appendices for student teacher and educational field ...€¦ · appendices for student teacher and...

Student Teaching Appendices –Summer 2014 0

Appendices for Student Teacher and Educational Field Experience Team

Appendices Page(s)

A Contact Information 1

B School Schedule Report 2

C Professional Portfolio Evaluation Rubric 3

D Initial Report of Goals 4

E School Policies Report 5

F Student Teaching Weekly Planning & Reflection Report 6-7

G Student Teaching Reflective Exercise 8-9

H Formal Standards Based Lesson Plan 10-11

I Emergency Lesson Plan 12

J Student Teacher Classroom Visitation Record 13

K Student Teacher Final Evaluation (No longer in use) L Student Teaching Final Reflection 14

M Program Evaluation (Elementary) (emailed) 15

N Program Evaluation (Secondary) (emailed) 15

O Program Evaluation (K-12) (emailed) 15

P Student Teacher Faculty Field Supervisor Evaluation (emailed) 15

Q Colorado Model Evaluation System Rubric: Field Supervisor 16-30

Q(2) Colorado Model Evaluation System Rubric: Content Supervisor 31-33

Q(3) Third Observation Walk Through 34

R Teacher Professionalism Rubric: ASU Classroom Based Setting 35-36

S Teacher Professionalism Rubric: Field Based K-12 Setting 37

T Philosophy Statement Rubric 38

U Action Plan for Professional Growth 39

V Self-Assessment for Teaching 40

W Field Supervisor Final Report Checklist 41

X Student Teaching Task Timeline 42-43


APPENDIX A

Undergraduate Teacher Education Department Contact Information

On-campus/Off-campus (Distance Learning)

208 Edgemont Blvd. Suite 3050

Alamosa, CO 81101

PHONE 719 587-7776

FAX 719 587-8145

[email protected]

Located in McDaniel Hall 241

CDE Model Evaluation (Some forms have been revised for ASU Teacher Education use)

mailto:[email protected]


http://www.cde.state.co.us/EducatorEffectiveness/downloads/Teacher%20Rubric/DRAFT%20Rubric_only_%20for%20Evaluating%20CO_rev%205_01_12.pdf


SCHOOL SCHEDULE REPORT APPENDIX B

Email this to [email protected] during the first week of Student

Teaching along with a copy of the school calendar.

Student Teacher Name School Name

School Phone Principal Name

Mentor Teacher Name Mentor Teacher Email

Grade and Classroom Number Best time to contact you by phone

School Schedule:

Start time: End time:

Hour and subject taught:

Holidays in the semester:

Non-pupil days in the semester:

Best times for a conference:

Best times for an observation:


Professional Portfolio Evaluation Rubric (revised 5/5/10) APPENDIX C

Student Teacher _ Evaluator

Pre

sen

tati

on

Criteria Descriptor Advanced Proficient Not Proficient

Format (Include CP and TOC if in print, only contact info if submitted online)

Cover page, Table of Contents, dividers make materials accessible and easy to read

Portfolio contains a cover page with name and contact information, dividers are visible and readable, TOC directs reader to each section

All elements are present, but lack clarity or organization

Some elements missing

Context Setting (applies to Teaching Artifacts and Evidence of Effectiveness only)

Each entry is preceded by a paragraph that describes what the artifact is and what it shows about the portfolio developer

Paragraph clearly describes the entry and how it reveals the candidate’s capabilities

Paragraph explains connection of entry to abilities, but is poorly written or has significant mistakes

Paragraph is missing

Professional Plan

Indications of or plans for continuing professional development: courses, workshops, professional organizations, reading lists; uses outside observations/visits

Well developed plan for continuing development; makes connections with current experiences, includes outside observations and follows up on areas of need

Well developed plan for continuing development; may miss connections with current experiences; does not follow up on areas of need

Incomplete or missing plan for continuing development; does not make connections with current experiences or follow up on areas of need

Teach

ing

Teaching Philosophy

Includes a 1 to 2-page description of an educational vision that clearly presents the beliefs of the candidate

Philosophy is clear and compelling; no grammatical or spelling errors

Philosophy is adequately developed with few grammatical or spelling errors

Philosophy is poorly developed or missing with many grammatical or spelling errors

Teaching Artifacts

Projects, presentations, research papers, visuals, lesson plans, assessments, PowerPoint’s, etc.

Well developed, thoughtful and standards-based artifacts that present a concise snapshot of candidate’s teaching

Adequate artifacts that present a concise snapshot of candidate’s

teaching

Incomplete, inconsistent, not linked to standards or an incomplete picture of candidate’s teaching

Evidence of Effectiveness

Proficiencies, student evaluations, teaching awards, reflections or plans for gathering student feedback

Artifacts demonstrate systematic, purposeful and standards-based learning by students and candidate’s ability to use data to inform instruction

Adequate artifacts demonstrate standards-based learning by student and candidate’s awareness of the use of data to inform instruction

Incomplete artifacts do not demonstrate systematic, purposeful and standards-based learning by student or candidate’s ability to use data to inform instruction

Pro

fess

ion

al

Do

cum

ents

Résumé Portfolio includes a résumé that clearly presents the education and experience of the candidate

Résumé has all essential elements and formatting that enhances the presentation

Résumé lacks key elements or is formatted in a way that makes it difficult to identify elements

Résumé is incomplete or missing or has several spelling or grammar errors

Transcripts Transcripts from all college work Transcripts are complete and official or copies of official

Transcripts are complete but may not be clear copies

Transcripts are incomplete and/or unclear



ADAMS STATE UNIVERSITY

APPENDIX D

DEPARTMENT OF TEACHER EDUCATION

Student Teaching Initial Report of Goals

Student Teacher

Purpose

This activity will help you focus on what it is you hope to gain during the student teaching experience. Place this initial report of goals in your Student Teaching notebook and share it with your mentor teacher and college field supervisor.

Professional Goals and Resources

List at least five professional goals you wish to achieve during the student teaching experience that will demonstrate your ability to be a reflective decision maker. Incorporate goals directed toward

professional competence

facilitating learning

demonstrating leadership Include resources and assistance you think you will need to accomplish these goals.

1. 2. 3. 4. 5.

Mentor Teacher College Field Supervisor (Signature indicates report was reviewed)


School Policies Report

APPENDIX E

Handbooks By the end of the first week, obtain a copy of the following information as it pertains to your assigned school:

Safe Schools Handbook

Student Handbook

Faculty and Staff Handbook

Student’s Rights and Responsibilities

Rights

Smoking policy

Suspected drug or alcohol abuse

Student locker privacy

School discipline procedures (ie, detention, suspension, expulsion)

Alternative enrichment programs

Attendance and Movement Policies

Responsibilities

Dress code

Supplies and expenditures (what students are expected to provide)

Charges for lost/damaged materials

Referral procedures for student support services Policy for Attendance

Attendance

Tardiness

Make-up work

Policy for Movement

Hallways

Restrooms

Change of classes

Emergency evacuations

Field trips

Visitors in the school

Teacher Rights and Responsibilities

Rights

Leaving school premises

District leave policy

School violence and harassment policies

Community/ School Relationships

Responsibilities

School day start and end times

Lesson plan procedures

Grading policies

Dress code

Student health needs policies 1. Administering prescription and non-prescription drugs 2. Handling seizure episodes 3. Parental notification 4. Emergency health care

Reporting suspected child neglect and abuse

Supervision duties

Fund raising activities

Policy for involvement

Parent-teacher organizations

School committees

Career education exploration


APPENDIX F (1/2 pages)



Student Teaching Weekly Planning and Reflection Report

Student Teacher

Week #

Directions: The student teacher and the mentor teacher should complete this form together. In Part I, plans are made for the upcoming week. At the end of the week, Parts II, III and IV should be completed, reflecting on the week and planning for professional growth.

I. Classroom/School Responsibilities

The specific responsibilities I will assume this week are: Teaching Responsibilities

A.

B.

C.

Non-Teaching Responsibilities

A.

B.

C.

II. Weekly Reflection

Reflect on the responsibilities I assumed this week. I feel I gained new skills in:

I feel I need to work on these areas:

APPENDIX F (2/2 pages)


III. Summary (to be completed by Mentor Teacher) Observation of growth and recommendations for continued progress.

IV. Student Teacher Growth Goals for Week #

A.

B.

C.

D.

Mentor Teacher Date Student Teacher Date

College Field Supervisor (Signature of college field supervisor indicates the report was reviewed.)


APPENDIX G (1/2 pages)



Student Teaching Reflective Exercise

Student Teacher Date

Subject Grade_

Title of

Lesson

Directions Complete this reflective exercise as indicated on the Student Teaching Task Timeline. Select a specific lesson for your responses. Then use this to write a 1-2 page narrative.

Colorado Content Standard

The complete and precise standard:

Lesson 1. Motivation Evidences Anticipatory set

Opportunity for student success Student interest Students engaged in lesson

2. Reinforcement Positive reinforcement Feedback with encouragement Corrective feedback Intermittent reinforcement

3. Constructivist learning Relevance to real-life application

Guided practice Independent practice Closure Appropriate modeling Accommodations for diversity

4. Assessment Validity of tool Aligned to content standard Learning style accommodations *Assessment profile *Assessment profile: written tests, performance assessments, rubrics, projects, demonstrations, oral reports, etc.

APPENDIX G (2/2 pages)


Best Practice How did this lesson reflect my understanding of best practices?

Effective Lesson

What could I have done differently that would have made the lesson more effective? (Procedures, physical environment, method of assessment, behavior management, monitoring and adjusting, etc.)

Benchmark What follow-up work is needed for students who did not reach the benchmark?

Teaching

Practices

What have I learned about my teaching practices as a result of this reflection? What will

I do with this information?

Educational Practices

What have I learned about educational practices? My comments on those that apply: 1. The role of the teacher 2. The role of schools and society 3. The role of the learner 4. The science of learning 5. Specific teaching competencies 6. The role of community and family

Student Teacher

College Field Supervisor (Signature indicates the report was reviewed.) Date


Name: Grade Level: Title of Lesson:

ST

AN

DA

RD

S-B

AS

ED

LE

SS

ON

PL

AN

A

PP

EN

DIX

H Content Area(s)

Teacher Quality Standards:

Know Content

Establish Environment

Facilitate Learning Reflect on Practice

Demonstrate Leadership (TPR)

Student Growth

Standard(s)

Prepared Graduates

Grade Level Expectations

Concepts and Skills Students Master

Evidence Outcomes 21st Century Skills and Readiness Competencies (Critical Thinking/Reasoning, Information Literacy, Collaboration, Self-Direction, Invention)

Inquiry Questions:

● Establish Environment

● Standards Driven Instructional Objective(s)/

Learning Target(s) (Skill and Relevance, along with measurable artifact)

●●●●●●

Assessment


●●●●●●

Facilitate Learning: Instructional Plans and Procedures

Building Background Knowledge (Schemata)

Vocabulary Development

Materials

Instruction (Steps 1, 2, 3…) - Learning Modalities (HELM) - SIOP Components - Gradual Release Model (I do, We do,

You do)

Accommodations and or Modifications - RTI (Academic and Behavioral) - WIDA (CLD) - IEP, IFSP, ALP, ILP, 504

●●

Data Analysis Assessment Tools Checklists, Anecdotal

Notes, Conferring Logs

Benchmarks

Curriculum Based Measurement (CBM)

●●●●●●

Reflect on Practice (How did the lesson go? Would you make any

changes? How was your feedback to students? Are there any areas in which you need to grow professionally (knowledge, critical thinking, management, delivery)?

● Student dispositions (educational practices, advocates for education, ethical standards, etc.) will be measured using the ASU Teacher Professionalism Rubric (TPR). The TPR is a continuous measure of student dispositions.


APPENDIX I

EMERGENCY LESSON PLANS

Explanation Many schools require teachers to provide emergency lesson plans in case of unexpected absence. As the student teacher, you

will be advised to prepare emergency lesson plans for the same reason. These plans are written in advance and contain the same contents needed in all good lesson planning:

standards objectives materials

instruction procedures

assessment of pupils and instruction accommodations All materials should be included and ready to use without additional preparation.

Content The content of the emergency lesson plans need not relate to a particular content area. Learning activities may be

planned in areas as follows:

physical education music

art

creative writing literature

Intended use These plans may be challenging and thought provoking (e.g., mind-benders or mazes) and may be intended for one or more

of the following:

relaxation/recreation appreciation

developing creative expression reinforcement of a skill

reinforcement of facts needing later recall enrichment

greater breadth of application and/or understanding in any knowledge area previously presented


APPENDIX J

STUDENT TEACHER CLASSROOM VISITATION RECORD

Student Teacher Date of Observation

School Name Name of Host Teacher

Grade Description of Environment

Student teachers are required to complete four ½ day observations in other classrooms. These visits could be in the same building, in another school, or in another school district.

You may take notes on this page or your notebook. However, your reflection essay should be 2-3 pages typed and placed in your Student Teaching notebook.

Detail the structure and activities of the class you observed. Be sure to include:

A description of the learners

A description of the program environment

A description of the learning processes observed

A reflection of what was learned from the observation

Signature of Host Teacher Date


TE

AC

HIN

G P

RA

CT

ICE

An

alyze

Reflect

TH

E S

TU

DE

NT

Ref

lect

A

nal

yze

ADAMS STATE UNIVERSITY Student Teaching Field Experience Epilogue Final

Reflection

APPENDIX L

Student Teacher At the conclusion of the student teaching experience, it is appropriate to spend time reflecting on the experience and your growth as a professional. While this experience is fresh in your mind, consider the following questions and respond to them briefly. Use this to guide your narrative. This narrative should be in your Student Teaching notebook and your Professional Portfolio. It should also be turned into your Supervisor.

1. How successful were you in achieving your initial professional goals and in demonstrating your

ability to be a reflective decision maker?

2. What have you discovered about facilitating learning for students?

3. What have you discovered about professional responsibility?

4. How will you continue to grow as a professional (seek out and manage resources for the purpose

of instruction, develop positions on a wide-range of educational issues, understand and implement state standards, and model best practices) as you work toward acquiring your Professional Teacher’s License?

THE SCHOOL

Reflect Analyze Reflective

Decision Maker Analyze Reflect

THE TEACHER

College Field Supervisor (Signature of college field supervisor indicates the report was reviewed.)


PROGRAM EVALUATION

Elementary Education

APPENDIX M

At the end of the student teaching semester,

this evaluation will be sent to the student, completed and submitted

electronically.

APPENDIX N

PROGRAM EVALUATION

Secondary Education

At the end of the student teaching semester, this evaluation will be sent to the student,

completed and submitted electronically.

APPENDIX O

PROGRAM EVALUATION

K - 12 Education

At the end of the student teaching semester, this evaluation will be sent to the student,

completed and submitted electronically.

APPENDIX P

FACULTY FIELD-SUPERVISOR EVALUATION

At the end of each student teaching supervisor visit, this evaluation will be sent to the student, completed

and submitted electronically.


16 Student Teaching Appendices –Summer 2014

Evaluation Worksheet

APPENDIX Q

Student Teacher Name Student ID # Date

School Setting # of Observation

This form should be completed by the College Field Supervisor, Mentor Teacher, and possibly the building principal while evaluating lessons presented by the Student Teacher. After the lesson is completed, the evaluator should meet with the student teacher to go over the evaluation.

Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, soc ial studies,

arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in

his or her content endorsement area(s).

Basic

Partially Proficient Proficient

(Meets State Standard)

Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards; their District's organized plan of

instruction; and the individual needs of their students.

The teacher: Delivers lesson plans that reflect:

O Daily review and revision.

O Instructional objectives appropriate for

students.

O Explicit connections to specific learning

objectives and approved curriculum.

. . . and

The teacher:

Delivers lesson plans based on: O Students’ needs.

O Colorado Academic Standards.

O District’s plan of instruction.

O Stated; learning objectives.

. . . and

The teacher: O Collaborates with other school staff

to vertically and horizontally align, articulate, and deliver the approved

curriculum.

Element b: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.

This section describes professional practices that should be demonstrated by ALL TEACHERS.

The teacher:

O Demonstrates an understanding of literacy content and skills.

O Emphasizes literacy connections while

teaching content.

. . . and

The teacher:

Makes complex reading accessible to students by: O Adjusting literacy resources

(text) to students’

instructional skill levels.

O Integrating literacy skills and

knowledge into a balanced

lesson.

O Providing content relevant to

. . . and

The teacher:

Provides instruction that enhances students’: O Critical thinking and reasoning.

O Information literacy.

O Literacy skill development.


Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, soc ial studies,

arts, physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in


Basic



Element b: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.

This section describes professional practices that should be demonstrated by

ELEMENTARY TEACHERS responsible for teaching language arts and/or reading.

The teacher: O Emphasizes literacy connections

While teaching content other than reading, English, or language arts.

. . . and

The teacher: Integrates literacy skills into lessons and assignments across subject areas, including:

O Phonological awareness

O Phonics.

O Vocabulary.

O Comprehension.

O Fluency.

O Writing. O Speaking.

O Listening skills.

Engages students in instruction that

is:

O Purposeful.

O Explicit.

O Systematic.

. . . and

The teacher: Provides literacy instruction that is:

O Needs-based.

O Of sufficient intensity and

duration to accelerate learning.

This section describes professional practices that should be demonstrated by SECONDARY TEACHERS responsible for teaching English, language arts and/or reading.

The teacher:

O Teaches and provides opportunities for students to apply literacy skills

. . . and

The teacher: Integrates literacy skills into lessons and student learning opportunities,

including:

O Vocabulary. O Comprehension.

O Fluency.

O Writing.

O Speaking.

O Listening skills.

Engages students in instruction that

is:

O Purposeful.

O Explicit.

O Systematic.

. . . and

The teacher: Provides instruction that is: O Needs-based.

O Of sufficient intensity and

duration to accelerate learning.

O Professional Practice is Observable during a classroom observation.

Professional Practice is Not Observable during a classroom observation.


Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary Teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, soc ial studies, arts, physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in


Basic



Element c: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability.

This section describes professional practices that should be demonstrated by

ALL TEACHERS.

The teacher: O Includes relevant math concepts in

discussions that do not have math as the primary focus.

O Promotes and encourages students to make

explicit math connections across content.

. . . and

The teacher: O Emphasizes to students why

they need to learn math content and skills.

O Uses instructional strategies that

require students to apply and

transfer mathematical knowledge

to different content areas

. . . and

The teacher:

O Emphasizes interdisciplinary connections to math.

O Models mathematical

thinking.

This section describes professional practices that should be demonstrated by ALL TEACHERS responsible for teaching math.

The teacher: Focuses math instruction beyond: O Recall of facts.

O Development of computational

skills.

O Math as a series of rote procedures.

Models:

O Appropriate mathematical

communication.

O A variety of mathematical practices.

. . . and

The teacher: Presents concepts: O In sequence.

O In a manner appropriate to

students’ age and grade.

O Helps students understand

mathematics as a discipline.

O Provides a balance of teaching for

conceptual understanding and

teaching for procedural fluency.

. . . and

The teacher: Establishes an effective mathematics environment by:

O Challenging students to think

deeply about the problems.

O Requiring students to explain their

solutions. O Posing questions that stimulate

students’ curiosity and encourage

them to investigate further.

O Actively engaging students in

doing math.

O Using real-world examples for

problems

whenever possible.




Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary Teacher has knowledge of literacy and mathematics and is an expert in his or

her content endorsement area(s).

Basic



Element d: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.

The teacher: O Breaks down concepts into instructional

parts and teaches each part using

appropriate, effective strategies and/or

tools.

O Uses instructional materials that are

accurate, appropriate, and relevant for

the lesson being taught.

O Employs a variety of instructional

strategies to address student needs.

. . . and

The teacher:

Provides explanations

of content that are:

O Accurate.

O Clear. O Concise. O Comprehensive.

. . . and

The teacher:

Embeds activities in the

lessons that require use of:

O A variety of explanations and multiple representations of concepts and ideas.

O A variety of inquiry methods to explore new ideas and theories.

Element e: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.

The teacher:

O Emphasizes key concepts and

connects them to other powerful ideas

within the content area.

O Connects lessons to other disciplines

and/or content areas.

. . . and

The teacher: Establishes and maintains

environment and uses

instructional strategies that:

O Articulate content and

interdisciplinary connections.

O Integrate literacy skills

across content areas.

. . . and

The teacher: O Carefully and clearly develops, clarifies,

and elaborates on interdisciplinary connections for students.

O Employs instructional strategies that

include literacy, numeracy, and language

development across content areas.




Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expe rt in his

or her content endorsement area(s).

Basic



Element f: Teachers make instruction and content relevant to students and take actions to connect students’ background and

contextual knowledge with new information being taught.

The teacher: Selects instructional materials and strategies based on their: O Relevance.

O Central contexts.

O Foundational evidence base.

O Links lessons to students’ prior knowledge.

O Encourages and provides opportunities

for students to make connections to prior

learning.

. . . and

The teacher:

Delivers lessons and units and uses instructional strategies

that:

O Help students connect to their

learning by linking the current

lesson with prior knowledge,

experiences, and/or cultural

contexts.

O Provides supports that facilitate engagement.

. . . and

The teacher:

O Delivers lessons and uses materials

to ensure that students’ backgrounds and contextual knowledge are considered.

O Provides opportunities for students to

self- select tasks that accelerate their

learning.

O Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

Evaluator Comments (Required for Ratings of “Not

Evident” or “Partially Proficient” and recommended for all

rating levels).

Comments of person being evaluated. Please indicate the

element for which the comment applies if not for the

standard as a whole.


Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Basic



Element a: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing

relationship with caring adults and peers.

The teacher:

O Creates a classroom environment conducive to learning.

. . . and

The teacher creates a classroom environment

that features:

O Mutual respect.

O Positive relationships between and

among students.

O Empathy for each student.

. . . and

The teacher:

O Creates a classroom environment which values diverse perspectives.

O Establishes a nurturing and caring relationship with each student.

Element b: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.

The teacher:

creates a classroom environment in which diversity is:

O Respected.

O Used to further student

learning.

. . . and

The teacher:

O Uses instructional approaches and materials that reflect students’ backgrounds.

O Acknowledges the value of each student’s

contributions to the quality of lessons.

O Is sensitive and welcoming to diverse

family structures.

. . . and

The teacher:

establishes processes that result in: O A strong sense of community among

students.

O Effective interactions among students. O Respect for individual

differences. O Positive social relationships.

O Common goals for all students.

Element c: Teachers engage students as individuals with unique interests and strengths.

The teacher:

O Implements lessons that reflect

student interests.

. . . and

The teacher:

O Uses results of student interest

inventories to design lessons and materials. O Encourages students to expand and

enhance their learning.

O Acknowledges students for their

accomplishments.

. . . and

The teacher:

O Asks appropriately challenging

questions of all students. O Scaffolds questions. O Gives wait time equitably.

O Ensures that all students participate in

class activities.



Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Basic



Element d: Teachers adapt their teaching for the benefit of all students, including those with special needs, across a range of ability levels.

The teacher: O Adapts lesson plans to address

individual student needs. Implements recommendations of

specialists and colleagues to address

student needs.

. . . and

The teacher: Designs instruction to address

learning needs of all students. O Monitors the quality of student

participation and performance.

. . . and

The teacher: Solicits input from colleagues to

understand students’ learning needs. O Uses multiple strategies to teach and

assess students.

O Challenges and supports students to learn

to their greatest ability.

Element e: Teachers provide proactive, clear and constructive feedback to families about student progress and work

collaboratively with the families and significant adults in the lives of their students.

The teacher: O Establishes a classroom

environment that is inviting to families and significant adults.

. . . and

The teacher: O Maintains respectful relationships

with students, their families, and/or significant adults.

Uses a variety of methods to

initiate communication with

families and significant adults.

. . . and

The teacher: Provides clear and accurate feedback

to parents regarding student needs and progress.

Coordinates flow of information between

families and colleagues who provide

student services.

Element f: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies.

The teacher: O Provides clear expectations to

guide student classroom

behavior.

O Holds students accountable for

adherence to school and/or class rules.

. . . and

The teacher: O Puts procedures in place to

maximize instructional time.

. . . and

The teacher: O Makes maximum use of instructional

time.

O Maintains a safe and orderly

environment.





rating levels).




Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Basic



Element a: Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.

The teacher:

O Differentiates instruction.

O Modifies content to assure that

students are able to work at their ability levels.

. . . and

The teacher:

O Studies recent/current

research to expand personal knowledge

of how students learn.

O Builds on the interrelatedness of

students’ intellectual, social, and

emotional development.

. . . and

The teacher:

O Applies knowledge of current developmental science to address

student needs.

Collaborates with colleagues with

experience in developmental science

to improve the quality of lessons.




Basic



Element b: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic

standards, and advances students’ level of content knowledge and skills.

The teacher:

Uses assessment results to

guide adjustments to

instruction.

O Has explicit student outcomes

in mind for each lesson.

. . . and

The teacher:

O Instructs and assesses required

skills.

O Aligns instruction with academic

standards and student assessment

results.

O Monitors instruction against student

performance and makes real-time

adjustments.

. . . and

The teacher:

O Encourages students to take academic risks.

O Makes sure students meet learning

objectives while increasing mastery

levels.

Element c: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students.

The teacher:

O Incorporates evidence-based

strategies into lessons.

. . . and

The teacher:

O Makes connections between student

data and research-based practices.

. . . and

The teacher:

O Individualizes instructional approach to

meet unique needs of each student.

Element d: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.

The teacher: O Uses available

technology to facilitate classroom instruction.

. . . and

The teacher: O Employs strategies and procedures

to ensure that students have equitable

access to available technology.

O Monitors the use of available

technology in the classroom.

. . . and

The teacher: Uses available

technology to:

O Enhance student learning.

O Develop students’ knowledge and skills.

O Enhance creative and innovative skills.

O Provide engaging and motivating learning

experiences.



Basic



Element e: Teachers establish and communicate high expectations for all students and plan instruction that helps students develop

critical-thinking and problem solving skills.

The teacher:

O Has high expectations

for all students.

O Holds students accountable for their learning.

. . . and

The teacher: O Sets student

expectations at a level that challenges students.

O Incorporates critical thinking and

problem-solving skills.

. . . and

The teacher:

O Challenges all students to learn to their

greatest ability.

O Systematically and explicitly teaches higher- order thinking and problem-solving skills.

O Ensures that students perform at levels meeting

or exceeding expectations.

Element f: Teachers provide students with opportunities to work in teams and develop leadership qualities.

The teacher:

O Includes all students in

individual and group

activities.

. . . and

The teacher: plans lessons that:

O Provide opportunities for students to

participate using various roles and

modes of communication.

. . . and

The teacher: O Flexibly groups students.

O Adjusts team composition based on lesson

objectives and student needs.

O Varies group size, composition, and tasks to

create opportunities for students to interact and

learn from each other.




Basic



Element g: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.

The teacher:

O Communicates effectively

with students.

. . . and

The teacher:

O Models effective communication skills.

O Encourages students to communicate

effectively.

. . . and

The teacher:

O Teaches students to be effective communicators.

O Provides opportunities for students to practice communication skills.

Element h: Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments,

and use results to plan further instruction.

There is inadequate

evidence that the teacher: Provides actionable

feedback to students,

families, and

significant adults.

O Involves students in

monitoring their learning.

O Assesses learning

outcomes appropriately.

The teacher:

Implements appropriate strategies for assigning grades.

Evaluates student performance based on

multiple measures.

Includes documentation of student progress toward mastery of state content

standards in assessment plans.

. . . and

The teacher: O Uses a variety of assessment methods. O Provides actionable, timely, specific and

individualized feedback about the quality of

student work.

O Teaches students to use feedback in their

learning.



Evident” or “Partially Proficient” and recommended

for all rating levels). Please indicate the element for

which the comment applies if not for the standard as

a whole.


element for which the comment applies if not for the standard

as a whole.


Quality Standard IV: Teachers reflect on their practice.

Basic

Partially Proficient Proficient (Meets State Standard)

Element a: Teachers demonstrate that they analyze student learning, development, and growth and apply what they learn to improve

their practice.

The teacher:

Collects and analyzes student

data to inform instruction.

Uses data to:

Support student learning.

Inform practice.

. . . and

The teacher: Collects multiple examples of

student work to determine

student progress over time.

. . . and

The teacher applies knowledge of student learning,

development, and growth to the development of :

Lesson plans.

Instructional strategies.

Element b: Teachers link professional growth to their professional goals.

The teacher: Implements performance

feedback from supervisor and/or colleagues to improve practice.

Actively engages in professional

development focused on:

O Addressing student needs.

O School and district initiatives.

O Meeting professional goals.

. . . and

The teacher: Engages in professional

development activities based on:

Likelihood of having a

positive impact on student

learning.

Alignment with

Colorado Academic Standards

and school and district

initiatives.

Current research.

Student needs.

. . . and

The teacher: Advocates for professional development

professional development that is evidence based and targeted toward improving student

outcomes.

Applies knowledge and skills learned through

professional development to professional

practice.



Quality Standard IV: Teachers reflect on their practice.

Basic



Element c: Teachers are able to respond to a complex, dynamic environment.

The teacher: collaborates with colleagues to: Implement new ideas to improve

teaching and learning.

Support struggling students.

Contribute to campus goals.

. . . and

The teacher: Maintains a positive,

productive and respectful

relationship with colleagues.

. . . and

The teacher: initiates and leads collaborative activities with colleagues to:

Analyze student data and interpret

results.

Apply findings to improve

teaching practice.

Support struggling and/or advanced/above

grade level students.




rating levels). Please indicate the element for which the

comment applies if not for the standard as a whole.




Quality Standard V: Teachers demonstrate leadership.

Basic



Element a: Teachers demonstrate leadership in their schools.

The teacher: Participates in school activities

expected of all teachers.

Works collaboratively for the benefit of

students and families.

Supports school goals and initiatives.

. . . and

The teacher: Contributes to

school committees and teams.

. . . and

The teacher: Leads school-based teams to

leverage the skills and knowledge of

colleagues and families.




Quality Standard V: Teachers demonstrate leadership.

Basic

Partially Proficient Proficient (Meets State Standard)

Element b: Teachers contribute knowledge and skills to educational practices and the teaching profession.

The teacher: Shares expertise with colleagues. Supports the work of colleagues.

Actively participates in activities designed to

improve policies and procedures that affect

school climate, family partnering, and student

learning.

. . . and

The teacher: collaborates with colleagues to:

Support student growth and

development.

Provide input into policies and procedures that affect school climate

and student learning.

Partner with families.

. . . and

The teacher: Leads professional growth

and development activities

whenever possible.

Element c: Teachers advocate for schools and students, partnering with students, families and communities as appropriate.

The teacher:

Partners with every family to support student success.

. . . and

The teacher: Discusses potential revisions

to policies and procedures with

administrators to better address student, family, and school needs.

. . . and

The teacher:

Contributes to in school and/or district committees

to advocate for students and

their families.

Element d: Teachers demonstrate high ethical standards.

The teacher: Maintains confidentiality of

student records as required by law. Adheres to standards of professional

practice.

. . . and

The teacher: O Models ethical behavior,

including honesty, integrity, fair

treatment, and respect for others.

. . . and

The teacher: O Maintains confidentiality

of student, family, and fellow teacher interactions as well as student data.


Evaluator Comments (Required for Ratings of "Not Evident" or

"Partially Proficient" and recommended for all rating levels).

Please indicate the element for which the comment applies if not

for the standard as a whole.




Name of Person Completing Form:

Student Signature Date

Field Supervisor Signature Mentor Teacher Signature Date


Appendix Q

Observation Debrief:


Appendix Q(2)

Content Area Supervisor Evaluation Sheet

Student Teacher Name Student ID # Date # of Observation

This form should be completed by the ASU Content Area Supervisor as they observe lessons conducted by the student teacher.

Standard

Elements

I. Mastery

of

and

Pedagogical

Expertise in

the Content

They Teach

II.

Safe, Inclusive

and Respectful

Learning

Environment

for Diverse

Population of

Students


Appendix Q(2)

Standards

Elements

III.

Effective

Instruction and

an

Environment

that Facilitates

Learning

IV.

Reflection

on Practice

V.

Leadership

Student Signature Date

Content Supervisor Signature Mentor Teacher Signature Date


Appendix Q(2)

Observation Debrief:


Third Observation Walk Through

APPENDIX Q3

Student Teacher ID # ASU Supervisor

Mentor Teacher School

Classroom setting Whole group Small group One on one

Elementary Secondary Subject

Standard 1: Teacher demonstrates pedagogy expertise in content and interconnectedness of literacy in the classroom.

Evidence No Evidence

Not Applicable

a. Learning objective for subject being taught is visible in the classroom.

b. Evidence of literacy used in the lesson either verbally or visually.

c. Teacher is knowledgeable of content being taught d. Students are engaged and actively participating e. Classroom in well managed and students are engaged f. Evidence of differentiation in classroom, materials and visual aids.

Standard 2: Teachers establish a safe environment, inclusive and respectful learning environment for a diverse population


Not Applicable

a. Classroom is positive and teacher is displaying positive nurturing relationships with students.

b. There is evidence or respect for diversity and engagement of all students.

c. Lesson is diverse enough to engage all students ( Exceptional, CLD and Gifted)

d. Students are engaged and working with others during the lesson.

e. Student behavior is engaging and acceptable during walk through.

f. Evidence in the room of visual behavior expectations. Standard 3: Teacher plans and delivers effective instruction and creates an environment that facilitates learning.


Not Applicable

a. Teacher is organized and there is evidence of planning. b. Materials used align with lesson being taught c. Teacher is engaged and creative in planning and using best practices.

d. Evidence of positive encouraging statements directed to students and student groups.

e. Language of teacher communicates high expectations f. Evidence of informal assessments occurring in the classroom.

g. Evidence of technology being used in the lesson. h. Interconnects other subjects into lesson ( science, math, social studies,

health) naturally into planning

ASU Supervisor Date


Student Teacher Date

Mentor Teacher Date


Appendix R

ASU Teacher Professionalism Rubric: ASU Classroom Setting

Student Name Student ID # Course Name/Number

Indicators Rarely Demonstrated/Concern (RD) Developing (D) Strongly Demonstrated (SD)

Pe

rso

nal In

tera

cti

on

s

Written and/or Oral Communication

RD D SD

Communication (written and/or oral) was consistently unprofessional. Instructor was not notified in advance of absences and/or tardies.

Communication (written and/or oral) was sometimes unprofessional. Instructor was not always notified in advance of absences and/or tardies.

Communication (written and/or oral) was professional. Instructor was notified in advance of absences and/or tardies.

Collegial Interactions

RD D SD

Classroom interactions were often disrespectful, and/or distractions were frequently observed (e.g., texting, checking email, or engaged in side conversations). Candidate was not engaged and/or supportive of colleagues. Candidate rarely displays flexibility in thought and action.

Classroom interactions were occasionally disrespectful, and/or distractions were sometimes observed (e.g., texting, checking email, or engaged in side conversations). Candidate was not fully engaged and/or fully supportive of colleagues. Candidate sometime displays flexibility in thought and action.

Classroom interactions were respectful with no distractions. Candidate was fully engaged and fully supportive of colleagues. Candidate displays flexibility in thought and action.

Responsibility for Professional Growth

RD D SD

Candidate is rarely open to continuous learning and fails to demonstrate the ability to initiate critically reflective practice. Inquiry, creativity, questioning, researching, and evaluating have seldom been observed. Candidate hardly ever engages in collaboration with others in ways that demonstrates an ability to be open to other perspectives and cultures.

Candidate is often open to continuous learning by initiating critically reflective practice through inquiry, creativity, questioning, researching, and evaluating. Candidate also frequently engages in collaboration with others in ways that demonstrates an ability to be open to other perspectives and cultures.

Candidate consistently remains open to continuous learning by initiating critically reflective practice through inquiry, creativity, questioning, researching, and evaluating. Candidate also engages in collaboration with others in ways that demonstrates an ability to be open to other perspectives and cultures.

Comments:


ASU Teacher Professionalism Rubric: ASU Classroom Setting

Appendix R

Indicators Rarely Demonstrated/Concern (RD)

Developing (D) Strongly Demonstrated (SD)

Pro

fessio

nal

Pra

cti

ces

Timeliness & Punctuality

RD D SD

Candidate was frequently absent/late for the scheduled course time. Most assignments and/or artifacts were either submitted late, or if on time, were nominally completed. Requests for information were seldom or never responded to in a timely manner.

Candidate was absent/late on a few occasions for the scheduled course time. Some assignments and/or artifacts were either submitted late, or if on time, were nominally completed. Requests for information were typically responded to in a timely manner.

Candidate was present/punctual for the scheduled course time. All assignments and/or artifacts met or exceeded expectations and were submitted on time. Requests for information were responded to in a timely manner.

Work Ethic

RD D SD

Candidate rarely demonstrates drive, initiative, determination, creativity and a commitment to hard work. Candidate fails to exhibit quality performance.

Candidate inconsistently demonstrates drive, initiative, determination, creativity and a commitment to hard work. Candidate occasionally exhibits quality performance.

Candidate consistently demonstrates drive, initiative, determination, creativity and a commitment to hard work. Candidate constantly exhibits quality performance.

Perseverance

RD D SD

Candidate rarely treats setbacks as opportunities to learn. Candidate continues to give up when things do not go as planned or when there is uncertainty about a task or situation.

Candidate attempts to treat setbacks as opportunities to learn. Candidate seldom gives up when things do not go as planned or when there is uncertainty about a task or situation; instead, candidate tries again.

Candidate treats setbacks as opportunities to learn. Candidate does not give up when things do not go as planned or when there is uncertainty about a task or situation; instead, candidate tries again.

Responsibility for Actions

RD D SD

Candidate rarely accepts responsibility for the outcomes of his/her actions.

Candidate mostly accepts responsibility for actions, but on one occasion may fail to take full responsibility and/or inappropriately blame others.

Candidate consistently accepts responsibility for the outcomes of his/her actions.

Social Media & Technology Savvy

RD D SD

Candidate does not consistently manage social media presence and communication in a professional manner, and/or is not reluctant to learn new technology, and/or struggles when trouble-shooting technology breakdowns, and/or to imagine educational potential of technology.

Candidate manages social media presence and communication in a professional manner. Candidate is comfortable learning new technology, but struggles when trouble- shooting technology breakdowns and may not consider educational potential of new technology.

Candidate manages social media presence and communication in a professional manner. Candidate is comfortable learning new technologies, trouble-shooting technology breakdowns, and often considers educational potential of new technology.

Evaluator Signature Student Signature Date


ASU Teacher Professionalism Rubric: Field Based

Appendix S

Student Name Student ID # Course Name/Number

Indicators Rarely Demonstrated/Concern

(RD) Developing (D) Strongly Demonstrated (SD)

Pro

fessio

nal In

tera

cti

on

s

Timeliness, Punctuality & Communication

RD D SD

Candidate was absent and/or late for observation and/or scheduled teaching time on several occasions. Candidate rarely communicated in a timely and appropriate manner if an emergency arose.

Candidate was absent and/or late for observation and/or scheduled teaching time on a few occasions. Candidate often communicated in a timely and appropriate manner if an emergency arose.

Candidate arrived to school on time for all observations and scheduled teaching times. Candidate communicated in a timely and appropriate manner if an emergency arose.

Dress

RD D SD

Candidate did not dress professionally or appropriately for the class and/or occasion. In some situations the candidate was not attentive to personal hygiene (i.e., body odor, bad breath, lack of cleanliness, wrinkled and /or stained clothing).

Candidate generally dressed professionally and appropriately for the class and/or occasion.

Candidate dressed professionally and appropriately for the class and/or occasion.

Collegial Interactions

RD D SD

Interactions with all district personnel were consistently unprofessional.

Interactions with all district personnel were typically professional.

Interactions with all district personnel were consistently professional.

Respect for Students

RD D SD

The candidate was often disrespectful to the students and/or failed to attend to the dignity of all students and/or acted in a way that demonstrated a lack of commitment to fairness, equity, and/or was discriminatory.

Candidate’s interactions were mostly respectful, non- discriminatory, and candidate consistently demonstrated a commitment to fairness and equity, but candidate may have unintentionally demonstrated inappropriate or disrespectful attitude toward students, or failed to act in a way that preserved the dignity of all.

Candidate’s interactions with students were respectful, non-discriminatory, were conducted in ways that preserved the dignity of all students, and demonstrated a commitment to fairness and equity.

Preservice Teacher Responsibility

RD D SD

Candidate did not have field experience login sheet readily available. The candidate was often unprepared to meet all mentor teachers expectations (i.e., lesson plans and presentations when required, interactions with students, small/large group work, moving with students to other classes).

Candidate had field experience login sheet readily available most of the time. The candidate was often prepared to meet all mentor teachers expectations (i.e., lesson plans and presentations when required, interactions with students, small/large group work, moving with students to other classes).

Candidate had field experience login sheet readily available at all times. The candidate was prepared to meet all mentor teachers expectations (i.e., lesson plans and presentations when required, interactions with students, small/large group work, moving with students to other classes).

Engage and Promote Learning for ALL Students

RD D SD

Candidate rarely operates with a positive view of the meaningful inclusion and genuine potential of ALL students, rarely engages and promotes learning and is unable to meet the needs of all learners.

Candidate often operates with a positive view of the meaningful inclusion and genuine potential of ALL students, sometimes engages and promotes learning and often meets the needs of all learners.

Candidate operates with a positive view of the meaningful inclusion and genuine potential of ALL students, engages and promotes learning and continually persists to meet the needs of all students. Candidate has high expectations for all learners.

Comments:

Evaluator Signature Student Signature Date


Student Teaching Purpose:


Philosophy Statement Rubric

APPENDIX T

Students are to articulate their evolution of their philosophy based on their experiences with K-12 students and teachers. The philosophy statement will be a required artifact in the student’s Professional Portfolio. The writer must earn a Proficient or Advanced score in all areas. Minimum score for passing is a total of 18.

Content 12-Advanced 9-Proficient 6-Developing 3-Basic I. Content of the Philosophy Statement

Discussion of the beliefs goes beyond the superficial level with connections to actual practice and experiences.

Beliefs are distinguished and there is accurate elaboration of the belief system.

Beliefs are labeled as such, but there is no elaboration.

No evidence of the student’s underlying beliefs is detected in the writing.

Writing Quality 4-Advanced 3-Proficient 2-Developing 1-Basic II. Organization The beliefs are

clearly organized. Key issues are developed with details to inform and elaborate.

The introduction, body, and conclusion are clearly evident with a smooth transition between ideas.

There is an attempt to organize ideas into a logical sequence but without a smooth transition between ideas.

There is no clear evidence of the introduction, body, or conclusion.

III. Grammar There are no spelling or grammatical errors.

There are minimal spelling/ grammatical errors. No more than 1 per page. They do not interfere with the reader’s ability to understand the content.

Grammatical or spelling errors interspersed throughout the theme. 2-3 errors per page. The reader has some difficulty understanding the content.

There are significant grammatical/ spelling errors that interfere with the reader’s ability to understand the content. More than 3 errors per page.

IV. Academic Language

Style reflects formal, academic writing.

Style is mostly academic, 1-2 instances of informal language.

Style reflects casual or informal use of language.

Style reflects fragmented, informal use of language.

Content Score: Student Teacher Writing Quality Score: _ Evaluator:

Total Score: Print Name:


ACTION PLAN FOR PROFESSIONAL GROWTH

APPENDIX U

Occasionally, concerns arise regarding a student teacher’s development of specific professional skills. This instrument is to be used in a three-way conference setting involving the student teacher, the mentor teacher, and the teacher education faculty-supervisor or content area supervisor. Completing this Action Plan may, but does not necessarily, indicate unsatisfactory progress but targets areas of concern.

Student Teacher: Date:

Areas of Concern and related Standard Element:

Plan of Action: (provide specific improvement targets)

Evidence of Proficiency:

Timeline: Date accomplished:

Resources needed (people and materials)

Student Teacher Date College Field-Supervisor Date

Mentor Teacher Date Content Area Supervisor Date


With my current knowledge, I feel I can participate in school improvement

I believe I could actively facilitate school wide progressive change

I can collaborate and cooperate with multiple stakeholders

I know where to look for professional resources to improve instruction

I am well informed in a wide range of professional issues

I understand the Colorado State Content Standards

I feel ready to implement Colorado State Content Standards

I am able to model best practices in teaching

I believe all students can learn

I understand the impact of diversity in the classroom

I am committed to continue professional development

I know how to set up a safe and supportive learning environment

I understand that the school operates as an integral part of the community

I believe that families are partners in the education of children

I am dedicated to bringing ethical principles into the decisions made in the classroom

Self-Assessment for Teaching

APPENDIX V

Student Teacher: ID #:

Date: Level: Elementary Secondary K-12 (circle one)

Complete this form and turn into your Supervisor at the fourth visit. The results of this assessment will be returned to you to include in your Professional Portfolio.

Data from the assessment will be analyzed for your individual growth and aggregated across unit, programs and sub-areas.

Scoring Decide the extent to which each statement matches your beliefs or abilities at

this point in time.

Rate your perception of your preparation in the following areas by entering the appropriate number using the following scale: 1 - Strongly Disagree 2 - Disagree 3 - Unsure 4 - Agree 5 - Strongly Agree

Professional Leadership

Competent Professional

Facilitate Learning for all Students

Accreditation Dispositions



Field Supervisor Final Report Checklist Student Teacher ID #

APPENDIX W

Items to be submitted by the University

Field Supervisor before finals week

Colorado Model Evaluation System Rubrics (Teacher

Evaluation Worksheet)

1: Standards 1,2, 4 by the 4th week (Q1)

2: Standards 3-4 by the 8th week (Q1)



You as the Field Supervisor will need to submit a total of three Q1 and one Q3 appendices which have been completed by you. There will be four Q1 appendices completed by the mentor teacher that you will obtain and submit.

Action Plan, if needed (U)

Professional Portfolio Review (C)

Teacher Professionalism Rubric:

Field Based K-12 Setting (S)

Philosophy Statement Assessment (T)

Submitted by the student teacher

Self-Assessment for Teaching (V)

Reviewed by the Field Supervisor

Completed Student Teacher Handbook requirements as designated in the task timeline

I recommend a PASS grade for the above named student teacher.

Supervisor Signature Date

(Print Supervisor Name)

Please return this form to the Teacher Education Field Placement Office with documents listed above.


APPENDIX X (1/2 pages)

STUDENT TEACHING TASK TIMELINE

Name Date Supervisor

To be completed by student prior to first ASU supervisor visitation by the 4th week _

Document

Related Appendix

X

Comments

School schedule report B Initial report of goals D School policies E Weekly planning and reflection exercise (2) {K-12 (2)}

F

Formal standards based lesson plan format (1)

H

Classroom visitation and

reflection (1/2 day)

J

Proficiencies (11) X

To be completed by mentor teacher prior to first ASU supervisor visitation

Weekly planning and reflection exercise (2) {K-12 (2)}

F

Colorado Model Evaluation System Rubric “Standards 1,2,4”

Q(1)

To be completed by student prior to second ASU supervisor visitation by the 8th week

Document

Related

Appendix

X

Comments

Draft of Professional Portfolio C Weekly planning and reflection exercise (3) {K-12 (2)}

F

Reflective exercise G Formal standards based lesson plan format (4)

H

Emergency lesson plans completed

I

Classroom visitation and reflection (1/2 day)

J


To be completed by mentor teacher prior to second ASU supervisor visitation


F

Colorado Model Evaluation System Rubric “Standards 3, 4”

Q(1)


Name Date Supervisor

To be completed by student prior to third ASU supervisor visitation by the 12th week

Document

Related

Appendix

X

Comments


F


H


J


To be completed by mentor teacher prior to third ASU supervisor visitation


F

Colorado Model Evaluation System Rubric “Standards 1 - 4”

Q(1)

To be completed by student prior to fourth ASU supervisor visitation by the 14th week

Document

Related Appendix

X

Comments

Final Professional Portfolio evaluation

C

Weekly planning and reflection exercise {K-12 (2)}

F


H


J

Epilogue and final reflection L Program evaluation M, N or O Emailed to student teacher, completed on-line

Evaluation of college supervisors P Emailed to student teacher, completed on-line

Self-assessment V Proficiencies (remainder) X

To be completed by mentor teacher prior to fourth ASU supervisor visitation

Weekly planning and reflection exercise {K-12 (2)}

F

Colorado Model Evaluation System Rubric “Standards 1 - 5”

Q(1)

Teacher Professionalism Rubric: Field Based K-12 Setting

S

* Refer to appendix W for paperwork to be submitted to the Teacher Education Office at the end of the semester.

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