
ctiv
ely
prob
lem
so
lves
issu
es o
f con
cern
in th
e ed
ucat
iona
l en
viro
nmen
t
Cand
idat
e co
mpl
etes
pro
fess
iona
l tas
ks in
a
self-
suffi
cien
t man
ner,
taki
ng o
n ne
w
role
s/cha
lleng
es o
ver t
ime,
and
aski
ng
clar
ifyin
g qu
estio
ns a
s app
ropr
iate
.
Cand
idat
e co
mpl
etes
pro
fess
iona
l tas
ks w
ith
frequ
ent p
rom
ptin
g an
d m
ay re
sist n
ew
role
s/cha
lleng
es. M
ay n
ot a
sk c
larif
ying
qu
estio
ns w
hen
need
ed.
Cand
idat
e do
es n
ot d
emon
strat
e in
itiat
ive
and
resp
onsib
ility
in th
e co
mpl
etio
n of
pr
ofes
sion
al ta
sks.
Cand
idat
e ac
tivel
y re
sists
new
role
s/cha
lleng
es.
13. D
emon
stra
tes a
bilit
y to
co
llabo
rate
with
scho
ol
pers
onne
l.
Cand
idat
e re
cogn
izes
the
impo
rtanc
e of
the
entir
e sc
hool
bui
ldin
g te
am a
nd a
ctiv
ely
dem
onst
rate
s res
pect
for t
heir
wor
k; se
eks o
ut
and
colla
bora
tes e
ffect
ivel
y w
ith a
ll sc
hool
pe
rson
nel.
Cand
idat
e sh
ows r
espe
ct to
the
entir
e sc
hool
bu
ildin
g te
am a
nd c
olla
bora
tes e
ffect
ivel
y w
ith sc
hool
per
sonn
el.
Cand
idat
e is
deve
lopi
ng th
eir u
nder
stand
ing
of
the
scho
ol b
uild
ing
as a
team
and
thei
r abi
lity
to c
olla
bora
te e
ffect
ivel
y w
ith sc
hool
pe
rson
nel.
Cand
idat
e str
uggl
es to
und
ersta
nd th
e sc
hool
bui
ldin
g as
a te
am a
nd h
ow to
co
llabo
rate
effe
ctiv
ely
with
scho
ol
pers
onne
l.
14. D
emon
stra
tes e
ffect
ive
wri
tten
com
mun
icat
ion
skill
s. Ca
ndid
ate
dem
onstr
ates
hig
hly
effe
ctiv
e w
ritte
n co
mm
unic
atio
n sk
ills t
hat a
re a
ttune
d to
and
cra
fted
for t
he in
tend
ed a
udie
nce
and
purp
ose.
Cand
idat
e co
nsist
ently
writ
es in
way
s th
at c
lear
ly c
omm
unic
ate
and
enha
nce
the
inte
nded
mes
sage
.
Cand
idat
e de
mon
strat
es e
ffect
ive
writ
ten
com
mun
icat
ion
skill
s tha
t are
ap
prop
riate
to th
e in
tend
ed p
urpo
se
and
audi
ence
. Can
dida
te w
rites
in
way
s tha
t cle
arly
com
mun
icat
e th
e in
tend
ed m
essa
ge.
Cand
idat
e's w
ritte
n co
mm
unic
atio
n is
gene
rally
app
ropr
iate
for i
nten
ded
audi
ence
an
d pu
rpos
e. C
andi
date
's w
ritin
g co
ntai
ns
som
e er
rors
that
inte
rfere
with
effe
ctiv
e co
mm
unic
atio
n.
Cand
idat
e's w
ritte
n co
mm
unic
atio
n m
ay
be in
appr
opria
te fo
r the
inte
nded
au
dien
ce a
nd p
urpo
se. C
andi
date
's w
ritin
g co
ntai
ns si
gnifi
cant
erro
rs th
at
impe
de e
ffect
ive
com
mun
icat
ion.
15. D
emon
stra
tes e
ffect
ive
oral
co
mm
unic
atio
n sk
ills.
Cand
idat
e co
nsis
tent
ly m
odel
s effe
ctiv
e or
al
com
mun
icat
ion
skill
s. Ca
ndid
ate
dem
onst
rate
s in
clus
ive
lang
uage
that
is se
nsiti
ve a
nd
appr
opria
te to
the
envi
ronm
ent,
cont
ext,
and
stud
ents
' ide
ntiti
es. C
andi
date
's ve
rbal
in
struc
tions
are
cle
ar to
stud
ents,
con
tain
an
appr
opria
te le
vel o
f det
ail,
and
antic
ipat
e po
ssib
le st
uden
t misu
nder
stand
ing.
Cand
idat
e ge
nera
lly m
odel
s effe
ctiv
e or
al
com
mun
icat
ion
skill
s. Ca
ndid
ate
dem
onst
rate
s inc
lusiv
e la
ngua
ge th
at is
ap
prop
riate
for t
he e
nviro
nmen
t, co
ntex
t, an
d stu
dent
s' id
entit
ies.
Cand
idat
e's v
erba
l in
struc
tions
are
usu
ally
cle
ar to
stud
ents
and
cont
ain
an a
ppro
pria
te le
vel o
f det
ail.
Cand
idat
e oc
casi
onal
ly d
emon
stra
tes
inef
fect
ive
oral
com
mun
icat
ion
skill
s. Ca
ndid
ate
atte
mpt
s to
dem
onstr
ate i
nclu
sive
lang
uage
that
is a
ppro
pria
te fo
r the
en
viro
nmen
t, co
ntex
t, an
d stu
dent
s' id
entit
ies.
Cand
idat
e's in
struc
tions
are
som
etim
es
conf
usin
g to
stud
ents
and/
or c
onta
in a
n in
appr
opria
te le
vel o
f det
ail.
Cand
idat
e fre
quen
tly d
emon
strat
es
inef
fect
ive
oral
com
mun
icat
ion
skill
s. Ca
ndid
ate
does
not
dem
onstr
ate
incl
usiv
e la
ngua
ge th
at is
app
ropr
iate
for t
he
envi
ronm
ent,
cont
ext,
and
stude
nts'
iden
titie
s. Ca
ndid
ate's
instr
uctio
ns a
re
conf
usin
g to
stud
ents
and/
or c
onta
in a
n in
appr
opria
te le
vel o
f det
ail.
16. D
emon
stra
tes p
rofe
ssio
nal
beha
vior
s. *S
ee G
uide
to S
tude
nt T
each
ing
for
deta
iled
desc
ript
ions
of e
xpec
ted
prof
essio
nal b
ehav
iors
and
ess
entia
l fu
nctio
ns.
Cand
idat
e in
depe
nden
tly a
nd c
onsis
tent
ly
mod
els p
rofe
ssio
nal b
ehav
iors
.
Cand
idat
e de
mon
strat
es p
rofe
ssio
nal
beha
vior
s. Ca
ndid
ate
requ
ires o
ccas
iona
l sup
port
to
dem
onst
rate
pro
fess
iona
l beh
avio
rs.
Cand
idat
e de
mon
strat
es u
npro
fess
iona
l be
havi
ors.
22
Eval
uatio
n Rub
ric f
or G
radu
ate P
ract
icum
Pro
gram
Spe
cific
Are
as
Incl
usiv
e A
dole
scen
ce E
duca
tion
Prog
ram
4:
Exc
eeds
Exp
ecta
tions
fo
r a
Gra
duat
e Pr
actic
um
Teac
her
Can
dida
te
3: M
eets
Exp
ecta
tions
fo
r a
Gra
duat
e Pr
actic
um
Teac
her
Can
dida
te
2: A
ppro
achi
ng E
xpec
tatio
ns
for
a G
radu
ate
Prac
ticum
Te
ache
r C
andi
date
1: N
ot Y
et A
ccep
tabl
e
for
a G
radu
ate
Prac
ticum
Te
ache
r C
andi
date
17
. Can
dida
te d
emon
stra
tes
awar
enes
s of t
he la
ngua
ge a
nd
liter
acy
dem
ands
ass
ocia
ted
with
lear
ning
in th
eir
cont
ent
area
and
is a
ble
to su
ppor
t la
ngua
ge a
nd li
tera
cy
deve
lopm
ent i
n th
e co
nten
t ar
ea.
Cand
idat
e co
nsist
ently
de
mon
stra
tes t
he a
bilit
y to
de
sign
supp
orts
that
add
ress
the
lang
uage
dem
ands
with
in
spec
ific
less
ons (
voca
bula
ry,
sym
bols,
disc
ours
e an
d/or
sy
ntax
). La
ngua
ge su
ppor
ts a
re
desig
ned
to m
eet t
he n
eeds
of
stud
ents
with
diff
erin
g le
vels
of
lang
uage
pro
ficie
ncy.
Cand
idat
e de
mon
stra
tes t
he a
bilit
y to
des
ign
supp
orts
that
add
ress
the
lang
uage
dem
ands
with
in sp
ecifi
c le
sson
s (vo
cabu
lary
, sym
bols,
di
scou
rse
and/
or sy
ntax
).
Cand
idat
e is
still
dev
elop
ing
the
abili
ty to
des
ign
supp
orts
that
ad
dres
s the
lang
uage
dem
ands
w
ithin
spec
ific
less
ons
(voc
abul
ary,
sym
bols,
disc
ours
e an
d/or
synt
ax).
Cand
idat
e se
ems u
naw
are
of
lang
uage
and
lite
racy
dem
ands
w
ithin
his/
her c
onte
nt a
rea.
18. C
andi
date
dev
elop
s and
im
plem
ents
indi
vidu
aliz
ed
adap
tatio
ns, i
nclu
ding
ass
istiv
e te
chno
logy
, to
supp
ort l
earn
ing
of g
ener
al e
duca
tion
curr
icul
um a
nd o
ppor
tuni
ties
for
all s
tude
nts t
o le
arn
toge
ther
.
Cand
idat
e co
nsist
ently
use
s ap
prop
riate
ada
ptat
ions
, in
clud
ing
tech
nolo
gy, t
o m
odify
the
pace
and
pr
esen
tatio
n of
inst
ruct
ion
for
stud
ents
with
lear
ning
nee
ds.
Ada
ptat
ions
enh
ance
acc
ess t
o th
e cu
rric
ulum
and
are
bas
ed o
n th
e in
divi
dual
nee
ds o
f st
uden
ts.
Cand
idat
e us
es a
ppro
pria
te
adap
tatio
ns to
mod
ify th
e pa
ce a
nd
pres
enta
tion
of in
stru
ctio
n fo
r st
uden
ts w
ith le
arni
ng n
eeds
. A
dapt
atio
ns su
ppor
t acc
ess t
o th
e cu
rric
ulum
and
are
bas
ed o
n th
e in
divi
dual
nee
ds o
f stu
dent
s.
Cand
idat
e at
tem
pts t
o m
ake
adap
tatio
ns a
nd/o
r mod
ify th
e pa
ce a
nd p
rese
ntat
ion
of
inst
ruct
ion
for s
tude
nts w
ith
lear
ning
nee
ds. H
owev
er,
mod
ifica
tions
are
not
effe
ctiv
e,
limit
oppo
rtuni
ties t
o ac
cess
the
curr
icul
um o
r unn
eces
saril
y se
para
te.
Cand
idat
e do
es n
ot a
ttem
pt m
ake
appr
opria
te a
dapt
atio
ns o
r mod
ify
the
pace
and
pre
sent
atio
n of
in
stru
ctio
n fo
r stu
dent
s with
le
arni
ng n
eeds
.
19. C
andi
date
util
izes
a w
ide
repe
rtoi
re o
f str
ateg
ies t
o ad
dres
s cha
lleng
ing
beha
vior
s. W
hen
appr
opri
ate,
can
dida
te
wor
ks w
ith o
ther
s to
cond
uct
Func
tiona
l Beh
avio
ral
Ass
essm
ents
(FB
As)
and
cr
eate
and
impl
emen
t a
posi
tive
indi
vidu
al b
ehav
ior
supp
ort p
lan
usin
g ev
iden
ce-
base
d pr
actic
es.
Cand
idat
e se
eks o
ppor
tuni
ties t
o w
ork
with
oth
ers t
o ad
dres
s the
ne
eds o
f stu
dent
s with
ch
alle
ngin
g be
havi
ors.
Parti
cipa
tes i
n ga
ther
ing
info
rmat
ion
to d
eter
min
e th
e fu
nctio
ns o
f cha
lleng
ing
beha
vior
an
d to
des
ign
and
impl
emen
t po
sitiv
e be
havi
or p
lans
that
use
ev
iden
ce-b
ased
pra
ctic
es.
Cand
idat
e w
orks
with
oth
ers t
o ad
dres
s the
nee
ds o
f stu
dent
s with
ch
alle
ngin
g be
havi
ors.
Cand
idat
e pa
rtici
pate
s in
gath
erin
g in
form
atio
n to
det
erm
ine
the
func
tions
of c
halle
ngin
g be
havi
or
and
to d
esig
n an
d im
plem
ent
posit
ive
beha
vior
pla
ns th
at u
se
evid
ence
-bas
ed p
ract
ices
.
Cand
idat
e di
spla
ys so
me
colla
bora
tive
effo
rt in
wor
king
w
ith o
ther
s to
mee
t the
nee
ds o
f st
uden
ts w
ith c
halle
ngin
g be
havi
or. C
andi
date
disp
lays
so
me
unde
rsta
ndin
g of
the
func
tions
of c
halle
ngin
g be
havi
or. C
andi
date
impl
emen
ts
beha
vior
pla
ns w
ith su
ppor
t fro
m
othe
rs.
Cand
idat
e do
es n
ot a
ddre
ss th
e ne
eds o
f stu
dent
with
cha
lleng
ing
beha
vior
. Can
dida
te d
oes n
ot
unde
rsta
nd th
e fu
nctio
ns o
f ch
alle
ngin
g be
havi
or p
rese
nted
by
stud
ents
. Can
dida
te d
oes n
ot
impl
emen
t beh
avio
r pla
ns th
at a
re
in p
lace
.
23
Eval
uatio
n Rub
ric f
or G
radu
ate P
ract
icum
Pro
gram
Spe
cific
Are
as
Incl
usiv
e E
arly
Chi
ldho
od/I
nclu
sive
Chi
ldho
od E
duca
tion
Prog
ram
4:
Exc
eeds
Exp
ecta
tions
fo
r a
Gra
duat
e Pr
actic
um
Teac
her
Can
dida
te
3: M
eets
Exp
ecta
tions
fo
r a
Gra
duat
e Pr
actic
um
Teac
her
Can
dida
te
2: A
ppro
achi
ng E
xpec
tatio
ns
for
a G
radu
ate
Prac
ticum
Tea
cher
C
andi
date
1: N
ot Y
et A
ccep
tabl
e
for
a G
radu
ate
Prac
ticum
Te
ache
r C
andi
date
17. C
andi
date
dem
onst
rate
s an
und
erst
andi
ng o
f way
s to
com
mun
icat
e an
d co
llabo
rate
with
fam
ilies
and
co
mm
unity
in th
e ea
rly
child
hood
or
child
hood
se
ttin
g.
Cand
idat
e in
itiat
es p
ract
ices
to
utili
ze th
e st
reng
ths a
nd
know
ledg
e of
fam
ilies
and
co
mm
unity
to in
form
m
eani
ngfu
l tea
chin
g th
at
prom
otes
stud
ent s
ucce
ss.
Cand
idat
e fo
llow
s est
ablis
hed
prac
tices
to u
tiliz
e th
e st
reng
ths
and
know
ledg
e of
fam
ilies
and
co
mm
unity
to in
form
m
eani
ngfu
l tea
chin
g th
at
prom
otes
stud
ent s
ucce
ss.
Cand
idat
e is
deve
lopi
ng a
n aw
aren
ess o
f stre
ngth
s and
kn
owle
dge
of fa
mili
es a
nd
com
mun
ity to
info
rm m
eani
ngfu
l te
achi
ng th
at p
rom
otes
stud
ent
succ
ess.
Cand
idat
e la
cks a
war
enes
s of
how
to u
tiliz
e st
reng
ths a
nd
know
ledg
e of
fam
ilies
and
co
mm
unity
to in
form
mea
ning
ful
teac
hing
that
pro
mot
es st
uden
t su
cces
s.
18. C
andi
date
dev
elop
s and
im
plem
ents
indi
vidu
aliz
ed
adap
tatio
ns, i
nclu
ding
as
sistiv
e te
chno
logy
, to
supp
ort l
earn
ing
of g
ener
al
educ
atio
n cu
rric
ulum
and
op
port
uniti
es fo
r al
l st
uden
ts to
lear
n to
geth
er.
Cand
idat
e co
nsist
ently
use
s ap
prop
riate
ada
ptat
ions
, in
clud
ing
tech
nolo
gy, t
o m
odify
th
e pa
ce a
nd p
rese
ntat
ion
of
inst
ruct
ion
for s
tude
nts w
ith
lear
ning
nee
ds. A
dapt
atio
ns
enha
nce
acce
ss to
the
curr
icul
um a
nd a
re b
ased
on
the
indi
vidu
al n
eeds
of s
tude
nts.
Cand
idat
e us
es a
ppro
pria
te
adap
tatio
ns to
mod
ify th
e pa
ce
and
pres
enta
tion
of in
stru
ctio
n fo
r stu
dent
s with
lear
ning
nee
ds.
Ada
ptat
ions
supp
ort a
cces
s to
the
curr
icul
um a
nd a
re b
ased
on
the
indi
vidu
al n
eeds
of s
tude
nts.
Cand
idat
e at
tem
pts t
o m
ake
adap
tatio
ns a
nd/o
r mod
ify th
e pa
ce
and
pres
enta
tion
of in
stru
ctio
n fo
r st
uden
ts w
ith le
arni
ng n
eeds
. H
owev
er, m
odifi
catio
ns a
re n
ot
effe
ctiv
e, li
mit
oppo
rtuni
ties t
o ac
cess
the
curr
icul
um o
r un
nece
ssar
ily se
para
te.
Cand
idat
e do
es n
ot a
ttem
pt to
m
ake
appr
opria
te a
dapt
atio
ns o
r m
odify
the
pace
and
pr
esen
tatio
n of
inst
ruct
ion
for
stud
ents
with
lear
ning
nee
ds.
19. C
andi
date
util
izes
a w
ide
repe
rtoi
re o
f str
ateg
ies t
o ad
dres
s cha
lleng
ing
beha
vior
s. W
hen
appr
opri
ate,
can
dida
te
wor
ks w
ith o
ther
s to
cond
uct
Func
tiona
l Beh
avio
ral
Ass
essm
ents
(FB
As)
and
cr
eate
and
impl
emen
t a
posit
ive
indi
vidu
al b
ehav
ior
supp
ort p
lan.
Cand
idat
e se
eks o
ppor
tuni
ties t
o w
ork
with
oth
ers t
o ad
dres
s the
ne
eds o
f stu
dent
s with
cha
lleng
ing
beha
vior
s. Pa
rtici
pate
s in
gath
erin
g in
form
atio
n to
de
term
ine
the
func
tions
of
chal
leng
ing
beha
vior
and
to
desig
n an
d im
plem
ent p
ositi
ve
beha
vior
pla
ns.
Cand
idat
e w
orks
with
oth
ers t
o ad
dres
s the
nee
ds o
f stu
dent
s with
ch
alle
ngin
g be
havi
ors.
Cand
idat
e pa
rtici
pate
s in
gath
erin
g in
form
atio
n to
det
erm
ine
the
func
tions
of c
halle
ngin
g be
havi
or
and
to d
esig
n an
d im
plem
ent
posit
ive
beha
vior
pla
ns.
Cand
idat
e di
spla
ys so
me
colla
bora
tive
effo
rt in
wor
king
with
ot
hers
to m
eet t
he n
eeds
of s
tude
nts
with
cha
lleng
ing
beha
vior
. Ca
ndid
ate
disp
lays
som
e un
ders
tand
ing
of th
e fu
nctio
ns o
f ch
alle
ngin
g be
havi
or. C
andi
date
im
plem
ents
beh
avio
r pla
ns.
Cand
idat
e do
es n
ot a
ddre
ss th
e ne
eds o
f stu
dent
with
ch
alle
ngin
g be
havi
or.
Cand
idat
e do
es n
ot u
nder
stan
d th
e fu
nctio
ns o
f cha
lleng
ing
beha
vior
pre
sent
ed b
y st
uden
ts.
Cand
idat
e do
es n
ot im
plem
ent
beha
vior
pla
ns.
24
Eval
uatio
n Rub
ric f
or G
radu
ate P
ract
icum
Pro
gram
Spe
cific
Are
as
Teac
hing
Spe
aker
s of O
ther
Lan
guag
es (T
ESO
L) E
duca
tion
Prog
ram
4: E
xcee
ds E
xpec
tatio
ns
for
a G
radu
ate
Prac
ticum
Tea
cher
C
andi
date
3: M
eets
Exp
ecta
tions
fo
r a
Gra
duat
e Pr
actic
um
Teac
her
Can
dida
te
2: A
ppro
achi
ng E
xpec
tatio
ns
for
a G
radu
ate
Prac
ticum
Te
ache
r C
andi
date
1: N
ot Y
et A
ccep
tabl
e
for
a G
radu
ate
Prac
ticum
Te
ache
r C
andi
date
17
. Dem
onst
rate
s kno
wle
dge
of p
rogr
am p
roce
dure
s and
se
rvic
es fo
r En
glis
h la
ngua
ge
lear
ners
.
Cand
idat
e is
very
fam
iliar
with
the
curr
icul
um a
nd o
pera
tion
of
prog
ram
s for
Eng
lish
lang
uage
le
arne
rs
Cand
idat
e is
fam
iliar
with
th
e cu
rric
ulum
and
ope
ratio
n of
pro
gram
s for
Eng
lish
lang
uage
lear
ners
.
Cand
idat
e is
som
ewha
t fam
iliar
w
ith th
e cu
rric
ulum
and
op
erat
ion
of p
rogr
ams f
or
Engl
ish la
ngua
ge le
arne
rs.
Cand
idat
e ha
s litt
le
fam
iliar
ity w
ith o
r un
ders
tand
ing
of th
e cu
rric
ulum
and
ope
ratio
n of
pr
ogra
ms f
or E
nglis
h la
ngua
ge le
arne
rs.
18. I
nteg
rate
s con
tent
w
ith in
stru
ctio
n in
la
ngua
ge, l
angu
age
func
tions
and
dim
ensio
ns
of L
itera
cy.
Plan
s inc
lude
inte
grat
ed a
nd h
olist
ic
spea
king
, list
enin
g, re
adin
g, a
nd
writ
ing
activ
ities
that
incl
ude
inst
ruct
ion
in v
ocab
ular
y, sy
ntax
, pr
onun
ciat
ion,
cul
ture
, and
/or
prag
mat
ics,
acro
ss th
e su
bjec
t are
as,
enco
urag
ing
stud
ents
to c
reat
e in
this
proc
ess.
Cand
idat
e us
es a
nd d
ispla
ys
cont
inui
ng se
arch
for b
est T
ESO
L pr
actic
es
Plan
s inc
lude
spea
king
, lis
teni
ng, r
eadi
ng, a
nd w
ritin
g ac
tiviti
es th
at in
clud
e in
stru
ctio
n in
voc
abul
ary,
sy
ntax
, pro
nunc
iatio
n, c
ultu
re,
and/
or p
ragm
atic
s, ac
ross
the
subj
ect a
reas
. Ped
agog
ical
pr
actic
es re
flect
rese
arch
on
best
ped
agog
ical
pra
ctic
e w
ithin
TE
SOL.
Cand
idat
e at
tem
pts t
o us
e so
me
inte
rcon
nect
ed sp
eaki
ng,
liste
ning
, rea
ding
, and
writ
ing
but
is in
cons
isten
t. Ca
ndid
ate
disp
lays
bas
ic p
edag
ogic
al
know
ledg
e in
TES
OL.
Plan
s inc
lude
skill
s in
isola
tion
with
out r
egar
d to
sp
eaki
ng, l
isten
ing
read
ing,
an
d w
ritin
g in
all
subj
ect
area
s. Ca
ndid
ate
disp
lays
lit
tle u
nder
stan
ding
of
peda
gogi
cal i
ssue
s inv
olve
d in
ELL
stud
ent l
earn
ing
of
lang
uage
and
con
tent
.
19.
Cre
ates
opp
ortu
nitie
s for
m
eani
ngfu
l com
mun
icat
ion
betw
een
stud
ents
.
Cand
idat
e co
nsist
ently
dem
onst
rate
s ab
ility
to a
ctiv
ely
enga
ge le
arne
rs in
au
then
tic a
nd m
eani
ngfu
l cla
ssro
om
inte
ract
ions
that
enh
ance
lang
uage
ac
quisi
tion.
Cand
idat
e de
mon
stra
tes a
bilit
y to
en
gage
lear
ners
in m
eani
ngfu
l cl
assr
oom
inte
ract
ions
.
Inte
ract
ions
occ
asio
nally
feel
fo
rced
or i
naut
hent
ic.
Can
dida
te d
omin
ates
inte
ract
ions
w
ith li
ttle
to n
o st
uden
t in
tera
ctio
n.
20.
Mod
ifies
lang
uage
and
in
stru
ctio
n ap
prop
riat
ely
for
Engl
ish la
ngua
ge le
arne
rs.
Can
dida
te c
onsis
tent
ly sp
eaks
cl
early
, at a
n ap
prop
riate
pac
e, a
nd
thro
ugh
mea
ning
ful,
cont
extu
al
scaf
fold
ing,
pro
vide
s co
mpr
ehen
sible
inpu
t for
ELL
st
uden
ts. C
onsis
tent
ly m
odel
s ap
prop
riate
regi
ster
s of E
nglis
h.
Enha
nces
stud
ents
' aw
aren
ess o
f pr
agm
atic
s, he
lpin
g th
em d
evel
op
cultu
rally
app
ropr
iate
ling
uist
ic
styl
es a
nd n
on-v
erba
l co
mm
unic
atio
n.
Cand
idat
e us
ually
spea
ks c
lear
ly,
at a
n ap
prop
riate
pac
e an
d of
ten
prov
ides
com
preh
ensib
le in
put
for E
LL st
uden
ts. U
sual
ly u
ses
appr
opria
te re
gist
ers o
f Eng
lish.
Cand
idat
e at
tem
pts t
o pr
ovid
e co
mpr
ehen
sible
inpu
t for
ELL
st
uden
ts b
ut o
ccas
iona
lly d
oes n
ot
spea
k cl
early
, and
/or h
as m
omen
ts
of in
appr
opria
te p
acin
g.
Occ
asio
nally
use
s ina
ppro
pria
te
regi
ster
s of E
nglis
h
Cand
idat
e of
ten
spea
ks in
a
man
ner t
hat i
s in
com
preh
ensib
le to
ELL
st
uden
ts.
25
Procedures for Concerns During Practicum The goal for student teaching is for candidates to demonstrate their ability to meet the standards of success for all components of their certification(s)/degree program (e.g., developmental level, general/special education, etc.) as explicated on the Student Teaching Evaluation Rubric, and Essential Functions of a Professional Educator.
This section outlines procedures that should be followed when there are concerns regarding the teacher candidate meeting the standards of success.
Procedures When there are Concerns regarding Candidate Meeting Standards of Success
√ Direct and honest communication between the SBTE, CBTE, and teacher candidate is important. As early as possible in the placement: Identify, discuss and document specific examples of areas in need of improvement, and Collaboratively develop and document appropriate strategies.
√ If the concerns(s) persist or if the teacher candidate fails to demonstrate sufficient progress, the CBTE will alert the Nazareth Program Director/Coordinator of the concerns and provide the Program Director/Coordinator with a description of the concerns(s) and applicable documentation.
√ After reviewing the concerns and documentation, the Nazareth Program Director/Coordinator and the CBTE will discuss the next steps.
√ After consultation with the Nazareth Program Director/Coordinator, the CBTE will conference with the teacher candidate and SBTE to further analyze the situation and create a plan of action using the School of Education Plan of Action Template. The completed and signed Plan of Action will be shared with the Program Director/Coordinator.
√ Implement the plan of action. As part of the plan of action, additional observations by the CBTE may be necessary. The SBTE and CBTE will collaboratively monitor the plan.
√ The SBTE will also complete the Midway Evaluation Rubric for Student Teaching/Graduate Practicum and/or the End of Placement Evaluation Rubric for Student Teaching/Graduate Practicum evaluation tools.
√ If the placement is deemed unsuccessful, the CBTE and the Nazareth Program Director/Coordinator will meet with the teacher candidate to provide an explanation of the decision. See next page for information on eligibility/ineligibility for a repeat placement.
√ Please note: In the rare and extreme circumstance that a teacher candidate is asked by the school district not to return to the placement due to concerns about the teacher candidate, the placement will be deemed unsuccessful.
26
If a teacher candidate is unsuccessful in a student teaching placement, the teacher candidate may be eligible to complete a repeat placement to demonstrate success, depending on the areas and/or depth of concerns.
The determination whether or not a teacher candidate is eligible to repeat a placement is made by the Nazareth Program Director/Coordinator, in consultation with the CBTE and the Office of Clinical Experiences and Partnerships Program Director.
If a teacher candidate is determined to be ineligible for a repeat placement, the Program Director/Coordinator will meet with the candidate about academic program options.
If a teacher candidate is determined to be eligible for a repeat placement, the following considerations apply:
▶ For programs with two placements, if the teacher candidate is:
ӽ unsuccessful in the first placement the teacher candidate will be expected to repeat that developmental level/content area prior to beginning the second placement in a new developmental level/content area.
ӽ successful in the repeat of a first placement, the teacher candidate will still be required to successfully complete the second placement in the new developmental/content area.
ӽ successful during their first placement but unsuccessful during their second placement, the teacher candidate will be expected to repeat the same developmental level/content area as the second placement.
▶ For programs with a single 14-week placement, if the teacher candidate is unsuccessful in the placement the teacher candidate will be expected to repeat the placement in the same developmental band/content area as the original placement. The amount of time required in the new placement will be
determined by the Program Director.
▶ If the teacher candidate is eligible to repeat a placement, the teacher candidate’s professional semester will be extended beyond the current academic semester as it is very unlikely that the repeat placement will take place immediately following the unsuccessful placement. Extended time allows for the teacher candidate to analyze and reflect on the unsuccessful placement and develop goals for making the next placement successful. Due to the extension of the professional semester, the teacher candidate will receive an “Incomplete” (I) grade on their transcript.
▶ In order for the repeat placement to begin, the teacher candidate will complete additional requirements to determine readiness for another placement which may include but are not limited to:
ӽ A reflective journal, ӽ An action plan/goal document, and/or ӽ Completion of NYS Teacher Certification
Exam(s).
▶ Once the Program Director/Coordinator determines the teacher candidate has successfully completed the additional “readiness” requirements, the Program Director/Coordinator will recommend an additional placement be made by the Office of Clinical Experiences and Partnerships.
If a teacher candidate is determined to be ineligible for a repeat placement, or is not successful in a repeat placement, an “Unsatisfactory” (U) will be documented on the teacher candidate’s transcript. In this case:
▶ The teacher candidate will not be able to complete another placement.
▶ The teacher candidate will not be recommended for certification.
▶ The teacher candidate will not be able to complete their teacher certification program.
Procedures When Placements are Deemed Unsuccessful
27
Frequently Asked Questions Which calendar does the teacher candidate follow--Nazareth’s or the School District’s?
During the Practicum experience, teacher candidates are expected to follow the calendar of the host school district and the individual school(s) to which they are assigned. Nazareth’s academic calendar is not followed (e.g. teacher candidates follow the district’s Spring Break rather than Nazareth’s).
Does the teacher candidate have designated sick/leave days?
Are teacher candidates required to complete lesson plans?
What documentation is required from the SBTE and when is it due?
Are SBTE’s required to complete letters of recommendation?
No. The expectation is that the teacher candidate will attend the entire Practicum experience without absences. However, in the case of an unavoidable absence, the teacher candidate should inform both the SBTE and the CBTE prior to the start of the school day (see Section 3 Policies: Attendance for more information).
Yes. Teacher candidates are required to submit lesson plans in advance of their teaching. This provides the SBTE the opportunity to review, discuss, and critique the teacher candidate’s instructional plans.
We ask SBTE to complete formal assessments of their teacher candidates. The SBTE will receive electronic links at the midway point and end of the placement. The SBTE should discuss the contents of the evaluation with the teacher candidate, preferably before it is submitted.
No. Letters of recommendation are completed at the discretion of the SBTE.
28
Are placements changed if problems cannot be resolved?
A change of placement is a last resort. A committee of college professionals consisting of CBTE, Program Director, and Office of Clinical Experiences and Partnerships Director will consult with the SBTE, evaluate the situation, and decide whether a placement change is appropriate and warranted. This may result in the Practicum experience extending beyond the end of the academic semester. Potential consequences would include an Incomplete on the candidate’s academic transcript and an extension of the time needed to complete the candidate’s program.
How are problems between the teacher candidate and the SBTE resolved?
Direct and honest communication between the SBTE and the teacher candidate is an important first step. Specific examples help clarify issues. If the problem cannot be resolved, the CBTE should then be contacted. The CBTE may then schedule a meeting with all parties to develop an action plan with specific strategies to remedy the situation. The CBTE is responsible for monitoring the implementation of the action plan.
What do I do if a teacher candi-date is not experiencing success in my classroom?
Every effort should be made to directly communicate any problem with the teacher candidate. If issues per-sist, the CBTE is available to help the teacher candidate and SBTE co-navigate strategies for improvement. We ask that SBTEs address issues early and up front if they sense that a problem is likely to be ongoing. Teacher candidates in a new certification area or new develop-mental area are still developing the skills necessary for success as professional educators, so addressing issues proactively helps set them on a trajectory for success.