2015-2016 professional semester - mssu.edu · teacher candidate / pre-service teacher: a university...
TRANSCRIPT
2015-2016
Professional Semester HANDBOOK
TEACHER EDUCATION CANDIDATES COOPERATING TEACHERS UNIVERSITY SUPERVISORS
Department of Teacher Education School of Education
Joplin, Missouri
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A WRITTEN ORIENTATION AND
GUIDE TO THE CLINICAL FIELD EXPERIENCE
at
Missouri Southern State University Joplin, Missouri
Distributed by:
The School of Education Dr. Deborah Brown, Dean
Ms. Lorinda Hackett, Department Chair
and
The office of the DIRECTOR OF CLINICAL FIELD EXPERIENCES
Ms. Sheila Damer
Taylor Education Building
Room #224 Tel: (417) 625-9623
Email: [email protected] Fax: (417) 659-4387
Revised edition: Academic Year: Fall 2015/Spring 2016
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CONTENT SEQUENCE Forward………………………………………………………..……….…………………………………….....Page 4 Special Appreciation…………………………………………..…………………………………………….…Page 5 Definition of Terms………………………………………….……………………………….…………….......Page 6 To the Candidate (Student Teacher)……………….………………………..…………….………………….Page 7 To the Cooperating Teacher…………………………………………………………………………………...Page 8 Introductory Remarks…………………………….………………………………………………….……..…Page 9 Minimum Responsibilities of the Candidate (Student Teacher)………………...………………………..Page 11 Minimum Responsibilities of the Cooperating Teacher…………………………………...………………Page 12 Minimum Responsibilities of the University Supervisor…………..……………………….……………..Page 13 Final Clinical Experience Grade……………………………………………………………………………..Page 13 Fillable Electronic Evaluation Forms (Submission and Signatures)……………………………………..Page 14 General Policies…………………………………………………………………...…………..………...…….Page 14 Attendance………………………………………………………………………………………...…………..Page 15 Calendar and Vacations…………………………………………………………………………..………….Page 15 Seminars……………………………………………………………………………………………………….Page 16 Selection of Cooperating Teachers……………………………………………………………………….…Page 16 Stipend for Cooperating Teachers…………………………………………………………………………..Page 16 Placement………………..…………………………………………………………………………………….Page 17 Placement Sites………………………………………………………………………………………………..Page 17 Dress………………………………………………………………………………………………………… ...Page 17 Difficulties and the Chain of Command……………………………………………………………………Page 17 Grading…………………………………………………………………………………………………….…..Page 18 Visitations by University Supervisors……………………………………………………………………....Page 18 Teaching Status of the Candidate………………………………………………………………………....…Page 19 Teaching Responsibilities/Co-Teaching Model…………………………………………………….…......Page 19 Phase- Out Five Hour Observation………………………………………………………………………….Page 20 MSSU Regulations Regarding Substitute Teaching……………………………………………………….Page 20 Missouri Certification………………………………………………………………………………………...Page 20 Lesson Plans…………………………………………………………………………………..……………….Page 21 Missouri’s Educator Evaluation System (MEES)…………………………………………………………..Page 22 Student Surveys………………………………………………………………….……………………………Page 23 Missouri Pre-Service Teacher Assessment (MoPTA)…………………………………………...…………Page 23 Appendix A…………………………………….…………………………………………..………..………...Page 25 MSSU Lesson Plan Appendix B…………………………………………………………………….……………...………………Page 29 Co-Teaching Appendix C……………………………………………………………..…………….....………………….....Page 38 Missouri’s Educator Evaluation System Overview Appendix D…………………………...………………………………………………………………….…...Page 50 Missouri’s Educator Evaluation System Forms Appendix E……………………………………………………………………………………………..…….Page 65 Missouri’s Educator Evaluation System Rubric Appendix F…………………….………………………………….…………………………..………………Page 97 MoPTA Appendix G…………………………………………………………...…………………………….….…...Page 101 Student Surveys Appendix H………………..…………………………………………………………..…………………….Page 100 Evaluation Form Samples for Cooperating Teacher and University Supervisors Appendix I……………………………………………………………………………………………..…….Page 113 2015-2016 Portfolio Requirements Appendix J………………………………………………………………………...…………………………Page 116
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Student Teaching Waiver Regulation Appendix K………………………………………………………………………………………………..…Page 119 Southern’s Ongoing Support (SOS)
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Teacher Candidate Missouri Southern State University 3950 East Newman Road Joplin, MO 64801 Dear Teacher Candidate: Congratulations! You have reached a very important level in your teacher preparation program. You are entering your professional experience as a teacher candidate. This clinical experience is the culmination of your teacher preparation program; it provides you with an opportunity to meld theory and practice. As you continue on your professional journey, you will not be alone. Guiding you through this experience will be your Cooperating Teacher, a University Supervisor, and the Director of Clinical Field Experiences. All will monitor your progress and provide you with feedback on your performance. On behalf of the School of Education, best wishes during your student teaching. If at any time during your field experience my office can be of assistance, please do not hesitate to contact us. Sincerely, Dr. Deborah Brown Dean, School of Education
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SPECIAL APPRECIATION The faculty, staff, administrators, and the Director of Clinical Field Experiences of the Teacher Education Program at Missouri Southern State University wish to express their appreciation to a very special group of educators who serve as members of the Clinical Field Experiences Advisory Committee. This committee, composed of public school and university personnel, spends many hours in reviewing, evaluating and revising components of the Clinical Field Experiences Program, including the student teaching experience.
2015-2016 Committee Members Roster Public School Representatives: Gretchen DeMasters, Principal, Carl Junction Intermediate School Steve Garrett, Teacher, Webb City Jr. High School Trey Moeller, Assistant Superintendent, Webb City R-VII School District Sarah Mwangi, Principal Columbia Elem., Joplin Schools Kandy Frazier, Assistant Superintendent, Carthage R-IX School District Jason Weaver, Assistant Principal, East Middle School, Joplin Schools
MSSU Teacher Education Program Representatives: Sheri Beeler, Faculty, Kinesiology Department, MSSU Matt Beaver, Assessment Coordinator, MSSU (Committee Secretary) Beverly Block, Faculty, Business Department, MSSU Deborah Brown, Dean, School of Education, MSSU Jennifer Dennis, Faculty, Biology Department, MSSU Jeanie Cozens, Faculty, Teacher Education Department, MSSU Susan Craig, Faculty, Teacher Education Department, MSSU Sheila Damer, Director, Clinical Field Experiences, MSSU (Committee Chair) Lorinda Hackett, Chair, Teacher Education Department, MSSU Michael Howarth, Director, Honors Program, MSSU
“Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants.”
-John W. Gardner
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DEFINITION OF TERMS CLINICAL EXPERIENCE: A period of guided or supervised teaching during which the university student takes increasing responsibility for a given group of learners over the course of a semester. Because of limitations of time, it cannot duplicate all the experiences first year teachers have on the job; instead, it is a transitional experience aimed at developing initial teaching competence. (Association for Student Teaching) TEACHER CANDIDATE / PRE-SERVICE TEACHER: A university student who has completed all course requirements of the Teacher Education Program, with the exception of the final field-based experience that includes supervised teaching in an assigned setting, and the Critical Issues class, which runs concurrently with the Clinical Field Experience. UNIVERSITY SUPERVISOR: The university faculty member/adjunct professor who has been assigned to a candidate (student teacher) for supervisory purposes. This faculty member/adjunct professor also serves as a liaison between the public/private school system and the Teacher Education and Clinical Experiences Programs. COOPERATING TEACHER: A “Master” classroom teacher who has demonstrated exceptional teaching qualities, and who has been selected to supervise the initial teaching efforts of the candidate. DIRECTOR OF CLINICAL FIELD EXPERIENCES: The university person responsible for placement, direction, and coordination of the clinical and field-based experience programs. DESIGNATED SCHOOL ADMINISTRATOR: The person designated in each school district to be responsible for accepting placement of candidates in that district/school. Initial placement assignments begin with the designated school administrator.
“Education is what survives when what has been learnt has been forgotten.”
-B.F. Skinner
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TO THE CANDIDATE CONGRATULATIONS! You are entering the final phase of the professional education program at Missouri Southern State University. As a teacher candidate, you have completed all of the course requirements and field experiences that provide the content knowledge and the pedagogical skill training that you will need to be successful in your clinical field experience. The Clinical Field Experience will provide you with an opportunity to practice, refine and augment your knowledge in a supportive environment. You will have opportunity to perform many of the duties and to make many of the instructional decisions of an in-service teacher. The work load will be intense. Yet, your chosen profession and this experience will offer you bountiful opportunities for joy and fulfillment if you keep a positive attitude and do your work to the best of your ability. Set realistic goals for yourself and strive to meet them. Help keep the lines of communication open among you, your cooperating teacher, and your university supervisor. Allow these professionals to do their jobs. Accept their praise and their suggestions for improvement in the spirit in which they are offered: to help you develop a quality of teaching for which you will be proud. Most importantly, be true to your newly assigned students. Teach so they learn. Care so they grow. WE ARE PROUD OF YOUR ACCOMPLISHMENTS! Take courage and be confident. Enjoy the semester. It is only the beginning of a lifetime of dedicated service and personal fulfillment.
“The secret of education is respecting the pupil.” -Ralph W. Emerson
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TO THE COOPERATING TEACHER Missouri Southern State University and the faculty and staff of the Teacher Education Program appreciate your willingness to work with our candidate. Your knowledge, experience and skills are crucial to this student’s potential as a successful teacher. It is imperative that you nurture and support the candidate’s efforts in a positive manner. This is not to suggest that you place a stamp of approval on trials and behaviors that are unsuccessful and/or inappropriate. Rather, it is a reminder that this student is a novice, not an experienced teacher. Constructive criticism is both welcomed and appropriate; so are praise, encouragement, and positive reinforcement. As you begin to work with the candidate assigned to you, be sure to be clear and direct in your expectations. Emphasis should be placed on helping the candidate become familiar with the scheduling and clerical aspects of your duties immediately. As you model your own teaching behaviors, please take the opportunity to explain to the candidate why you made the decision to do what you did. Guide his or her observations so that the consequences of your own effective teaching practices are clear. As the candidate begins to accept instructional assignments, offer your services as a sounding board as he or she examines and evaluates his or her own teaching decisions and performances. Please feel free to contact your candidate’s university supervisor or the Director of Clinical Field Experiences as needed. In the meantime, enjoy our candidate. Thank you for sharing your time, students and expertise in such an important and worthwhile way.
“Let us always be open to the miracle of the second chance.”
-Reverend David Stier
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INTRODUCTORY REMARKS The Clinical Field Experience at Missouri Southern Stare University (MSSU) is designed to be a direct and substantial experience. It provides linkage between the research and theory-based instruction of the university teacher preparation program and the world of pedagogical decision making and implementation of the classroom teacher. The purpose of the clinical field experience is to provide an opportunity for teacher candidates to practice and refine their knowledge and skills under the supervision and guidance of exceptional teachers. The conceptual framework and knowledge base of the Teacher Education Program at MSSU is the TEACHER AS EDUCATIONAL DECISION MAKER. Program and course requirements are designed to aid the prospective teacher in assuming the role as the primary decision maker in his or her classroom. The faculty of the Teacher Education Program believes effective teaching is complex and multifaceted. Teachers find themselves making general decisions concerning three areas of classroom dynamics: decisions of content, decisions about the student, and decisions about their own strengths, weaknesses, interests, needs and teaching styles. Teacher preparation at MSSU provides the prospective teacher with opportunities to gain information that is important for making decisions in these three areas. Teachers must know how to teach the knowledge they have so their students learn. Prospective teachers at MSSU complete a series of professionally sound methods and foundations courses and complete a series of field-based experiences that help them understand the science of teaching. In addition, these prospective teachers learn about their own personal strengths, interests and teaching styles. Teachers must demonstrate empathy and concern for the students under their instructional supervision. Prospective teachers at MSSU spend many hours learning about the ethics of the teaching profession, and the importance of tailoring instruction to individual students’ needs, interests and learning styles. Prospective teachers learn to accept and understand the emotional and social development of their students, as well as their cognitive and physical needs. Once the basic decisions described above are made and implemented, teachers must make decisions about how to best evaluate the students’ efforts toward learning and to evaluate their own teaching performance and effectiveness. Decisions about how best to utilize the evaluation outcomes are also critical to effective instruction. Prospective teachers at MSSU complete courses designed to teach them the “spirit of testing” and the processes, procedures and skills necessary for assessment and interpretation.
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Education majors at MSSU have the opportunity to participate in several field-based experiences during their program. As these experiences are currently designed, education majors are given increasingly more direct opportunity to observe exceptional teaching and crucial teaching decisions. The clinical field experience provides the capstone experience in the field-based sequence. Through practice and constructive feedback, candidates begin to refine their personal teaching style, their philosophy of education and skill performance level in making decisions that are associated with effective instruction. The roles of the cooperating teacher and the university supervisor are important. The cooperating teacher provides the continual guidance, coaching, modeling, conferencing and encouragement that are necessary for teaching growth of the novice. University supervisors provide a support system for the candidate and for the cooperating teacher. Together with the candidate, the cooperating teacher and the university supervisor form a team with a common goal – the successful completion of the clinical field experience. Potential problems and/or concerns of the candidate, cooperating teacher and/or the university supervisor should be addressed immediately, constructively and professionally. The role of the candidate, in addition to accepting the teaching duties and responsibilities with the classroom teacher, includes the genuine effort to establish a warm, accepting and caring relationship with the assigned students. It is important the candidate establishes firm control of the classroom situations; not through autocratic, dictatorial control, but through the development of mutual understanding and respect. It is suggested that the scheduled periods of formal observation and evaluation be used as checkpoints for teaching growth and as a means for setting both long and short term goals for continued development. The assignment of the final clinical field experience grade is the joint responsibility of the cooperating teacher, the university supervisor and the Director of Clinical Field Experiences. In the event there is a difference of opinion concerning the teacher candidate’s final grade, the Director of Clinical Field Experiences and/or the Clinical Field Experiences Committee will assume the responsibility for the final grade assignment. In circumstances where the teacher candidate fails to fulfill all of the requirements of the clinical field experience, the Dean of the School of Education and/or the Clinical Field Experiences Committee may withhold a passing grade.
“The object of education is to prepare the young to educate themselves throughout their lives.”
-Robert Maynard Hutchins
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MINIMUM RESPONSIBILITIES OF THE CANDIDATE
Become knowledgeable about your students, assigned classes, special tasks and duties.
Learn and live by the host school’s rules, policies and standards.
Maintain a mature, professional attitude and appearance.
Plan and prepare for each classroom experience and lesson sequence. Submit lesson plans to the cooperating teacher for inspection and feedback in advance of implementation.
As a guest in the assigned school, adjust to situations within the classroom.
Participate in ALL activities expected of the cooperating teacher. Conform to the cooperating teacher’s schedule, including arrival and departure times.
In the event you become ill, call the cooperating teacher and/or school office as soon as possible (by 7:00 AM at the latest).
Self-evaluate frequently and discuss the results with your cooperating teacher and university supervisor.
Accept and heed criticism and suggestions that are meant to assist you in your professional and personal growth.
Avoid criticism of the cooperating teacher, the school, the students and the community.
Evaluate pupil progress.
Survey students over instruction and the classroom environment.
Attend all university seminars and other required functions.
Develop a professional portfolio based on the guidelines given during classes and student teaching seminars.
Complete all assignments for Critical Issues and Seminar’s.
Submit an attendance form verifying completion of student teaching.
Complete all requirements for graduation.
Complete all DESE required MoPTA tasks for certification. During the final student teaching seminar, the candidate will evaluate his/her total teacher preparation program experience. Forms for this purpose will be distributed to each candidate at the final seminar. These forms will be collected and the results tabulated. Perceived areas of program weakness will serve as guide for Teacher Education Program review and potential revision or enhancement. Candidates will also evaluate the supportive relationship of the cooperating teacher(s) and the university supervisor(s). These forms will be distributed to each candidate at the last seminar. These evaluations are the property of the Clinical Field Experiences Program and will NOT be used for university or public/private school faculty evaluation for retention, promotion, or salary increases. See Appendix H page 100 for copies of the Cooperating Teacher and University Supervisor Evaluation Forms
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MINIMUM RESPONSIBILITIES OF THE COOPERATING TEACHER
Prepare the class for the candidate. Be firm and clear about the candidate’s duties and authority within the classroom.
Collect a set of textbooks for the candidate. Include helpful materials such as schedules, class roles, school handbooks, and curriculum guides.
Provide the candidate with a work/study area in the classroom, and allocate Planning Time.
Familiarize the candidate with the building facilities, the principal and other school personnel; and with the building and district policies regarding staff (e.g. how to call in sick, etc.).
Explain record keeping procedures such as reporting attendance, preparing report cards, entering grades in grade books, and preparing cumulative folders.
Provide the candidate with continuous constructive feedback, suggestions and encouragement.
Complete three (3) Teacher Candidate Formative Evaluations. Each formative evaluation will include a Pre- Conference and a Post-Conferences. Complete one (1) Teacher Candidate Observation (includes a Pre-Post Conference) and one (1) Teacher Candidate Summative Evaluation near the conclusion of the semester. The TC Summative Evaluation is completed in conjunction with the University Supervisor. The OPTIONAL Teacher Candidate Formative Observation form may be used to offer additional feedback.
For a half semester placement, the first cooperating teacher completes two (2) TC Formative Assessments. The second cooperating teacher completes one (1) TC Formative Assessment, the Teacher Candidate Observation, and one (1) TC Summative Evaluation in conjunction with the university supervisor.
Communicate with the university supervisor concerning the candidate’s progress.
Inform the university supervisor and the building principal immediately if the candidate should encounter serious difficulties.
Encourage the candidate to observe other classes and to attend faculty meetings, PTA/PTO meetings, and professional meetings.
See Appendix H page 100 for a copy of the Cooperating Teacher Evaluation form completed by the Student Teacher.
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MINIMUM RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR
Visit the school early in the semester and make appropriate contacts with the principal and cooperating teacher.
Conduct periodic conferences with the candidate and the cooperating teacher.
Maintain open communication and positive personal relationships with the candidate, cooperating teacher and the principal.
Clarify the university supervisor’s expectations for the roles and duties associated with the clinical field experience.
Complete three (3) Teacher Candidate Formative Evaluations. Each formative evaluation will include a Pre- Conference and a Post-Conference. Complete one (1) Teacher Candidate Summative Evaluation. The TC Summative Evaluation and Teacher Candidate Observation is completed in conjunction with the Cooperating Teacher.
The OPTIONAL Teacher Candidate Formative Observation form may be used to offer additional feedback.
Content Area University Supervisors (Art, English, Music, Math, Social Science, Science, Physical Education etc.), complete 1 – 2 Teacher Candidate Formative Evaluations- including a Pre-Post Conference.
Assist candidate in self-evaluation and goal setting for professional growth.
Examine the candidate in self-evaluation and goal setting for professional growth.
Only one supervisor at a time (i.e. university supervisor or cooperating teacher) will formally evaluate a given lesson.
See Appendix H page 100 for a copy of the University Supervisor Evaluation form completed by the Student Teacher.
FINAL CLINICAL EXPERIENCE GRADE The Teacher Candidate Observation Form will be completed by the Cooperating Teacher and shared with the candidate. The University Supervisor can be in attendance at the post-conference or the information may be shared at a later date. Both the Cooperating Teacher and University Supervisor will recommend a Credit or Non-Credit for the clinical semester. A negative recommendation should be made only after the Director of Clinical Field Experiences has been notified of the difficulties and a conference has ensued. Concern is expressed under conditions where the cooperating teacher and/or the university supervisor will recommend a Non-Credit standing without previous indication of difficulties
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FILLABLE ELECTRONIC EVALUATION FORMS- Submission and Signatures The fillable Teacher Candidate Evaluation forms are available on the Teacher Education web page http://www.mssu.edu/academics/education/teacher/. Select Clinical and Field Experiences to view the list of forms. Save the form to your computer. Once completed, email the form along with lesson plan and any documentation to [email protected]. The signatures of the candidate and the cooperating teacher, or the candidate and university supervisor must appear on all Teacher Candidate Formative and Summative Evaluation forms. These signatures signify that the candidate/cooperating teacher, or the candidate/university supervisor have met to hold a pre-conference/post conference about the lesson and observation. In the event the candidate does not agree with the evaluations, the candidate should write a narrative explaining the lack of consensus and submit it to the Director of Clinical Field Experiences by email or in person. The Teacher Candidate Observation Form is completed by the Cooperating Teacher and shared with the University Supervisor. This form should have all 3 signatures, the candidate, cooperating teacher and university supervisor with the recommended grade. PLEASE NOTE: As MSSU moves to electronic evaluation forms, the “signature” may be names typed on the document. The complete form will be emailed and the person sending the attached completed form will be verifying all signatures. Each completed form submitted should be labeled by student’s name.date.formname. Abbreviations may be used. Example: Smith.John.October2.2015.TeacherCandidateFormativeAssessment or Smith.John.Dec1.2015.TeacherCandidateSummativeAssessment. Email all completed forms to: [email protected]. The lesson plan and any documentation should accompany the form or be sent to the above email by the teacher candidate.
GENERAL POLICIES, ASSIGNMENTS, and REQUIREMENTS
Candidates who are seeking elementary education or 9-12 certification will complete their semester clinical field experience placement in one setting. Candidates who are seeking early childhood certification must complete their clinical field assignments in two settings: one-half semester in a kindergarten classroom and the remaining other half semester in a first, second or third grade classroom. Candidates who are seeking special education certification or K-12 certification in specialty areas of physical education, music education, art education, or Spanish/French/German education must
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complete their clinical field assignments in two settings: one-half semester at the elementary level (grades 1-6) and one-half semester at the secondary level (grades 9-12). Candidates who are seeking certification in middle level education in two content areas must complete their clinical field assignment in two settings: one-half semester in each of the two content areas of study. Candidates who are seeking certification in middle level education in one content area only need to complete clinical field assignment in that content area.
ATTENDANCE Dates assigned for the clinical field experience are pre-set and are to be honored in full. The Clinical Field experience is for the FULL SEMESTER. Under specific and approved circumstances candidates may be required to miss some scheduled teaching days. However, the candidate must attend at his/ her site all teaching days (unless excused by the Director of Clinical Field Experiences) to complete the experience with a grade designation of CREDIT. Students not meeting the stated requirements will be required to make up unexcused days before the clinical field assignment will be considered complete. Absenteeism over several days may result in an extended experience that will delay the candidate’s graduation date by one full semester. In addition to daily responsibilities, the candidate will attend and/or participate in after school or evening activities required of the cooperating teacher. In the event an illness makes the candidate’s attendance impossible, the candidate is responsible for notifying the cooperating teacher, university supervisor, and the building principal. The candidate is to submit plans for the cooperating teacher’s use in advance of the absence. Any candidate not considered to be dependable and prompt will be required to meet with the Director of Clinical Field Experiences and/or the Clinical Field Experiences Committee for possible suspension of the student teaching duties.
CALENDAR AND VACATIONS The Clinical Field Experience lasts for a full semester period. Additionally, teacher candidates are required to attend a series of seminars on campus. Once the clinical field experience has officially begun, the candidate is to conform to the schedule and attendance standards of the assigned school. MSSU scheduled holidays are no longer observed by the candidate.
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SEMINARS (and Critical Issues Classes) All candidates accepted for the clinical field experience are required to attend seminars and “Critical Issues” class meetings during the semester of their assignment. Attendance at these seminars and class meetings is monitored. Failure to attend will result in the withholding of a recommendation for certification. Dates for all seminars and class meetings are published at the beginning of the semester. Seminars provide clarification and completion of requirements. They serve as forums for learning about school related issues such as dealing with suspected cases of child abuse, educating in a culturally diverse population, school ethics and professionalism, and administrators’ and practitioners’ views of classroom management. CANDIDATES ARE TO MAKE THE NECESSARY ARRANGEMENTS FOR ATTENDANCE AT EACH SEMINAR, AND “CRITICAL ISSUES” CLASSES.
SELECTION OF COOPERATING TEACHERS: The selection of a cooperating teacher is the mutual responsibility of the designated school administrator and the Director of Clinical Field Experiences. Only the finest models of teaching excellence are chosen for this assignment. The following criteria are minimum requirements in the selection of cooperating teachers. The cooperating teacher must hold a Master’s degree or above and be teaching in the area of certification. In addition, the Director of Clinical Field Experiences and the designated school administrator must agree that the teacher is capable of assuming the responsibilities of a cooperating teacher. The cooperating teacher should have clearly demonstrated the ability to be an effective teacher and an effective classroom manager. The cooperating teacher must have completed a minimum of three years of experience in the required teaching field. The cooperating teacher should be a willing participant in the student teaching experience. The cooperating teacher should demonstrate a positive attitude toward his/her present teaching position and the teaching profession in general. The cooperating teacher should demonstrate continued professional growth.
STIPEND FOR COOPERATING TEACHERS Stipends for Cooperating Teachers have been restored, and are currently $100 per semester. For 8 week placements each cooperating teacher receives $50. An additional $100.00 stipend is given for each cooperating teacher in attendance at the orientation meeting.
PLACEMENT
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The clinical field experience assignment must be in the grade level and/or specialty area of certification. Each candidate is placed under the direct supervision of a certificated teacher who has completed a minimum of three years of experience in the required teaching area. The certification credentials of the cooperating teacher must be consistent with that of the candidate’s endeavors.
PLACEMENT SITES Although preference for teaching sites is solicited from students, the Teacher Education Program does not regard convenience to the students the major consideration in placement. Factors such as availability of qualified cooperating teachers, balance among specialty areas and grade levels and the availability of approved sites are taken into consideration before placement is complete. Approved sites are selected from schools that are classified as “Accredited.” A school that has received a classification other than “Accredited” may serve as an approved site if the classification is not based on deficiencies in teacher qualifications and/or excessive pupil-teacher ratios. Placement sites in states other than Missouri must have comparable approval by their various accrediting bodies. Private schools may be utilized as training sites, and they also must have attained satisfactory accreditation by their appropriate accrediting bodies.
DRESS The candidate is to dress in accordance with the standards and policies of the assigned school. Success in student teaching relies, in part, on projecting a professional image.
DIFFICULTIES AND CHAIN OF COMMAND If difficulties arise for which the cooperating teacher feels the attention of the university supervisor is required, the cooperating teacher may communicate with the supervisor via phone or through a requested site visitation. If the problem is serious, the Director of Clinical Field Experiences is to be informed. Candidates who are dropped from the clinical field experience for various reasons may be reassigned another semester or may be referred to the Dean of the School of Education and/or the Admissions & Retention Committee for further consideration and counseling. Candidates experiencing difficulties should pursue the following chain of command for help and resolution:
Cooperating Teacher
University Supervisor
Director of Clinical Field Experiences
Admissions & Retention Committee
Dean of the School of Education
MSSU Campus Student Grievance Policies
GRADING
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The grading system for the clinical field experience consists of CREDIT or NON-CREDIT. The final grade is assigned by mutual consent among the cooperating teacher(s), the university supervisor(s), and the Director of Clinical Field Experiences. In cases where there is controversy as to the final status of the clinical field grade, the Director of Clinical Field Experiences and/or the Admissions & Retention Committee will gather data to make the final decision. FAILURE TO SUCCESSFULLY COMPLETE COURSE REQUIREMENTS (i.e., lesson plans, Teacher Education portfolio, video tapes, etc.) WILL RESULT IN A NON-CREDIT STATUS FOR THE CLINICAL FIELD EXPERIENCE. Successful completion of the clinical field experience earns ten credit hours toward program completion and certification. VISITATIONS BY UNIVERSITY SUPERVISOR(S) The professional education university supervisor will visit the candidate throughout the semester of the assignment. Missouri Standards for the Preparation of Educators (MoSPE) requires weekly contact. This could be through email, Skype, or other electronic means. Although most supervisors inform the candidate of an impending visit in advance, notification of intent is not a requirement. Each professional education university supervisor will complete a minimum of four visits per candidate. The first visit should occur within the first two weeks of the experience for the purpose of planning with the cooperating teacher and the candidate for upcoming events and requirements. The final three visits, at least every three weeks, are for formal observation of the teaching behaviors and development of the candidate. When circumstances dictate, supervisors will visit the candidate more than the minimum number of times. SECONDARY LEVEL and K-12 CANDIDATES will have a content area university supervisor in the appropriate certification area who will pay a minimum of one visit during the semester experience for the purpose of evaluating the candidate’s level of content knowledge and appropriate teaching behaviors in the content field. However, when the circumstances dictate, either or both university supervisors will visit more than the minimum number of times. ALL CANDIDATES are to submit a copy of their teaching schedule to the Director of Clinical Field Experiences. The director will forward a copy of the schedule to the appropriate university supervisor(s). This practice enables the supervisor(s) to schedule visits that permit him/her to observe the candidate in teaching situations.
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TEACHING STATUS OF THE CANDIDATE In special cases where the cooperating teacher is asked to be away from the school for a university sponsored meeting, the candidate will be allowed to be in control of the class. However, the candidate is not to assume full responsibility for the students in the class while the cooperating teacher is absent for an extended period of time.
TEACHING RESPONSIBILITIES The Clinical Partnerships and Practices Committee recommends the use of the Co-Teaching Model. Co-Teaching is defined as two teachers working together with groups of students- sharing the planning, organization delivery and assessment of instruction as well as the physical space Half-Semester/Half-Semester candidates should halve the period of time indicated. The focus for this phase is team planning. The cooperating teacher takes the lead role for instruction and assessment. The role of the teacher candidate is supportive instruction, learning the school and classroom procedures, and learning about the students. DAYS 15-28: Co-Teaching with team planning. During this period of time, the candidate should begin gradually to assume increased responsibilities. Candidates should assume responsibility for one subject/class at a time. An important part of this phase is the open communication between the cooperating teacher and the candidate. Cooperating teacher expectations should be direct, clear and attainable for initial experiences of a candidate. DAYS 29- 75: (MINIMUM): Co-Teaching with team planning. The teacher candidate takes the lead role in team planning, instruction, and assessment. While the candidate should have assumed responsibility for most of the work appropriate for an in-service teacher, the cooperating teacher is encouraged to provide much constructive criticism, encouragement and positive reinforcement. During this phase, the cooperating teacher may wish to begin leaving the classroom for short periods of time to allow the candidate the opportunity to make and evaluate the results of his/her instructional decisions. DAYS 76-80+: Co-teaching with team planning (phase-out). During this phase the cooperating teacher should gradually begin to reassume teaching responsibilities. See Appendix B page 29 for more information on Co-Teaching.
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DURING PHASE-OUT, THE CANDIDATE IS TO SPEND A MINIMUM OF FIVE HOURS OF OBSERVATION IN OTHER CLASSROOM SETTINGS. The scheduling of the observations outside the assigned classroom is to be arranged with the assistance of the cooperating teacher. Each observation is to be structured to ensure maximum learning potential, to broaden the total experience, and should be at the same school building. The following experiences are examples of observations which may be used to satisfy the requirement for the five hours of observation (they may be in a single setting or in multiple settings):
Observing in special classes
Observing other subject area classes
Observing other grade levels
Shadowing a selected pupil
Interview a master teacher other than the cooperating teacher and observing that teacher in the classroom
The candidate is to submit a 2-page, double-spaced (12pt. font) reaction paper that highlights the experience(s) and specifically what educational concepts were learned/ affirmed as a result of the five-hour observation requirement. This paper is to be submitted to the Director of Clinical Field Experiences as indicated on the Teacher Candidate Tentative Schedule.
MISSOURI SOUTHERN STATE UNIVERSITY REGULATIONS REGARDING SUBSTITUE TEACHING WHILE STUDENT TEACHING By state mandate, CANDIDATES MAY NOT SERVE AS SUBSTITUTE TEACHERS AND MAY NOT RECEIVE MONETARY COMPENSATION FOR SUPERVISED OR NON-SUPERVISED TEACHING. In the event the cooperating teacher is absent, the school should hire a substitute teacher as a replacement.
MISSOURI CERTIFICATION Completion of the Teacher Education Program and the student teaching experience does not provide the graduate a teaching license and certification. Information regarding formal application for teaching certification will be provided at one of the seminars. The Missouri Department of Elementary and Secondary Education requires the completion of the MoPTA for certification.
21
LESSON PLANS The faculty of the Teacher Education Program believes that effective teaching doesn’t just happen. It requires proactive planning by teachers, especially pre-service teachers, in order to make informed, goal-oriented and instructionally aligned interactive decisions about students and instruction. Preplanning requires thought, research, and often content coverage review. Consequently, written lesson plans are to be developed for EACH topic/unit taught. The candidate is given a lesson format that is to serve as the organizational guideline for each plan. (See Appendix A page 25 for Lesson Plan example) The plan should include specific information and enough details to evidence adequate content coverage for each day of use. These plans are to be submitted to the cooperating teacher for inspection and feedback in advance of their use. Candidates are encouraged to pay particular attention to the self-evaluation portion of the format. This section is for recording evidence of self-reflection and goal setting based on teaching experience. The plans are to be kept by the candidate along with the PBTE forms, and should be available for inspection by the university supervisor during supervisory visits. Although experienced teachers may have the knowledge and skill to shorten their lesson planning, inexperienced teachers need to provide more thought and detail when planning for instruction. The more pupil oriented the student teacher becomes, the more detailed and organized the plans. The following quotes are examples of similar comments made by former student teachers:
“My overall thought on student teaching is that it’s A LOT more work than the average person thinks it is. I don’t see how a person could possible work and do an adequate job in the classroom.” “I found the lesson plans to be a tremendous help in getting my mind organized. During the first couple of weeks, I thought these plans were time-consuming and silly. Then I realized they were more than just a requirement for MSSU…that I could actually USE these, they became by best friend. There are many little details I wouldn’t think about until I had to sit down and work through that lesson plan outline.”
“There has been much discussion over the lesson plans required…I must admit that in the beginning I grumbled about doing these. As the … weeks progressed, however, I saw how helpful they were to me when I was teaching. I rarely ever needed a book or notes during teaching because my lesson plan had been prepared and I knew what I needed to get accomplished. The lesson plans did take up a lot of time, but I felt they were worth it and probably will make us better teachers.”
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MISSOURI’S EDUCATOR EVALUATION SYSTEM (MEES) Missouri’s Educator Evaluation System was created, field-tested, piloted, and refined by hundreds of educators across the state. The system is founded on general beliefs about the purpose of the evaluation process. Central to these beliefs is a theory of action which maintains that improving student performance is predicated on the improvement of educator practice. These beliefs include that evaluation processes are formative in nature and lead to continuous improvement; are aligned to standards that reflect excellence; build a culture of informing practice and promoting learning; and use multiple, balanced measurements that are fair and ethical. Teacher candidates are an essential part of Missouri’s Professional Continuum. As noted below, teacher candidates are in the preparation process to enter the profession. In the Clinical Experience, teacher candidates are afforded the opportunity to put preparation into practice. See
Appendix C page 38 for more information on MEES. See Appendix D page 50 for a copy of the evaluation forms to be used. See Appendix E page 65 for the scoring rubric.
Candidate Emerging Teacher Developing Teacher
Proficient Teacher Distinguished Teacher
This level describes the performance expected of a potential teacher preparing to enter the profession and enrolled in an approved educator preparation program at a college, university, or state-approved alternate pathway. Content knowledge and teaching skills are being developed through a progression of planned classroom and supervised clinical experiences.
This level describes the performance expected of an emerging teacher as they enter the profession in a new assignment. The base knowledge and skills are applied as they begin to teach and advance student growth and achievement in a classroom of their own.
This level describes the performance expected of a teacher early in their assignment as the teaching, content, knowledge, and skills that he/she possesses continue to develop as they encounter new experiences and expectations in the classroom, school, district, and community while they continue to advance student growth and achievement.
This level describes the performance expected of a career, professional teacher who continues to advance his/her knowledge and skills while consistently advancing student growth and achievement.
This level describes the career, professional teacher whose performance exceeds proficiency and who contributes to the profession and larger community while consistently advancing student growth and achievement. The Distinguished Teacher serves as a leader in the school, district, and the profession.
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STUDENT SURVEYS In order to grow professionally, a teacher candidate will receive meaningful feedback from students regarding important aspects of their instruction and the classroom environment. This information will help a teacher candidate fortify his or her strengths and recognize and target areas of need, ultimately resulting in improved practice and gains in student learning. See Appendix G page 101 for more information and a copy of the Student Survey.
MISSOURI PRE-SERVICE TEACHER ASSESSMENT (MoPTA), http://mega.ets.org
The Missouri Pre-Service Teacher Assessment (MoPTA) is an evidence-based performance assessment designed to assess the instructional capability of pre-service teachers prior to receiving their teaching license. This assessment evaluates teacher candidates on their ability to have an impact on student learning as stated in the Missouri Teacher Standards and Quality Indicators and the four MoPTA tasks.
What is the general design of the Missouri Pre-Service Teacher Assessment? The MoPTA consists of four tasks. Each of the four tasks will be constructed during the teacher candidate’s clinical experience and will focus on areas of planning and teaching, such as differentiation of instruction and the decision-making process. During the clinical experience, the teacher candidate’s task submissions will provide a variety of artifacts, including student work and teacher instructional materials. Task 1: Knowledge of Students and the Learning Environment In this task, you will demonstrate the knowledge and skills that pertain to your understanding of the classroom with regard to your students, the school, and the community, and you will identify implications of these factors on instruction and student learning. Evaluation of Task 1 You will receive feedback from your EPP instructor and cooperating teacher during the process of creating your response and after you complete your Task 1 submission. Since Task 1 is formative, it will not be scored online by raters and will not be part of your cumulative score for this performance assessment. However, completing this task is necessary and required for you to move on to Tasks 2, 3, and 4.
Task 2: Assessment and Data Collection to Measure and Inform Student Learning
In this task, you will demonstrate your understanding, analysis, and application of assessment and data collection to measure and inform student learning. Reminder: If you are a candidate seeking an elementary education certificate to teach at the elementary level , you MUST select Literacy as your content focus for Task 2. If you do not follow these instructions, you will receive a score of zero for each of the steps within the task. You will not pass the assessment and will have to correct your responses and resubmit during the resubmission period immediately following the receipt of your overall score.
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Task 3: Designing Instruction for Student Learning In this task, you will demonstrate your ability to develop instruction, including the use of technology, to facilitate student learning. Reminder: If you are a candidate seeking an elementary education certificate to teach at the elementary level, you MUST select Mathematics as your content focus for Task 3. If you do not follow these instructions, you will receive a score of zero for each of the steps within the task. You will not pass the assessment and will have to correct your responses and resubmit during the resubmission period immediately following the receipt of your overall score.
Task 4: Implementing and Analyzing Instruction to Promote Student Learning In this task, you will demonstrate your ability to plan and implement a lesson that uses standards-based instruction. You will also show how you are able to adjust instruction for the whole class as well as for individual students within the class. Finally, you will demonstrate an understanding of reflective practice. NOTE TO CANDIDATES: Task 4 has two versions: One version is titled, Task 4 Video The second version is titled, Task 4 Non Video You MUST seek confirmation from your supervising instructor, at your EPP, as to which version you are to chose when you register for the MoPTA assessment. This choice MUST be made at the point of initial registration and CANNOT be changed once your assessment process and submissions have begun. See Appendix F page 97 for more information.
25
Appendix A
MSSU Lesson Plan
26
Missouri Southern State University Lesson Plan
Candidate Name: Date: Subject: Grade: Lesson Title: Length of Time: Classroom Context (Describe two student demographics and two
classroom contextual factors addressed in the lesson plan): Objectives/Learning Goals (at
least three, written in three-part behavioral format):
Standards/Quality Indicators/Skills (Missouri Learning Standards and national standards addressed by the lesson. Write each out fully.):
Student Engagement
(Describe how you will prepare students to learn the material and why the material has real-world application):
Materials Used in the Lesson:
Technologies Used by the Teacher (Specifically describe how each tool enhances learning and engagement.):
Level of Expectations (Circle all that apply & label examples in your
lesson plan.): Depth of Knowledge (DOK) Recall Skill/Concept Strategic Thinking Extended Thinking Interdisciplinary/Integration/Cross-Curricular: Explain how your lesson
cuts across at least two subjects. Multiple Intelligences (Circle all that apply and link to instructional
strategies and/or learning activities.): Naturalistic Visual-Spatial Musical Verbal-Linguistic Logical-
Mathematical Bodily-Kinesthetic Intrapersonal Interpersonal Formative Assessment (Describe how you will assess student
knowledge/performance before the lesson.): Knowledge Base Corners KWL Chart Ponder and Pass Take a Stand
Pre-Test Signal/Action Responses Content Survey Bias/Misconception Identification Personal Inventory Scavenger Hunt Investigation/Observation/Interview
Review Standardized Assessment Data Other (Identify.):
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Summative Assessment (Describe how you will formally assess student knowledge/performance after the lesson. This assessment IS reflected in each objective.):
Instructional Input (Identify the content, concepts, ideas, and vocabulary
necessary for students to achieve the objectives/learning goals.): Instructional Strategies (Identify the strategies you will use to deliver the
instructional input. Identify all that apply and label in instructional input.):
Cooperative Learning Read Aloud Scaffolding Independent Learning Classroom Discussion Learning Centers Lecture Flexible Grouping Nonlinguistic Representations Similarities/Differences
Summarizing/Note Taking Modeling Hands-On Learning Peer Evaluation Inquiry
Socratic Circle Project Based Learning Experimental Labs Questioning Other (Identify.): Learning Activities (Identify and describe the specific activities your
students will do to apply the information in the instructional input.): Describe how your instructional strategies and learning activities address
characteristics of your classroom context: Formative Assessment (Describe how you will assess student
knowledge/performance during the instructional strategies and learning activities.):
Checking for Understanding Numbered Heads KWL Chart Observation
Anecdotal Assessment Know it Show it Response Cards High 5 Student notes/Nonlinguistic organizer Quiz Homework Project Draft of Summative
Other (Identify.): Student Accommodations (Mandated by IEPs/504 Plans): Extended Time Assignments/Homework/Tests Text in Alternate Format
Student Response Cueing System Reduced Distraction Learning/Testing Environment On Task Learning/Behavioral Checklist Strategic Seating Choices Adaptive/Assistive Technology (Describe) Break Down Task into Smaller Parts
Reduced Vocabulary Content Advanced Detailed Organizer Other (Identify): Enrichment/Extension (Identify additional instructional strategies and
learning activities you will use for accelerated learners. Describe technology used by the student.):
Review and Bridge (Describe how students will review key concepts and
bridge to real-world application and upcoming lessons.):
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Appendix B
Co-Teaching
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Co-Teaching is defined as two teachers (cooperating teacher and teacher
candidate) working together with groups of students-sharing the planning,
organization, delivery and assessment of instruction as well as the physical
space. Both teachers are actively involved.
Co-Teaching and Traditional Student Teaching
Procedures that will stay the same…
Solo teaching time
Placement procedures
One teacher candidate per classroom
Total time in the classroom
Evaluation Forms
Individual lesson planning
Procedures that will be different…
Support and training
Co-planning required (at least 1 hour a week)
Enhanced collaboration and communication
Focus-on-differentiation
Increased opportunities for teacher candidate to offer ideas
Engagement in professional development
Important Points to Remember
Planning is VERY important. Use the planning time wisely, focusing on lessons to be co-taught.
Prioritize the time and don’t allow outside distractions to take over.
The goal is to have the cooperating teacher and teacher candidate actively engaged with students
as much as possible. However, EVERY teacher candidate DOES need time to manage the
classroom on their own.
Full time responsibility means the teacher candidate leads all aspects of the classroom, including
how the cooperating teacher and other adults will be involved.
University Supervisors ARE prepared in co-teaching, and should observe at least one co-taught
lesson. When they do, they will be observing and evaluating only the teacher candidate.
Encourage an attitude that we’re both TEACHING!
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Welcoming Your Teacher Candidate Arrange to meet with your teacher candidate before the official start of the experience. Spend
time learning about one another as people, not just as educators.
Introduce the teacher candidate to other faculty members, support personnel and administrators.
Tour the school...staff work areas, the lounge, adult restrooms, etc.
Post the teacher candidate’s name (Mr./Ms. Smith) along with your name near the classroom door.
Send a note to families to let them know you will have a teacher candidate co-teaching with you.
Provide a desk (preferably not a student-size desk) or designate a work area for the teacher
candidate with supplies and copies of necessary manuals, textbooks, the current read-aloud book,
etc.
Provide a picture of the class or individual students to help the teacher candidate learn names
quickly.
Review items in the faculty handbook that directly affect the teacher candidate: the contractual
day, issues related to school security, etc.
Share that “bit of information” that matters: “There is a ‘Peanut Free’ table in the cafeteria” or
“Staff members never park in Lot A.”
Explain any staff activities or special events the teacher candidate could choose to participate in or
attend.
Discuss classroom rules and expectations for student behavior as well as acceptable rewards and
consequences. Review the student handbook.
Assemble a binder with useful information including class lists, daily schedules, classroom rules,
discipline referral forms, etc.
On a desk-top calendar or planner, mark important dates for faculty meetings, your week for hall
duty, school-wide music programs, etc.
Start a file with your favorite tried-and-true activities and good teaching ideas. Encourage your
candidate to add to it throughout the experience.
Leave an inspirational quote or article related to teaching on the candidate’s desk that might spark
an interesting discussion.
Gestures of kindness, no matter how small, have a positive impact.
If your teacher candidate will start later in the school year, send an email or letter from the class a
few weeks before to share information about current units, upcoming special events, etc.
Planning Tips
Before your planning session:
Decide what lesson(s) you will use your hour of planning time for.
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Who will lead the planning time or will parts be shared? Usually the cooperating teacher will lead
in the beginning of the semester and the teacher candidate will take over as the semester
progresses.
Decide the materials that you will need and don’t take on too much.
Bring ideas for modifications and accommodations.
Bring ideas for enrichment activities.
When the teacher candidate is ready to take over a subject/or period, let him/her know ahead of
time that they will be leading the planning time for that lesson. They should preview what they
will be teaching and come to the planning time prepared with ideas and lessons where co-teaching
could occur.
During co-planning (remember this time is to plan for co-teaching):
Spend a few minutes communicating about questions or issues (may use planning sheet).
Share what will be co-taught and ideas from curriculum.
When will you co-teach? When will each of you teach solo?
What co-teaching strategies will best meet the needs of the students?
Eventually, try to incorporate all of the co-teaching strategies.
Outline questions to be used for parallel, station, etc.
Discuss a variety of assessment strategies.
What do each of you need to do when you leave the planning session (tasks, gathering resources,
copying, etc)?
What, if any, changes do you need to make to the layout or organization of the classroom.
After co-planning:
Teacher candidate writes up lesson plans for each lesson where they have a teaching role.
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Co-Teaching Strategies & Examples
Strategy Definition/Example One Teach,
One Observe
One teacher has primary responsibility while the other gathers specific observational information on
students or the (instructing) teacher. The key to this strategy is to focus the observation – where
the teacher doing the observation is observing specific behaviors.
Example: One teacher can observe students for their understanding of directions while the other
leads.
One Teach,
One Assist
An extension of One Teach, One Observe. One teacher has primary instructional responsibility while
the other assists students with their work, monitors behaviors, or corrects assignments.
Example: While one teacher has the instructional lead, the person assisting can be the “voice” for the
students when they don’t understand or are having difficulties.
Station
Teaching
The co-teaching pair divides the instructional content into parts – Each teacher instructs one of the
groups, groups then rotate or spend a designated amount of time at each station – often an
independent station will be used along with the teacher led stations.
Example: One teacher might lead a station where the students play a money math game and the
other teacher could have a mock store where the students purchase items and make change.
Parallel
Teaching
Each teacher instructs half the students. The two teachers are addressing the same instructional
material and presenting the material using the same teaching strategy. The greatest benefit to this
approach is the reduction of student to teacher ratio.
Example: Both teachers are leading a question and answer discussion on specific current events and
the impact they have on our economy.
Supplemental
Teaching
This strategy allows one teacher to work with students at their expected grade level, while the other
teacher works with those students who need the information and/or materials retaught, extended or
remediated.
Example: One teacher may work with students who need reteaching of a concept while the other
teacher works with the rest of the students on enrichment.
Alternative/
Differentiated
Alternative teaching strategies provide two different approaches to teaching the same information.
The learning outcome is the same for all students however the avenue for getting there is different.
Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the
book and the illustrations, etc. The other instructor accomplishes the same outcome but with
his/her group, the students predict by connecting the items pulled out of the bag with the story.
Team Teaching Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division
of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From
a students’ perspective, there is no clearly defined leader – as both teachers share the instruction,
are free to interject information, and available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the students are hearing
two voices.
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Co-Teaching Myths/Realities
Myth #1 – Co-teaching means having two teacher candidates in a classroom.
REALITY: Only one teacher candidate is in a classroom. The co-teaching occurs between the
cooperating teacher and the teacher candidate.
Myth #2 –Teacher candidates must be left on their own to sink or swim.
REALITY: Teacher candidates in co-teaching settings are supported in their efforts to becoming a
licensed professional. The cooperating teacher models and assists as the teacher candidate acquires the
knowledge and skills of teaching. This is in sharp contrast to the sink or swim model that assumes the
teacher candidate must learn how to become a teacher on their own.
Myth #3 – Co-teaching inhibits a teacher candidate’s ability to develop classroom management
skills.
REALITY: Rather than having to manage a classroom all alone, a teacher candidate has the support
necessary to implement effective classroom management strategies. As the skills are gained, the
teacher candidate takes the lead to make sure he/she can manage the classroom without support.
Myth # 4 – Teacher candidates don’t get enough solo teaching time with co-teaching.
REALITY: Teacher candidates must have opportunities to teach all alone. The amount of time a
candidate is left totally alone varies and is based on their skills in managing a classroom. It is important
that the teacher candidate demonstrate that they can handle a classroom all by themselves.
Myth # 5 – It takes too much time to co-plan.
REALITY: It may take more time to co-plan in the early stages of co-teaching. In order to co-teach
effectively, the cooperating teacher and teacher candidate must have shared planning time. However,
the benefits of co-planning are huge. Teacher candidates get a much deeper understanding of the
entire curriculum through co-planning and co-taught lessons lead to increased academic performance of
P-12 students making the time spent in planning beneficial for all.
Myth#6– Teacher Candidates will never have full responsibility of the classroom.
REALITY: For a period of time, each teacher candidate will lead the planning, organization, delivery and
assessment of instruction in a co-taught classroom. Candidates will also be responsible for directing
other adults, including the cooperating teacher, thus learning the skills necessary for effectively
managing the human resources in a classroom.
Myth #7 – Co-teaching is not the “real world”. When a teacher candidate becomes certified they
will be alone in the classroom.
REALITY: To accommodate large class sizes, students with special needs, English Language Learners,
and the push in model of title one and special education, today's classrooms will often have special
education teachers, paraprofessionals and volunteers working alongside the classroom teacher. It is
rare to find a classroom where the assigned teacher is working solo. The need to collaborate with other
adults in the classroom is a necessity in our schools.
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Myth #8 - Co-Teaching doesn’t work at the secondary level.
REALITY: Co-teaching strategies have been used successfully at all grade levels and in every content
area. Co-teaching can be especially effective at the secondary level as teachers are dealing with larger
class sizes and greater diversity of students.
Myth #9 – Teacher candidates don’t have to write lesson plans for co-teaching because they co-
plan.
REALITY: Co-planning takes place before formal lesson plans are written. Once a cooperating teacher
and a teacher candidate co-plan, the candidate takes the information and writes up lesson plans, which
will be reviewed by the cooperating teacher.
Myth #10 - Co-teaching can only work if the teacher candidate and cooperating teacher have the
same learning or teaching style.
REALITY: No two people have the same style because we are uniquely different. Teacher Candidates
entering the workplace must be able to work with a variety of learning and teaching styles. Through
workshops, teacher candidates and cooperating teachers are made aware of many different types of
learning and teaching styles, how they work, and how to work together with individuals who have
different styles.
Myth # 11 - The university supervisor should only observe a teacher candidate when they are
teaching solo.
REALITY: When a supervisor observes a teacher candidate co-teaching with a cooperating teacher,
they focus the observation on what the candidate is doing. If the candidate is leading a small group, it
may be helpful to move closer to that group to observe him/her. If the teacher candidate is teaming
with his/her cooperating teacher, focus the observation on the candidate's teaching skills, ability to
collaborate with the cooperating teacher, management skills, organization, etc.
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References for Co-Teaching in the Student Teaching Experience
Heck, T., Bacharach, N. (2010). Mentoring Teacher Candidates Through Co-Teaching: Collaboration That Makes A Difference. St. Cloud, MN: St. Cloud State University. Bacharach, N., Heck, T, & Dahlberg, K. (2010). Changing the Face of Student Teaching Through Co-Teaching. Action in Teacher Education, vol. 31, No. 4. Bacharach, N., Heck, T., & Dahlberg, K. (2010). Researching the use of co-teaching in the student teaching experience. In Colette Murphy & Kathryn Scantlebury (Eds). Moving Forward and Broadening Perspectives: Coteaching in International contexts. New York, New York: Springer Publishing. Bacharach, N., Heck, T., & Dahlberg, K. (2008). Changing the face of student teaching through co-teaching. Paper presented at the annual meeting of the American Educational Research Association, New York, New York. Bacharach, N., Heck, T., & Dahlberg, K. (2008). What Makes Co-Teaching Work? Identifying the Essential Elements. The College Teaching Methods and Styles and Journal, 4, 43-48. Bacharach, N., Heck, T., & Dahlberg, K. (2007). Collaboratively researching the impact of a co-teaching model of student teaching. Paper presented at the annual meeting of the American Educational Research Association, Chicago, Il. Cook. L., & Friend, M. (1995). Co-teaching: Guidelines for Creating Effective Practices. Focus on Exceptional Children (26), 3. Guyton, E., & McIntyre, D. (1990). Student Teaching and school experiences. In Houston, W. (Ed), Handbook of Research on Teacher Education, (pp. 514-534). New York: Macmillan Publishing. Heck, T., Bacharach, N., Ofstedal, K., Dahlberg, K., Mann, B., & Wellik, J. (2007). Extreme Makeover: Student teaching edition. Paper presented at the annual meeting of the Association of Teacher Educators, San Diego, CA. Heck, T., Bacharach, N., Ofstedal, K., Mann, B, & Wellik, J, Dahlberg, K. (2006). Rethinking student teaching. Paper presented at the annual meeting of the Association of Teacher Educators, Atlanta, GA. Murawski, W., & Swanson, H. (2001). A meta-Analysis of co-teaching research: Where is the data? Remedial and Special Education, 22, 258-267. Perl, M., Maughmer, B. & McQueen, C. (1999). Co-Teaching: A different approach for cooperating teachers and student teachers. Paper presented at the annual meeting of the Association of Teacher Educators, Chicago. Platt, J., Walker-Knight, D., Lee, T. & Hewitt, R. (2001). Shaping future teacher education practices through collaboration and co-teaching. Paper presented at the annual meeting of the American Association for Colleges of Teacher Education. Roth, W., Tobin, K. (2005). Teaching Together, Learning Together. New York: Peter Lang Publishing. Vaughn, S., Schumm, J. & Arguelles, N. (1997). The ABCDEs of co-teaching. Teaching Exceptional Children, 30. Villa, R. Thousand, J., & Nevin, A. (2008). A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning (2nd Ed.). Thousand Oaks, California: Corwin Press. Wentz, P., (2001). The Student Teaching Experience: Cases from the Classroom. Upper Saddle River, NJ: Prentice Hall.
Copyright 2012, The Academy for Co-Teaching and Collaboration at St. Cloud State University Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
36
Appendix C
Missouri’s Educator
Evaluation System
37
The Teacher Candidate in the Clinical Experience Protocols and Forms
Academic Year 2015-
2016
MISSOURI’S EDUCATOR EVALUATION SYSTEM PAGE 2
www.dese.mo.gov
© 2015 MISSOURI DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
THE DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION DOES NOT DISCRIMINATE ON
THE BASIS OF RACE, COLOR, RELIGION, GENDER, NATIONAL ORIGIN, AGE, OR DISABILITY IN ITS
PROGRAMS AND ACTIVITIES. INQUIRIES RELATED TO DEPARTMENT PROGRAMS AND TO THE
LOCATION OF SERVICES, ACTIVITIES, AND FACILITIES THAT ARE ACCESSIBLE BY PERSONS WITH
DISABILITIES MAY BE DIRECTED TO THE JEFFERSON STATE OFFICE BUILDING, OFFICE OF THE
GENERAL COUNSEL, COORDINATOR – CIVIL RIGHTS COMPLIANCE (TITLE VI/TITLE
IX/504/ADA/AGE ACT), 6TH FLOOR, 205 JEFFERSON STREET, P.O. BOX 480, JEFFERSON CITY, MO 65102-0480; TELEPHONE NUMBER 573-526-4757 OR TTY 800-
735-2966; EMAIL [email protected].
MISSOURI’S EDUCATOR EVALUATION SYSTEM PAGE 3
Contents
Introduction ................................................................................................................................................................ 4
Standards and Quality Indicators Webmap ................................................................................................................ 5
Teacher Candidate Performance Rubric ..................................................................................................................... 6
Teacher Candidate Formative Assessment ................................................................................................................. 7
Optional Formative Observation Feedback Form ....................................................................................................... 8
Teacher Candidate Summative Assessment ............................................................................................................... 9
Teacher Candidate Evaluation Form by the Building Administrator ......................................................................... 10
MISSOURI’S EDUCATOR EVALUATION SYSTEM PAGE 4
Using Missouri’s Educator Evaluation System to Assess the Performance of Teacher Candidates during the Clinical Experience
INTRODUCTION Missouri’s Educator Evaluation System was created, field-tested, piloted, and refined by hundreds of
educators across the state. The system is
founded on general beliefs about the purpose of the evaluation process. Central to these beliefs is a theory of action which maintains that improving student performance is predicated on the improvement of educator practice. These beliefs include that evaluation processes are formative in nature and lead to continuous improvement; are aligned to standards that reflect excellence; build a culture of informing practice and promoting learning; and use multiple, balanced measurements that are fair and ethical.
Teacher candidates are an essential part of Missouri’s Professional Continuum. As noted below, teacher
candidates are in the preparation process to enter the profession. In the Clinical Experience, teacher candidates are afforded the opportunity to put preparation into practice.
The Professional Continuum of the Teacher
Candidate: This level describes the performance expected of a potential teacher preparing to enter the profession and enrolled in an approved educator preparation program at a college, university, or state-approved alternate pathway. Content knowledge and teaching skills are being developed through a progression of planned classroom and supervised clinical experiences.
Emerging Teacher: This level describes the performance expected of an emerging teacher as they enter the profession in a new assignment. The base knowledge and skills are applied as they begin to teach and advance student growth and achievement in a classroom of their own.
Developing Teacher: This level describes the performance expected of a teacher early in their assignment as the teaching, content, knowledge, and skills that he/she possesses continue to develop as they encounter new experiences and expectations in the classroom, school, district, and community while they continue to advance student growth and achievement.
Proficient Teacher: This level describes the performance expected of a career, professional teacher who continues to advance his/her knowledge and skills while consistently advancing student growth and achievement.
Distinguished Teacher: This level describes the career, professional teacher whose performance exceeds proficiency and who contributes to the profession and larger community while consistently advancing student growth and achievement. The Distinguished Teacher serves as a leader in the school, district, and the profession.
As prescribed in the Missouri Standards for the Preparation of Educators (MoSPE), teacher candidates in their Clinical Experience are to be assessed using the Missouri Educator Evaluation System. The following provides an introduction to the forms and a description of their use.
MISSOURI’S EDUCATOR EVALUATION SYSTEM PAGE 5
STANDARDS AND QUALITY INDICATORS WEBMAP The Missouri Educator Evaluation System contains thirty-six Quality Indicators across nine standards.
In the Clinical Experience, sixteen of the
thirty-six Quality Indicators have been selected for assessing the performance of the teacher candidate. These were determined by consulting research regarding the effect size of teacher strategies and actions on student achievement and in working with districts across the state to identify indicators that are of particular importance specifically in the first and second years of teaching.
While all thirty-six Quality Indicators are important and addressed throughout the preparation process, these sixteen in particular (shown in blue) are an indication of the readiness of a teacher candidate for his/her first year of teaching. The teacher candidate is assessed on each of these indicators by the University Supervisor and the Cooperating Teacher. The Building Administrator provides feedback on four of these sixteen Quality Indicators (shown with red text). The forms included in this process are explained to provide further detail on how this assessment occurs.
MISSOURI’S EDUCATOR EVALUATION SYSTEM PAGE 6
TEACHER CANDIDATE PERFORMANCE RUBRIC A rubric has been provided for each of the sixteen Quality
Indicators. The rubric specifically highlights the transition from “knowing to doing” that occurs during the Clinical Experience and as reflected in the transition of a teacher candidate into an emerging teacher. The first row of the rubric articulates the particular performance represented in the Quality Indicator. This articulation occurs across an entire continuum that includes: Teacher Candidate, Emerging Teacher, Developing Teacher, Proficient Teacher and Distinguished Teacher. The rubric contains the first three levels of that continuum. The Clinical Experience provides teacher candidates the opportunity to begin to demonstrate performance at the Emerging or higher levels.
The second row articulates the evidence supporting the various levels of performance. Evidence is clustered into three professional frames: Commitment, Practice and Impact.
Commitment speaks in part to the quality of the teacher and includes things like preparation, planning and materials. Practice speaks to the quality of teaching through specific teacher candidate behaviors and occurs through the observation process. Impact is about outcomes and results and includes things like student behaviors and products of student learning.
The final row offers possible observable data for each of the levels. It is important to note that data offered does
not represent a checklist and is certainly not the only possible data that could be included. Rather, these are suggestions of ways the particular performance in the Quality Indicator might be demonstrated and represented.
Included in this form is a chart listing Possible Sources of Evidence in each professional frame for each of the standards. Like Possible Observable Data, these sources are not a checklist or even a comprehensive list of evidence, but rather suggestions to be considered when assigning ratings.
The Teacher Candidate Performance Rubric is offered for informational purposes for the Teacher Candidate,
University Supervisor, Cooperating Teacher, and Building Administrator. The notes section is offered as a place to capture thoughts about evidence or possible data. The overall purpose of the rubric is to create common language around the expected performance of the Teacher Candidate in the Clinical Experience.
MISSOURI’S EDUCATOR EVALUATION SYSTEM PAGE 7
TEACHER CANDIDATE FORMATIVE ASSESSMENT In compliance with MoSPE, the teacher candidate receives feedback throughout their Clinical
Experience by the University Supervisor and their
Cooperating Teacher. This form may be used by both of them. It includes each of the sixteen highlighted Quality Indicators, which must be assessed on the teacher candidate at some point during their clinical experience. For each indicator, there is a place to note a numerical rating. The numerical ratings range from a score of “baseline” to a score of “3”. The Teacher Candidate Performance Rubric (see page 6) assists with the consideration of evidence of the teacher candidate’s ability to demonstrate skills at the Emerging and Developing Levels. Scores on the teacher candidate’s performance are assigned as follows:
The “baseline” score is selected when the teacher candidate is knowledgeable about a particular performance
articulated in the indicator but is unable to demonstrate that performance in any meaningful way. It is assumed all teacher candidates are at this point at the beginning of their clinical experience.
A score of “1” is selected when the
teacher candidate is able to demonstrate the performance articulated at the Emerging Level, but their performance of it is inconsistently or incompletely demonstrated.
A score of “2” is selected when the
teacher candidate is able to demonstrate the performance articulated at the Emerging Level consistently and completely.
A score of “3” is selected when the
candidate not only demonstrates the performance of the indicator consistently and completely at the Emerging Level, but is also able to at least demonstrate to some extent the performance articulated at the Developing Level.
There is an option for “not
observed” and a place for comments for each of the standards. It is important to note that the teacher candidate must be assessed in all sixteen of the Quality Indicators by then end of the clinical experience. Overall comments and signatures are provided on the final page of this form.
MISSOURI’S EDUCATOR EVALUATION SYSTEM PAGE 8
Formative Observation Feedback Form This form is used to offer general feedback to the teacher candidate in a variety of different areas. As opposed to
the Teacher Candidate
Formative Assessment (see page 7), which is organized by Standard and Quality Indicator, this form is organized by different areas related to instruction and classroom environment. As noted in its title, this form is for optional use by the University Supervisor, Cooperating Teacher and perhaps even the Building Administrator. Each area is aligned to corresponding Quality Indicators and provides opportunity for the following feedback to the teacher candidate:
Teacher Strategies – the observer identifies the particular strategy or strategies the teacher candidate demonstrates during the observation. This may be one single strategy throughout the lesson, or a combination of strategies.
Student Engagement – for each selected strategy
from the first column, a level of student engagement is noted in response to the strategy. Student engagement can be perceived as being high, moderate, low or disengaged. These engagement levels reference both the intensity and level of activity of the students as well as a percentage of the students to which it applies.
Classroom Structure, Classroom/Instruction, and
Learning Assessments – the observer notes specific details regarding the structure of the learning environment for the students. The observer also notes particular details related to curriculum and instruction. Finally, the observer notes the type(s) of assessment the teacher candidate uses to determine if learning is taking place.
There is space provided for overall
comments/observations and signatures. The comments can relate to anything data collected through the Formative Observation Feedback Form
MISSOURI’S EDUCATOR EVALUATION SYSTEM PAGE 9
TEACHER CANDIDATE SUMMATIVE ASSESSMENT This form is used by the University Supervisor and the Cooperating Teacher at the culmination of the Clinical
Experience. The structure of this
form is much like the Teacher Candidate Formative Assessment (see page 7). As with the formative form, a rating of “baseline” through “3” is provided on each of the Quality Indicators. Those ratings are determined based on evidence collected throughout the Clinical Experience and captured on forms like the Teacher Candidate Performance Rubric (see page 6) and the two available formative feedback forms (see pages 7-8).
The ratings are determined as follows:
A score of “baseline” is selected when the teacher candidate is knowledgeable about the particular performance articulated in the indicator but is unable to demonstrate or apply that performance in any meaningful way.
A score of “1” is selected when the teacher candidate is able to demonstrate the performance
articulated at the Emerging Level, although their performance is inconsistent or incomplete.
A score of “2” is selected when the teacher candidate is able to demonstrate the performance articulated at the Emerging Level consistently and completely.
A score of “3” is selected when the candidate not only demonstrates the performance of the indicator
consistently and completely at the Emerging Level, but is also able to at least demonstrate to some extent the performance articulated at the Developing Level.
A chart used for tabulating scores is provided on the final page. On this chart, scores are captured from the Cooperating Teacher, the University Supervisor and the Building Administrator. All sixteen Quality Indicators are evaluated by the University Supervisor and the Cooperating Teacher. Four of those indicators are also assessed by the Building Administrator. Scores of all teacher candidates are submitted to DESE as a part of the continuous improvement process for educator preparation programs.
MISSOURI’S EDUCATOR EVALUATION SYSTEM PAGE 10
ADMINISTRATOR EVALUATION OF THE TEACHER CANDIDATE Research on educator evaluation emphasizes the importance of multiple measures to increase the reliability
of performance ratings.
Additionally, feedback from a building administrator can be very valuable to a teacher candidate. It is generally expected that the building administrator will have informally observed the teacher candidate prior to completing this at the culmination of the clinical experience. This is the form to be used by the building administrator. The criteria the building administrator uses to determine a score is the same as was used with the Teacher Candidate Summative Assessment completed by the Cooperating Teacher and the University Supervisor. Those ratings are determined as follows:
A score of “baseline” is selected when the teacher candidate is knowledgeable about the particular
performance articulated in the indicator but is unable to demonstrate that performance in any meaningful way.
A score of “1” is selected when the teacher candidate is able to demonstrate the performance articulated at
the Emerging Level, although their performance is inconsistent or incomplete.
A score of “2” is selected when the teacher candidate is able to demonstrate the performance articulated at the Emerging Level consistently and completely.
A score of “3” is selected when the
candidate not only demonstrates the performance of the indicator consistently and completely at the Emerging Level, but is also able to at least demonstrate to some extent the performance articulated at the Developing Level.
As noted previously (see Standards and
Quality Indicators Webmap page 5), the building administrator provides feedback and a rating to the teacher candidate on only four of the sixteen Quality Indicators. These four indicators were selected using the following criteria:
• Indicators were selected that correlate to higher effect size of teacher strategies and actions on student
achievement
• Input from administrators in the state confirming the importance of the performance represented by these indicators
• Indicators that are of particular importance specifically in the first and second years of teaching
• Indicators that administrators could readily observe in a minimum of short walkthroughs
Revised March 2015
The final page of this form includes a chart for capturing the separate scores of the Building Administrator. The Building Administrator is encouraged to provide feedback to the teacher candidate on his/her teaching performance, including the ratings for each of the four indicators.The separate scores for each of these indicators provided by the Building Administrator are transferred to the chart on the final page of the Teacher Candidate Summative Assessment (see page 9).
The collection of ratings on the Teacher Candidate Summative Assessment is an overall assessment of the teacher candidate’s performance at the culmination of their Clinical Experience based on multiple sources of evidence as provided by the University Supervisor, the Cooperating Teacher and a Building Administrator. The assessments provide a determination on the degree to which the teacher candidate is able to put their knowledge articulated at the Candidate Level into practice as represented by demonstrating performance at the Emerging of Developing Levels. There is particular focus on the sixteen of the thirty-six Quality Indicators that have been targeted as specifically important for success as a first year teacher.
Revised March 2015
Appendix D Teacher Candidate Formative
Summative Optional
Administrator And
Observation Forms
Revised March 2015
Teacher Candidate Formative Assessment
TEACHER CANDIDATE: STUDENT ID: UNIVERSITY SUPERVISOR: DATE:
SCHOOL: COOPERATING TEACHER:
SUBJECT/GRADE:
Definition of Candidate Rating Descriptors (refer to the Rubric for Teacher Candidate for a detailed description) Baseline – 0:the teacher candidate possesses the necessary knowledge but cannot apply or demonstrate the performance
Emerging – 1: the teacher candidate possesses the necessary knowledge and inconsistently and somewhat effectively demonstrates the
performance at the Emerging Level Emerging – 2: the teacher candidate possesses the necessary knowledge and consistently and effectively demonstrates the performance at the
Emerging Level Developing – 3: the teacher candidate demonstrates consistently at the Emerging Level and is beginning to demonstrate at the Developing Level
Standard #1: Content Knowledge Aligned with Appropriate Instruction Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
1.1 Content Knowledge and Academic Language
1.2 Student Engagement in Subject Matter
Standard #1 Comments:
Standard #2: Student Learning Growth and Development Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
2.4 Differentiated Lesson Design
Standard #2 Comments:
Standard #3: Curriculum Implementation Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
3.1 Implementation of Curriculum Standards
Revised March 2015
3.2 Lessons for Diverse Learners
Standard #3 Comments:
Revised March 2015
Standard #4: Critical Thinking Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
4.1 Instructional Strategies Leading to Student Engagement in Problem-Solving and Critical Thinking
Standard #4 Comments:
Standard #5: Positive Classroom Environment Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
5.1 Classroom Management Techniques
5.2 Management of Time, Space, Transitions, and Activities
5.3 Classroom, School, and Community Culture
Standard #5 Comments:
Standard #6: Effective Communication Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
6.1 Verbal and Non-Verbal Communication
Standard #6 Comments:
Standard #7: Student Assessment and Data Analysis Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
7.1 Effective Use of Assessments
7.2 Assessment Data to Improve Learning
7.5 Communication of Student Progress and Maintaining Records
Standard #7 Comments:
Revised March 2015
Standard #8: Professionalism Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
8.1 Self-Assessment and Improvement
Standard #8 Comments:
Standard #9: Professional Collaboration Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
9.1 Induction and Collegial Activities
9.3 Cooperative Partnerships in Support of Student Learning
Standard #9 Comments:
Formative Comments/Observations:
TEACHER CANDIDATE SIGNATURE DATE UNIVERSITY
SUPERVISOR SIGNATURE DATE
Revised March 2015
TEACHER CANDIDATE SUMMATIVE ASSESSMENT
Teacher Candidate: Student ID: University Supervisor: Date:
School: Cooperating Teacher: Subject/Grade:
Definition of Candidate Rating Descriptors (refer to the Rubric for Teacher Candidate for a detailed description)
Baseline – 0:the teacher candidate possesses the necessary knowledge but cannot apply or demonstrate the performance
Emerging – 1: the teacher candidate possesses the necessary knowledge and inconsistently and somewhat effectively demonstrates the
performance at the Emerging Level Emerging – 2: the teacher candidate possesses the necessary knowledge and consistently and effectively demonstrates the performance at the
Emerging Level Developing – 3: the teacher candidate demonstrates consistently at the Emerging Level and is beginning to demonstrate at the Developing Level
Standard #1: Content Knowledge Aligned with Appropriate Instruction Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
1.1 Content Knowledge and Academic Language
1.2 Student Engagement in Subject Matter
Standard #1 Comments:
Standard #2: Student Learning Growth and Development Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
2.4 Differentiated Lesson Design
Standard #2 Comments:
Standard #3: Curriculum Implementation Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
3.1 Implementation of Curriculum Standards
3.2 Lessons for Diverse Learners
Revised March 2015
Standard #3 Comments: :
Revised March 2015
Standard #4: Critical Thinking Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
4.1 Instructional Strategies Leading to Student Engagement in Problem-Solving and Critical Thinking
Standard #4 Comments: :
Standard #5: Positive Classroom Environment Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
5.1 Classroom Management Techniques
5.2 Management of Time, Space, Transitions, and Activities
5.3 Classroom, School, and Community Culture
Standard #5 Comments: :
Standard #6: Effective Communication Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
6.1 Verbal and Non-Verbal Communication
Standard #6 Comments: :
Revised March 2015
Standard #7: Student Assessment and Data Analysis Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
7.1 Effective Use of Assessments
7.2 Assessment Data to Improve Learning
7.5 Communication of Student Progress and Maintaining Records
Standard #7 Comments: :
Standard #8: Professionalism Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
8.1 Self-Assessment and Improvement
Standard #8 Comments: :
Standard #9: Professional Collaboration Baseline
0 Emerging
1 - Inconsistent 2 – Consistent Developing
3
9.1 Induction and Collegial Activities
9.3 Cooperative Partnerships in Support of Student Learning
Standard #9 Comments: :
Revised March 2015
SUMMATIVE COMMENTS/OBSERVATIONS:
Targets for Professional Development (Address all standards marked “Baseline – 0 or Emerging – 1”):
Grade
Teacher Candidate Signature Date University Supervisor Signature Date
Cooperating Teacher Signature Date
*Signatures required are at University discretion
Revised March 2015
TEACHER CANDIDATE NAME
Quality Indicators Scores
Cooperating Teacher
Building Administrator
University Supervisor
1.1 Content knowledge and academic language
1.2 Student engagement in subject matter
2.4 Differentiated lesson design
3.1 Implementation of curriculum standards
3.2 Lessons for diverse learners
4.1 Student engagement in critical thinking
5.1 Classroom management techniques
5.2 Management of time, space, transitions, and activities
5.3 Classroom, school & community culture
6.1 Verbal, nonverbal communication
7.1 Effective use of assessments
7.2 Assessment data to improve learning
7.5 Communication of student progress and maintaining records
8.1 Self assessment & improvement
9.1 Induction & collegial activities
9.3 Professional Collaboration
Revised May 2015
Appendix E
MEES RUBRIC
Revised May 2015
Rubric for the Teacher Candidate during the Clinical Experience
STANDARD 1: CONTENT KNOWLEDGE ALIGNED WITH APPROPRIATE
INSTRUCTION .
1.1 Content knowledge and academic language 1C1) The baseline teacher candidate
demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri.
1E1) The emerging teacher candidate knows and can demonstrate breadth and depth of content knowledge and communicates the meaning of academic language.
1D1) The developing teacher candidate also delivers accurate content learning experiences using supplemental resources and incorporates academic language into learning activities.
Evidence Demonstrates knowledge of the appropriate content, learning outcomes and academic language as related to various subject areas
Evidence of Commitment Is well prepared to guide students to a deeper understanding of content Evidence of Practice
Instruction reflects accuracy of content knowledge Evidence of Impact Students are generally familiar with academic language
Evidence of Commitment Stays current on new content and incorporates it into lessons Evidence of Practice Instruction indicates an appreciation of the complexity and ever evolving nature of the content Evidence of Impact Students are able to use academic language
Possible Observable Data -Demonstrates a general awareness of appropriate content -Designs lessons that align learning objectives to the Missouri Learning Standards -Can identify essential academic language relative to appropriate content
Possible Observable Data -Prepares lessons that include appropriate content -Provides instruction that communicates essential learning outcomes -Students are sometimes aware of the essential learning -Students sometimes use language related to the learning goal
Possible Observable Data ---Clear instruction of content that is accurate and relevant -Effective strategies are used to direct students to essential learning -Students are frequently aware of the essential learning -Students correctly use academic language related to the learning goal most of the time
Possible Observable Data -Clear instruction of content that is accurate, relevant and current
-Use of strategies that direct students to essential learning -Uses strategies like chunking to address the complexities of the content -Students consistently provide accurate explanations of the essential learning -Students correctly use academic language related to the learning goal -Demonstrates depth of knowledge with physical and cognitive engagement
-Uses effective strategies and delivery methods
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
Standard 1: Content knowledge aligned with appropriate instruction.
1.2 Student engagement in subject matter 1C2) The baseline teacher candidate demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
1E2) The emerging teacher candidate chooses from multiple sources to engage student interest and activity in the content.
1D2) The developing teacher candidate also uses a variety of differentiated instructional strategies which purposefully engage students in content.
Evidence Is knowledgeable of different strategies that result in increased levels of student engagement
Evidence of Practice Use various engagement strategies to maintain student interest Evidence of Impact Students are interested and engaged in the content
Evidence of Practice Uses engagement strategies to increase students’ levels of interest and activity
Evidence of Impact Students’ engagement causes content knowledge to advance
Possible Observable Data -Is knowledgeable on how to assess student engagement while in the process of instruction -Familiarity with possible strategies for building student engagement -Understands different strategies for adjusting pacing to enhance student engagement
Possible Observable Data -Implementation of strategies that prompt engagement by most students -Some variance in pacing that generally captures student interest and attention -Most but not all students visibly paying attention -Most but not all students providing accurate responses
Possible Observable Data -Scans room regularly to identify low engagement -Consistent use of strategies to prompt engagement by all students -Variance in pacing that enhances student interest and attention
-Students visibly paying attention -Students providing accurate responses
Possible Observable Data -Scans room consistently, identifies low engagement, and
promptly uses strategies that result in an increase of student engagement -Effectively uses pacing and other engagement strategies that result in higher levels of student interest and participation -Evidence that higher levels of engagement result in increased learning -Students accurate responses reflect deeper learning and retention of content
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
Possible Sources of Evidence
Standard 1: Content knowledge, including varied perspectives, aligned with appropriate instruction.
The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that
make these aspects of subject matter meaningful and engaging for students.
Professional Commitment Lesson/unit plan
Learning activities plan
Student learning expectations
Student learning objectives
Lesson design
Tiered/differentiated lessons/units
Homework assignments and guidinginstructions
Flexible grouping plans
Parent/guardian outreach
Bulletin boards
Research integration plan
Praxis scores
Agenda/meeting notes from grade level/content areateam
IEP Conferences/reports
Professional Practice Builds student background knowledge utilizing a
variety of global perspectives
Uses and facilitates academic language acquisition
Incorporates new research-based contentinformation into instruction
Uses instructional and engagement strategies
Facilitates student enrichment activities
Uses tiered differentiated learningopportunities
Uses flexible grouping
Draws from multiple content sources
Encourages student responsibility andarticulates clear student expectations
Facilitates student directed learning activities
Engages students in inquiry/research experiences
Implements interdisciplinary learning experiences
Facilitates student action to address relevant real- world issues from a global perspective
Professional Impact Observation verification of student mastery
Student work samples
Student portfolios
Student feedback/comments
Student assessment data
Student reflection/journals
IEP Performance/growth reports
Student discussions/questions
Non-academic records of individual progress(class participation, engagement, motivation,behavior, etc.)
Academic records of individual studentprogress
Student completion data onhomework/projects
Performance assessments
Data on academic vocabulary use
Structured interviews with students
Student engagement and participation
Student and/or parent survey results
Student products/projects
Parent/community attendance at school functions
Revised May 2015
STANDARD 2: STUDENT LEARNING , GROWTH AND DEVELOPMENT
2.4 Differentiated lesson design 2C4) The baseline teacher candidate recognizes diversity and the impact it has on education.
2E4) The emerging teacher candidate designs and implements instruction that considers the needs of students.
2D4) The developing teacher candidate also designs and implements instruction that enables students to learn, grow, and develop because their needs are met in a positive learning environment.
Evidence Is knowledgeable about the significance of student differences and how varying lessons and activities can address those differences
Evidence of Commitment Designs lessons and activities based on the unique needs of students Evidence of Practice Can articulate important characteristics and needs of students as they apply to learning Evidence of Impact Students appear to exhibit positive rapport with the teacher and are generally motivated to learn
Evidence of Commitment Lesson design and plans for instruction demonstrate respect and value for each student Evidence of Practice Highlights unique attributes of individual students as a part of classroom instruction and learning
Evidence of Impact Students perceive they are respected, valued and are encouraged to learn
Revised May 2015
Possible Observable Data -Can characterize various types of student differences and their potential impact on student learning -Understands the role that assessment plays in identifying student differences -Is knowledgeable about possible ways to adjust instruction based on student differences -Has knowledge of differentiation; however, does not know how to develop strategies
Possible Observable Data -Lessons and activities include the occasional use of informal and formal assessment to determine student needs -Can describe particular learning characteristics of some students -Some adjustments made to instruction to address variations in student learning -Student confusion and struggling is sometimes resolved -Students respond mostly to teachers’ instruction and appear motivated -Recognizes need for differentiation; however, inconsistently creates strategies for differentiation in teacher presentation and student response
Possible Observable Data - Lessons and activities include the frequent use of informal and formal assessment to determine student needs - Can describe particular learning characteristics of most students -Adjustments routinely made to instruction to address variations in student learning -Student confusion and struggling is resolved -Students visibly respond to teachers’ instruction and appear motivated -Uses instructional strategies to direct individual students in leveled learning -Uses multisensory strategies to engage students in learning -Uses data to determine effective instructional strategies for individuals -Uses alternative assessments to address student learning -Provides enhancement activities -Recognizes need for differentiation according to student needs (on both sides of the spectrum)
Possible Observable Data -Lesson design and activities communicate respect and value for each student by addressing their unique needs -Instructional strategies link to the different needs and attributes of students in the class to address variations in student learning -Student perception reflects a feeling that the teacher cares and respects them -Students actively respond to the encouragement to learn -Evidence that students learn at higher levels based on the teacher addressing particular learning needs -Constantly implements strategies for differentiation in teacher presentation and student response on each student’s ability level -Provides suggestions for parents of students who are struggling are available
Revised May 2015
-Creates strategies for differentiation in teacher presentation and student response -Recognizes differences about students -Presents subject matter questions during instruction differentiated toward students based on their learning levels -Students are given a choice in activities designed to demonstrate their level of knowledge -Suggests enrichment activities for extra credit
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
Possible Sources of Evidence
Standard 2: Student Learning, Growth and Development
The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning
opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
Professional Commitment Student assessment data
Lesson/unit plans
Substitute teacher plan
Bulletin board(s)
Posted behavioral norms/class procedures
Student work/rubric displays
Structured teacher interviews
Student/parent survey
Research documentation log
Instructional records
Professional growth plans
Personnel file
Flexible grouping plans
Rubrics/scoring guides
Self reflection
Student inventories - interest, learning style, multiple intelligence, developmental
Observation
Tiered/differentiated lessons/units
Communications
Educational environment
Agenda - collaborative meeting
IEP conferences/reports
Counselor reports
Professional learning
Professional Practice Maintains individual student records
and assessment data
Monitors individual student growth
Uses assessment data to make informed instructional and/or assessment decisions
Demonstrates knowledge and
understanding of individual student
backgrounds'/
demographics/academic
growth/learning profiles
Designs and implements student
need-based instruction
Applies learning theories to the design of instruction
Plans and implements culturally responsive lessons
Connects instruction to students' background knowledge and experiences
Facilitates student long- and
short-term goal setting
Provides differentiated learning
activities
Modifies instruction based on a
determined need (i.e. student
learning, research, etc.)
Promotes student cooperative learning and collaboration
Implements research-based
instruction
Makes "in the moment"
instructional decisions/changes Provides focused, objective,
relevant, valid, specific, and purposeful feedback to students
Creates a safe risk-free learning
environment
Demonstrates a respectful regard
for each student
Models and/or shares with colleagues
Assists/Coaches colleagues
Mentors new teachers
Reflects on practice
Uses student/parent surveys to inform educator practice
Communicates respectfully with
students, parents, guardians,
community members, colleagues, and
other school staff
Engages in community activities
Professional Impact Observation verification of student
mastery
Student work samples
Student planners
Student assessment data
Student reflection/journals
Student inventories
Student /parent feedback/comments
Student and/or parent survey results
Structured interviews with students
Student products/projects
Performance assessments
IEP Performance/growth reports
Non-academic records of individual progress (class participation, engagement, motivation, behavior, etc.)
Academic records of individual student progress
Revised May 2015
Standard 3: Curriculum Implementation
3.1 Implementation of curriculum standards 3C1) The baseline teacher candidate understands the components and organization of an effective curriculum; is able to create aligned learning experiences; can locate national and state standards; and is able to align them to learning outcomes.
3E1) The emerging teacher candidate makes informed decisions about instructional objectives aligned to district mapping and pacing guides.
3D1) The developing teacher candidate also consistently delivers a variety of learning experiences that are appropriate for curriculum and are aligned with state and district curriculum and assessments.
Evidence Demonstrates awareness of the need to build learning experiences that are appropriate and directly linked to district curriculum and assessments and state and national standards
Evidence of Commitment Selects and creates learning experiences that are appropriate for district curriculum and assessments
Evidence of Practice Demonstrates an understanding of district curriculum and assessment and how to incorporate them into learning activities
Evidence of Commitment Lesson plans demonstrate a coherence of learning objectives aligned with state and district standards
Evidence of Practice Delivers lesson activities that demonstrate a variety of appropriate learning aligned with state and district curriculum and assessments
Possible Observable Data -Is knowledgeable on how to create effective lessons and learning activities -Understands how to determine if lessons and learning activities align to the district curriculum -Has understanding regarding state and national standards and how they impact curriculum
Possible Observable Data -Designs lessons that exhibit a general understanding of appropriate curriculum -Lesson design and activities generally match intended learning objectives -Some use of assessment to determine if curriculum objectives have been met
Possible Observable Data -Designs lessons that exhibit an accurate understanding of appropriate curriculum -Lesson design and activities clearly include learning objectives that align to the district’s curriculum -Frequent use of strategies to assess that curriculum objectives have been met
Possible Observable Data --Lesson design and activities clearly match intended learning objectives and reflect a coherence of learning objectives -A variety of different lesson activities are effectively delivered that demonstrate a clear connection to the district’s curriculum and meet state standards -Consistent use of strategies to assess that the district’s curriculum objectives and state standards are being met
-Clearly states objective and aligns to curriculum standard -Clearly identifies set of expectations for acceptable evidence of learning -Acceptable evidence clearly aligns to stated objectives - Clear internal alignment of objectives, assessments and learning activities
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
Standard 3: Curriculum Implementation
3.2 Lessons for diverse learners 3C2) The baseline teacher candidate understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
3E2) The emerging teacher candidate implements lessons and activities aligned to the curriculum that recognizes the individual needs of diverse learners
3D2) The developing teacher candidate also consistently implements lessons and activities that address the needs of diverse learners and responds to ongoing analysis of student performance based on multiple assessments and analysis of student needs.
Evidence Understands the need to use different types of activities to address individual needs of diverse learners including variations in learning styles and performance
Evidence of Practice Activities are present in lessons that recognize individual needs of diverse learners and variations in learning styles and performance Evidence of Impact Students perceive that their individual learning needs are recognized
Evidence of Practice Delivers lessons and activities that address the needs of diverse learners and respond to ongoing analysis of student performance
Evidence of Impact Students perceive that their performance improved as a result of specific teacher’s lessons and activities
Possible Observable Data -Has an understanding for how to match appropriate instructional strategies with student learning needs -Has developed skills for providing effective feedback to students -Is knowledgeable of different strategies and mechanisms for accurately tracking student progress - Knowledgeable on how to create effective lessons and learning activities, with measurable objectives, to meet the needs of each student. -Understands how to determine if lessons and learning activities align to the district curriculum to meet the needs of the students (curriculum matches students ability level) - Articulates a strategy to meet the needs of each student’s learning styles. (VATC) -Able to articulate the benefits of engaging students (Pk-12) in the knowledgeable of improvements in their own learning.
Possible Observable Data -Some tracking of student progress on learning goals -Occasional feedback is provided to most students -Instructional strategies generally address various learning styles -Students can generally describe their status relative to learning goals -Creates effective lessons and learning activities, with measurable objectives, to meet the needs of each student -Creates lessons and learning activities align to the district curriculum to meet the needs of the students (curriculum matches students ability level) -Infrequently documenting strategies to meet the needs of each student’s learning styles. (VATC) -Infrequently students (Pk-12) are knowledgeable of improvements in their own learning. Evidence exists that feedback provided to students’ results in a positive change in learning.
Possible Observable Data -Routine tracking of student progress on learning goals -Accurate feedback is provided to all students -Instructional strategies effectively address various learning styles -Students accurately describe their status relative to learning goals -Routinely creates effective lessons and learning activities, with measurable objectives, to meet the needs of each student. -Routinely creates lessons
and learning activities align to the district curriculum to meet the needs of the students (curriculum matches students ability level) -Routinely documenting strategies to meet the needs of each student’s learning styles. (VATC) -Routinely students (Pk-12) are knowledgeable of improvements in their own learning. Evidence exists that feedback provided to
Possible Observable Data -The teacher demonstrates frequent and effective tracking of student progress on learning goals -Analysis of student data informs accurate feedback that is provided to students -Evidence exists that feedback provided to students results in a positive change in learning -Students are knowledgeable of improvements in their own learning -Provides a variety of activities to address different learning styles, (kinesthetic, visual, auditory) -Differentiates the instruction to account for differences in ability levels, (i.e.) gifted learners, struggling learners, IEP students, ELL, etc.) -Has variety of options available for students to demonstrate their learning -Utilizes adaptive technologies, i.e. clickers, iPads, etc. -Recognizes cultural/ethnic diversity and accounts for in the lesson -Lesson provides appropriate activities for culturally diverse students -Incorporates a wide variety of learning activities into the lesson to address various learning styles -Finds balance between student response and teacher interaction; student engagement -Has ongoing formative assessment of student performance with teacher adjusting instruction/response accordingly -Appropriately paces lessons -Has productive student engagement
Revised May 2015
students’ results in a positive change in learning.
-Routinely creates effective lessons and learning activities, with measurable objectives to meet the needs of each student and utilizes the assessment tools to build curriculum. -Routinely creates lessons and learning activities aligned to the district curriculum to meet the needs of the students (curriculum matches students ability level) and utilizes the assessment tools to build curriculum. -Routinely documents strategies to meet the needs of each student’s learning styles and utilizes the assessment tool to build curriculum. (VATC) -Routinely students (Pk-12) are knowledgeable of improvements in their own learning. Evidence exists that feedback provided to students’ results in a positive change in learning; Analyzes posttest and compares results to pre- assessments to determine efficacy of scaffolding.
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
Standard 3: Curriculum Implementation
The teacher recognizes the importance of long-range planning and curriculum development. The teacher develops, implements, and
evaluates curriculum based upon student, district and state standards data.
Professional Commitment Lesson plans/unit plans
Adjusted lesson/unit plans
Lesson design
Classroom activities
Planned learning experiences
Curriculum maps
Goals/Expectations/Essential
learning outcomes
Teacher reflections
Professional learning
presentations
Homework assignments
Presentations to colleagues
Peer conversations, discussions,comments, reflections, etc.
Professional Practice Makes informed curriculum
decisions
Incorporates state and district
curriculum into learning activities
Develops curriculum-aligned
instructional strategies and
interventions
Uses differentiated instructional
strategies
Evaluates the effectiveness of
instructional strategies
Adjusts goals, instruction and
time based on identified learning
gaps
Modifies instructional strategies
and content based on learner
needs
Implements learning activities
focused on the needs of diverse
learners
Collects data on diverse learning
needs to provide direction for
future lessons
Delivers effective instruction
aligned to state and district
curriculum standards
Utilizes specific learning
activities to address curriculum
objectives
Integrates resources that
enhance instruction and support
diverse learners
Uses data to evaluate the effectiveness
of instructional strategies
Models and shares with colleagues
(formally and informally)
Serves on curricular review committees
Assists/Coaches colleagues
Professional Impact Student/Parent feedback
Student/Parent survey perceptualdata results
Student journals/reflections
Student structured interviews Student- led parent conferences
Student tracks record of
individual progress
Observation/examples of studentlearning needs being met
Revised May 2015
Standard 4: Critical Thinking
4.1 Student engagement in critical thinking 4C1) The baseline teacher candidate can demonstrate knowledge of researched- based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking skills.
4E1) The emerging teacher candidate selects various types of instructional strategies and appropriate resources to achieve instructional goals and teach students critical thinking skills.
4D1) The developing teacher candidate also assures student growth with frequent instructional opportunities for students to use critical thinking and problem solving skills.
Evidence Demonstrates knowledge of various types of instructional strategies and resources that result in enhanced critical thinking skills in students
Evidence of Practice Demonstrates use of various types of instructional strategies and appropriate resources for critical thinking
Evidence of Impact Students are engaged in active learning that promotes the development of critical thinking and problem solving skills
Evidence of Practice Assesses student growth to determine student use of critical thinking and problem solving skills
Evidence of Impact There is growth in student learning and use of critical thinking and problem-solving skills
Possible Observable Data -Has an understanding of how to generate learning goals that stretch student thinking -Is knowledgeable of different types of questioning techniques to generate responses from students requiring critical thinking and analysis -Understands learning gains that can occur when students are prompted to defend their thinking -Has the ability to consider various interpretations of problems & solutions -Recognizes students ability to use metacognition in problem solving -Relates background knowledge and practice to learning to think critically -Understands that critical thinking should be taught across the curriculum
Possible Observable Data -Instruction includes goals that stretch the thinking of most students -Questioning techniques prompt students to provide answers reflecting deeper thinking -Occasionally students provide responses to inferential questions -Students sometimes engage in activities that require analysis, comparing and contrasting -Students occasionally are called on to defend their thinking -Uses cooperative learning groups to promote student discussing/thinking at a deeper level -Uses students’ reflections on learning to drive instruction related to critical thinking skills -Allows students to discuss and defend their thoughts & ideas -Models thinking activities and encourages students to share their own thinking
Possible Observable Data -Instruction includes challenging goals that stretch the thinking of all students -Questioning techniques prompt students to provide answers reflecting deep, critical thinking -Students frequently respond to inferential questions -Students routinely engage in activities and provide responses that require analysis, comparing and contrasting -Students routinely defend their thinking
Possible Observable Data -Teacher uses assessment strategies to determine the extent of student growth related to learning outcomes -Assessment data is linked to strategies that prompt students to use critical thinking and problem-solving skills -Evidence exists that students use critical thinking and problem- solving skills more regularly -Provides rich and encouraging environment where there is safety of personal expression -Develops lesson plans that gives opportunities for critical thinking -Uses high level of skilled questioning techniques (Blooms – Rigor + Delivery) -Provides open-ended projects -Discusses student choices and supports using content vocabulary -Facilitates using the constructivist approach to lessen student discourse through critical thinking instead of lecturing -Often uses model of analysis and evaluation -Has ability to adjust & adapt strategies on spot
Notes: Notes: Notes: Notes:
Revised May 2015
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
Standard 4: Critical Thinking
The teacher uses a variety of instructional strategies to encourage students’ critical thinking, problem solving, and performance skills including technological resources.
Professional Commitment Lesson plans/unit plans
Lesson design
Planned resource list including technology resources
Instructional strategies list
Planned Cooperative learning
strategies (list)
Plans for projects and activities
Student learning expectations
Flexible grouping plans
Professional reading/research
documentation
Professional Practice Selects and utilizes developmentally
appropriate instructional resources
including technology
Adapts instructional resources to
promote complex thinking and
technology skills attainment
Selects instructional strategies that
promote critical thinking skills and
are aligned to instructional goals.
Implements learning activities
focused on higher order thinking
and problem-solving skills
Utilizes cooperative learning
strategies that promote
collaborative learning
Utilizes class debates and other
methods requiring students to
defend their thinking and
solutions
Uses independent, collaborative
and whole-class learning
situations
Uses effective questioning
techniques to expand student
critical thinking skills, to consider
multiple solutions, and defend
their own thinking.
Designs open-ended
projects/activities promoting
complex thinking and
technology skills including
multiple solutions and
innovations
Provides frequent opportunities for
students to use critical thinking and
problem solving
Uses advanced instructional techniques
to create a high level of student
achievement
Overall effectiveness is enhanced
through the use of instructional
resources and technology
Serves as a resource providing collegial
support and modeling
Professional Impact Student work/projects
Observation of student participation
in collaborative learning activities
Observation/examples of student
directed inquiry and problem
Performance assessments data
Technology literacy inventories
Student assessment data
Student questions/discussions
(higher level questions)
Student presentations/
research/reports
Student application/use of
technology tools -
demonstrations, projects,
products, etc.
Student feedback/comments
Student reflection/journals
Student structured interviews
Anecdotal data and formative
evaluations
Students products/projects
showing application of learning
documenting the ability to in
analyze, synthesize, interpret
and create original products
Non-instructional records of individual
student progress (participation,
engagement, motivation, behavior, etc.)
Demonstration/examples that students
are able to explain their reasoning
Observations or examples of students
ability to pose and answer own
questions pursuant to learning
objectives
Revised May 2015
Standard 5: Positive Classroom Environment
5.1 Classroom management techniques 5C1) The baseline teacher candidate knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning.
5E1) The emerging teacher candidate demonstrates basic classroom management techniques and addresses misbehavior to avoid the disruption of instruction.
5D1) The developing teacher candidate also uses effective classroom management techniques including addressing misbehavior promptly and effectively with the least disruption of instruction.
Evidence Is knowledgeable about various strategies and techniques for managing student behavior in the classroom
Evidence of Commitment Classroom artifacts (posted rules and protocols) support effective techniques Evidence of Practice Engages in techniques to manage behavior in the classroom Evidence of Impact Student misbehavior is addressed
Evidence of Commitment Artifacts include strategies for addressing misbehavior Evidence of Practice Techniques address misbehavior promptly and positively allowing instruction to continue Evidence of Impact Student misbehavior is addressed promptly and positively allowing instruction to continue
Possible Observable Data -Understands how teacher movement around the classroom can be used to manage student behavior - Has developed verbal and non-verbal signals as a means for managing student behavior -Understands the importance of exhibiting calm and in-control behavior at all times -Is aware of classroom management techniques, but does not implement
Possible Observable Data -Frequent movement around the room to monitor and manage student behavior -Misbehavior is generally addressed when it occurs - Verbal and non-verbal signals generally management behavior -Teacher response and demeanor is generally calm and in control -Students generally respond quickly to prompts and directions -Is making significant progress in utilizing classroom routines and procedures
Possible Observable Data -Efficient and effective movement around the room to monitor and manage student behavior -Misbehavior is addressed quickly when it occurs -Effective use of verbal and non- verbal signals as a management technique -Teacher demonstrates calm, controlled behavior -Students respond quickly to prompts and directions -Students are engaged/consistently on task -Off task/misbehaviors are addressed effectively -Plan in place and followed for classroom management -Age appropriate techniques are utilized -Uses appropriate praise and recognition of appropriate behaviors (possible physical rewards as well: passes, stickers, etc) -PBIS appropriately implemented -Seating charts thoughtfully
Possible Observable Data -Techniques are demonstrated that address misbehavior immediately when it occurs -Teacher addresses misbehavior positively to retain respect and value for the student -The process of instruction is uninterrupted by student misbehavior -Students demonstrate an awareness of the expectations of the teacher -Consistently uses strategies that are individualized to enhance student learning in all content areas and implements procedures consistently -Manages student learning and instruction bell to bell -Exhibits efficient movement about room using proximity, verbal and non verbal cues to focus student attention to learning tasks
Revised May 2015
implemented -Proper use of verbal and nonverbal communication -Classroom rules posted (no more than 5)
-Positive reinforcement (smiles) -Classroom management does not interfere with teaching -Consistently uses strategies to establish classroom routines and procedures that are consistently implemented -There is consistency in implementing the classroom plan -Rule infractions are consistently recognized -Praise is public or private; re-directs are private
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
5.2 Management of time, space, transitions, and activities 5C2) The baseline teacher candidate demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
5E2) The emerging teacher candidate manages time, space, transitions, and activities in their classroom.
5D2) The developing teacher candidate also effectively manages time, space, transitions, and activities to create an environment that enhances student engagement.
Evidence Has an understanding of the importance of managing time, space, transitions, and activities to enhance student learning
Evidence of Commitment Designs routines that support effective management of time, space, transitions and activities
Evidence of Practice Demonstrates a basic understanding of the value of managing time, space, transitions, and activities to increase student engagement and self-direction Evidence of Impact Students are generally engaged and somewhat responsive to the teacher’s classroom management strategies
Evidence of Commitment Routines and structures support effective management of time, space, transitions and activities
Evidence of Practice Maintains student engagement by effectively managing time, space, transitions, and activities Evidence of Impact Students are engaged and respond to the teacher’s effective management of time, space, transitions, and activities
Possible Observable Data -Is knowledgeable about the importance of managing transitions to protect essential learning time -Has an understanding of the importance of appropriate pacing to effective teaching and learning -Has developed strategies for managing time and space to enhance learning
Possible Observable Data -Transitions from one activity to another are generally quick and efficient -The pace of learning is mostly appropriate for activities -Students follow routines with some accuracy -Students somewhat re-engage in the learning process after transitions
Possible Observable Data -The teacher employs quick, efficient transitions from one activity to another -The pace of learning is effectively altered as appropriate to the learning content -Students accurately follow routines -Students quickly re-engage in the learning after transitions -Students maintain engagement -Class moves in appropriate time frame and in a safe manner to next activity -Is aware of all students and keeps them on task -Teaching is implemented bell-to- bell -Proper use of wait time -Established routines and procedures (sharpening pencils, bathroom procedures, etc) -Expectations are repeated for students, especially when they transition from one activity to another -Room is arranged with safety and accessibility in mind
Possible Observable Data -Student learning time is protected and enhanced through the use of efficient and effective transitions -The learning space is effectively managed to support the learning process -Student engagement increases as a result of effective management of the learning time and space and - Student engagement increases as a result of effective transitions and learning activities -Responds confidently, calmly to disruptions or distractions with littler interruption of lesson -Students move purposefully with knowledge routines and procedures and respond accordingly -There is evidence that the teacher has been proactive by planning a thoughtfully designed and engaging lesson that moves at the appropriate pace for the class and learners
Revised May 2015
-Furniture arrangement is appropriate for large and small group activities -Materials are easily accessible for students and teacher -Appropriate use of technology is evident -Consistently circulates, scans, and supervises students -Provides cues, prompts, or signals when a procedure should be followed
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
5.3 Classroom, school & community culture 5C3) The baseline teacher candidate recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning.
5E3) The emerging teacher candidate builds awareness of the culture of the school and community in order to influence student relationships and build an effective classroom learning environment.
5D3) The developing teacher candidate also develops a positive culture in the classroom and school to positively affect student relationships and learning.
Evidence Has an understanding of the importance of culture and positive relationships to support learning
Evidence of Practice Engages in practices to learn the culture of the school and community Evidence of Impact The classroom learning environment is structured to build positive student relationships and culture
Evidence of Practice Positively affects student relationships and learning by using strategies that promote a positive classroom culture Evidence of Impact The classroom learning environment encourages positive student relationships and mutual respect to enhance learning
Possible Observable Data -Has knowledge about how to organize classrooms in order to facilitate learning -Has developed skills for building positive relationships and culture -Understands how positive relationships and culture contribute to enhanced learning experiences
Possible Observable Data -Room is generally organized to facilitate learning -Relationships and culture are somewhat positive and generally enhance the learning environment -Students are sometimes instructed on how to engage in positive interactions -Students feel somewhat in control of their learning experience
Possible Observable Data -Room is organized to facilitate learning -Positive relationships and culture are used to enhance the learning environment -Students are frequently instructed on how to engage in positive interactions -Students feel in control of their learning experience -Demonstrates awareness of culture differences and uses appropriate language to communicate -Demonstrates language and behaviors consistent with the school/class/community culture -Values each student and treats each one with dignity -Takes the time to research and learn about the cultures of families in his/her classroom -Attempts to understand neighborhood demographics, strengths, concerns, conflicts, and challenges -Reads stories that offer opportunity for student sharing -Seeks to understand parents’ hopes, concerns, and suggestions
Possible Observable Data -Teaches demonstrate strategies to build a positive classroom culture -Teacher demonstrates a positive rapport with students Room is organized to facilitate learning -Students routinely demonstrate positive interactions between one another -Students’ control of the learning experience enhances their growth in learning -All materials available -All students can hear/see teacher -Students are working with one another -Produces examples of appropriate comments & uses that as a topic for discourse -Students persevere in difficult learning situations
Revised May 2015
-Keeps parents apprised of services offered by the school/community -Shows how differences among the students make for better learning
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Standard 5: Positive Classroom Environment
Revised May 2015
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages
active engagement in learning, positive social interaction, and self-motivation.
Professional Commitment Posted classroom procedures/routines
Classroom norms
Parent/community outreach
Professional Practice Designs classroom routines and
procedures
Communicates classroom routines, procedures, and expectations for behavior to parents/guardians
Uses motivation and engagement strategies in the classroom
Organizes classroom and routines with regard to management of time, space, transitions and activities
Maintains student engagement by managing time, space, transitions and activities
Self-reflects on the effectiveness of motivation and engagement strategies
Uses effective classroom management techniques preserving instructional time
Engages in practices to learn the culture of the school and community
Work with students and parents to build a positive, supportive classroom culture
Engages in ongoing assessment of how the classroom environment is impacted by the culture of the school and community
Adapts strategies to address unique student behaviors
Attends community and school events
Gathers and implements new research- based strategies for positively managing student behavior
Engages students in strategies to think about and provide input into building positive relationships and culture
Models, coaches, or shares with colleagues strategies to address student behavior
Professional Impact Observation/examples of Student
feedback/comments
Students respond to teacher prompts (observable)
Student to student and student to teacher interactions are positive (observable verbal and non-verbal cues)
Classroom discipline/incident report analysis trend data
Parent/community outreach and engagement summary
Completed homework/projects trend data
Student reflections/journal data
Students/parents survey summary data
Students quickly respond to the teacher’s cues and prompts
Students maintain high levels of engagement
Students understand expectations and automatically follow the procedures, routines, and norms--self directed
Non-instructional records of individual student progress (participation, engagement, motivation, behavior, etc.)
Students participate in forming the classroom environment
Staff survey
Attendance data
IEP reports
Revised May 2015
Standard 6: Effective Communication
6.1 Verbal, nonverbal communication 6C1) The baseline teacher candidate understands the importance of and develops the ability to use effective verbal, nonverbal communication techniques.
6E1) The emerging teacher candidate uses correct, effective verbal and non- verbal communication skills.
6D1) The developing teacher candidate also consistently uses and fosters correct, effective verbal and nonverbal communication, including strategies to communicate with students whose first language is not Standard English or whose disability requires specific forms of communication.
Evidence Is aware of the importance and can demonstrate effective verbal and non- verbal communication
Evidence of Commitment Non-verbal communication (written, electronic, etc.) is basically effective and correct
Evidence of Practice Demonstrates a basic level of effective verbal and non-verbal communication
Evidence of Commitment Written and electronic communication is effective and correct Evidence of Practice Communication is grammatically correct and effective in a variety of different ways: spoken, written, presentations, etc.
Possible Observable Data -Understands the importance of using clear communication for providing guidance to students -Understands the importance of demonstrating value and respect for all students at all times -Has skills for demonstrating positive verbal and non-verbal communication -Understands the importance of clearly communicating lesson objectives -Realizes the value of technology use to enhance student understanding of content -Understands the importance of visually modeling desired skills
Possible Observable Data -Directions are generally given in a way that provides clear and useful guidance -Communication generally demonstrates value and respect to others -Verbal and non-verbal communication is often positive and generally enhances relationships -Students sometimes describe the teacher as someone who cares for them -Lesson objectives are inconsistently communicated to students -Technology is a times used to enhance student learning -Desired skills are inconsistently modeled
Possible Observable Data -Directions are routinely given in a way that provides clear and useful guidance -Communication consistently demonstrates value and respect to others -Verbal and non-verbal communication is consistently positive and enhances relationships -Students frequently describe the teacher as someone who cares for them -Lesson objectives are routinely communicated to students -Technology is used often to enhance student learning -Desired skills are consistently modeled to insure student comprehension
Possible Observable Data -Teacher demonstrates clear and effective communication to all students, including any who speak other languages Teacher demonstrates clear and effective communication to all students, including any whose disability inhibits their language -Examples of written communication (notes, newsletters, grade card comments) that is effective and correct -Correct and effective communication is evident in a variety of different forms, including technology -Teacher uses correct grammar when speaking and in writing -Lesson objectives are clearly and effectively communicated to all students -Technology is appropriately integrated in daily lessons to provide clear and effective instruction -Clearly and effectively uses modeling as a strategy to enhance student comprehension of desired skills
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
Standard 6: Effective Communication
The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and parents to foster
active inquiry, collaboration, and supportive interaction in the classroom.
Professional Commitment Posted communications - bulletin
boards, norms, routines, procedures, etc.
Parent/community outreach materials
Lesson plans/activities
Email, newsletters, memos, websites, announcements, reports, etc.
Student assignments/Instructions
Strategies for ELL Students
Samples of effective communication
Grade level/content area team meeting notes and agendas
Professional development presentations and materials
Professional Practice Uses correct grammar in classroom
communication and materials
Promotes sensitivity to cultural, gender, intellectual, physical and emotional differences in communication
Uses technology and media communication tools to engage students
Facilitates positive and correct student communication
Uses a variety of different strategies to enhance student literacy skills
Provides many opportunities for students to practice effective communication
Extends communication opportunities for students outside of the classroom
Provides focused, objective, relevant, specific and purposeful feedback to students
Uses strategies to assess the impact of their communication
Communicates effectively with students, families, colleagues and others
Enhances student literacy skills with impact beyond the classroom
Facilitates student use of technology and media communication tools
Assists other colleagues with effective, correct communication
Models and shares technology and media communication tools to enhance student learning
Serves as a resource for building student literacy skills
Professional Impact Student activities
Performance assessments
Student feedback/comments
Student reflection/journals
Formative assessment data
Student work samples, portfolios, writing, etc. show correct communication
Student expression (observation)
Student self-assessment (observation or student work)
Student data
Student discussions
Students selection and use of technology and media (observation, demonstration, or work sample)
Non-instructional records of individual student progress
Peer assistance data
Antidotal data of student expression
Staff survey
Revised May 2015
Standard 7: Student Assessment and Data Analysis
7.1 Effective use of assessments 7C1) The baseline teacher candidate has knowledge of the development, use and analysis of formal and informal assessments.
7E1) The emerging teacher candidate demonstrates the use of formal and informal assessments to determine progress towards specific learning goals.
7D1) The developing teacher candidate also effectively uses multiple formal and informal student assessments to address specific learning goals, including modifications for students with special needs.
Evidence Is knowledgeable of various types of formal and informal assessments and the importance of their use
Evidence of Commitment Lesson design includes formal and informal assessments Evidence of Practice Creates and demonstrates the use of formal and informal student assessments which address specific learning goals and modifications
Evidence of Commitment Lesson design includes multiple assessment modes and approaches Evidence of Practice Demonstrates effective use of a variety of formal and informal assessments to provide data about student status and progress before, during and after instruction
Possible Observable Data -Understands the process for using different types of assessments to facilitate the tracking of student progress -Knows the difference between informal and formal assessments and when each is most appropriate -Is knowledgeable about how to diagnosis student learning as a means for informing changes to instruction -Is able to locate the appropriate MO learning standards and district curriculum -Is aware of the different types of assessments already available through district and other resources, awareness of curriculum above and below grade level
Possible Observable Data -Assessments are sometimes used to facilitate the tracking of student progress -Informal and formal assessments are frequently used to gather student data -Some diagnosis is demonstrated to determine what students are finding difficult -Data is sometimes gathered on what students can do -Applies MO learning standards/district curriculum and align to assessments and instruction inconsistently -Is able to track progress for limited number of students (aka MoPTA focus students) or for class overall
Possible Observable Data -Assessments are routinely used to facilitate the accurate tracking of student progress -Informal and formal assessments are routinely and effectively used to gather student data -Accurate diagnosis occurs to determine what students are finding difficult -Data is gathered constantly on what students are able to do -Routinely uses appropriate assessments to track performance for each student
Possible Observable Data -Different types of assessments are used to facilitate the accurate tracking of progress for all students, including those with special needs -Assessment data is collected at various times throughout lessons to direct modifications to instruction
-The teacher has accurate data on the status of all students -Data on student growth is used to reflect student progress -Effectively and efficiently uses a wide range of assessments to facilitate each student’s learning
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
Standard 7: Student Assessment and Data Analysis
7.2 Assessment data to improve learning 7C2) The baseline teacher candidate has knowledge of how data can be accessed, analyzed, and appropriately used to design instruction and improve learning activities.
7E2) The emerging teacher candidate demonstrates basic strategies for accessing, analyzing and appropriately using information and assessment results to improve learning activities.
7D2) The developing teacher candidate also reviews student trend data and growth in learning through a comparison of student work (i.e. pre-/post- test results or similar mechanisms) to inform instructional decisions.
Evidence Understands the importance of data for instructional planning and decision- making
Evidence of Practice Collects data information and assessment results for instructional planning and decision-making
Evidence of Impact Students engage in learning goals that advance mastery of content
Evidence of Practice Uses pre and post results or other comparison data to confirm growth in learning and impact future instructional decisions Evidence of Impact Individual students and the whole class advance in their learning
Possible Observable Data -Is knowledgeable of different ways to gather and analyze assessment data -Understands the process for using informal and formal assessment to inform modifications to the instructional process -Knows different types of assessments, formal and informal as well as specific examples and strategies -Understands that data should drive instruction
Possible Observable Data -Assessment data sometimes informs changes to instructional plans and activities -Informal and formal assessment data sometimes result in adjustments to learning activities -Student mastery of content sometimes improves as a result to adjustments made to instruction based on data -Attempts to identify how the assessment will benefit each student’s learning so the teacher can adapt instruction -Selects assessments and implements correctly
Possible Observable Data -Assessment data consistently informs changes to instructional plans and activities -Informal and formal assessment data consistently create adjustments to learning activities - Student mastery of content frequently improves as a result to adjustments made to instruction based on data -Consistently (on a daily basis) knows how to read and analyze different types of data, ask questions of the cooperating teacher about data
Possible Observable Data -Student growth data using a variety of different means of assessment is used to determine trend data
-Trend data reveals positive growth in student learning -Pre-and Post Tests are used to determine the extent of student growth -Teacher has some type of mechanism or structure for tracking trend data or changes in student growth -Student understands why assessment is important and makes goals based on the data
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
Standard 7: Student Assessment and Data Analysis
7.5 Communication of student progress and maintaining records 7C5) The baseline teacher candidate is able to explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to students, families, colleagues and administrators.
7E5) The emerging teacher candidate communicates general information about student progress knowledgeably, responsibly, and ethically based on appropriate indicators, to students, families, and/or colleagues.
7D5) The developing teacher candidate also uses evidence to communicate student progress, knowledgeably and responsibly, based on appropriate indicators.
Evidence Is knowledgeable regarding the importance of confidentiality of student data and the purpose for clear communication about student progress and records
Evidence of Commitment Records are in order and up-to-date Evidence of Practice Maintains confidential records of student work and performance to use when communicating student status and progress
Evidence of Commitment Current, accurate information is maintained on each student’s status and progress
Evidence of Practice Communicates accurate status, progress and supporting evidence effectively on student mastery of content and skills
Possible Observable Data -Has an understanding for how to use
scales and/or rubrics as a way to accurately track student progress -Is knowledgeable about the importance of ethical behavior has it applies student records -Has developed effective skills for communicating student data on status and progress -Knows legal responsibilities of confidentiality
Possible Observable Data -Scales and/or rubrics are sometimes
used to clearly communicate student progress -Records of student progress are generally maintained in an ethical manner -Student work is sometimes corrected and returned in a prompt manner -Student progress is sometimes communicated knowledgeably and responsibly -Keeps records following system of cooperating teacher and district -Makes attempt to contact parents and inform them of student progress
Possible Observable Data -Scales and/or rubrics are routinely used to clearly communicate student progress -Records of student progress are consistently and ethically maintained -Student work is frequently corrected and returned promptly -Student progress is consistently communicated knowledgeably and responsibly -Student takes advantage of opportunities to inform parents of student progress -Students are able to articulate their progress towards goals
Possible Observable Data -Data is maintained on indicators used to determine a student’s status and progress -Clear knowledgeable communication is provided to individual students and the classroom as a whole regarding the learning status and progress -Student data is accurate and is used to discuss student mastery -Student work is corrected and returned promptly -Indicators of student status and progress toward learning objectives are clearly tracked and communicated
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
Standard 7: Student Assessment and Data Analysis
The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress, uses assessment data
to plan ongoing instruction, monitors the performance of each student and devises instruction to enable students to grow and develop.
Professional Commitment Unit instructional plan including
assessment
Tiered/differentiated lesson designs
Tiered/differentiated assessments
Lessons/units amended based ondata analysis (examples of both)
Example of analysis of studentlearning needs
Formal/information assessments
Instructional/assessment recordmanagement system
Scoring guides/rubrics
Student progress reports
Examples ofcommunication/feedback tostudents about theirwork/progress
Communication logs toparents/guardians
Sample parent response sheets
Parent/guardian communicationexamples
Presentation materials
Professional development attendancerecord/sign-in sheet
Mentor log
Grade level/content area meetingnotes and agenda
Building/district professional learningcommunity log/agenda
Professional Practice Uses a variety of formal/informal
methods of assessment
Utilizes individual studentassessment data to plandifferentiated learning activities
Maintains a comprehensiveinstructional/assessment systemcharting individual student growthand performance
Designs, develops, and/or utilizespre and post tests to identifyprior knowledge and chartprogress
Reviews student trend data
Communicates clearly tostudents the learning goals(rubrics/scoring guides)
Utilizes observation data tomodify instruction and monitorimpact
Communicates student progressto parents/guardians usingperformance and behavior data
Assists students in charting theirown progress and goal setting
Adjusts instruction to maximizestudent learning
Shares knowledge and expertise withcolleagues
Models effective assessment practicesto enhance individual and classachievement
Participates in data team training orworks with mentor on data analysis
Professional Impact Samples of student directed goal
statements
Samples of pre- and postassessments
Assessment data guides decisionsabout specific learning goals
Data information and assessmentresults
Samples of progress reports usingconcrete student data
Evidence of changed practice
Instructional records of individualstudent progress
Samples of students chartingtheir own progress
Student work samples: projects,products, presentations, etc.
Running Records or RunningCharts
Feedback from colleagues
Feedback fromparents/guardians
Professional growth plan
Evidence of individual studentgrowth/performance
Parent-teacher conferenceparticipation
Behavioral referral data
RTI, IEP, or 504 plan conferenceparticipation
Revised May 2015
Standard 8: Professionalism
8.1 Self assessment & improvement 8C1) The baseline teacher candidate understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.
8E1) The emerging teacher candidate generally uses self-assessment and problem-solving strategies to reflect on practice in order to influence students’ growth and learning.
8D1) The developing teacher candidate also consistently engages in reflective practice and consistently applies this to his/her instructional process and to modify future instruction.
Evidence Is aware of the importance of self- reflection as an effective strategy for improving professional practice and the overall impact on student learning
Evidence of Commitment Professional development plan documents self-assessment and reflection strategies
Evidence of Practice Engages in self-assessment and problem solving on improving their overall impact on student learning
Evidence of Commitment Professional development plan documents ongoing self- assessment and reflection strategies
Evidence of Practice Observations and conferences indicate attention to reflective practice and professional improvement
Possible Observable Data -Understands the importance of maintaining professional development plans and logs -Has developed skills for how to reflect on practice for the purpose of improvement -Understands how to problem-solve in order to improve practice -Is aware of the need for daily conferencing -Is aware of need to meet deadlines -Aware of the need to reflect on daily teaching -Aware of the need to problem solve to improve student learning -Has knowledge of problem solving levels -Knows how to design a lesson plan -Realizes the importance of activities on impact of learning -Is aware of the importance of outside school activities
-Is aware of cumulative files on students -Understands that resources are available that directly relates to student learning -Understands collected data is used to modify instruction -Is aware that constructive criticism will help them be better teachers -Is aware of appropriate dress and
Possible Observable Data -Maintains some type of professional development plan or log to organize reflections about learning -Sometimes engages in a problem- solving exercise to improve the learning of the students -Some reflection on the effectiveness of a lesson based on student learning -Attempts daily conferencing -Sometimes reflects on daily teaching -Sometime problem solves to improve student learning -Attempts critical thinking problem solving skills -Attempts to implement a designed lesson plan -Tries to implement activities that impact student learning -Documents some outside school activities -Sometimes uses resources to guide instruction -Sometimes uses resources to guide instruction -May use a piece of data to assess effectiveness of a lesson -Sometimes seeks out and applies constructive criticism -Sometimes displays appropriate dress and decorum
Possible Observable Data -A professional development plan or log is used consistently to organize reflections about improving learning -Consistently engages in a problem- solving exercise to improve the learning of the students -Frequent, active reflection on the effectiveness of a lesson based on student learning -Usually conferences daily
-Usually meets deadlines -Usually reflects on daily teaching -Usually problem solves to improve student learning -Usually utilizes analytical and critical problem solving skills -Implements a lesson plan most of the time -Realizes how activities impact student learning -Participates in numerous outside school activities -Speaks with someone about special needs or teaching modalities to be most successful with a specific student -Frequently uses resources to guide instruction -Data is collected to assess whether modification to instruction had
Possible Observable Data -Reflection and problem-solving activities occur on a regular basis that inform modifications to instructional practices -Instructional strategies and learning activities are routinely modified based on reflection -Engagement in professional development occurs to support improved practice -Data is collected to assess whether modifications to instruction had the anticipated impact on student learning -Always conferences daily -Always meets deadlines
-Regularly reflects on daily teaching -Regularly problem solves to improve student learning -Consistently utilizes analytical skills, creative and critical thinking problem solving skills -Regularly implements an effective lesson plan -Implements activities that impact student learning -Participates in leadership activities outside of school -Keeps data on students that directly effects teaching practices -Consistently uses recourses to guide instruction -Can produce multiple examples to provide increased learning following instructional change based on reflection -Consistently provides evidence of how constructive criticism improved instructional effectiveness -Always displays appropriate dress and decorum -Always maintains a professional development plan -Completion of assigned tasks – implementing changes & reporting results -Conversations (How did that go? What would you change?)
Revised May 2015
decorum -Is aware of development and maintaining a professional development plan
-Sometimes maintains a professional development plan
anticipated impact on student learning -Frequently applies constructive criticism -General displays appropriate dress and decorum -Consistently maintains a professional development plan
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
Revised May 2015
Standard 8: Professionalism
The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks
out opportunities to grow professionally in order to improve learning for all students.
Professional Commitment Lesson planning
Evaluation data
Professional development requestlist
Mentor log/agenda/notes
List of resources
Posted procedures/policies
Professional growth plan
New student activities
Behavior management plans andlesson plans
Attendance data, classroomrules, etc.
Coaching/Modeling log
Presentation artifacts – agenda,hand outs, video
Building/District committeeParticipation - preparation anddocumentation (professionaldevelopment, PLC, etc.)
Professional Membership and/or committee leadership(documentation)
Professional developmentattendance log/artifacts
Regional or State Committeeparticipation (documentation)
Meeting log, agenda, and notessupporting participation on data team,grade-level, vertical team or other
Reflective journal
Professional Practice Demonstrates the capacity to reflect
on and improve their own practice
Uses new learning to positivelybenefit student learning
Shares new knowledge and expertisewith colleagues
Actively pursues professionaldevelopment and learningopportunities
Creates, evaluates, and procuresresources for professionaldevelopment
Builds expertise and experienceto assume different instructionalor leadership roles
Collaborates with colleagues on awide range of tasks andcommittees
Participates in school-widedecision making
Serves as an active member onthe school improvementplanning committee
Participates or chairs theProfessional DevelopmentCommittee
Serves as a mentor, model or coach forcolleagues
Maintains all required documentation
Follows school and district policies andprocedures
Revised May 2015
Standard 9: Professional Collaboration
9.1 Induction & collegial activities 9C1) The baseline teacher candidate understands the importance of collegial activities in building a shared mission, vision, values and goals, participates in collaborative curriculum and staff development meetings at their school site, and demonstrates the ability to collaborate with his/her cooperating teacher and supervisor/or instructor to establish relationships in the school, district and community.
9E1) The emerging teacher candidate engages in supporting the school’s vision, mission, values and goals, participates in curriculum and staff development, and works with their cooperating teacher and clinical supervisor to improve and refine their practice and strengthen relationships in the school and community.
9D1) The developing teacher candidate also contributes to achieving the mission, vision, values and goals, including monitoring and evaluating progress toward these goals, and other school improvement efforts.
Evidence Understands the importance of collegial collaboration to improve professional practice, particularly during the clinical experience and the induction phase
Evidence of Commitment Documents support and growth and other notes in logs and/or journals specific to the clinical experience.
Evidence of Practice Meets regularly with the cooperating teacher and clinical supervisor and fully participates throughout the clinical experience
Evidence of Commitment Maintains mentor logs document support and growth and aligned to the state’s mentor standards
Evidence of Practice Contributes to supporting progress on the mission, vision and goals and uses their mentor and other colleagues to strengthen relationships with students, families and other staff
Possible Observable Data -Has developed skills to effectively communicate with colleagues -Understands the importance of observation and feedback as a means to improving professional practice -Understands how the mission, vision, values and goals guide the learning of all students -Has developed skills to effectively communicate with colleagues, Pk-12 students, staff, and families. - Understands the importance of frequent, positive interactions and relationships with students, staff, faculty, colleagues, and/or families -Understands the importance of observation and feedback as a means to improving professional practice -Understands how the mission, vision, values and goals guiding the learning of each student.
Possible Observable Data -Sometimes engages with colleagues to gather new ideas and improve -Sometimes welcomes observation and feedback and incorporates it for overall improvement -Sometimes meets with cooperating teachers and supervisors Sometimes effectively communicates with colleagues, Pk-12 students, staff, and families. -Sometimes engages in frequent, positive interactions and relationships with students, staff, faculty, colleagues, and/or families -Sometimes welcome observation and feedback as a means to improving professional practice -Sometimes embraces the mission, vision, values and goals guiding the learning of each student.
Possible Observable Data -Consistently engages with colleagues to gather new ideas to improve practice -Consistently welcomes observations and feedback and incorporates it for overall improvement -Meets regularly and promptly with cooperating teachers and supervisors -Routinely effectively communicates with colleagues, Pk-12 students, staff, and families -Routinely engages in frequent, positive interactions and relationships with students, staff, faculty, colleagues, and/or family to improve practice. -Routinely welcomes observation and feedback as a means to improving professional practice. -Consistently engages with colleagues to gather new ideas to
Possible Observable Data -Demonstrates knowledge of the school / district vision, mission and goals -Is aware of and uses the state’s mentor standards to guide behaviors in the clinical process -Data on improved relationships with students, families and staff -Evidence regarding new ideas that have been incorporated and their impact on student learning -Uses building resources -Participates in staff meetings/PLCs -Participates in professional organizations -Provides after school activities for students -Routinely effectively communicates with colleagues, Pk-12 students, staff, and families. Utilizes the information, gained from the conversation, to meet the needs of each student. -Routinely engages in frequent, positive interactions and relationships with students, staff, faculty, colleagues, and/or family to improve practice and impact student learning. -Routinely welcomes observation and feedback as a means to improving professional practice. Evidence regarding new ideas that have been incorporated and their impact on student learning. -Demonstrates knowledge of the school/district vision, mission and goals
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improve practice -Consistently welcomes observations and feedback and incorporates it for overall improvement -Routinely embraces the mission, vision, values and goals guiding the learning of each student
-Is aware of and uses the state’s mentor standards to guide behaviors in the clinical process -Provides data on improved relationships with students, families and staff -Evidence regarding new ideas that have been incorporated and their impact on student learning -Routinely embraces the mission, vision, values and goals guiding the learning of each student. Contributes to or presents at school or district professional development activities
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
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9.3 Cooperative Partnerships in Support of Student Learning 9C3) The baseline teacher candidate recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being.
9E3) The emerging teacher candidate develops relationships with colleagues and cooperative partnerships with students and families to support students’ learning and well-being.
9D3) The developing teacher candidate also with colleagues, creates and cultivates new partnerships with students, families and community members to support students’ learning and well-being.
Evidence Understands the importance of professional relationships with colleagues, students, families and the community to support student learning
Evidence of Practice Engages in opportunities to develop relationships with colleagues, students, families and the community and works to understand concerns and needs regarding student learning and well-being
Evidence of Practice Demonstrates regular engagement with students, families and the community to cultivate new partnerships and explores ways to assess the impact of the partnerships
Possible Observable Data -Understands the importance of positive relationships among colleagues for promoting student learning -Has developed positive communication skills -Understands what professionalism means and why it is essential to demonstrate it at all times
Possible Observable Data -Sometimes demonstrates positive interactions with other colleagues to promote student learning -Sometimes engages in positive communication with students and families to foster learning -Sometimes demonstrates professionalism
Possible Observable Data -Positive interactions occur consistently with other colleagues to promote student learning -Consistently engages in positive communication with students and families to foster learning -Consistently demonstrates professionalism
Possible Observable Data -Engages in professional dialogue with various community agencies and other community organizations to benefit learning in the school -Engages in new partnerships that promote enhanced learning for all students -Considers possible ways to assess different partnerships and the extent of their impact on student learning
Notes: Notes: Notes: Notes:
Baseline - 0 Inconsistent - 1 Consistent – 2 Developing – 3
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The teacher has effective working relationships with students, parents, school colleagues, and community members.
Professional Commitment
Mentor log
Vision, mission andgoals posted oraccessible
Professional Growth Plan
School services and needs
Professionallearning log (PD,research, journalarticles, etc.)
Newsletters
Parent/Community
activities planned
ProfessionalDevelopmentCommittee memberor Chair -documentation ofparticipation
Participates inprofessional learningcommunity structureand meetings(meeting/attendance log;meeting notes;documenteddiscussions/recommendations)
Student activity sponsor
log
Parent/community
contact log
Attendance at school-wide functions(concerts, plans, familyreading nights, sportsevents, etc.) - log
Mentor training log
Reflective journal
Documentedstrategies forparent/community outreach
Examplestudent, parent,colleague, andcommunitysurveys
Documentation ofleadership roles
Various meetings - notes
and agendas
Documentedrecommendations orchanges
Participate in parentconferences, parent-teacher organizations, etc.(log or documentation)
Professional Practice
Builds relationships with
colleagues
Participates as amember of theprofessional learningcommunity withinthe school
Assists with assessing theprogress or revising themission, vision and goals
Advocates for changesthat support student learning and well-being
Participates in school-wide activities andevents (parentconferences, parentteacher org, etc.)
Serves as a mentor for
colleagues
Implements andevaluatespartnershipstrategies
Sponsors student
activities
Creates school-communitypartnerships
Welcomes andencouragesfamily/communityclassroomparticipation andsupport.
Collaborates withfamilies to supportstudent learningand development.
Engages in two-wayculturally appropriatecommunication withfamilies andcommunities
Serves as the point-of-contact or school-based resource indevelopingpartnerships
Mentors and modelsstrategies for outreach
Shares new informationand learning withcolleagues
Conducts meetingsand learning sessionsfor parents/community
Providesopportunities forparents/communitymembers toparticipate inclassroom activities
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Revised May 2015
Teacher Candidate Observation Form Department of Teacher Education Missouri Southern State University
Teacher Candidate
Candidate S Number
Date/Time of lesson
School Name Subject taught
Grade level
Cooperating Teacher’s Name
Pre-Observation Notes (Intern goals, student behaviors to monitor, special circumstances, resources)
Directions for Cooperating Teacher: Please circle the rating which best reflects your evaluation of the Teacher Candidate’s performance during the scheduled observation. Please make comments concerning each “1”, “2”, and “N/O” rating. Comments on other ratings are optional, but encouraged. See scoring guide in the Handbook for rating criteria.
1=Deficient 2=Emerging 3=Acceptable 4=Proficient N/O=No Opportunity to Observe
Content Knowledge and Skills
1. Designs lesson learning goals/objectives that are challenging anddevelopmentally appropriate (CAEP 1.1, 1.4; InTASC 1, MoSPE 2.1).
1_____ 2_____ 3_____ 4_____ N/O _____ 2. Demonstrates appropriate, accurate content knowledge and
academic language (CAEP 1.1; InTASC 4, 7; MoSPE 1.1).
1_____ 2_____ 3_____ 4_____ N/O _____ 3. Effectively engages students in the lesson and describes real-
world application of the material (CAEP 1.1, 1.4; InTASC 3, 5; MoSPE1.2).
1_____ 2_____ 3_____ 4_____ N/O _____ 4. Conducts formative assessment and uses results to drive lesson
(CAEP 1.1; InTASC 6; MoSPE 7.1).
1_____ 2_____ 3_____ 4_____ N/O _____ 5. Effectively differentiates the lesson based on classroom context
and student differences (CAEP D, InTASC 2, MoSPE 2.1, 2.4,2.5, 3.2, 6.2).
1_____ 2_____ 3_____ 4_____ N/O _____ 6. Successfully aligns lesson to state and district curriculum
standards (CAEP 1.1, 1.4; InTASC 7; MoSPE 3.1).
1_____ 2_____ 3_____ 4_____ N/O _____
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7. Uses appropriate instructional strategies and learning activities toachieve lesson goals/objectives (CAEP 1.1; InTASC 8; MoSPE 3.3).
1_____ 2_____ 3_____ 4_____ N/O _____ 8. Effectively uses instructional strategies and learning activities that
promote collaborative learning, problem solving, and positivesocial interaction (CAEP 1.1. 1.4; InTASC 3, 5, 8; MoSPE 4.1, 4.3).
1_____ 2_____ 3_____ 4_____ N/O _____ 9. Effectively connects lesson content to students’ lives (CAEP 1.1, 1.4;
InTASC 5; MoSPE 1.2).
1_____ 2_____ 3_____ 4_____ N/O _____ 10. Demonstrates effective classroom management strategies (CAEP
1.1; InTASC 3; MoSPE 5.1, 5.2).
1_____ 2_____ 3_____ 4_____ N/O _____ 11. Effectively utilizes technology to create meaningful learning
experiences that meet diverse student needs (CAEP 1.4,1.5, D, T;InTASC 2, 4; ISTE 1, 2; MoSPE 2.5, 6.4).
1_____ 2_____ 3_____ 4_____ N/O _____
12. Effectively models safe, legal, and ethical use oftechnology (CAEP 1.4, 1.5, T; ISTE 3,4; MoSPE 6.4).
1_____ 2_____ 3_____ 4_____ N/O _____ 13. Communicates effectively with students; provides clear
feedback; treats students with respect (CAEP 1.1; InTASC 3,9; MoSPE 6.1).
1_____ 2_____ 3_____ 4_____ N/O _____ 14. Effectively utilizes instructional time (CAEP 1.1; InTASC 7;
MoSPE 5.2).
1_____ 2_____ 3_____ 4_____ N/O _____ 15. Designs summative assessment that is aligned to the
learning goals/objectives and is developmentallyappropriate (CAEP 1.1; InTASC 1, 6; MoSPE 2.1, 7.1).
1_____ 2_____ 3_____ 4_____ N/O _____
Revised May 2015
Professional Dispositions
16. Demonstrates a high level of initiative (CAEP 3.3).
1_____ 2_____ 3_____ 4_____ N/O _____ 17. Seeks feedback and is focused on self-improvement (CAEP 3.3;
MoSPE 8.1).
1_____ 2_____ 3_____ 4_____ N/O _____ 18. Demonstrates cooperative, helpful, and collegial behavior (CAEP
3.3; MoSPE 9.1).
1_____ 2_____ 3_____ 4_____ N/O _____ 19. Is adaptable, flexible, and calm in unexpected situations (CAEP
3.3).
1_____ 2_____ 3_____ 4_____ N/O _____
20. Produces quality work in a timely manner (CAEP 3.3).
1_____ 2_____ 3_____ 4_____ N/O _____ 21. Demonstrates logical problem-solving and decision-
making (CAEP 3.3).
1_____ 2_____ 3_____ 4_____ N/O _____
Revised May 2015
Observer Summative Comments:
Candidate Strengths:
Candidate Improvement Areas:
Post Conference Signatures: __________________________________________________________ __________________
Cooperating Teacher Date _____________________________________________________ ________________
_________________________________________________________ ___________________ Teacher Candidate Date University Supervisor Date
Submit this form electronically with lesson plan to [email protected]
GRADE RECOMMENDATION: The Cooperating Teacher and the University Supervisor recommend the following grade for the final Clinical Experience Semester.
Credit _______ Non-Credit _______
_____________________________________________________ ______________ ____________________________________________________________ ________________
Cooperating Teacher Date University Supervisor Date
Revised May 2015
APPENDIX F
MoPTA
Revised May 2015
MoPTA TASK DESCRIPTION, ASSESSMENT AND TASK DEVELOPMENT
The required submission information for each task is summarized below. You will see the steps included in each task as well as the type of evidence that you will be required to submit. The full tasks and their rubrics are provided on the Missouri Performance Assessments website. Notice that the tasks and their corresponding materials have been color-coded to make it easier for you to organize your task materials.
Task 1: Knowledge of Students and the Learning Environment
Steps Evidence
Step 1: Knowledge of Students
Your ability to familiarize yourself with your students and the characteristics and circumstances of the environment in which they learn
Step 2: Resources and Procedures
Your ability to familiarize yourself with a variety of resources within the school and the community to help inform your knowledge of your students
Submission:
Written Commentary of no more than 7 pages, using the provided text boxes to respond tothe two Steps
Four artifacts of no more than 7 pages that demonstrate how you obtained knowledge ofstudents and their learning environment and that support the Written Commentary
Task 2: Assessment and Data Collection to Measure and Inform Student Learning
Steps Evidence
Step 1: Planning the Assessment
Your knowledge of planning an assessment that uses appropriate assessment tools to meet student needs and the learning goals
Step 2: Administering the Assessment and Analyzing the Data
Your ability to implement an assessment plan and to understand, collect, record, and analyze the data NOTE: For textbox 2.1.2 The response for this textbox should reflect the activities, groupings, materials, resources, and technology that you are planning to use to assess the students. For example: Learning activities could include assessment through such things as games, in-class presentations, or student demonstrations. Materials or resources are those tools that aid in the assessment of students based on the activities the teacher candidate mentions as being part of his/her assessment, such as manipulatives or a computer-generated exam.
Step 3: Reflecting
Your ability to reflect on the student learning resulting from your implemented assessment plan Your ability to reflect on the data-based decisions that you made through in-depth data analysis
Submission:
Revised May 2015
Written Commentary of no more than 7 pages, using the provided text boxes to respond tothe three Steps; you will focus on two students in this task.
Six artifacts of no more than 9 pages that support responses to the guiding questions andprovide evidence of assessment planning and data analysis
If you are a candidate to teach at the elementary level, you MUST select Literacy as your content focus for Task 2.
Task 3: Designing Instruction for Student Learning
Steps Evidence
Step 1: Planning the Lesson
Your knowledge of planning an effective lesson that facilitates student learning
Step 2: The Focus Students
Your ability to adapt your lesson plan to students who present different learning needs
Step 3: Analyzing the Lesson
Your ability to analyze your lesson plan and evidence of student learning
Step 4: Reflecting Your ability to reflect on the strengths and weaknesses of
your lesson plan and the resulting student learning
Submission:
Written Commentary of no more than 8 pages, using the provided text boxes to respond tothe four Steps; you will focus on two students in this task.
Seven artifacts of no more than 8 pages that support responses to the guiding questions andprovide evidence of lesson planning and analysis
If you are a candidate to teach at the elementary level (at least the four major subjects of mathematics, English/language arts, social studies, and science), you MUST select Mathematics as your content focus for Task 3.
Task 4 Video: Implementing and Analyzing Instruction to Promote Student Learning
Steps Evidence
Step 1: Planning Your knowledge of planning an effective lesson that facilitates student learning
Step 2: Implementing the Plan
Your ability to implement the lesson plan, interact with your students, and analyze your practice
Step 3: Student Work Your ability to provide evidence of student learning resulting from the implemented lesson
Step 4: Reflecting Your ability to reflect on the strengths and weaknesses of your lesson and the resulting student learning
Step 5: Uploading the Video Your must upload your video
Revised May 2015
Submission:
Written Commentary of no more than 9 pages using the provided text boxes to respond to the four Steps; you will focus on two students in this task.
Four Artifacts of no more than 4 pages that support responses to the guiding questions and provide evidence of lesson planning and implementation
One 15-minute video (unedited) that may be separated into three five-minute segments (unedited)
Getting Started
What do I need to do to begin the MoPTA process? The following tips are designed to help you prioritize your activities and organize your thinking as you build your MoPTA.
First, with the guidance of your EPP instructor, determine which version of Task 4 you will be completing.
Create an account in the online registration system and purchase the assessment. Using this account, you will build and submit your assessment.
Review the directions for each task and the corresponding rubric.
Review the MoPTA Task 1 Handbook, the MoPTA Reflective Practice Handbook, and the ancillary materials
Get a calendar and work backward from your submission deadline date to set a task-completion schedule.
You will need to start with the Task 1, and the material you include in Task 1 will have an influence on Tasks 2, 3, and 4.
Develop a simple task analysis that lists what you are going to do, the evidence you will need, and the completion date for the task (see suggested sample below).
Build each task in the submission system via your account.
Review your responses to ensure that you have demonstrated the knowledge and skills required in the Missouri Teacher Standards and Quality Indicators.
Score your responses against the rubrics.
Submit each task no later than the task submission deadline date.
What are the key steps in task development?
Below is a checklist of steps to follow for developing a task. Use this checklist to organize your thinking, plan your time, and carry out the work needed to complete each task.
Read each task in its entirety and read its corresponding rubric.
Locate and become familiar with all the ancillary materials referenced in the tasks and located near the end of this MoPTA Teacher Candidate and Educator Handbook, (e.g., glossary, lesson plan, and daily reflection form).
Develop a timeline for completing the four tasks.
Revised May 2015
Develop an outline for each task and related student work/instructional materials, with duedates for each task (realizing that some parts of each task can occur simultaneously).
What do I need to do?
What evidence do I need?
Completion date
(List) (List)
(List) (List)
(List) (List)
Before submitting each task of the performance assessment, you should check your responsesto see if all prompts and questions have been addressed and all required artifacts have beenlinked to your response, compare your responses to the required evidence listed in therubrics, and make sure that all items in the checklist are completed.
Make sure that you make and keep a copy of all your final documents before you submiteach task.
MoDESE. (2015). MoPTA Teacher Candidate and Educator Handbook (v. 3.0). Retrieved from http://mega.ets.org/s/pdf/mopta-candidate-educator-handbook.pdf.
Revised May 2015
Appendix G
Student Surveys
Revised May 2015
STUDENT SURVEYS
PURPOSE
In order to grow professionally, a teacher candidate will receive meaningful feedback from students regarding important aspects of their instruction and the classroom environment. This information will help a teacher candidate fortify his or her strengths and recognize
and target areas of need, ultimately resulting in improved practice and gains in student learning.
When to Use These surveys will be completed by the students in the middle of a teacher candidate’s
teaching experience for formative purposes and/or at the end of the year for more summative purposes.
How to Use Primary (pre-kindergarten through first grade): The teacher candidate will read
each question to his or her students.
Elementary (second through fifth or sixth grade): Students will complete the survey individually; the teacher candidate will make the appropriate accommodations or modifications necessary to meet student needs (e.g., reading aloud).
Secondary (sixth or seventh through twelfth grade): Students will complete the survey individually.
(© 2013 MoDESE) The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordinator – Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email [email protected]
Revised May 2015
STUDENT SURVEY FOR PRIMARY GRADES
Directions: The teacher should read aloud each survey question to the students. Students
should circle “Yes ” if they agree with the statement and “No ” if they disagree.
1. MY TEACHER BELIEVES I CAN LEARN.
Yes No
2. I know the rules in my classroom.
Yes No
3. My teacher knows what is happening in my classroom.
Yes No
4. My teacher wants to know about me.
Yes No
5. I like working with a partner or in a group.
Yes No
6. Learning is fun in my classroom.
Yes No
7. My schoolwork helps me learn.
Yes No
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8. When I make a mistake, my teacher wants me to fix it.
Yes No
9. I like to answer questions in class.
Yes No
10. When I don’t understand something, my teacher helps me.
Yes No
11. My teacher knows when I am learning and when I don’t understand.
Yes No
12. I have to think to answer questions in my class.
Yes No
Draw a picture of you doing your favorite thing in the classroom.
(© 2013 MoDESE) The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordinator – Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email [email protected]
Revised May 2015
STUDENT SURVEY FOR ELEMENTARY GRADES
Directions: Please circle the answer that best describes your own experiences in your class.
1. Learning is exciting in this class.
Never Sometimes Always
2. I believe I can learn in this class.
Never Sometimes Always
3. I understand the classroom rules and procedures.
Never Sometimes Always
4. I feel safe in the classroom.
Never Sometimes Always
5. I think about what is going on inside my head while I am learning.
Never Sometimes Always
6. My schoolwork helps me learn.
Never Sometimes Always
7. When I make a mistake, I am encouraged to fix it.
Never Sometimes Always
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8. When I don’t understand something, I receive help in this class.
Never Sometimes Always
9. I learn when I work with partners or in groups in this class.
Never Sometimes Always
10. I make predictions and find out if they are correct.
Never Sometimes Always
11. My teacher notices when I am not learning.
Never Sometimes Always
12. I answer questions and share what I think in class.
Never Sometimes Always
13. My teacher wants to know about me.
Never Sometimes Always
14. My teacher always knows what is going on in our classroom.
Never Sometimes Always
(© 2013 MoDESE) The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordinator – Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email [email protected]
Revised May 2015
STUDENT SURVEY FOR SECONDARY GRADES
Teacher's Name
Mark the number that applies to each statement given the following rating system.
1=never, 2=rarely, 3=often, 4=most of the time, and 5=always
Statement
1 I understand the rules and expectations in this class. 1 2 3 4 5
2 I receive clear and timely feedback on homework and projects so that I can improve my learning.
1 2 3 4 5
3 I am engaged in this class. 1 2 3 4 5
4 I problem solve and think critically through my learning experiences in this class.
1 2 3 4 5
5 I am comfortable talking with my teacher. 1 2 3 4 5
6 The classwork and homework enhance my learning. 1 2 3 4 5
7 I know how to get help with my assignments and learning. 1 2 3 4 5
8 My teacher wants to know about me and listens when I talk. 1 2 3 4 5
9 My teacher is aware of everything that is happening in the classroom.
1 2 3 4 5
10 I believe that I can learn in this classroom. 1 2 3 4 5
11 I can explain my thinking verbally and in writing. 1 2 3 4 5
12
I learn effectively in small groups. 1 2 3 4 5
13 Learning is exciting in this class. 1 2 3 4 5
14
What have you found to be helpful for your learning?
Revised May 2015
What suggestions do you have for changes that would improve your learning?
15
(© 2013 MoDESE) The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordinator – Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email [email protected]
Revised May 2015
Appendix H
Cooperating Teacher and University Supervisor
Evaluation Forms
Revised May 2015
MSSU Cooperating Teacher Evaluation Form Academic Year 2015-2016
Student's Name__________________________ Cooperating Teacher's Name_____________________________
Student's Social Security Number:____________________________________Major:________________________
School Name____________________________ District ______________________________________________
Grade(s) Taught____________________________ Subject(s)__________________________________________
Instructions: Please circle the number which best reflects your evaluation of the cooperating teacher's degree of implementation of the following items. The evaluation should be filled out at the end of the student teaching experience. The scale runs from 5 (most helpful) to 1 (least helpful). If you circled 1 or 2 (low ratings), please comment. Comments on other ratings are optional.
Most Least
1 The classroom pupils were prepared for the student teacher. 5 4 3 2 1
Comments:
2 The teacher prepared me for any potential problems, i.e. heath, 5 4 3 2 1
hearing, learning, etc. Comments:
3 The teacher provided me with a set of textbooks and included such 5 4 3 2 1
helpful materials as schedules, class roles, school handbooks,
curriculum guides, etc. Comments:
4 The teacher provided me with adequate work / study area in the 5 4 3 2 1
classroom. Comments:
5 The teacher took time to familiarize me with the principal school 5 4 3 2 1
personnel and facilities. Comments:
6 The teacher took time to explain record keeping procedures: 5 4 3 2 1
attendance reports, report cards, grade books, cumulative
folders, etc. Comments:
7 The teacher provided me with continuous constructive feedback, 5 4 3 2 1
suggestions, and encouragement. Comments:
8 During the first third, the first observation was scheduled and 5 4 3 2 1
conducted with a pre- and post-observation conference included.
Comments:
9 During the second third, the second observation was scheduled 5 4 3 2 1
and conducted with a pre- and post-observation conference included.
Comments:
10 During the last third, the third observation was scheduled and 5 4 3 2 1
conducted with a pre- and post-observation conference included.
Comments:
11 The mid-term and final evaluations were filled out and the results 5 4 3 2 1
shared with me. Comments:
12 The teacher encouraged me to observe in other classes and helped 5 4 3 2 1
me to participate in faculty meetings, PTO meetings, professional
meetings, etc. Comments:
13 The teacher was supportive of classroom decisions I made. 5 4 3 2 1
Comments:
14 The teacher provided a good role model as a professional educator. 5 4 3 2 1
Comments:
Revised May 2015
Revised May 2015
Student's Name_________________ University Supervisor's Name__________________________
Social Security Number:________________________ Major: _____________________Content:________________
Grade Taught _____________________ Subjects: ___________________________________________________
Academic Year 2015-2016
INSTRUCTIONS: Following the final visit by your university supervisor, please complete this form by circling the
number which best describes your agreement and/or evaluation of the statement.
Part I - The MSSU University Supervisor(s): Agree Disagree
1
Notified me in advance of at least two of the three required observation visits.
5 4 3 2 1
2
Arrived at classroom when expected; did not interrupt teaching schedule.
5 4 3 2 1
3 Spent sufficient time during visits to fairly assess my strengths and weaknesses.
5 4 3 2 1
4
Encouraged me to talk about my teaching experiences - both good and bad.
5 4 3 2 1
5 Provided specific and clear suggestions for improving my teaching (orally and on written forms).
5 4 3 2 1
6 Gave me the feeling of support or encouragement by the conclusion of each visit.
5 4 3 2 1
7 Caused me to reflect upon my reasons for using methods / techniques; i.e. engage in self-evaluation.
5 4 3 2 1
Part II - Summary 8 In general, I believe his/her comments were beneficial and enabled me to
improve my teaching.
5 4 3 2 1
Excellent Poor
9 The supervisor exhibited a (5-1) commitment to his/her role; i.e. the supervisory tasks.
5 4 3 2 1
10 The supervisor's suggestions and comments reflected an understanding of current practices in public school.
5 4 3 2 1
Part III - Professional Methods Preparation Agree Disagree
Elementary, Early Childhood, & Special Education, Middle School, and TESOL majors ONLY:
11 The education methods classes have provided professional and meaningful input in my student teaching.
5 4 3 2 1
K-12 and Secondary Education Majors, ONLY:
12 The content methods course related to my academic major has provided professional and meaningful input in my student teaching.
5 4 3 2 1
13 The space below may be used for any additional comments you may wish to make regarding your professional semester.
Revised May 2015
Appendix I
2015-2015 Portfolio
Regulations
Portfolio Requirements for 2015-2016 Graduates
Electronic format for submission and evaluation
One artifact and one reflection for each standard addressed
Each reflection must demonstrate:
o Candidate mastery of knowledge, skills, and dispositions within the MoSPE Standard
o Candidate understanding of how the artifact is tied to the MSSU Teacher Education Conceptual Framework
o Relationship to at least one educational theory/theorist
Revised May 2015
An appeal process is available in the rare occurrence there is a need for a substitute artifact (See Director of Clinical Field
Experiences or Teacher Education Department Chair
For Artifacts produced prior to Student Teaching, reflection AND scored rubric are to be entered at conclusion of the course
generating the Artifact. Uploaded rubrics for reflections are not required for artifacts generated in the field.
Standard 1 Artifact: “Junior Internship” Lesson Plan, with corresponding Formative Observation Form Course(s): EDUC 329 Pedagogical Theory, Methods, and Practices Standard 2 Artifact: “Teacher Candidate Observation Form” and accompanying Lesson Plan Course(s): EDUC 442, 444, 452, 462, 464-Student Teaching Focus the reflection on questions 1, 5 and 15 Standard 3 Artifact: “Teacher Candidate Formative Assessment” and accompanying Lesson Plan Course(s): EDUC 442, 444, 452, 462, 464/Student Teaching Focus the reflection on Standard 3 Standard 4 Artifact: Content Area or Adolescent Literature project Course(s): EDUC 422 Content Area Literacy I: MS/HS; EDUC 424 Content Area Literacy II: MS/HS, EDUC 343 Content Area
Literacy: Elementary Standard 5 Artifact: Classroom Management Plan Course(s): EDUC 423 Classroom Management
Standard 6 Artifact: Scan the Microteaching Rating Sheet from your Final Taping in Microteaching/EDUC 321, and upload it to your
electronic portfolio. Course(s): EDUC 321 Microteaching Standard 7 Requirement satisfied with satisfactory completion of DESE Tasks 1-4 Standard 8 Requirement satisfied with satisfactory completion of DESE Tasks 1-4 Standard 9 Artifact: Documentation of educational service learning experiences with birth to grade twelve youth. The candidate will
participate in twenty (20) clock-hours of educational volunteer service that “fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.” A few examples of possible activities: Boys and Girls Club, Special Olympics, Parents as Teachers, Young Authors, Destination Imagination, Odyssey of the Mind, etc.
Course(s): Experiences while candidate is in the Teacher Education Program.
Revised May 2015
MSSU Standard A Artifact: Final Multimedia Project Course(s): EDUC 301 Use of Computer Software in the Classroom MSSU Standard B Artifact: One exemplary artifact, selected by candidate, addressing any of the quality indicators. Course(s): Any course in Course of Studies. For secondary candidates, “content area” courses are recommended. Reflection is
explanation of why you consider this your best work.
Revised May 2015
Appendix J
Student Teaching Waiver
Revised May 2015
Waiver of Student Teaching Regulations
5 CSR 80-805.040 Clinical Experience Requirements for Candidates in Professional Education Programs (1) For the purpose of this rule, unless the context clearly requires otherwise, the following terms shall mean:
A) Accredited nonpublic school. A school that has met the standards of a state recognized accrediting agency and has received
the approval of such agency;
B) Board. Missouri State Board of Education;
C) Clinical experiences. Supervised student teaching or internships that are conducted in approved educational settings such as
a public or accredited nonpublic school or classroom. Students in professional education programs are immersed in the
learning community and are provided opportunities to develop and demonstrate competence in the professional roles for
which they are preparing;
D) Clinical faculty. Faculty from schools, preschool-grade twelve (12), and institutions of higher education responsible for
instructing, supervising, and assessing preservice education students during student teaching assignments, internships, or
other field experiences;
E) Cooperating teacher. A teacher with at least three (3) years experience in a public or accredited nonpublic school setting,
having professional classification certification in the content area and grade range being taught, with whom preservice
students are placed for student teaching or other field experiences to fulfill the requirements of a professional education
program;
F) Field experiences. Venues in which students in professional education programs may observe, assist, tutor, instruct, and/or
conduct research. Field experiences may occur in off-campus settings such as public or accredited nonpublic schools or
classrooms;
G) Internship. A post-licensure or graduate clinical experience under the supervision of clinical faculty; may also refer to a
preservice clinical experience;
H) Mentor. An experienced teacher, administrator, or other school professional with appropriate certification who provides
support to a beginning educator by providing instruction, coaching, counseling or other assistance in the performance of
his/her duties and responsibilities;
I) Preservice. The period of time during which a student is undergoing professional training to become a teacher, administrator
or other certificated school employee; and/or
J) Teacher assistant. An individual who has served as an assistant or aide with teaching responsibilities to a certificated teacher
in a public school or accredited nonpublic school setting.
(2) Each institution of higher education offering professional education program(s) for teacher certification shall require preservice
teacher education students to complete clinical and other field experiences under the supervision of a qualified cooperating
teacher and a qualified clinical faculty member from the institution’s professional education program in accordance with rules
promulgated by the board, with the following exception:
(A) Programs having preservice teacher education students who have been employed in public or accredited nonpublic
schools for at least two (2) years as teacher assistances shall accept such experiences in lieu of the conventional
student teaching requirements if the following conditions are met:
1. The preservice student’s experience as a teacher assistant was concurrent with the student’s participation in the
professional education program and in the same content area and grade range for which the student is seeking
certification;
Revised May 2015
2. The teacher assistant shall have conducted teaching activities comparable to those required for other preservice
education students in conventional student teaching placements and demonstrating similar competencies;
3. The teacher with whom the teacher assistant served meets the qualifications for a cooperating teacher, as
defined in this rule;
4. The teacher with whom the teacher assistant served has been provided training for observing and evaluating
the assistant’s teaching practice through the institution providing the assistant’s professional education
program or through the school or district’s mentor training program; and
5. The teacher assistant has been working with permission and under the authority of the principal of the school or
designee.
AUTHORITY: sections 161.097 and 168.021, RSMo 2000 and 161.092 and 168.400, RSMo Supp. 2002. *Original rule filed Sept. 24, 2002, effective April 30, 2003.
*Original authority: 161.092, RSMo 1963, amended 1973, 2002; 161.097, RSMo 1985; 168.021, RSMo 1963, amended 1973,1984, 1988, 1990, 1998, 2000; and 168.400, RSMo 1985, amended 1990, 2002.
For more information regarding this rule, please contact the Educator Preparation Section at (572) 751-0371.
Revised May 2015
Appendix K
SOS Student Ongoing Support
Revised May 2015
SOUTHERN’S ONGOING SUPPORT PLAN (S.O.S.)
FOR FIRST-YEAR TEACHER EDUCATION GRADUATES:
The department of Teacher Education at Missouri Southern State University has the highest degree of confidence in the abilities and expertise of the graduates of the Teacher Education Program. Historically, our graduates have performed very well in the teaching field and have become, for the most part, competent and able teachers of children and adolescents.
However, in an effort to grant a greater sense of security, job satisfaction and confidence to the first-year Teacher Education Program graduate, the SOS plan initiates a commitment that the Teacher Education Department and allied service departments will provide educational assistance and expertise to any first-year graduate who believes assistance is needed.
The SOS plan does not lessen or relieve the first-year teacher from assuming individual responsibility for improving instruction. The Teacher Education Department will assist the first-year teacher with any reasonable request for assistance.
First-year teachers or the principal of the employing school district may trigger the SOS plan by contacting the Department Chair, Teacher Education, MSSU, (417) 625-9309.