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Elementary Education Professional Development School

Network Handbook

Fall 2016

George Mason UniversityCollege of Education and Human Development

Graduate School of EducationElementary Education Program

Contents

I - General Information

A. Introduction – 4B. College Values - 5 C. Definition of Terms - 5D. Program Overview - 6E. Professional Dispositions - 7

II - Responsibilities of Teacher Candidates

A. Reflective Practice - 11B. Expectations – 11C. Responsibilities of Teacher Candidates - 16 D.Calendar and Timeline - 19 E. Attendance Requirements - 20 F. Teacher Candidate Frequently Asked Questions - 21

III - Responsibilities of Other Stakeholders A.Responsibilities of the Professional Development

School Team - 24B. Reflective Practice - 24C. Expectations of Internship - 24D. Responsibilities of Advanced Mentor

Teachers/Mentor Teachers - 29E. Responsibilities of Site Facilitators - 30

Revised August 2016 1

F. Responsibilities of Site Administrators - 31G. Responsibilities of University Facilitators - 32H. Frequently Asked Questions - 34

IV – Evaluation of Teacher Candidates

A. Ongoing Feedback - 37 B. Documentation - 37 C. Special Assistance for Teacher Candidates - 39 D. Grading Policy for Internship - 40E. Forms - 42

General InformationRevised August 2016 2

A. Introduction – 4

B. College Values – 5

C. Definition of Terms – 5

D.Program Overview – 6

E. Professional Dispositions - 7

A. Introduction


This handbook is designed to inform all of the stakeholders in the George Mason Elementary Education Program Professional Development Schools Network. The Elementary Program is committed to the Professional Development School Model, emphasizing reciprocal learning among all stakeholders with enhanced PK-6 student learning being everyone's ultimate goal. PK-6 student learning in this model is a shared enterprise.

Professional Development School Model for Elementary EducationElementary education students begin their graduate-level professional courses during the semesters preceding internship. The remaining credit hours of graduate-level study required for Elementary licensure occur during a semester-long or full-year internship in a Professional Development School (PDS). (See Elementary Education Student Guidelines for a list of required courses at https://gse.gmu.edu/elementary-education/) The PDS internship provides the capstone clinical experience. This internship includes Co- and independent teaching experiences in one school;

Participation in all of school life and a teacher's responsibilities;

Increasing levels of responsibility for instruction;

Supervision by classroom teachers trained as Mason advanced mentor teachers or by

mentor teachers;

Frequent support from university faculty;

Integration of study with practice;

Emphasis on critical inquiry, reflective practice, and technology;

Participation in school division in-service education programs;

Use of video and video coding technology and,

Minimum of bi-weekly seminars conducted by the university facilitator.

B. College of Education and Human Development Values Collaboration


https://gse.gmu.edu/elementary-education/

Collaboration is an important human activity that involves shared responsibility in promoting healthy, productive lives and educational success. We commit ourselves to work toward these goals in genuine partnerships with individuals, families, community agencies, schools, businesses, foundations, and other groups at the local, regional, national and international levels.

Ethical LeadershipIn all professions represented by the college, leadership is an essential component denoting ability and willingness to help lead professional practice to higher levels. We commit ourselves to practice ethical leadership through deliberate and systematic attention to the ethical principles that guide all leaders in a moral society.

InnovationWe have a history of creating dynamic, innovative programs and we are dedicated to continue creating innovative approaches in all areas of our work. We commit ourselves to seeking new ways to advance knowledge, solve problems, improve our professional practice and expand on our successes.

Research-based PracticeThe best practice in any discipline is based upon sound research and professional judgment. We commit ourselves to basing our instruction, scholarship and policy recommendations on well-established principles that, wherever possible, emerge from research and reflection on its implications for professional practice.

Social JusticeSocial justice embodies essential principles of equity and access to all opportunities in society, in accordance with democratic principles and respect for all persons and points of view. We commit ourselves to promoting equity, opportunity, and social justice through the college's operations and its missions related to teaching, research, and service.

C. Definition of Terms Teacher Candidate (TC)Teacher candidates (formerly interns) are university students who are eligible to participate in the capstone clinical experience of student teaching (internship).

Mentor Teacher (MT)Mentor teachers (formerly cooperating teacher/CT) supervise a teacher candidate participating in an internship. From Fall 2016 forward Mentor Teachers have completed the George Mason Modules for Mentor Teachers.

Advanced Mentor Teacher (AMT)Advanced mentor teachers (formerly Clinical Faculty/CF) supervise a teacher candidate participating in an internship. AMT’s have successfully completed the George Mason Modules for Mentor Teachers and the Elementary Program Advanced Mentor Teacher Training.


Site Facilitator (SF)Site facilitators are school-based personnel who are the liaisons between the PDS site and the university. Site facilitators provide onsite support for the teacher candidates and work closely with the university facilitator. The Elementary Program Coordinator communicates directly with the Site Facilitator regarding PDS placements, policy, and procedures.

University Facilitator (UF)University facilitators are university-based personnel who facilitate the growth of the PDS site by supporting the teacher candidates, the mentor teachers/advanced mentor teachers, and the ongoing development of the PDS site.

D. Program OverviewTeachingThe teaching experience will take place in a PDS Network school. Placement of teacher candidates is arranged by the Elementary Program Coordinator, in collaboration with school division personnel. Placements take into consideration the need to have rich, high quality experiences and the availability of advanced mentor teachers/mentor teachers. Principals, site facilitators and university facilitators match the teacher candidates and advanced mentor teachers/mentor teachers. Changes in assignments are made rarely and only for serious reasons. Such changes must be coordinated through the Elementary Program Coordinator. An internship placement can be terminated at any time at the request of the principal.

Co-teaching will occur throughout the internship. The independent teaching required for licensure will be completed in one grade level in the spring semester.

Reflective Video Analysis - EdthenaEdthena is a video coding tool that supports teacher candidates’ reflection on their teaching and provides opportunities for feedback from university facilitators, advanced mentor teachers/mentor teachers and/or peers. Edthena reflections will be initiated by the teacher candidates and will also follow formal observations.

Reflective ConferringConferring between advanced mentor teachers/mentor teachers (henceforth noted as AMT/MT) and teacher candidates will occur regularly, following informal and formal observations. University facilitators and teacher candidates will also confer regularly. Three-way conferences including the teacher candidate, AMT/MT/mentor teacher, and university facilitator will occur twice per semester, at midpoint and at the completion of the semester.

Reflective WritingTeacher candidates will reflect in writing with their advanced mentor teachers/mentor teachers. These bi-weekly written reports will be shared with university facilitators.


SeminarsSeminars are planned and facilitated by the university facilitator in conjunction with the site facilitator and/or the PDS site faculty and administrators. Seminars are designed to supplement teacher candidates’ classroom experiences.

Common Assessments and TK20The accrediting body of the College of Education and Human Development requires a number of Common Assessments across all licensure programs. The Disposition Rating Scale, the Collaborative Learning Team Task and the Teacher Candidate Assessment of Student Teaching are three Common Assessments that occur during internship. These required TK20 performance-based assessments must be submitted by the teacher candidate. Failure to submit the assessment(s) to TK20 (through Blackboard) will result in the university facilitator EDCI 790 course instructor) reporting the course grade as Incomplete (IN). Unless this grade is changed upon completion of the required TK20 submission, the IN will convert to an F nine weeks into the following semester.

Substitute TeachingTeacher candidates in a yearlong internship receive stipends from the school district for their availability to their school as substitute teachers under controlled conditions. The stipends are received in biweekly installments distributed by George Mason University. Each intern will substitute teach in either PWCS or FCPS for approximately 45 days per school year.

E. Professional DispositionsDispositions of A Career Educator*The Virginia Department of Education promotes maintaining standards of professional competence and requires applicants for licensure to possess good moral character. Students must meet GSE grading standards and course requirements as well as demonstrate professional performance in the areas required of professional educators: communication, collaboration and professionalism. Therefore, the Graduate School of Education expects its students to develop and exhibit the following:

Commitment to the Profession Promoting exemplary practice Excellence in teaching and learningAdvancing the profession Engagement in partnerships

Commitment to Honoring Professional Ethical StandardsFairness HonestyIntegrity TrustworthinessConfidentiality Respect for colleagues and students

Commitment to Key Elements of Professional PracticeBelief that all individuals have the potential for growth and learningPersistence in helping individuals succeedHigh standards


Safe and supportive learning environments Systematic planning Intrinsic motivation Reciprocal, active learningContinuous, integrated assessment Critical thinkingThoughtful, responsive listening Active, supportive interactions Technology-supported learning Research-based practiceRespect for diverse talents, abilities, and perspectivesAuthentic and relevant learning

Commitment to Being a Member of a Learning CommunityProfessional dialogue Self-improvement Collective improvement Reflective practice Responsibility FlexibilityCollaboration Continuous, lifelong learning

Commitment to Democratic Values and Social JusticeUnderstanding systemic issues that prevent full participationAwareness of practices that sustain unequal treatment or unequal voiceAdvocate for practices that promote equity and accessRespects the opinion and dignity of othersSensitive to community and cultural normsAppreciates and integrates multiple perspectives

*Adopted by GSE - May 2004

Dispositions for Elementary EducationIn addition, candidates for initial teaching licensure in elementary education are assessed on the following standards:

o Possess the basic skills and knowledge needed to guide students’ learningo Demonstrate effort to continue learning both content and pedagogyo Reflect on his/her professional practice, including personal teaching and learning

styleo Welcome assistance for improvement and problem solvingo Can develop and explain professional judgments using research-base theory and

practiceo Engage in productive relationships with professional colleagues and support staffo Demonstrate stamina, flexibility, and a positive attitudeo Is responsible, dependable, and observant of school policies and procedureso Project a professional image in terms of demeanor and appearanceo Maintain confidentiality of information about colleagues, school sites and students

unless o Disclosure serves a professionally compelling purpose or is required by lawo Meet all expectations for attendanceo Meet all expectations for professional behavior

For additional information see the Professionalism Checklist


References: Virginia DOE, INTASC, NEA Code of Ethics, Graduate School of Education (Adopted 2002, Approved by PDS/Partnership Advisory Board).


Responsibilities of Teacher Candidates

A. Reflective Practice – 11

B. Expectations - 11a. Teaching - 11b. Reflective Video Analysis - 13c. Reflective Conferring - 11d. Reflective Writing - 14e. Seminars - 15f. Common Assessments and TK20 - 15g. Substitute Teaching - 15

C. Responsibilities of Teacher Candidates - 16

D. Calendar and Timeline - 19

E. Attendance Requirements - 20

F. Teacher Candidate Frequently Asked Questions - 21


A. Reflective PracticeReflective practice is a cornerstone of the Mason Elementary Education Program. Reflection is necessary for reflective practice – instead of relying on the authority of others, their own impulse, or unexamined previous practice, teachers and teacher candidates must continually examine and evaluate their attitudes, practices, effectiveness, and accomplishments (Shandomo, 2010). Reflection allows teacher candidates to integrate experiential knowledge from work in schools with theoretical knowledge from university course work (Sutherland, Scanlon, Sperring, 2004; Wegner, 2005). Reflection allows candidates to look at themselves and their situation with new eyes, and in the process, become conscious of the multiple ways they can interpret, critique, challenge, confront, and reconstruct teaching (Ajayi, 2011).

B. ExpectationsTeachingIn most cases, each teacher candidate will have two assignments--one in a primary grade and a second in an intermediate grade. Each lasts one semester. The independent teaching required for licensure will be completed in one grade level during the spring semester. The teacher candidate's independent teaching will be done in the assigned advanced mentor teacher’s/mentor teacher’s (henceforth noted as AMT/MT )class(es).

Co-TeachingCo-teaching is encouraged throughout the internship. The AMT/MT and teacher candidate will discuss specific experiences that need to be included during co-teaching and together they will complete a W eekl y P la n fo r Co - teac h i n g for each week the intern is co-teaching. During co-teaching, the teacher candidate and AMT/MT plan and teach together. In the spring semester of the year long internship co-teaching occurs as the teacher candidate gradually assumes responsibility for the advanced mentor teacher’s/mentor teacher’s class(es). During IT (Independent Teaching), teacher candidates take the lead in any co-planning and co-teaching.

Co-teaching can take many forms. These include: One teach/one observe – one teacher takes the primary instructional responsibility

and the other observes specific behaviors of the teacher and/or the students.

One teach/one assist – similar to one teach/one observe but as one teacher assumes primary responsibility for the instruction, the other circulates and assists students by monitoring behavior, assessing, adding to discussions.

Parallel teaching – both teachers are responsible for instruction to a group of students. The same content and teaching process are being used with both groups.

Station teaching – the two teachers split the instructional responsibilities as they instruct groups of learners who rotate through stations.

Alternative teaching – both teachers assume instructional responsibilities but work with students at different levels of understanding.


Team teaching – the two teachers alternate taking the lead role. The active involvement of both teachers is planned ahead of time.

Please use the following link as a reference for co-teaching possibilities: http://faculty.virginia.edu/coteachUVA/5formats.html

Fall ExpectationsDuring the fall semester of the yearlong internship, teacher candidates will be expected to independently teach lesson(s) for the internship (EDCI 790) and as required by the assignments for their fall courses. The teacher candidate will take over some routine(s) and/or content and teaching responsibilities as deemed appropriate by the AMT/MT and university facilitator.

Any time the intern is not co-teaching or teaching independently, activities should be planned with their AMT/MT (e.g., observations, small group instruction, student activities, parent conferences, or working with resource teachers). Please use the Structured Observation of Another Teacher to guide these observations.

Independent TeachingGeorge Mason University’s internship requirements exceed the state minimum licensure requirements of 300 student teaching hours, including 150 hours of direct instruction. Independent teaching spans a four-week period, typically during the spring semester. In the spring semester, co-teaching is followed by a gradual assumption of full responsibility during independent teaching and gradual return of the class(es) to the AMT/MT. In rare instances, a teacher candidate may complete their independent teaching in the fall semester.

Teacher candidates who are placed in departmental units during independent teaching (e.g., sole subject, science, math, etc.) are required to demonstrate competence across core disciplines (e.g., science, math, social. studies, technology, fine arts and literacy). University facilitators, AMT/MT and the site facilitator are responsible, along with the teacher candidate, to establish a timeline during the spring term in which the intern can demonstrate competency and the completion of assignments in the core disciplines. Please note: all teaching assignments, including morning meetings, read alouds, content lessons… must be accompanied by complete lesson plans. For guidelines on the required lesson plan format see Elementary Lesson Plan Guidelines.


http://faculty.virginia.edu/coteachUVA/5formats.html

Reflective Video Analysis – EdthenaUse of Video/EdthenaAll teacher candidates will use video/Edthena for the purpose of enhancing their professional development across the internship. Your support team (university facilitator, AMT/MT, school principal) will work collaboratively with you to provide expectations for minimum expectations for video uploads and reflections.

Beginning of Internship Familiarize yourself with Edthena and make sure your account is active throughout

the entire internship. Determine the children who do not have signed media releases in your classroom.

Submit this list to your university facilitator. These children will not be able to be in any of your videos.

Work with your UF, your AMT/MT, and your peers to determine a plan for recording additional instruction, providing feedback, and reflecting on your growth.

Throughout Internship Upload all formal observation lessons to Edthena for reflection and feedback. Upload and reflect on videos as required by university facilitator and AMT/MT.

Video ReflectionAccording to John Dewey (1933) reflection affords teachers conscious, deliberate insight to bring about learning and encourages them to become students of their own teaching. The George Mason Elementary Education program requires three levels of reflection:Three hierarchical levels of reflection (Van Manen, 1977)

Technical reflection is concerned with the technical application of knowledge to examine the strategies used and the effects of those strategies.

Reflection at the technical level is prompted by reflecting on What I did What I could have/should have done

Practical reflection allows for open examination of the assumptions underlying a specific practice and its consequences on student learning.

Reflection at the practical level is prompted by reflecting on What are the assumptions underlying my practices? What are the consequences of my practices on student learning?

Critical reflection includes emphases from the previous two levels, and calls for considerations involving moral and ethical criteria, making judgments about whether professional activity is equitable, just and respectful of persons or not. It locates any analysis of personal action within wider sociohistorical and politico-cultural contexts.

Reflection at the critical level is prompted by reflecting on What are the ethical, social political ramifications of my teaching? Links back to vision/philosophy


Reflective ConferringInformal ObservationsThroughout the internship the AMT/MT and university facilitator will conduct informal observations. Feedback will be provided to the teacher candidate.

Formal ObservationsDuring each semester of the internship the advanced mentor teacher will conduct at least four formal observations of the teacher candidate’s teaching and the university facilitator will conduct at least two formal observations. If the classroom teacher is a mentor teacher rather than an advanced mentor teacher, s/he will conduct two formal observations and the university facilitator will conduct four. During the independent teaching semester half of the observations (two by an advanced mentor teacher and one by the university facilitator or one by a mentor teacher and two by the university facilitator) will be conducted during the period before independent teaching. The remaining observations will be done during independent teaching. At least one observation each semester may be unannounced.

Formal Observation Reflection Process Each formal observation should be video-recorded and uploaded to Edthena. The AMT/MT and/or the UF should observe the teaching event as it unfolds. Observers

may want to take notes in the following domains as discussion points for later use in the video feedback.

o Preparation and Planningo Instruction and Managemento Assessment and Differentiationo Professionalismo Recommendations

Immediately following the teaching event, the AMT/MT and if applicable, the UF, should engage in a brief post-conference reflection (RECOUNT)

After a day or two (REST), the teacher candidate should then RE-VIEW the video, REFLECT at all three levels and label the reflections as technical, practical and critical, using the Edthena coding system.

Once the teacher candidate has completed their video reflection, the AMT/MT or UF should also comment using their notes from the observation.

The teacher candidate will close the reflection process by REFLECTING and RESPONDING to the comments provided.

Reflective WritingBiweekly Progress Reports will be completed by the teacher candidate and the AMT/MT. The teacher candidate will do a written reflection of successes and areas for improvement. The teacher candidate will share the form with the AMT/MT for additional feedback. When the form is completed it is the teacher candidate’s responsibility to submit it to the university facilitator.


SeminarsBi-weekly seminars will be conducted at the school site under the guidance of the university facilitator each semester.

Common Assessments and Tk20

Please see links below to view each of the common assessments for internship

Disposition Rating Scale (Independent Teaching semester only) Dispositions reflect one’s attitudes and deeply held beliefs. They can be positive (e.g., committed) or negative (e.g., apathetic). Dispositions are not directly “visible,” but are inferred from one’s actions. Throughout a candidate’s program of study at George Mason, s/he should demonstrate behaviors that reflect positive dispositions befitting a professional. The final administration of this assessment is completed by the AMT/MT in conjunction with the Teacher Candidate during the independent teaching semester of internship. See https://youtu.be/2vemL9vLE6o for additional information.

Collaborative Learning Team Task (Independent Teaching semester only)To complete this task Teacher Candidates will collaborate with a team of teacher colleagues, potentially including but not consisting solely of the AMT/MT, to discuss individual student or group learning progress. With that learning team, Teacher Candidates will consider assessment results and make responsive instructional decisions that promote an individual student’s or a group of students’ learning. The Teacher Candidate will create a detailed teaching action plan that the learning team believes will promote the individual student’s or group of students’ academic achievement and that includes a description of the instructional activities and assessments to be used and how assessment results will be used to determine changes in student learning. Completion of this assessment requires active responsibility for instruction and student learning therefore it is done during the independent teaching semester of internship. For more information view http://youtu.be/NrcZ_ol-Zww?hd=1 .

Teacher Candidate Assessment of Student Teaching The Teacher Candidate Assessment (Outline Form and Expanded Form) is used at the midpoint and the conclusion of the internship semester. The AMT/MT, Teacher Candidate and University Facilitator use these tools to assess Teacher Candidate progress. For additional information see http://youtu.be/DEGTYx4KtX8?hd=1.

Substitute Teaching**For yearlong teacher candidates who are receiving the substitute teaching stipend, the following section is applicable:

Teacher candidates should read and sign the Yearlong Internship Contract. During independent teaching, including phasing in and out, the teacher candidates should substitute only for the AMT/MT whose classes they are teaching.

During the fall and spring semesters the teacher candidates are available to substitute on a "sheltered" basis. This means the teacher candidates will begin substituting for their AMT/MT, then for their internship grade level teachers. At two points in the year long internship (Dec and May/June) the teacher candidate can substitute in any grade level in the school. Except in


http://youtu.be/DEGTYx4KtX8?hd=1

http://youtu.be/NrcZ_ol-Zww?hd=1

https://youtu.be/2vemL9vLE6o

emergencies, the " substitute teaching should be prearranged, so that the intern has an opportunity to plan with the classroom teacher. ”

Teacher candidates are available to substitute in the fall semester on Mondays, Tuesdays, Wednesdays, and Thursdays. They will attend classes on Monday evenings and on Fridays. During the spring semester, teacher candidates will attend one evening class at Mason and will be at their school site, and available to substitute on Mondays, Tuesdays, Wednesdays, Thursdays, and Fridays.

Substituting is a priority assignment over non-teaching assignment within the school (e.g., observing other classes).

When not substituting, the teacher candidates co-teach with the assigned AMT/MT or participate in the activities planned by the school faculty. The teacher candidates should not withdraw from working with students to complete readings or assignments related to their course work. During the ‘open subbing’ periods, if no substitute duties are assigned, teacher candidates report to their AMT/MT and/or site facilitator for duties or experiences that have been planned by the school faculty. Assigned substitute duties take priority over teacher candidate arrangements.

Due to established university and school system agreements, no teacher candidate may be considered for a long-term substitute teaching assignment after Independent Teaching. Similarly, the teacher candidates should not be assigned clerical duties that are unrelated to their classroom.

The intern’s stipend is funded from the substitute accounts of all participating school divisions. All interns should complete the M o n t h ly Log of Attendance and Res p o n si b ilities . This should be maintained and submitted to the university facilitator at the end of each semester. The intern is responsible for turning in this log in a timely manner. If the intern has not been available for the required number days of subbing (45) then the final stipend will be reduced accordingly. The PDS Network Calendar defines the parameters of substituting during the school year. Calendars are emailed to teacher candidates and AMT/MTs each semester.

C. Responsibilities of Teacher CandidatesThe internship should be a time of great personal and professional growth. For most students, it is hard work, exciting and stressful because there is so much to learn. Flexibility in adapting to differences in school cultures, teaching styles, facilitators’ philosophies, and students' needs will reduce anxiety and increase growth. The teacher candidate:

Delivers, analyzes and reflects on effective instruction and participates in observations, conferences and lesson redesign to improve instructional outcomes;

Pursues deeper understanding of the relationship between theory and informed practice and between school culture and the learning environment;

Understands and is instrumental in developing and using coaching plans focused on growth;

Uses student assessment data to inform effective instructional practices focused on learning outcomes;


Participates as a team member in seminars and school reform initiatives at the school;

Serves as an intellectual resource to teachers, university facilitators and other teacher candidates;

Accepts responsibility for completion of all materials encompassed in the handbook in a timely manner;

Completes university course work and attends class because class assignments are integrated with the internship;

Accepts assigned substitute duties and other duties related to classroom practice;

Shows evidence of dispositions as defined by the Graduate School of Education;

Expresses concerns in a timely and professional manner following established protocol: AMT/MT, site facilitator, university facilitator, Elementary Coordinator, Associate Dean.

Personal and Professional ResponsibilitiesTeacher candidates are expected to comply with the calendar, school hours and regulations established at the local site during the internship. Each PDS school prepares a Faculty Handbook for use during the year. If a copy of the Faculty Handbook is not available, the teacher candidate should ask to share and review the AMT/MT’s copy of the Handbook. Please note the sections on Human Resources and Employee Professional and Personal Responsibilities. It is important that teacher candidates have knowledge of the expectations of employees in a school division.

Teacher candidates should check with the principal or assistant principal or site facilitator on school procedures regarding:

Absence from school/Tardiness Leaving school during the school day Dress Confidentiality Child abuse Substance abuse Emergency procedures Cell phone use

If the teacher candidate is unclear about a procedure or policy, it is his/her responsibility to ask the AMT/MT, site facilitator or an administrator. Reviewing the Faculty Handbook and being proactive are important aspects of the teacher candidate’s integration into the school and faculty.

Teacher candidates are responsible for exercising "reasonable care" for pupils' welfare and for complying with all federal, state and local policies and regulations. This is best accomplished


through careful study of the school's or school division's teacher handbook and through guidance from teachers or administrators. Special attention should be given to responsibilities and procedures for dealing with suspected child abuse. Teacher candidates are covered by liability policies of George Mason University, but should consider additional insurance through a personal carrier or membership in the Student Education Association (SEA).

School divisions have the right to request a teacher candidate be removed from their assigned location. There are no guarantees that a teacher candidate will be approved for a different assignment or location. Due process is followed by the Graduate School of Education should this occur.

Social Media: As you enter the teaching profession, it is critical that you embrace your role as a professional educator in all of your interactions--personal and professional, in the GMU classroom and in public, and in written and oral communication. This includes, but is not limited to, your use of social media--both personal accounts and those that you create to support your program completion. Now is the time to take stock of your "internet presence" and make sure that your use of social media aligns with the professional dispositions required of classroom teachers. The elementary program suggests that teacher candidates make all of their social media private.

The importance of this cannot be overstated. Potential employers search social media and the web to ascertain information about potential employees. The media is filled with examples of how seemingly private AND INOCUOUS items from teacher candidates' and teachers' social media accounts have made their way into the public spotlight. The ramifications of these missteps are serious and can include removal from the program, removal from internship, termination of employment, and/or loss of certification. The two links below demonstrate the precarious balance of being a teacher and being a private citizen. The dispositions section of this handbook further explains our expectations for teacher candidates. You are strongly encouraged you read all of these and consider the risk/reward factors as you engage in social media.

A teacher candidate may not communicate via text message or cellphone with an elementary student under any circumstances. If there is a situation where a teacher candidate must email a student directly the teacher candidate should discuss the email with the AMT/MT first. A teacher candidate should only email an elementary student from a school email account and should cc the advance mentor teacher/mentor teacher.

Link 1: http://www.nea.org/home/38324.htmLink 2: http://www.npr.org/2011/12/07/143264921/friendly-advice-for-teachers-beware-of- facebook

Confidentiality of RecordsSchool division and Mason policies regarding student records must be followed. Teacher candidates should familiarize themselves with the school divisions’ policies regarding student


records. A teacher candidate’s evaluation may be shared among the AMT/MT, university facilitator and responsible administrators until the university facilitator submits the intern's cumulative folder to the Clinical Practice Office. After that, access will be in accordance with the Privacy Act. No materials will be released by the Clinical Practice Office for employment purposes other than grades and verification of meeting licensure standards.

Records RetentionTeacher candidates must sign the Transfer of Information Consent Form . Teacher candidates are strongly advised to keep copies of evaluations, logs, summaries, and other records. Teacher candidates should keep a personal file of documents for reference and future use. Due to University policy, we are unable to provide copies of records (including standardized test scores) back to students after they have been turned into the office.

The Mason transcript provides permanent documentation of meeting state-approved teacher education program requirements, including student teaching hours completed, and the final grade. Teacher candidates can request a copy of their transcript through the Registrar’s Office.

D. Calendar and TimelineCalendar Teacher candidates follow the calendar of the classroom teachers for the entire school year (pre-planning through end of the school year activities). This includes reporting to their assigned schools on the first day that the teachers report. This permits a school-based orientation, planning with the faculty and participation in other activities essential to the successful beginning of the school year. Teacher candidates in the yearlong internship are expected to end the school year following the calendar of their assigned AMT/MT. Failure to meet this expectation will impact the teacher candidate’s program completion and standing in the district and will likely result in financial ramifications. A calendar is provided to each intern through Blackboard and will be emailed to each teacher.

FCPS Yearlong Internship 2016-17 FCPS Fall Semester Long Internship (2016) PWCS Yearlong Internship 2016-17 FCPS Spring Semester Long Internship (2017)

Timeline First Week of School Study handbook

Attend school-based activitiesMeet site facilitator and university facilitatorPlan with AMT/MTPrepare Googledoc and/or notebookBegin coursework

September-DecemberAnd February-March

Determine children who do not have social media release forms signed

Observe and assist in classroom


Attend Mason classes and school based seminarsPlan with AMT/MT for co-teachingWork on course assignmentsComplete bi-weekly progress reportsSubmit video using Edthena according to UF scheduleParticipate in student activities,parent conferences, meetingsParticipate in interim/final evaluation conference**Yearlongs - Substitute according to guidelines, if applicable

April Participate in student activities, parent conferences, meetingsConfer daily with AMT/MT and SF and UF as neededSubmit video using Edthena as requiredAttend school-based seminarsMaintain internship notebookIndependent teachingAction research data collection

December-JanuaryAndMay-June

Complete course work and examsComplete attendance reportComplete evaluation of AMT and UFAction Research presentation (May/June)**Yearlongs - Substitute or assist/observe in classes/resource programs

E. Attendance RequirementsTeacher candidates follow the school calendar for the school system where they are assigned, not the Mason calendar, except for attending scheduled courses (see PDS site calendars). A lt h o u g h acco mm o d atio n s ar e m a d e fo r e m erge n cies , o u tsi d e co mm it m e n ts to fa m ily o r a n e m p lo y e r are n o e x c u s e fo r faili n g to f u lfill all teac h i n g du tie s a n d res p o n si b ilities .

AbsencesTeacher candidates are not employees of the school division; consequently, they are not entitled to sick leave or personal leave. Teacher candidates are expected to follow school division policy by requesting permission to be absent or notifying the school of unanticipated absences. Any time a teacher candidate is absent the university facilitator, site facilitator, and AMT/MT must be notified. Teacher candidates may be allowed one absence for illness each semester. Absence beyond one day must be documented with a doctor’s excuse to the site facilitator and may require an extension of field experiences or internship. Should extenuating circumstances be involved, the site facilitator and the UF will consult with the Elementary Coordinator.

Yearlong teacher candidates are paid for being available to substitute for approximately 45 days per school year in Fairfax County Public Schools and Prince William County Schools. Paid personal days or sick leave are not provided for teacher candidates just as none are


provided for substitute teachers who are paid only for days worked. Because of other services that yearlong teacher candidates provide to the schools, they are paid even if they do not substitute the full 45 days.

F. Teacher Candidate Frequently Asked Questions

a. Do I have to reflect on every lesson I teach?

Reflection is an integral part of teaching. While it is not necessary to write a lengthy reflection after every teaching episode, it is crucial to think about technical, practical and critical reflections whenever you are working with students.

b. Is co-teaching acceptable during independent teaching?

As every elementary teacher’s primary responsibility is to the pk-6 learners, co-teaching may occur if necessary. During independent teaching the expectation would be for the teacher candidate to take the lead in all aspects of the instruction (including planning and assessment).

c. What happens if I am sick for an extended period of time?

Everyone in the elementary program works to scaffold all teacher candidates to successful completion of internship. We will work with you to modify your internship so that you can successfully complete the required 4 weeks of independent teaching.

d. What if I am having issues with my AMT/MT?

The key to any successful relationship is communication. It is best to address issues quickly and directly with the person involved. A face-to-face conversation is the best method. If you want to discuss the issue before addressing it with your AMT/MT you may do so with the site facilitator at the building or your university facilitator.

e. How do I get my teaching license?

Once you have successfully completed your internship you will need to begin the application process to obtain your license from the VA Dept. of Education. You will need to review the steps for licensure application at: h tt p ://ce hd. g m u. e du /teac h er/i n str u ctio n s / and schedule an appointment to meet with our Licensure Specialist, Rebekah Flis. Please note that it is your responsibility to gather all of the materials you will need (test scores, application, fees, etc.) and submit these to Ms. Flis. You may contact her at 703-993-2094 or at [email protected]

* As a reminder, please note that due to University Policy, a n y a n d all m aterials t h a t y o u p rovi d e to u s b eco m e p ro p ert y o f t h e Un iversit y a n d w e ca nn o t giv e t h ese b ac k


mailto:[email protected]

t o y o u o r p rovi d e y o u w it h co p ies . Please be sure you have multiple official and unofficial copies of all test scores and transcripts for your personal records.

f. How do I get letters of recommendation?

Most jurisdictions require a letter from a mentor teacher as well as your supervisor. It is important that you ask a potential letter writer if she/he would be willing to write you a letter and if she/he could write a strong letter of support. During the semester of independent teaching letters cannot be written until after the successful completion of independent teaching.


Responsibilities of Other Stakeholders

A. Responsibilities of the Professional Development School Team - 24

B. Reflective Practice - 24

C. Expectations of Teacher Candidates - 24

D. Responsibilities of Advanced Mentor Teachers and Mentor Teachers - 29

E. Responsibilities of Site Facilitators - 31

F. Responsibilities of Site Administrators - 31

G. Responsibilities of University Facilitators - 32

H. Frequently Asked Questions - 34


RESPONSIBILITIES OF THE PROFESSIONAL DEVELOPMENT SCHOOL TEAM

A. The internship is widely regarded as the single most important component of teacher education. The effectiveness of an internship depends upon the degree to which members of the PDS Network team fulfill their responsibilities and establish good working relationships. Frequent and open communication is essential. It is particularly important that the university facilitator, advanced mentor teacher/mentor teacher (AMT/MT), and site-based facilitator work as a team to provide support and guidance to the teacher candidate. Modifications or changes can be made by joint decision of advanced mentor teacher, site facilitator, and university facilitator.

B. Reflective PracticeReflective practice is a cornerstone of the Mason Elementary Education Program. Reflection is necessary for reflective practice – instead of relying on the authority of others’, their own impulse, or unexamined previous practice, teachers and teacher candidates must continually examine and evaluate their attitudes, practices, effectiveness, and accomplishments (Shandomo, 2010). Advanced mentor teachers and mentor teachers can provide powerful models of reflection using think alouds. Reflection allows teacher candidates to integrate experiential knowledge from work in schools with theoretical knowledge from university course work (Sutherland, Scanlon, Sperring, 2004; Wegner, 2005). Reflection allows candidates to look at themselves and their situation with new eyes, and in the process, become conscious of the multiple ways they can interpret, critique, challenge, confront, and reconstruct teaching (Ajayi, 2011).

C. Expectations of Teacher CandidatesTeachingIn most cases, each teacher candidate will have two assignments--one in a primary grade and a second in an intermediate grade. Each lasts one semester. The independent teaching required for licensure will be completed in one grade level during the spring semester. The teacher candidate's independent teaching will be done in the assigned advanced mentor teacher’s/mentor teacher’s class(es).

Co-TeachingCo-teaching is encouraged throughout the internship. The AMT/MT and teacher candidate will discuss specific experiences that need to be included during co-teaching and together they will complete a W eekl y P la n fo r Co - teac h i n g for each week the intern is co-teaching. During co-teaching, the teacher candidate and AMT/MT plan and teach together. In the spring semester of the year long internship co-teaching occurs as the teacher candidate gradually assumes responsibility for the advanced mentor teacher’s/mentor teacher’s class(es). During IT (Independent Teaching), teacher candidates take the lead in any co-planning and co-teaching.

Co-teaching can take many forms. These include: One teach/one observe – one teacher takes the primary instructional responsibility and

the other observes specific behaviors of the teacher and/or the students.

One teach/one assist – similar to one teach/one observe but as one teacher assumes primary responsibility for the instruction, the other circulates and assists students by monitoring behavior, assessing, adding to discussions.

Parallel teaching – both teachers are responsible for instruction to a group of students. The same content and teaching process are being used with both groups.


Station teaching – the two teachers split the instructional responsibilities as they instruct groups of learners who rotate through stations.

Alternative teaching – both teachers assume instructional responsibilities but work with students at different levels of understanding.

Team teaching – the two teachers alternate taking the lead role. The active involvement of both teachers is planned ahead of time.

Please use the following link as a reference for co-teaching possibilities: http://faculty.virginia.edu/coteachUVA/5formats.html

Fall ExpectationsDuring the fall semester of the yearlong internship, teacher candidates will be expected to independently teach lesson(s) for the internship (EDCI 790) and as required by the assignments for their fall courses. The teacher candidate will take over some routine(s) and/or content and teaching responsibilities as deemed appropriate by the AMT/MT and university facilitator.

Any time the intern is not co-teaching or teaching independently, activities should be planned with the AMT/MT (e.g., observations, small group instruction, student activities, parent conferences, or working with resource teachers). Please use the Structured Observation of Another Teacher to guide these observations.

Independent TeachingGeorge Mason University’s internship requirements exceed the state minimum licensure requirements of 300 student teaching hours, including 150 hours of direct instruction. Independent teaching spans a four-week period during the spring semester. In the spring semester, co-teaching is followed by a gradual assumption of full responsibility during independent teaching and gradual return of the class(es) to the AMT/MT.

Teacher candidates who are placed in departmental units during independent teaching (e.g., sole subject, science, math, etc.) are required to demonstrate competence across core disciplines (e.g., science, math, social. studies, technology, fine arts and literacy). University facilitators, AMT/MT and the site facilitator are responsible, along with the teacher candidate, to establish a timeline during the spring term in which the teacher candidate can demonstrate competency and the completion of assignments in the core disciplines. Please note: all teaching assignments, including morning meetings, read alouds, content lessons… must be accompanied by complete lesson plans. For guidelines on the required lesson plan format see Elementary Lesson Plan Guidelines.

Reflective Video Analysis – EdthenaUse of Video/EdthenaAll teacher candidates will use video/Edthena for the purpose of enhancing their professional development across the internship. The support team (university facilitator, AMT/MT, school principal) will work collaboratively with teacher candidates to provide expectations for minimum expectations for video uploads and reflections.

Beginning of Internship – Teacher Candidates should:Revised August 2016 25

http://faculty.virginia.edu/coteachUVA/5formats.html

Familiarize yourself with Edthena and make sure your account is active throughout the entire internship.

Determine the children who do not have signed media releases in your classroom. Submit this list to your university facilitator. These children will not be able to be in any videos.

Work with your UF, your AMT/MT, and your peers to determine a plan for recording additional instruction, providing feedback, and reflecting on your growth.

Throughout Internship Upload all formal observation lessons to Edthena for reflection and feedback. Upload and reflect on videos as required by university facilitator and AMT/MT.

Video ReflectionAccording to John Dewey (1933) reflection affords teachers conscious, deliberate insight to bring about learning and encourages them to become students of their own teaching. The George Mason Elementary Education program requires three levels of reflection:

Three hierarchical levels of reflection (Van Manen, 1977) Technical reflection is concerned with the technical application of knowledge to examine

the strategies used and the effects of those strategies. Reflection at the technical level is prompted by reflecting on

What I did What I could have/should have done

Practical reflection allows for open examination of the assumptions underlying a specific practice and its consequences on student learning.

Reflection at the practical level is prompted by reflecting on What are the assumptions underlying my practices? What are the consequences of my practices on student learning?

Critical reflection includes emphases from the previous two levels, and calls for considerations involving moral and ethical criteria, making judgments about whether professional activity is equitable, just and respectful of persons or not. It locates any analysis of personal action within wider sociohistorical and politico-cultural contexts.

Reflection at the critical level is prompted by reflecting on What are the ethical, social political ramifications of my teaching? Links back to vision/philosophy

Reflective ConferringInformal ObservationsThroughout the internship the AMT/MT and university facilitator will conduct informal observations. Feedback will be provided to the teacher candidate. Oral and written feedback will be provided regularly.

Formal ObservationsDuring each semester of the internship the advanced mentor teacher will conduct at least four formal observations of the teacher candidate’s teaching and the university facilitator will conduct at least two formal observations. If the classroom teacher is a mentor teacher rather than an advanced mentor teacher, s/he will conduct two formal observations and the university


facilitator will conduct four. During the independent teaching semester half of the observations (two by an advanced mentor teacher and one by the university facilitator or one by a mentor teacher and two by the university facilitator) will be conducted during the period before independent teaching. The remaining observations will be done during independent teaching. At least one observation each semester may be unannounced.

Formal Observation Reflection Process Each formal observation should be video-recorded and uploaded to Edthena. The AMT/MT and/or the UF should observe the teaching event as it unfolds. Observers may

want to take notes in the following domains as discussion points for later use in the video feedback.

o Preparation and Planningo Instruction and Managemento Assessment and Differentiationo Professionalismo Recommendations

Immediately following the teaching event, the AMT/MT and if applicable, the UF, should engage in a brief post-conference reflection (RECOUNT)

After a day or two (REST), the teacher candidate should then RE-VIEW the video, REFLECT at all three levels and label the reflections as technical, practical and critical, using the Edthena coding system.

Once the teacher candidate has completed their video reflection, the AMT/MT or UF should also comment using their notes from the observation.

The teacher candidate will close the reflection process by REFLECTING and RESPONDING to the comments provided.

Reflective WritingBiweekly Progress Reports will be completed by the teacher candidate and the AMT/MT. The teacher candidate will do a written reflection of successes and areas for improvement. The teacher candidate will share the form with the AMT/MT for additional feedback. When the form is completed it is the teacher candidate’s responsibility to submit it to the university facilitator.

SeminarsBi-weekly seminars will be conducted at the school site under the guidance of the university facilitator each semester.

Common Assessments and Tk20

Please see links below to view each of the common assessments for internship

Disposition Rating Scale (Independent Teaching semester only)Dispositions reflect one’s attitudes and deeply held beliefs. They can be positive (e.g., committed) or negative (e.g., apathetic). Dispositions are not directly “visible,” but are inferred from one’s actions. Throughout a candidate’s program of study at George Mason, s/he should demonstrate behaviors that reflect positive dispositions befitting a professional. The final administration of this assessment is completed by the AMT/MT in conjunction with the Teacher Candidate during the independent teaching semester of internship. See https://youtu.be/2vemL9vLE6o for additional information.


https://youtu.be/2vemL9vLE6o

Collaborative Learning Team Task (Independent Teaching semester only)To complete this task Teacher Candidates will collaborate with a team of teacher colleagues, potentially including but not consisting solely of the AMT/MT, to discuss individual student or group learning progress. With that learning team, Teacher Candidates will consider assessment results and make responsive instructional decisions that promote an individual student’s or a group of students’ learning. The Teacher Candidate will create a detailed teaching action plan that the learning team believes will promote the individual student’s or group of students’ academic achievement and that includes a description of the instructional activities and assessments to be used and how assessment results will be used to determine changes in student learning. Completion of this assessment requires active responsibility for instruction and student learning therefore it is done during the independent teaching semester of internship. For more information view http://youtu.be/NrcZ_ol-Zww?hd=1 .

Teacher Candidate Assessment of Student Teaching The Teacher Candidate Assessment (Outline Form and Expanded Form) is used at the midpoint and the conclusion of the internship semester. The AMT/MT, Teacher Candidate and University Facilitator use these tools to assess Teacher Candidate progress. For additional information see http://youtu.be/DEGTYx4KtX8?hd=1.

Substitute Teaching**For yearlong teacher candidates who are receiving the substitute teaching stipend, the following section is applicable:

Teacher candidates should read and sign the Yearlong Internship Contract .

During independent teaching, including phasing in and out, the teacher candidates should substitute only for the AMT/MT whose classes they are teaching.

During the fall and spring semesters the teacher candidates are available to substitute on a "sheltered" basis. This means the teacher candidates will begin substituting for their AMT/MT, then for their internship grade level teachers. At two points in the year long internship (Dec and May/June) the teacher candidate can substitute in any grade level in the school. Except in emergencies, the " substitute teaching should be prearranged, so that the intern has an opportunity to plan with the classroom teacher. ”

Teacher candidates are available to substitute in the fall semester on Mondays, Tuesdays, Wednesdays, and Thursdays. They will attend classes on Fridays. During the spring semester, teacher candidates will be available to substitute on Mondays, Tuesdays, Wednesdays, Thursdays, and Fridays.

Substituting is a priority assignment over non-teaching assignment within the school (e.g., observing other classes).

When not substituting, the teacher candidates co-teach with the assigned AMT/MT or participate in the activities planned by the school faculty. The teacher candidates should not withdraw from working with students to complete readings or assignments related to their course work. During the ‘open subbing’ periods, if no substitute duties are assigned, teacher candidates report to their AMT/MT and/or site facilitator for duties or experiences that have


http://youtu.be/DEGTYx4KtX8?hd=1

http://youtu.be/NrcZ_ol-Zww?hd=1

been planned by the school faculty. Assigned substitute duties take priority over teacher candidate arrangements.

Due to established university and school system agreements, no teacher candidate may be considered for a long-term substitute teaching assignment after Independent Teaching. Similarly, the teacher candidates should not be assigned clerical duties that are unrelated to their classroom.

The intern’s stipend is funded from the substitute accounts of all participating school divisions. All interns should complete the M o n t h ly Log of Res p o n si b ilities a n d Assig n m e n ts . This should be maintained and submitted to the university facilitator at the end of each semester. The intern is responsible for turning in this log in a timely manner. If the intern has not been available for the required number days of subbing (45) then the final stipend will be reduced accordingly. The PDS Network Calendar defines the parameters of substituting during the school year. Calendars are emailed to each teacher candidate and AMT/MT.

D. Responsibilities of Advanced Mentor Teachers/Mentor TeachersThe advanced mentor teacher and/or mentor teachers willingly serve as role models, instructors and coaches for teacher candidates. Advanced Mentor Teachers are teachers with at least three years of classroom experience who have completed both the George Mason Modules for Mentor Teachers and the Elementary Program Advanced Teacher Training (as of Spring 2017). Mentor Teachers are teachers with at least three years of classroom experience who have completed the George Mason Modules for Mentor Teachers (as of Spring 2017) but have not completed the Elementary Program Advanced Teacher Training. The advanced mentor teacher or mentor teacher serves as mentor, coach and professional resource for the pre-service teacher candidate. This master teacher

Serves as the public school mentor teacher being responsible for the completion of state and university forms impacting graduation and licensure;

Participates in efforts to make relevant reforms in school practices, structures, and cultures;

Analyzes practices and the consequences to improve instruction, utilizing inquiry wherever applicable;

Participates in seminars between and among teacher candidates, advanced mentor teacher, university facilitators, and others involved in the PDS Network efforts;

Participates in all school activities associated with the role;

Models, supports, and encourages instructional techniques that teacher candidates are learning in their university classes;

Monitors and provides meaningful activities for teacher candidates for the duration of the semester;

Expresses concerns in a timely and professional manner following established protocol: site facilitator, university facilitator, elementary coordinator, principal, Associate Dean.


General Timeline:

First week of school(prior to students’ arrival)

Review handbookGuide TC during opening activitiesPlan with TCSet up and familiarize self with Edthena

September – DecemberandFebruary – March

Review EDCI 790 syllabus with TCContinue school-based orientationCo-plan and co-teachComplete informal and formal observationsProvide feedback on Edthena videosComplete Bi-weekly Progress ReportsParticipate in midpoint and final evaluation 3-way conferencesConduct 4 formal observations in Fall and 2

formal observations in 1st quarter of spring semester (AMT) OR 2 formal in the fall and 1 in the first quarter in the spring (MT) (remainingobservation requirements are in the ‘April’ section).

April Confer daily with TCSupport independent teachingCo-teach before withdrawing from responsibilitiesProvide feedback on video clipsConduct at least 2 formal observations (AMT) OR 1 formal observation (MT) with written report and conference (one can be unannounced

May-June Submit all documentation to UFArrange with site facilitator for TC assignment when not substitutingVerify attendance reportComplete evaluation of UF and TC

E. Responsibilities of Site FacilitatorsThe site facilitator is selected to coordinate activities in a PDS Network school and:

Participates with the Graduate School of Education faculty in planning professional development activities and address other issues related to the philosophy, goals, and objectives of the Professional Development School program;

Coordinates activities at the PDS Network school related to placement of teacher candidates and acts as liaison between the AMT/MT, teacher candidates and university facilitator;


Disseminates and collects information pertinent to AMT/MT and teacher candidates as necessary and completes and returns paperwork as required by the program;

Serves as an intellectual resource to teacher candidates, colleagues and university faculty;

Collaborates in placement of teacher candidates each term;

Participates in PDS Network site scheduled meetings, training sessions, and staff development activities;

Analyzes practices and their consequences to improve instruction, utilizing inquiry wherever applicable;

Participates in seminars between and among teacher candidates, AMT/MT, university facilitator, and others involved in the PDS Network school efforts;

Participates in all PDS Network activities associated with the role;

Models, supports and encourages instructional techniques that teacher candidates are learning in their university class work;

Monitors and provides meaningful activities for teacher candidates for the duration of the internship;

Expresses concerns in a timely and professional manner following established protocol: university facilitator, elementary coordinator and principal, Associate Dean.

F. Responsibilities of Site Administrators

PDS Network site administrators seek to foster professional norms of competence and quality learning environments for teachers and students. The site principal:

Oversees the process for identification of quality placement sites for teacher candidates;

Coordinates with site facilitator and university facilitator to place student teacher candidates and arrange for placement for substitute teaching;

Participates in PDS Network site scheduled meetings, orientation training, and staff development activities;

Serves as an intellectual resource for teachers, university facilitators, and teacher candidates;

Aligns organizational structures and resources to reinforce the stated goals of PDS Network School (e.g. ensures that teachers have access to available technology training and application within the classroom);

Supports site facilitators, AMT/MT, and others to improve instructional outcomes;


Involves teacher candidates as part of site faculty;

Ensures that mechanisms are in place to help parents participate in and understand the partnership goals;

Is committed to continuous school improvement and the professional growth of administration, faculty, and teacher candidates;

Participates in school-based PDS Network Leadership Team meetings;

Expresses concerns in a timely and professional manner following established protocol: site facilitator, university facilitator, elementary coordinator and associate dean.

G. Responsibilities of University FacilitatorsThe university facilitator serves as a link between the school and the university, providing support and guidance to teacher candidates, AMT/MT, and site-based facilitators. The university facilitator supports the coaching, supervisory, and evaluative functions carried out by the AMT/MT. The university facilitator also plays an important role in facilitating communication and in providing additional feedback and assistance for the teacher candidates. The university facilitator:

Supervises and functions as a collegial coach with teachers and administrators for site-based teacher candidates;

Ensures clarity in the relationship between theory and practice so that each informs and shapes the other;

Assists in the development of professional school-based cultures and the emergence of a compatible and legitimate university preparation environment;

Offers suggestions and support for the teacher candidate, incorporating relevant theories and practical methods of teaching;

Facilitates and participates in seminars focusing upon instructional practices and their consequences;

Observes and evaluates the teacher candidate's performance during the year/semester;

Serves as the professor of record in evaluating the teacher candidate's practicum experience;

Observes, records, reflects upon and analyzes practices and performance data to improve the quality of field-based experiences;

Serves as an intellectual resource for public school partners through sharing of expertise and provision of articles and research information;

Collaborates in placement of teacher candidates each term;

Expresses concerns in a timely and professional manner following established protocol: site


facilitator, elementary coordinator and principal, Associate Dean.

General Timeline:

First week of school (prior to students’ arrival)

Review handbookSet up and familiarize self with EdthenaMeet with TC, AMT/MT, SF

September – December Review course syllabi with AMT/MTConduct bi-weekly seminarsMeet with site facilitators, principals, and AMT/MTClarify proceduresReview reports from AMT/MT/TC and documentation in notebookProvide feedback on video clipsProvide assistance as needed

February - March Conduct formal observations, 2 in the fall and 1 in the first quarter of spring (at least one joint with AMT) OR 4 in the fall and 2 in the first quarter of spring if working with an MT (remaining observation requirements are in the ‘April’ section).

Facilitate final evaluation conference

April Conduct at least 1 observation (if working with a AMT) OR 2 observations (if working with a MT)Provide feedback on weekly video clipsReview reports from AMT/MT/TC and documentation in notebookCommunicate regularly with AMT/MTProvide assistance as requested or neededConduct bi-weekly seminars

May – June Submit all documentation to MasonWrite recommendation letters

H. Frequently Asked Questions

a. How quickly should a teacher candidate begin teaching lessons?

The internship is designed to provide the teacher candidate with actual teaching experience. Revised August 2016 33

The more teaching teacher candidates do in the field, the greater the opportunity for feedback and the more rewarding the experience. Teacher candidates should work with A/MT’s to determine what the teacher candidate’s initial responsibilities will include. Teacher candidates should gradually work up to the point where they assume all the teaching duties during Independent Teaching.

b. When are lesson plans required?

Lesson plans are required for all teaching that a teacher candidate does. When engaged in co-teaching the A/MT and the teacher candidate may also co-plan. Sometimes a teacher candidate is called on to teach with minimal discussion between s/he and the A/MT e.g., if a teacher candidate is responsible for a small group while the A/MT takes the lead, then the teacher candidate should be clear on the objective, the materials/technology required, the procedures, the differentiation required, and the assessment. All teaching during Independent Teaching will require lesson plans.

c. How can we help the teacher candidate improve?

By opening their classroom to a teacher candidate, mentors play an important role in shaping the competency of the teacher candidate. Maintaining open communication, thinking aloud and answering questions are valuable ways to foster continuous improvement. Providing the teacher candidate with honest written and/or oral feedback is the most beneficial way to help.

d. If the teacher candidate has some issues with performance, what should the A/MT do?

Providing honest feedback about performance is crucial. This can be done orally and in writing. The Biweekly Progress Report should be used to put concerns in writing. The A/MT should also share any concerns about the teacher candidate’s performance with the University Facilitator.

e. What if the AMT/MT is absent?

In the event of an illness that prevents a teacher candidate from reporting to internship, the teacher candidate must let the A/MT, the school, and the UF know that s/he will not be in the internship classroom that day. Any absence of more than two days requires documentation.

f. Are teacher candidates allowed to work during internship?

The Elementary Program discourages teacher candidates from holding outside jobs during internship. However, some teacher candidates must be employed in order to continue their education. In this case, it is the responsibility of the teacher candidate to ensure that the work schedule does not interfere with performance in the classroom.

g. What does the AMT/MT do during independent teaching?

The A/MT should be out of the room during independent teaching to provide the teacher candidate with the opportunity to fully take over all instructional responsibilities. How the A/MT uses this time is up to the individuals at the PDS site. The Elementary Program encourages use the resource of these highly trained teachers to benefit elementary learners in the best possible way e.g., using a pull out model to work with small groups at the current


grade level or throughout the building.

Evaluation of Teacher Candidates

A. Ongoing Feedback - 37 B. Documentation - 37


C. Special Assistance for Teacher Candidates - 39 D. Grading Policy for Internship - 40E. Forms – 42

Lesson Plan Guidelines – 42Questions to Ask for Focus on Planning – 43Lesson Planning Template – 45Yearlong Internship Contract – 46Transform of Information Consent Form - 47Weekly Plan for Co-Teaching – 48Structured Observation of Another Teacher - 49Biweekly Progress Report – 50Teacher Candidate Assessment – Outline Form – 51Teacher Candidate Assessment – Expanded Form – 57Teacher Candidate Assessment – Expanded – Numerical Form for UF – 71Logging Teacher Candidate Hours Guidelines – 79Monthly Log of Attendance and Responsibilities – 80Summary of Internship Hours – Fall – 81Summary of Internship Hours – Spring – 82Yearlong Teacher Candidate Fall/Spring Log of Substitute Teaching – 83Individualized Intervention Plan - 84Professionalism Checklist- 85Dispositions Survey—86CLT Common Assessment Task--88

A. Ongoing FeedbackThe advanced mentor teacher/mentor teacher (AMT/MT) and the university facilitator engage in ongoing assessment of the teacher candidate. The systematic observation and analysis of data


collected on teacher candidates allows for rich, objective feedback. The teacher candidate self assesses continuously as well.

ConferencingAdvanced mentor teachers/mentor teachers and teacher candidates will have daily informal conversations. The university facilitator will confer with the teacher candidate informally each week. While there is no standardized documentation of this informal conferencing, observation notes in the form of sticky notes, a google doc or a dialogue journal can stimulate reflection on the teacher candidate’s performance. These notes can help identify progress from conference to conference.

Tips for positive conferences:o Develop rapport and maintain mutual trust and respecto Approach the conference as a conversationo Be open-minded and ready to listen o Hold conferences privately away from students or other facultyo Leave the teacher candidate with a specific plan of action

FeedbackProviding honest, straightforward feedback is the best way to help a teacher candidate change behavior and improve. Feedback communicates information about how the teacher candidate affects others. The most effective feedback describes a situation or behavior without evaluating or judging, which can create defensiveness. Feedback is best when it is specific and as objective as possible. Nonspecific praise does not provide feedback. Questioning encourages the teacher candidate to reflect on and analyze her/his feelings, beliefs and behaviors. This type of feedback includes dialogue. Advanced mentor teachers, mentor teachers, teacher candidates and university facilitators are encouraged to familiarize themselves with the Teacher Candidate Assessment – Expanded Version and provide specific feedback on that evaluation criteria as it is used to evaluate performance on midterm and final evaluations.

B. Documentation

All documentation, including lesson plans should be made available by the teacher candidate for review by advanced mentor teachers/mentor teachers and the university facilitator.

Yearlong Internship Contract – This form must be signed by teacher candidates in yearlong internships. It is to be signed and submitted to the Program Coordinator at the internship orientation.

Transfer of Information Consent Form – This form must be signed by teacher candidates in Fairfax County School PDS sites. It is to be signed and submitted to the Program Coordinator at the internship orientation.

Weekly Plan for Co-Teaching – Teacher candidate and AMT/MT develop and record the plan. It should be available for the university facilitator.


Structured Observation of Another Teacher – Teacher candidate uses this form to reflect on observations of supervising teachers or other teachers in the building.

Bi-weekly Progress Reports – The teacher candidate completes the reflective writing portion on the top half of the form and the AMT/MT provides feedback on the bottom half. After the form is completed the teacher candidate and A/MT should discuss the contents. The completed form should be shared with the university facilitator.

Midterm Evaluation ProceduresThe midterm evaluation is completed at approximately the midpoint of the student teaching semester. Both the Teacher Candidate Assessment – Outline Form and the Teacher Candidate Assessment -Expanded Form are used. The teacher candidate reflects on progress made and refers to the Expanded Form in order to place him/herself along the continua on the Outline Form. The A/MT may also complete an Outline Form or may choose to discuss the Teacher Candidate’s self assessment. Whether the A/MT and the TC complete two separate forms independently or one form together, they should discuss the TC’s strengths and limitations, citing specific evidence on a single form. This should be completed prior to the three-way midpoint meeting with the University Facilitator. The purpose of the three way meeting is to engage in rich conversation about the teacher candidate’s progress and to set goals for continued professional growth during the second half of the semester. The midterm evaluation procedures are the same during both semesters of the yearlong internship.

Final Evaluation ProceduresThe final evaluation is completed at the end of the student teaching semester. At the culmination of the fall semester of the year long internship the final evaluation procedure mirrors the midterm evaluation procedure. The Teacher Candidate Assessment – Expanded Form is used as a reference to place the teacher candidate along the ten continua on the Teacher Candidate Assessment – Outline Form. The teacher candidate and A/MT meet and discuss the evaluation, citing concrete evidence on the form, prior to the three way meeting with the university facilitator. The teacher candidate will upload the Teacher Candidate Assessment – Outline Form to Blackboard as the PBA for EDCI 790.

At the culmination of the Independent Teaching internship semester, the Final Evaluation serves as the Teacher Candidate Assessment Common Assessment. Prior to the final three-way conference the Teacher candidate and the Advanced/Mentor Teacher will complete either the Teacher Candidate Assessment –Outline Form or the Teacher Candidate Assessment – Expanded Form. They may complete the form separately and then discuss it or the two may discuss it and complete a single form as they do so. Ample time should be set aside to complete the discussion of all items prior to the final three-way conference. After the completion of the three-way conference the teacher candidate will submit the form to the university facilitator and upload it to Blackboard TK20. It is the responsibility of the university facilitator to score the Teacher Candidate Assessment – Expanded Form on TK20.

**Teacher candidates must submit the following forms to their university facilitator by the stated due date at the end of each semester:

**Monthly Log of Attendance and Responsibilities - This form should be completed daily. The information from the monthly log will be summarized on the Summary of Hours and Final Grade Sheet. The monthly logs must be submitted at the end of each semester of internship.


**Summary of Hours and Final Grade Sheet – At the end of each semester, the teacher candidate must submit this form to the university facilitator. The Summary of Hours and Final Grade Sheet, which contains the information needed to process the student's request for licensure, is kept as a permanent record.

**Log of Substitute Teaching Teacher candidates are required to keep an ongoing record of substitute teaching days, which must be submitted to the university facilitator and site facilitator at the end of each semester of student teaching.

**Evaluations of MT/AMT and UFThese online evaluation forms will be made available to teacher candidates via email at the end of the semester. After completing the evaluations the teacher candidate is to print the verification

C. Special Assistance for Teacher Candidates

Occasionally teacher candidates need special assistance and arrangements to complete their licensure programs successfully. In such cases, an I nd ivi du alize d I n terve n tio n Plan is developed collaboratively by the university facilitator, advanced mentor teacher/ mentor teacher, and site facilitator/principal or designee. The Teacher Candidate Assessment – Expanded Form should be consulted and used to document specific needs. The Elementary Program Coordinator should be contacted to determine what resources are needed. Concerns should be resolved at the lowest possible level. If a teacher candidate has a concern, s/he should express it in a timely and professional manner following established protocol: AMT/MT, site facilitator, university facilitator, Elementary Coordinator, Associate Dean for Teaching and Academic Affairs. It is the university facilitator’s responsibility to inform the principal of any concerns. If the intern’s concern is in regard to one of the above persons, then the intern should go to the next level. P leas e n ote t h e follo w i n g i n for m atio n :

All final decisions regarding teacher candidate placement, evaluation and special assistance are the responsibility of the university.

The Associate Dean for Academic and Student Affairs arbitrates concerns that have not been able to be resolved at lower levels.

The Associate Dean for Academic and Student Affairs must approve any withdrawals from the internship.

The university is bound by legal due process and confidentiality as described in official Mason documents.

Some of the ways to provide special assistance for a teacher candidate are:

Arrange for observation of another teacher or teacher candidate who models the skills the teacher candidate lacks followed by a conference.

Change a placement within the school to provide a better match of teacher candidate and AMT/MT.


Change a placement to another school if a suitable alternative placement is not available in the same school.

Modify the schedule for independent teaching to begin more gradually and/or to add days.

Delay a teacher candidate's independent teaching.

Providing special experiences during the period after independent teaching in order to address areas needing improvement.

Facilitate conferences with the teacher candidate's academic advisor and/or course instructors.

Suggest available services at Mason such as the Counseling Center for personal or therapeutic support, the Financial Planning and Assistance Office for advice on financial aid, or the Student Health Center or other source of medical assistance.

Advise a teacher candidate that it is in their best interest to repeat all or part of an internship in the following year.

D. Grading Policy for InternshipThe Graduate School of Education has approved the following grading policy for internship (EDCI 790).

1. The grading scale will be S (Satisfactory) or NC (No Credit) in accordance with GMU policy for internships and GSE policy for internships.

Grades of S (Satisfactory) performance by a teacher candidate in Elementary Education will be documented on the Teacher Candidate Assessment of Student Teaching, and/or in letters of recommendation prepared by the mentor teacher(s)/advanced mentor teacher (s) and university facilitator.

A teacher candidate who receives a NC (No Credit) grade will not be recommended for teacher licensure unless he/she repeats all or part of the internship with satisfactory performance. This may require enrolling and paying tuition for additional credit hours in a subsequent semester, or paying a fee for extended supervision.

2. As the instructor of record, the university facilitator shall determine the interim and final grades after consultation with the AMT/MT. If they cannot agree, the Coordinator of Elementary Education in consultation with the Associate Dean of Academic and Student Affairs may be consulted to determine the grade based on a review of the documentation and, if necessary, observation of the teacher candidate’s performance.

3. In some cases, a grade of No Credit may be accompanied by a recommendation that the student not be allowed to repeat the internship. In such cases, the student will be counseled out of the licensure program although not necessarily out of the degree program.

4. The final grade will not be processed until the Summary of Internship Days of Supervised School-Based Teaching and Final Grade is complete and in the licensure office.


5. Teacher candidates are responsible for documenting all requirements and materials for licensure.

6. Teacher candidates are responsible for taking all tests required by the state and submitting the results to the licensure office prior to application for licensure.

ELEMENTARY EDUCATION PROGRAM LESSON PLAN GUIDELINES

Based on previous internship experiences, the following guidelines were developed to improve understanding, consistency and communication among teacher candidates, advanced mentor teacher/mentor teachers (AMT/MT) and university facilitators.


1. The lesson plan format is to be used with variations specified by instructors for: (a) planning done in relation to course assignments, and (b) lessons which are to be observed be the university facilitator or AMT/MT.

2. All of the teaching done by the teacher candidate is to be planned in more detail than is customary for experienced teachers or possible in a teacher’s plan book. All teaching episodes are to be accompanied by lesson plans.

3. Essential components of any lesson plan are: Standards, Objectives (in terms of student learning), Materials/Technology, Procedures, Differentiation, Accommodations/Modifications, Assessment, and Reflection. At the beginning of the internship, the emphasis should be on developing objectives and achieving active involvement of students in learning activities. A focus on differentiation and assessment follows later in the internship. Throughout all lesson planning, critical reflection should be made to ensure constant review of teaching experiences.

4. Teacher candidates will be expected to verbally reflect on the lesson plans and the lesson in a conference with the observer (the UF, SF, or AMT/MT) after the lesson is observed.

5. Teacher candidates who have difficulty distinguishing between objectives and concepts to be taught should think of concepts as “key ideas” and objectives as “what the student should know and/or be able to do.”

6. When teacher candidates are using a lesson from school division curriculum guides, there is no need to re-write the lesson. However, a photocopy with appropriate annotations and or references should be attached to the plan. If the school division curriculum guide does not include any part of the Mason Lesson Plan Format (Objective, Materials, Procedures, Assessment, or Differentiation) the teacher candidate should include it in writing.

7. Lessons developed by the AMT/MT and taught together or by the teacher candidate during co-teaching also should be documented this way. The purpose of such documentation is to ensure that the teacher candidate processes and adapts the already prepared lessons, and that the university facilitator has a record of the teacher candidates’ teaching activities.

8. University facilitators may require less detailed planning of teacher candidates who have demonstrated a clear understanding of the planning/teaching process

Elementary Education ProgramQuestions to Ask for Focus on Planning

Standards:What standards are you using? How do they connect to other content areas?


To other lessons? To the scope and sequence?

Objectives:Are objectives specific? Are the objectives realistic in terms of the students’ needs and abilities?What do you want students to be able to do at the end of the lesson? How are the objectives developmentally appropriate for students?

Materials/Technology:Are materials listed, gathered and organized?Is it clear how and when the materials will be used?If included, does the technology enhance the lesson? Who is using the technology?What is the purpose of the technology (to present information, to create something, etc.)?

Procedures:How will you hook the students into the lesson? How will the lesson engage students? What instructional approach will you use (eg-gradual release, inquiry, etc…)? Why? What is the rationale for using these methods with this objective?Are the methods developmentally appropriate?Does the lesson have a clear purpose? Will students be able to answer the questions ‘Why?’ and/or ‘So what?’Are the procedures clear, sequenced, and detailed/scripted?How does the lesson connect to previous lessons? Future lessons?Are open-ended questions included in the plan?What extensions are made to enrich the lesson? What problems in management might occur?How are you assessing throughout the lesson? How will you close the lesson?

Assignments:Are assignments logically connected to the lesson?Have the students been scaffolded to independence?Are directions clear?What will students do as they finish?Do they connect to the objectives and procedures?

Differentiation How does the teaching provide for the range of ability and interest of the class in the material?What choices are the students given in the lesson?What provisions are made for individual differences?Using what you know about your students, how will you differentiate in terms of content, process, product, readiness, interest, learning style and/or environment?

Accommodations/Modifications:How have I incorporated accommodations and modifications, as required by students’ IEPs, into the lesson? How have I incorporated accommodations and modifications for students who are identified as gifted?

Assessment:Are the links between the objective(s) and the assessment(s) strong and clear?


Mason Elementary Lesson PlanRequired Components

Standards, Objectives Materials Technology Procedures (hook, detailed steps, assessment/assignments (formative/summative) Differentiation Accommodations/Modifications Reflection

Mason Elementary Lesson Planning Template (optional)Name: ___________________________________________________Content/Grade Level: ________________________________

Standards: Materials/Time


Objectives:

Technology:

Procedures:Hook/LinkDetailed StepsAssessment/Assignments (formative and summative)

Differentiation:

AccommodationsAnd Modifications:

Reflection:

Year Long Internship Contract

As a Mason Elementary PDS Year Long Teacher Candidate, I, ________________________________, understand the

following


I will receive a stipend totaling $4500 (paid biweekly) in exchange for my availability to substitute and

otherwise support the internship site during the entirety of the elementary school year.

I must track the days/times that I am asked to serve as a substitute.

The year-long internship starts on the first day that teachers report back to school for pre-planning.

The year-long internship ends with the last day of school for the teachers.

The calendar for the district within which the internship is situated dictates the dates for holiday, winter

breaks, work days, and early release days.

If the teacher is to be present at the school, the teacher candidate is to be present at the school.

Substitute teaching during the internship is scaffolded from classroom, to grade level, to school-wide.

School wide substituting (open subbing) occurs in December and in May/June.

I further understand that both the school and the district have dedicated significant time and resources to

support my professional development, and they are expecting that I will meet the expectations outlined above.

If I do not fulfill my obligation to be available for substituting during those blocks of time, my substitute

teaching stipend may be suspended or docked, or I may owe the school division money for payments received

without services rendered

Name: ______________________________________________________________________

Date: ________________________________________________________________________

Signature: ___________________________________________________________________


WEEKLY PLAN FOR CO-TEACHING

AMT/MT = Teacher’s Responsibilities TC = Teacher candidate’s Responsibilities Dates:

Subject Monday Tuesday Wednesday Thursday Friday

Opening

English/Language Arts

Math

Science

History/Social Science

Other

Other

Use brief notes to indicate who will do what in regards to teaching, assisting, or observing.Place a copy in teacher candidate’s notebook for review by university facilitator.


George Mason University Elementary Education

STRUCTURED OBSERVATION OF ANOTHER TEACHER

Name of Teacher Observed________________________Subject/Grade_____________Date____________

PLANNING(Evidence of Objective)

INSTRUCTION(Strategies and Techniques Observed)

DIFFERENTIATION

ASSESSMENT

REFLECTIONS(Questions and Insights)


BI-WEEKLY PROGRESS REPORTfor Teacher Candidate Reflection and Feedback

Teacher Candidate Reporting Period to

Advanced Mentor Teacher/Mentor Teacher

Note: The teacher candidate initiates and completes #1& 2; the mentor teacher/advanced mentor teacher completes #3 and #4.

1. (TC) Reflect on your teaching activities for this period, with emphasis on major successes and difficulties.

2. (TC) List goals for the next two weeks:

3. (AMT/MT) Briefly describe strengths of the teacher candidate's performance for this period and areas needing improvement.

4. (AMT/MT) Recommendations that will help the teacher candidate strengthen his/her performance?


Teacher Candidate Assessment – Outline FormGeorge Mason University

College of Education and Human Development

Teacher Candidate____________________________________________________ School: ____________________________________________________

Mentor Teacher: _____________________________________________________ Grade/Subject: ___________________________________________

University Supervisor: ______________________________________________ Semester/Year: __________________________________________

This assessment of the teacher candidate’s performance is to be completed by the advanced mentor teacher/mentor teacher, the university facilitator and the teacher candidate. The items reflect the important standards and competencies expected of professional educators, and the rating scale reflects their movement toward achieving proficiency over the course of the internship.

DIRECTIONS:Place an X along the line to indicate the teacher candidate’s current level of proficiency as compared toa beginning teacher.

“Developing” indicates that the teacher candidate is just beginning to explore that aspect of instruction.

“Consistently Proficient” indicates that the criteria are being met consistently, with totalindependence, across all subject areas. The center dot indicates consistently proficient performance. If the teacher candidate is meeting expectations with the help of the mentor teacher, the X would be to the left of the dot within the consistently proficient column.

“Notable Excellence” indicates that the teacher candidate’s performance is beyond the expectationsof a first year teacher in regards to the criteria.

1. L e arn e r D eve l o pm en t ( InT A S C 1 ) ( I S T E N E T S - T1) (ACEI 1) The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences that include the use of technology.

EVIDENCE:

2. L e ar n i ng D i ff e r e nc e s ( I nT A S C 2) (ACEI 3.2) The candidate uses understanding of individual differences, diverse cultures, and communities to ensure inclusive learning environments that enable each learner to meet high standards.


EVIDENCE:

3. L e arn i ng E n v i ro n m e n t s ( InT A S C 3 ) ( IST E NE T S - T 2)(ACEI 3.4) The candidate works with others to create face-to-face and virtual environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self- motivation.

EVIDENCE:

4. Co nten t Knowledge (InTAS C 4) (See also ACEI Supplemental Eval) The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects accessible and meaningful for learners to ensure content mastery.

EVIDENCE: (SEE ACEI STANDARDS)

5. Content Applicatio n (InTAS C 5 ) (IST E NETS -T 1) The candidate understands how to connect concepts and use different perspectives and digital resources to engage learnersin critical thinking, creativity, and collaborative problem solving related to authentic local and global issues

EVIDENCE: (SEE ACEI STANDARDS)

6. Assessmen t (InTAS C 6 ) (IST E NETS -T 3)(ACEI 4) The candidate understands and uses multiple methods of assessment, including digital tools, to engage


learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

EVIDENCE:

7. P l a n n i n g f o r I n s tr u ct i on ( I n T A S C 7 ) ( IST E NE T S - T 2)(ACEI 3.1) The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of digital age technology, content areas, curriculum, cross-disciplinary skills, andpedagogy, as well as knowledge of learners and the community context.

EVIDENCE:

8. I ns t r u c t i onal S t r at e g i e s ( InT A S C 8) ( IST E NE T S - T 1 , 2 , 3 )(ACEI 3.3) The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in contemporary meaningful ways.

EVIDENCE:

9. Professiona l Learnin g / Ethica l Pra c tice (InTAS C 9 ) (ISTE NETS -T 4)(ACEI 5.1) The candidate engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of teacher choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner in an ethical and responsible manner.


EVIDENCE:

10. Leadership and Collaboration (InTASC 10)(ISTE NETS-T 5)(ACEI 5.2)The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community.

EVIDENCE:

Additional ACEI Content and Pedagogy Standards Descriptor Comments (Additional Comments May Be Attached)

ACEI 2.1 LiteracyCandidates demonstrate a high level of competence in use of English language arts and they know, understand and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.

EVIDENCE:

Content Knowledge:

Pedagogy:

ACEI 2.2. Science

Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science

Content Knowledge:

Pedagogy:


EVIDENCE:

ACEI 2.3 Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation

EVIDENCE:

Content Knowledge:

Pedagogy:

ACEI 2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world

EVIDENCE:

Content Knowledge:

Pedagogy:

ACEI 2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students (ACEI 2.5)

EVIDENCE:

Content Knowledge:

Pedagogy:

ACEI 2.6 Health education—Candidates know and understand the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health (ACEI 2.6)

EVIDENCE:

Content Knowledge:

Pedagogy:


ACEI 2.7 Physical Education-- Candidates know, understand human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students (ACEI 2.7)

EVIDENCE:

Content Knowledge:

Pedagogy:


TEACHER CANDIDATE ASSESSMENT – Expanded FormGeorge Mason University

College of Education and Human Development

Teacher Candidate: School:

Mentor Teacher: Grade/Content:

University Supervisor: _Semester/Year:

*InTASC-Interstate Teacher Assessment & Support Consortium *ISTE NETS-T-International Society for Technology in Education

Place an X along the line to indicate the teacher candidate’s current level of proficiency as compared to a beginning teacher.

“Developing” indicates that the teacher candidate is just beginning to explore that aspect of instruction.

“Consistently Proficient” indicates that the criteria are being met consistently, with total independence, across all subject areas. The center dot indicates consistently proficient performance. If the teacher candidate is meeting expectations with the help of the mentor teacher, the X would be to the left of the dot within the consistently proficient column.

“Notable Excellence” indicates that the teacher candidate’s performance is beyond the expectations of a first year teacher in regards to the criteria.


1. Learner Development (InTASC1)(ISTE NETS-T1)(ACEI 1)The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and

EVIDENCE

A. Assesses individual and group performance to design and modify instruction to meet learners’ developmental needs.

Developing Consistently Proficient Notable ExcellenceB. Creates developmentally appropriate instruction that enables learners to advance and

accelerate their learning.

Developing Consistently Proficient Notable Excellence

C. Collaborates with families, communities, colleagues, and other professionals to promote learner

growth and development, using face to face and virtual technology.


2. Learning Differences (InTASC 2) (ACEI 3.1, 3.2, 5.1)The candidate uses understanding of individual differences, diverse cultures, and communities to ensure inclusive learning environments that enable each learner to meet high standards.

EVIDENCE

A. Designs, adapts, and delivers instruction to address each student’s particular learning strengths and needs, creating opportunities for students to demonstrate their learning in different ways.



B. Works with students’ Individual Education Plans and/or makes appropriate accommodations or modifications to learning goals or lesson plans based on student’s assessment data andidentified special educational needs.


C. Demonstrates knowledge of and follows all legal processes and other applicable laws, regulations, statues, and rules that apply to students with special needs.


D. Designs instruction to build on learners’ prior knowledge and experiences.


E. Incorporates theories and tools of second language development and acquisition into planning and instruction, including strategies for making content accessible to English language learners to evaluate and support their development of English proficiency.


F. Demonstrates knowledge of all legal processes, applicable laws, regulations, statutes, and rules regarding identification, placement, and instruction of English language learners.


G. Accesses resources and special services to meet learning differences or needs.



3. Learning Environments (InTASC 3) (ISTE NETS-T 2) (ACEI 3.5)The candidate works with others to create face-to-face and virtual environments that support individual andcollaborative learning, encourage positive social interaction, active engagement in learning, and self- motivation.

EVIDENCE

A. Collaborates with learners, families, and colleagues to promote a safe, positive, and respectful learning climate.


B. Promotes collaboration between students as well as self-direction, development of shared values and respectful interactions, rigorous academic discussions, and responsibility for quality work.

Developing Consistently Proficient Notable ExcellenceC. Manages the learning environment by organizing, allocating, and coordinating resources, time, and space.


D. Collaborates with learners to evaluate and adjust the learning environment.


E. Demonstrates respect for the cultural backgrounds and perspectives of learners.


F. Applies effective interpersonal communication skills to build learners’ capacity to collaborate.



4. Content Knowledge (InTASC 4) (ACEI 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.3, 3.4)The candidate understands the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teaches and creates learning experiences that make these aspects

accessible and meaningful for learners to ensure content mastery.

EVIDENCE

A. Uses multiple representations and explanations of content.


B. Encourages learners to understand, question, and analyze ideas from multiple perspectives.


C. Guides learners to apply methods of inquiry, standards of evidence, and academic language unique to each content area.


D. Stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts,and makes connections to learners’ experiences.


E. Recognizes and corrects learner misconceptions in a discipline.


F. Evaluates and modifies instructional resources and curricular materials for comprehensiveness, accuracy, and appropriateness.



G. Uses supplemental resources and technology to ensure content accessibility, accuracy, and relevance to learners.


5. Content Application (InTASC 5) (ISTE NETS-T 1) (ACEI 2.1, 3.4)The candidate understands how to connect concepts and use different perspectives and digital

resources to engage learners in critical thinking, creativity, and collaborative problem solving

related to authentic local and global issues

EVIDENCE

A. Applies content knowledge to real world problems through interdisciplinary projects

B. Facilitates learners’ use of current technology tools and resources.

Developing Consistently Proficient Notable ExcellenceC. Engages learners in questioning and challenging assumptions to foster learner innovation, problem solving, generation and evaluation of new ideas, and development of original work.


D. Develops learners’ communication skills for varied audiences and purposes.


E. Supports development of diverse social and cultural perspectives.


F. Develops and supports learner literacy across content areas.



6. Assessment (InTASC 6) (ISTE NETS-T 3) (ACEI 4.0)The candidate understands and uses multiple methods of assessment, including digital tools,

to engage learners in their own growth, to monitor learner progress, and to guide the

teacher’s and learner’s decision making.

EVIDENCE

A. Designs valid formative and summative assessments that match learning objectives.


B. Uses multiple types of assessment data to document learning and develop instructional activities.

Developing Consistently Proficient Notable ExcellenceC. Provides effective feedback to guide learner progress.


D. Guides learners to assess their own thinking and learning, as well as the performance of others.


E. Prepares all learners for multiple assessment formats and makes appropriate accommodations for learners with disabilities or language learning needs.


F. Uses technology to support assessment.



7. Planning for Instruction (InTASC 7) (ISTE NETS-T 2)(ACEI 3.1, 4.0, 5.1, 5.2)The candidate plans instruction that supports every student in meeting rigorous learning goals by

drawing upon knowledge of digital age technology, content areas, curriculum, cross-disciplinary

skills, and

EVIDENCE

A. Creates relevant learning experiences aligned with curriculum goals, content standards, and benchmarks.


B. Incorporates differentiated strategies, resources, and accommodations for individuals and groupsto meet learning goals.


C. Sequences learning experiences effectively.


D. Plans multiple ways for learners to demonstrate knowledge and skills.


E. Uses formative and summative assessment data, prior learner knowledge, and learner interest to plan instruction.


F. Collaborates with professionals (special educators, language learning specialists, librarians, media/technology specialists) to design and deliver learning experiences to meet unique learning needs.


G. Evaluates and adjusts plans to meet short and long range goals.



8. Instructional Strategies (InTASC 8) (ISTE NETS-T 1,2,3) (ACEI 2.1, 3.2, 3.3, 3.4)The candidate understands and uses a variety of instructional strategies to encourage learners to

develop deep understanding of content areas and their connections, and to build skills to apply

knowledge in

EVIDENCE

A. Monitors student learning and uses appropriate strategies and resources to adapt instruction for individuals and groups.


B. Collaborates with learners to design and implement relevant learning experiences, identify strengths,

and access resources to develop their areas of interest.

Developing Consistently Proficient Notable ExcellenceC. Varies the teacher role in the instructional process (instructor, facilitator, coach, audience) to address content, teaching goals, or needs of learners.


D. Provides multiple models and representations of concepts and skills to implement lesson planseffectively.


E. Engages all learners in developing higher order questioning skills and metacognitive processes.


F. Provides opportunities for learners to access, interpret, evaluate, and apply information.

Developing Consistently Proficient Notable ExcellenceG. Uses multiple strategies to expand learner communication through speaking, listening, reading,

writing, and technology.



H. Asks questions to stimulate discussion for different purposes such as probing for understanding,

articulation of ideas and thinking processes, and helping learners to question.

Developing Consistently Proficient Notable ExcellenceI. Provides clear directions and explanations


9. Professional Learning and Ethical Practice (InTASC 9) (ISTE

NETS-T 4) (ACEI 5.1, 5.2)The candidate engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of teacher choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner in an ethical and responsible manner.

EVIDENCE

A. Participates in ongoing learning opportunities to develop knowledge and skills to provide all learnerswith engaging curriculum and learning experiences based on local and state standards.

Developing Consistently Proficient Notable ExcellenceB. Engages in professional development aligned with the needs of the teacher, learners, school, andsystem.

Developing Consistently Proficient Notable ExcellenceC. Uses data and resources to evaluate the outcomes of teaching and learning to adapt planning andpractice.


D. Reflects on personal biases and accesses resources to deepen understanding of cultural, linguistic,ethnic, gender, and learning variations.



E. Demonstrates integrity regarding professional ethics (judgment, confidentiality, and appropriatecommunication).


F. Maintains professional appearance.


G. Demonstrates professional demeanor (enthusiasm for teaching and learning, a caring and positiveattitude, flexibility, initiative, reliability, and respect).


I. Responds to constructive criticism and modifies practices accordingly.


J. Advocates, models, and teaches safe, legal, and ethical use of digital information and technology,including copyright and intellectual property, information privacy (privacy of student data), appropriate documentation of sources, and respect for others in the use of social media.


10. Leadership and Collaboration (InTASC 10) (ISTE NETS-T 5) (ACEI 5.2)The candidate seeks appropriate leadership roles and opportunities to take responsibility for

student learning, to collaborate with learners, families, colleagues, other school professionals, and

community

EVIDENCE

A. Collaborates with colleagues to share responsibility for decision making and accountability forstudent learning.



B. Works with other school professionals to plan and facilitate learning on how to meet the diverse

needs of learners.

Developing Consistently Proficient Notable ExcellenceC. Supports the mission and vision of the school.


D. Works collaboratively with learners and families to establish mutual expectations and ongoingcommunication to support learner development and achievement.


E. Engages in professional learning, contributes to the knowledge and skill of others, and workscollaboratively to advance professional practice.


F. Uses technological tools and a variety of communication strategies to build local and global learningcommunities that engage learners, families, and colleagues.


G. Advocates for learners, the school, the community, and the profession.



Additional ACEI Content and Pedagogy Standards Descriptor Comments (Additional Comments May Be Attached)

ACEI 2.1 LiteracyCandidates demonstrate a high level of competence in use of English language arts and they know, understand and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.

EVIDENCE:

Content Knowledge:

Pedagogy:

ACEI 2.2. Science

Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science

EVIDENCE:

Content Knowledge:

Pedagogy:

ACEI 2.3 Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation

EVIDENCE:

Content Knowledge:

Pedagogy:

ACEI 2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world

Content Knowledge:

Pedagogy:


EVIDENCE:

ACEI 2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students (ACEI 2.5)

EVIDENCE:

Content Knowledge:

Pedagogy:

ACEI 2.6 Health education—Candidates know and understand the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health (ACEI 2.6)

EVIDENCE:

Content Knowledge:

Pedagogy:

ACEI 2.7 Physical Education-- Candidates know, understand human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students (ACEI 2.7)

EVIDENCE:

Content Knowledge:

Pedagogy:

TEACHER CANDIDATE ASSESSMENT – Expanded Form - Numerical(**For use by University Facilitators)

George Mason University College of Education and Human Development


Elementary Education ProgramEDCI 790: Internship in Elementary Education

This rubric describes the clinical experience performance standards in the College of Education and Human Development at George Mason University for elementary education candidates wishing to earn a recommendation for licensure in teaching.

Requirements for Internship and Licensure:In order to earn a recommendation for licensure, a candidate must do all of the following:

complete the entire clinical experience, achieve an average overall rating of at least 3.0 earn a minimum rating of at least 2.0 for each individual standard or criteria

Submission/Assessment Directions1. University Facilitator completes Teacher Candidate Assessment in collaboration with and advanced mentor

teacher/mentor teacher2. Teacher candidate uploads final Teacher Candidate Assessment into TK203. University Facilitator enters evaluation scores into TK20

Rubric Rating and Description GuideRating Description

NA Not applicableThe candidate’s performance in this area is not applicable or not able to be evaluated.

1Does not meet expectations

The candidate exhibits little, or irrelevant, evidence of meeting the standard for planning, teaching, and student learning.

2Approaches expectations

The candidate exhibits insufficient evidence of performance in relation to essential knowledge, skills, dispositions required by the standard.Provides fundamental evidence of attainment but does not yet meet minimum expectations for planning, teaching, and student learning.

3Meets expectations

The candidate exhibits performance that meets the standard in essential knowledge, skills and dispositions. Provides evidence of sound work, usually with multiple examples of achievement which substantially meet basic expectations for planning, teaching, and student learning.

4Exceeds expectations

The candidate exhibits mastery of the knowledge, skills and dispositions required by the standard. Achieves an exceptional level of performance in relation to expectations of the program and generally provides multiple examples of excellence in performance for planning, teaching, and student learning.


Candidate ___________________________ Date _____________________ MIDTERM / FINALSchool: _____________________ Grade/Content: _________________ Semester/Year______________

1. LEARNER DEVELOPMENT (InTASC1) (ISTE NETS-T1) The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences that include the use of technology.

1 2 3 4 NA

COMMENTS

A. Assesses individual and group performance to design and modify instruction to meet learners’ developmental needs.

B. Creates developmentally appropriate instruction that enables learners to advance and accelerate their learning.

C. Collaborates with families, communities, colleagues, and other professionals to promote learner growth and development, using face to face and virtual technology.

Points earned

for this standard

Average for this

standard(divide total by 3)

2. LEARNING DIFFERENCES (InTASC 2) The candidate uses understanding of individual differences, diverse cultures, and communities to ensure inclusive learning environments that enable each learner to meet high standards.

1 2 3 4 NA

COMMENTS

A. Designs, adapts, and delivers instruction to address each student’s particular learning strengths.

B. Works with students’ Individual Education Plans; makes appropriate accommodations or modifications to learning goals or lesson plans based on student’s assessment data and identified special educational needs.

C. Demonstrates knowledge of and follows all legal processes and other applicable laws, regulations, statues, and rules that apply to students with special needs.

D. Designs instruction to build on learners’ prior knowledge and experiences.

E. Incorporates theories and tools of second language development and acquisition into planning and instruction, including strategies for making content accessible to English language learners to evaluate and support their development of English proficiency.

F. Demonstrates knowledge of all legal processes, applicable laws, regulations, statutes, and rules regarding identification, placement, and instruction of English language learners.

G. Accesses resources and special services to meet learning differences or needs.

Points earned

for this standard

Average for this


3. LEARNING ENVIRONMENTS (InTASC 3) (ISTE NETS-T 2) The candidate works with others to create face-to-face and virtual environments that support individual andcollaborative learning, encourage positive social interaction, active engagement in learning, and self- motivation.

1 2 3 4 NA

COMMENTS

A. Collaborates with learners, families, and colleagues to promote a safe, positive, and respectful learning climate.


B. Promotes collaboration between students as well as self-direction, development of shared values and respectful interactions, rigorous academic discussions, and responsibility for quality work.

C. Manages the learning environment by organizing, allocating, and coordinating resources, time, and space.

1 2 3 4 NA COMMENTSD. Collaborates with learners to evaluate and adjust the learning environment.

E. Demonstrates respect for the cultural backgrounds and perspectives of learners.

F. Applies effective interpersonal communication skills to build learners’ capacity to collaborate.

Points earned

for this standard

Average for this


4. CONTENT KNOWLEDGE (InTASC 4) The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects accessible and meaningful for learners to ensure content mastery.

1 2 3 4 NA

COMMENTS

A. Uses multiple representations and explanations of content.

B. Encourages learners to understand, question, and analyze ideas from multiple perspectives.

C. Guides learners to apply methods of inquiry, standards of evidence, and academic language unique to each content area.

D. Stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.

E. Recognizes and corrects learner misconceptions in a discipline.

F. Evaluates and modifies instructional resources and curricular materials for comprehensiveness, accuracy, and appropriateness.

G. Uses supplemental resources and technology to ensure content accessibility, accuracy, and relevance to learners.

Points earned for

this standardAverage for this standard

(divide total 6)

5. CONTENT APPLICATION (InTASC 5) (ISTE NETS-T 1)The candidate understands how to connect concepts and use different perspectives and digital resources to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

1 2 3 4 NA

COMMENTS

A. Applies content knowledge to real world problems through interdisciplinary projects.

B. Facilitates learners’ use of current technology tools and resources.

C. Engages learners in questioning and challenging assumptions to foster learner innovation, problem solving, generation and evaluation of new ideas, and development of original work.

D. Develops learners’ communication skills for varied audiences and purposes.

E. Supports development of diverse social and cultural perspectives.

F. Develops and supports learner literacy across content areas.

Points earned

for this standard

Average for this

standard


(divide total by 6)

6. ASSESSMENT (InTASC 6) (ISTE NETS-T 3) The candidate understands and uses multiple methods of assessment, including digital tools, to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

1 2 3 4 NACOMMENTS

A. Designs valid formative and summative assessments that match learning objectives.

B. Uses multiple types of assessment data to document learning and develop instructional activities.

C. Provides effective feedback to guide learner progress.

D. Guides learners to assess their own thinking and learning, as well as the performance of others.

E. Prepares all learners for multiple assessment formats and makes appropriate accommodations for learners with disabilities or language learning needs.

F. Uses technology to support assessment.

Points earned

for this standard

Average for this


7. PLANNING FOR INSTRUCTION (InTASC 7) (ISTE NETS-T 2) The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of digital age technology, content areas, curriculum, cross-disciplinary skills, and benchmarks.

1 2 3 4 NA

COMMENTS

A. Creates relevant learning experiences aligned with curriculum goals, content standards, pedagogy, as well as knowledge of learners and the community context.

B. Incorporates differentiated strategies, resources, and accommodations for individuals and groups to meet learning goals.

C. Sequences learning experiences effectively.

D. Plans multiple ways for learners to demonstrate knowledge and skills.

E. Uses formative and summative assessment data, prior learner knowledge, and learner interest to plan instruction.

F. Collaborates with professionals (special educators, language learning specialists, librarians, media/technology specialists) to design and deliver learning experiences to meet unique learning needs.

G. Evaluates and adjusts plans to meet short and long range goals.

Points earned for

this standard

Average for this standard

(divide total by 7)

8. INSTRUCTIONAL STRATEGIES (InTASC 8) (ISTE NETS-T 1,2,3) The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections,

1 2 3 4 NA COMMENTS


and to build skills to apply knowledge for individuals and groups.

A. Monitors student learning and uses appropriate strategies and resources to adapt instruction contemporary meaningful ways.

B. Collaborates with learners to design and implement relevant learning experiences, identify strengths, and access resources to develop their areas of interest.

C. Varies the teacher role in the instructional process (instructor, facilitator, coach, audience) to address content, teaching goals, or needs of learners.

D. Provides multiple models and representations of concepts and skills to implement lesson plans effectively.

1 2 3 4 NACOMMENTS

E. Engages all learners in developing higher order questioning skills and metacognitive processes.

F. Provides opportunities for learners to access, interpret, evaluate, and apply information.

G. Uses multiple strategies to expand learner communication through speaking, listening, reading, writing, and technology.

H. Asks questions to stimulate discussion for different purposes such as probing for understanding, articulation of ideas and thinking processes, and helping learners to question.

I. Provides clear directions and explanations.

Points earned

for this standard

Average for this


9. PROFESSIONAL LEARNING AND ETHICAL PRACTICE (InTASC 9) (ISTE NETS-T 4) The candidate engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of teacher choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner in an ethical and responsible manner.

1 2 3 4 NA

COMMENTS

A. Participates in ongoing learning opportunities to develop knowledge and skills to provide all learners with engaging curriculum and learning experiences based on local and state standards.

B. Engages in professional development aligned with the needs of the teacher, learners, school, and system.

C. Uses data and resources to evaluate the outcomes of teaching and learning to adapt planning and practice.

D. Reflects on personal biases and accesses resources to deepen understanding of cultural, linguistic, ethnic, gender, and learning variations.

E. Demonstrates integrity regarding professional ethics (judgment, confidentiality, and appropriate communication).

F. Maintains professional appearance.

G. Demonstrates professional demeanor (enthusiasm for teaching and learning, a caring and positive attitude, flexibility, initiative, reliability, and respect).

H. Responds to constructive criticism and modifies practices accordingly.


I. Uses professional, respectful, and grammatically correct language in oral and written communication.

J. Advocates, models, and teaches safe, legal, and ethical use of digital information and technology, including copyright and intellectual property, information privacy (privacy of student data), appropriate documentation of sources, and respect for others in the use of social media.

Points earned

for this standard

Average for this


10. Leadership and Collaboration (InTASC 10) (ISTE NETS-T 5)The candidate seeks appropriate leadership roles and opportunities

to take responsibility for student learning, to collaborate with

learners, families, colleagues, other school professionals, and

1 2 3 4 NACOMMENTS

A. Collaborates with colleagues to share responsibility for decision making and accountability for

student learning. (ACEI 5.2)B. Works with other school professionals to plan and facilitate learning on how to meet the diverse

needs of learners. (ACEI 5.2)C. Supports the mission and vision of the school. (ACEI 5.2)

D. Works collaboratively with learners and families to establish mutual expectations and ongoing

communication to support learner development and achievement. E. Engages in professional learning, contributes to the knowledge and skill of others, and works

collaboratively to advance professional practice. (ACEI 5.2)F. Uses technological tools and a variety of communication strategies to build local and global learning

communities that engage learners, families, and colleagues. (ACEI 5.2)G. Advocates for learners, the school, the community, and the profession. (ACEI 5.2)Composite Rating: Leadership and Collaboration (InTASC 10) (ISTE NETS-T 5)

11. ACEI Supplemental Assessment1 2 3 4 NA

COMMENTS

Reading, Writing, and Oral Language—ACEI 2.1 Candidates demonstrate a high level of competence in use of English

language arts and they know and understand concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas

Candidates demonstrate a high level of competence in use of English language arts and they use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas


Science— ACEI 2.2 Candidates know and understand fundamental concepts of physical,

life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science

Candidates use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science

Mathematics—ACEI 2.3 Candidates know and understand the major concepts and procedures

that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation

Candidates use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation

Social studies—ACEI 2.4 Candidates know and understand the major concepts and modes of

inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world

Candidates use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world

The arts—ACEI 2.5 Candidates know and understand—as appropriate to their own

understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students

Candidates use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students

Health education—ACEI 2.6 Candidates know and understand the major concepts in the subject

matter of health education to create opportunities for student development and practice of skills that contribute to good health

Candidates use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health

Physical education—ACEI 2.7 Candidates know, understand human movement and physical activity as

central elements to foster active, healthy life styles and enhanced quality of life for elementary students

Candidates use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students


Signature below indicates participation in the assessment process:

Teacher Candidate: _____________________________________________ Date: / /

Advanced Mentor Teacher/Mentor Teacher:_ _________________________________________ Date: /_ /

University Supervisor: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date: / /

TEACHER CANDIDATE ASSESSMENT SUMMARY AND SIGNATURE SHEET

George Mason University College of Education and Human Development Elementary Education ProgramEDCI 790: Internship in Elementary Education

Name of candidate ______________________________ Date _____________________ MIDTERM / FINAL

FINAL CALCULATIONS AND EVALUATION SUMMARY

Standard 1 2 3 4 5 6 7 8 9 10Total

(add 1 – 9)

Average(transfer

from above)

Overall Mean Rating (out of 4.0)Add the mean for each standard and divide the total by 9 to determine the overall mean rating.

Candidate achieved overall minimum mean rating of 3.0 across all standards. YES NO

Candidate achieved minimum rating of 2.0 for each measured standard. YES NO

NOTES:


George Mason University Elementary Education

LOGGING TEACHER CANDIDATE HOURS

Guidelines

*Based on a 7.5 hour school day

CO-TEACHING

Planning and preparing lesson plans with the advanced mentor teacher/mentor teacher (AMT/MT) and/or implementing the AMT/MT’s lesson plans.

Teaching (i.e., working with a small group of students, individual students or whole group). Supervising students (i.e., walking students to class, supervising on playground, field trips, etc.).

INDEPENDENT TEACHING (IT)

Planning, preparing and delivering lesson plans that have been approved in advance by the AMT/MT for the four week period designated as Independent Teaching.

SCHOOL-BASED ACTIVITIES

Observing AMT/MTs and other instructional staff Attending parent conferences Shadowing the AMT/MT Attend PTA/PTO meetings Attending faculty meeting, seminars, staff development sessions, team meetings, etc.


Note: The above are examples that may include, but are not limited to, activities in which teacher candidates have the opportunity to participate

George Mason University Elementary EducationMONTHLY LOG OF ATTENDANCE AND RESPONSIBILITIES

Name of Teacher Candidate________________________________________Month_____________________Year____________

Date Hours of Co-Teaching

Hours of Independent Teaching

Hours of School-Based Activities


Total

Use this form to track internship hours monthly.

_____________________________________________________ ________________Advanced Mentor Teacher/Mentor Teacher’s Signature Date

George Mason UniversityElementary Education

SUMMARY OF INTERNSHIP HOURS OF

SUPERVISED SCHOOL-BASED TEACHINGAND

FINAL GRADE - FALL

Teacher Candidate Fall_____ Year:

School Grade(s)/Subject(s)

Advanced Mentor Teacher or Mentor Teacher

University Facilitator

Summary of Hours Spent In:

Sept. Oct. Nov. Dec. Grand Total

Co-Teaching

Independent Teaching

School-Based Activities

Final Grade_____________


Teacher Candidate Signature _____________________________________________________Date________________

University Facilitator Signature __________________________________________________Date________________


George Mason UniversityElementary Education

SUMMARY OF INTERNSHIP HOURS OF

SUPERVISED SCHOOL-BASED TEACHINGAND

FINAL GRADE - SPRING

Teacher Candidate Spring_____ Year:

School Grade(s)/Subject(s)

Advanced Mentor Teacher or Mentor Teacher

University Facilitator

Summary of Hours Spent In:

Jan. Feb. Mar. Apr. May Grand Total

Co-Teaching

Independent Teaching

School-Based Activities

Final Grade_____________

Teacher Candidate Signature _____________________________________________ Date _________________

University Facilitator Signature__________________________________________ Date _________________


George Mason University--Elementary EducationYEAR LONG TEACHER CANDIDATE FALL/SPRING LOG OF SUBSTITUTE TEACHING (FOR

YEAR LONG TEACHER CANDIDATES ONLY)

SEMESTER/YEAR___________TEACHERCANDIDATE___________________________

Count the substitute teaching time as either .5 day or 1.0 day. Less than four hours on a given day should be counted as ½ day of substitute teaching. More than four hours on a given day should be counted as 1 full day. You do not need to count each hour separately.

Date Grade/TeacherDays of Substitute Teaching

Date Grade/Teacher Days of Substitute Teaching

Total Hours

Total Hours

Please submit at the end of the fall and spring semester to your university facilitator


(Sample) Individualized Intervention Plan

When developing the plan, use the language from the Teacher Candidate Assessment – Expanded Form.At the review date, discuss progress and list evidence of such. Determine next steps.

Name: Date School: UF: CF:

Desired Outcome Specific Examples Evidence of Progress Review Date

Instructional Strategies (InTASC 8) (ISTE NETS-T 1,2,3) (ACEI 2.1, 3.2, 3.3, 3.4)Consistently presents accurate content

Present only factual and accurate information to students.

Provides opportunities for learners to access, interpret, evaluate, and apply information.

Beyond listing possible differentiation in plans, implement strategies during the lesson.

Include connections within and across lessons.

Learning Differences (InTASC 2) (ACEI 3.1, 3.2, 5.1)

Designs, adapts and delivers instruction to address each student’s particular strengths and needs, creating opportunities for students to demonstrate their learning in different ways.

During lessons make adjustments based on students’ responses and/or needs.

Personal and ProfessionalDemonstrates dispositions of a career educator.

Focus on fulfilling all responsibilities for all aspects of teaching.Use a tone of voice that demonstrates command of the classroom.

Outcome Achieved ______________ Continue Intervention_____________ Discontinue Internship____________

Intern Signature_______________________ University Facilitator Signature_______________________


Professionalism Checklist

Teacher Candidate: ________________________ Mentor Teacher:___________________

During this time period, the Teacher Candidate has demonstrated the following characteristics of professionalism:Rating Scale: - = less than satisfactory; =satisfactory; + = highly commendableProfessional Characteristics Rating Action Plan

to address deficienciesBe on time (in the case of an unavoidable emergency, you must contact both the mentor teacher and your University Supervisor)Present a professional appearanceBe prepared for the day upon arrivalStay the minimum of the teacher’s duty day; arrive early enough to allow for adequate planning time with the mentor teacher; remain late enough to be sure of being prepared for the next dayActively participate in professional activities in schoolBe responsive to requests from your mentor teacher to participate in non-classroom activities as needed (if issues arise with such requests, bring them to the attention of your University Supervisor)Show initiativeDemonstrate respect for all students, the school, and the communityPresent complete lesson plans and materials in advance for feedbackSolicit feedback on planning, teaching, and assessment of student learning (it is YOUR responsibility to clarify any confusion on these issues with your mentor teacher)Apply feedback appropriately to improve performanceContact your University Supervisor at the first sign of any difficulties or potential difficulties in your placementHold high expectations for all studentsEncourage positive classroom interactionsDevelop and maintain positive professional relationship with the studentsDevelop and maintain positive professional relationships within the schoolCommunicates effectively and appropriately with parents

Use professional, appropriate language at all times with students and colleaguesIdentify and address own content gaps related to teaching assignment

Exhibit the highest professional and scholarly ethics and uphold them for studentsRelate to students in developmentally appropriate ways

Use resources, including technology, appropriately and effectively

Communicate effectively and appropriately with parents

Use electronic devices ONLY when appropriate. NO phone/texting/FB when you are in the classroom observing or supervising students (playground, lunch, etc.)

These standards must be successfully met in order to continue in the internship experience.

________________________________ ________________________________

Teacher Candidate Mentor Teacher


Candidate Name and G#:___________________________ Course with Section:___________________Assessor:_______________________ Date Assessed:__________________

CEHD Assessment of DispositionsDispositions reflect one’s attitudes and deeply held beliefs. They can be positive (e.g., committed) or negative (e.g., apathetic). Dispositions are not directly “visible,” but are inferred from one’s actions. Throughout a candidate’s program of study at George Mason, s/he should demonstrate behaviors that reflect positive dispositions befitting a professional.

For each of the following dimensions, please rate the degree to which you observe the candidate behaving in a fashion consistent with each disposition, 4 being the highest as “Consistently Evident,” 1 being the lowest as “Not Evident.”

Openness to FeedbackExamples include:- Is receptive to constructive criticism/growth-producing feedback- Self-regulates and modifies professional behavior based on

feedback- Seeks opportunities for professional growth to improve practice- Acts on feedback toward improvement

Consistently Frequently Sometimes Seldom Not Evident Evident Evident Evident Applicable

4 3 2 1

Collaboration and TeamworkExamples include:- Exhibits teamwork for school/organizational improvement- Collaborates well with others- Is caring, empathetic and respectful to others

4 3 2 1

Cultural ResponsivenessExamples include:- Treats individuals in an unbiased manner- Embraces differences- Views diversity as an asset

4 3 2 1

Continuous Improvement/ Change OrientationExamples include:- Takes initiative appropriately- Seeks opportunities for continual improvement and change- Seeks evidence for use in decision making- Is willing to take appropriate risks/try new things

4 3 2 1


High Expectations for LearningExamples include:- Takes appropriate responsibility for student learning- Holds high expectations for all learners- Monitors and assesses student learning to provide feedback and

alter instruction to improve learning

Consistently Frequently Sometimes Seldom Not Evident Evident Evident Evident Applicable

4 3 2 1

AdvocacyExamples include:- Advocates on behalf of students and families- Seeks to understand and address student issues and challenges- Shows a genuine interest in others’ well-being- Seeks to direct students and/or families to needed resources

4 3 2 1

ProfessionalismExamples include:- Is punctual and well prepared- Exhibits professional demeanor (dress & appearance)- Is reliable, responsible- Demonstrates respect for students, families, colleagues, and/or

property- Uses technology & social media appropriately-

4 3 2 1

Legal and Ethical ConductExamples include:- Exhibits integrity and ethical behavior- Maintains privacy and confidentiality of sensitive information- Demonstrates fairness and consistency in applying and enforcing

rules, policies, and regulations

4 3 2 1

Please add any relevant comments to the ratings above:

Thank you.


Performance Based Assessment: Collaborative Learning Team AssessmentEDCI 790 Internship

Assessment TaskTo complete this task you will:

Collaborate with a team of teacher colleagues, potentially including but not consisting solely of the mentor teacher, to discuss individual student or group learning progress

With the learning team, consider assessment results and make responsive instructional decisions that promote an individual student’s or a group of students’ learning

Provide input to the team to identify lesson plans or revisions to lesson plans, instructional delivery methods, or classroom management strategies affecting student learning progress

Detail a teaching action plan that the team believes will promote the individual student’s or group of students’ academic achievement and that includes a description of the instructional activities and assessments to be used and how assessment results will be used to determine changes in student learning

Submission DirectionsYou will submit a completed template to demonstrate meeting the above objectives and completion of the above tasks:

Part 1: Collaborationo Documentation of collaborations with teacher colleagues regarding individual student or group learning

progress. (Documentation can include: agenda, minutes, reflections, etc.) Part 2. Assessment and Instruction

o Documentation of initial assessment results and responsive instructional decisions. (Documentation will include the initial results from the assessment and the specific instructional decisions made in response to the assessment results.)

Part 3. Lesson Plan(s)/Revisionso Documentation of lesson plans or revisions, instructional delivery methods or classroom

management strategies. (Documentation will be the detailed lesson plan(s) or revision with instructional delivery methods or classroom management strategies.)

Part 4. Teaching Action Plano Include the teaching action plan that is a description of the alignment of specific

instructional activities and assessments. (Documentation will describe an alignment of objectives, assessment outcomes and instructional strategies used.)

Evaluation:1. The Advanced Mentor Teacher/Mentor Teacher completes Collaborative Learning Task

Rubric in collaboration with the teacher candidate2. The teacher candidate uploads the Collaborative Learning Task into TK203. The University Facilitator enters evaluation scores into TK20


Collaborative Learning Team AssessmentTEMPLATE

You will submit the following and attachments to demonstrate meeting the objectives for this assessment task.Task Documentation

Part 1: Documentation of collaborations with teacher colleagues regarding individual student or group learning progress.

Documentation of collaborations

List artifacts attached to this template:

Part 2. Documentation of initial assessment results and responsive instructional decisions.

Assessment results Corresponding instructional decisions

Part 3. Documentation of lesson plans or revisions, instructional delivery methods or classroom management strategies.

Attach lesson plan to this template.Briefly describe the content of the lesson and specific strategies and management techniques used for this lesson.

Part 4. Teaching action plan that includes a description of instructional activities and assessments.

Teaching action plan

Objectives Instructional Activities Assessment (list and state alignment)

Scoring RubricRevised August 2016 91

EDCI 790 Performance Based Assessment/ CEHD Common AssessmentCollaborative Learning Team Task Rubric

Criteria Does Not Meet Standard

1

Approaches Standard

2

MeetsStandard

3

ExceedsStandard

4

Part 1. CollaborationThe candidate works with school professionals to plan and facilitate learning to meet diverse needs of learners.

InTASC 10(b)ACEI 5.2CAEP 5b

The candidate does not provide evidence of effectively collaboration with school professionals to plan and/or jointly facilitate learning to meet diverse needs of learners.

The candidate provides evidence that he/she collaborates only occasionally or less than effectively with school professionals to plan and jointly facilitate learning to meet diverse needs of learners.

The candidate provides evidence that he/she collaborates with school professionals to effectively plan and jointly facilitate learning to meet diverse needs of learners but did not take advantage of all opportunities.

The candidate provides evidence that he/she collaborates regularly and effectively with a variety of school professionals to plan and jointly facilitate learning to meet diverse needs of learners.

The candidate engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.

InTASC 10(f)ACEI 5.2CAEP 5b

The candidate does not provide evidence of collaboration with school professionals to engage in professional learning that advances practice.

The candidate provides evidence that he/she only occasionally or less than effectively collaborates with school professionals to engage in professional learning that advances practice.

The candidate provides evidence that he/she effectively collaborates with school professionals to effectively and jointly engage in professional learning that advances practice.

The candidate provides evidence that he/she collaborates regularly and effectively with a variety of school professionals to effectively and jointly engage in professional learning that advances practice.

Part 2. Assessments and InstructionIndependently and in collaboration with colleagues, the candidate uses data (e.g., systematic observation, information about learners, research) to evaluate outcomes of teaching and learning to adapt planning and practice.

InTASC 9(c)

The candidate does not show evidence of collaboration with colleagues in the use of data to evaluate outcomes of teaching and learning or to adapt planning and practice.

The candidate independently or in collaboration with colleagues uses data to evaluate outcomes of teaching and learning but inaccurately or ineffectively adapts planning and practice.

The candidate independently and in collaboration with colleagues uses data to effectively evaluate outcomes of teaching and learning and adapts planning and practice.

The candidate independently and in collaboration with colleagues uses a variety of data to accurately evaluate outcomes of teaching and learning and effectively adapts planning and practice for all learners.


ACEI 4.0CAEP 3a

Part 3. Lesson PlanThe candidate understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.

InTASC 7(j)ACEI 3.1CAEP 3d

The candidate exhibits a limited or no understanding of the strengths and needs of individual learners nor how to plan instruction that is responsive to strengths and needs.

The candidate exhibits a limited understanding of the strengths and needs of individual learners and/or how to plan instruction that is responsive to these strengths and needs.

The candidate exhibits an understanding the strengths and needs of individual learners and how to plan effective instruction that is responsive to these strengths and needs.

The candidate exhibits a deep understanding the strengths and needs of diverse learners and how to plan effective instruction that is responsive to these strengths and needs.

The candidate balances the use of formative and summative assessment as appropriate to support, verify, and document learning.

InTASC 6(a)ACEI 4.0CAEP 3b

The candidate does not provide evidence of the use of formative and summative assessment as appropriate to support, verify, and document learning.

The candidate provides limited evidence of the use of formative and/or summative assessment as appropriate to support, verify, and document learning.

The candidate provides adequate evidence of the balanced use of formative and summative assessment as appropriate to support, verify, and document learning.

The candidate provides extensive evidence of the balanced use of multiple formative and summative assessments as appropriate to support, verify, and document learning.

The candidate designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.

InTASC 6(b)ACEI 4.0CAEP 3a

The candidate provides no evidence that he/she designs assessments that match learning objectives with assessment methods or minimizes sources of bias that can distort assessment results.

The candidate provides little evidence that he/she designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.

The candidate provides evidence that he/she designs effective assessments that closely match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.

The candidate provides multiple pieces of evidence that he/she designs effective assessments that align learning objectives with a variety of assessment methods and minimizes sources of bias that can distort assessment results.


The candidate works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning.

InTASC 6(c)ACEI 5.2CAEP 3a

The candidate does not work independently and collaboratively to examine test and other performance data to understand some learner’s progress and to guide planning.

The candidate works independently and/or collaboratively to examine limited test and other performance data to understand some learner’s progress and to guide planning.

The candidate works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning.

The candidate works independently and collaboratively to examine multiple sources of test and other performance data to understand every learner’s progress and to guide planning to meet diverse student needs.

Part 4 Teaching Action PlanThe candidate reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.

InTASC 9(e)ACEI 5.1CAEP 5c

The candidate describes rather than reflects on personal biases and does not access resources to deepen understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.

The candidate describes rather than reflects on personal biases and accesses some resources to deepen understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.

The candidate reflects on some personal biases and accesses a range of resources to deepen understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.

The candidate reflects candidly on a variety of personal biases and accesses a broad range of resources to deepen understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.


The candidate takes an active role on the instructional team giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

InTASC 10(a)ACEI 5.2CAEP 5b

The candidate does not work with the instructional team, receives limited feedback on practice, examining minimal learner work, rarely analyzing data, and sharing little responsibility for decision making and accountability for student’s learning.

The candidate occasionally and/or passively works with the instructional team, receiving limited feedback on practice, examining some learner work, analyzing data from a single source, and sharing little or no responsibility for some decision making and accountability for each student’s learning.

The candidate takes an active role on the instructional team, receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.

The candidate takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s diverse learning needs.


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