pre-student teaching guide - ferris state university...geographic locality is always considered but...

FERRIS STATE UNIVERSITY

Pre-Student Teaching Guide

College of Education and Human Services

School of Education

Pre-Student Teaching Field Experience Guide

Table of Contents:

Introduction 1

School of Education-Field Placement Office Directory 2

Field Experience Placement Policies 3

Eligibility Guideline for Pre-Student Teaching Placements 4

Dress Code –Pre-Student Teaching 5

LiveText Field Experience Management 6

Performance Assessment and Evaluation 6

Intervention – Plan of Assistance 7

Liability & Medical Coverage 7

Pre-Student Teacher Responsibilities 8

Mentor/Supervising Teacher Responsibilities 10

University Instructor Responsibilities 11

Field Experience Course Descriptions 12

Appendixes: Note: These documents are subject to on-going change

Professional Behaviors Policy/Rubric 16

Pre-Methods (40-hr) Rubric 18

Pre-Methods Field Experience Performance Evaluation (40-hr) 23

Methods (80-hr) Rubric 25

Methods Field Experience Performance Evaluation (80-hr) 30

(Mid-Semester & Final)

Methods Lesson Plan (1 & 2) 32

Field Experience Time Log 33

Intervention – Plan of Assistance 34

Request for Feedback from the Field 36

Note: This guide is subject to on-going revisions - 2013

Introduction The School of Education provides the following information as a guide for supervising teachers, administrators, pre-student teachers, and others involved in field experiences for FSU. We have tried to anticipate your questions and provide information that will facilitate for everyone an effective pre-student teaching field experience. We recognize the time and effort that supervising teachers devote to assisting pre-student teachers in making the transition from college student to professional educator. Without the commitment of master teachers, the School of Education would not be able to adequately prepare the “educators of tomorrow.” Our goal is to build and maintain a relationship that allows each pre-student teacher to grow personally and professionally. This requires a team effort. Collaboration between university instructors, classroom teachers, and pre-student teachers is essential. Together we can provide a high-quality, well-trained educator. Prior to pre-student teaching, our elementary and secondary course work emphasizes creative and critical thinking, content knowledge, guided practice, and performance reflection. We partner with public schools that provide diversified placements for our students over three (3) semesters. These placements include two levels of pre-student teaching field experiences (40-hrs. pre-methods and 80-hrs. methods) and culminate in student teaching (full semester). We appreciate the opportunity given to our students to learn, model, and teach with master teachers. While we cannot adequately express our thanks, we can acknowledge how valuable host schools are to our program. Conversely, we applaud our pre-student teachers for their continued effort and dedication to learn the skills necessary to become highly qualified educators. The School of Education sincerely appreciates the participation and support of the supervising teachers in the training of new educators. We are looking forward to a challenging and rewarding experience for all in this most important profession! Comments and suggestions regarding our programs are always welcome. Feedback is critical and allows Ferris State University to grow and develop, meeting the ever-changing demands in education. Note: Refer to the School of Education Directory (page 2) to contact your Field Placement Office.

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Ferris State University-College of Education and Human Services

Dean’s Office: 231.591.3648 Dr. Michelle Johnston, Dean

School of Education (SOE) – Field Placement Office (FPO) Directory

Office: 231.591.3511 Dr. James Powell, Director

Field Placement Offices:

Main Campus (Big Rapids): 800.433.7747 Fax 231.591.2041

Karen Baar [email protected] 231.591.2689

Grand Rapids Campus: 800.998.3425 Fax 616.451.4740

Debra Warwick [email protected] 616.643.5744

Grand Rapids – Kendall: 800.676.2787 Fax Kristen Morrison [email protected] 616.451.1868

Northern Region Campus (Traverse City): 866.857.1954 Fax 231.995.1736

Kerry Secrist [email protected] 231.995.1739

Southeast Region Campus (Flint/Lansing): 866.387.9430 Fax 810.762.2513

Sheri Alexis [email protected] 810.762.0289

Field experiences in preparing students for tomorrow’s teachers are an indispensable part of any teacher preparation program. Whether you are the supervising teacher, pre-student teacher or university instructor, everyone’s role is equally important in a successful experience. Everyone needs:

- time to grow in their role as mentor/supervising teacher, pre-student teacher, and university instructor.

- patience to give and receive constructive and positive feedback.

- opportunities that will promote successful completion of all requirements and expectations.

The Field Placement Office wishes a wonderful experience for everyone. Let’s keep in touch!

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mailto:[email protected]





Pre-Student Teaching Field Experience Placement Policies Policy: All placements will be arranged at the Coordinator’s discretion. Students are not to arrange their own field experience placements in any district. Appropriate Placement Guidelines:

The criterion for an appropriate pre-student teaching field experience is the same as student teacher placement:

Students are placed in an approved site, including public, private, and charter schools.

Students may not be placed in an alternative education program or adult education program.

Students should be placed in the appropriate subject areas [major or minor(s)], and grade level.

Students may not be placed in a school building/district where relatives are employed or attending.

Students may not be placed in the high school from which they graduated, unless it’s been more than 8 years (secondary only).

Students may not be placed in the same school district for all placements.

Students may be placed at different grade levels, schools and districts for each field experience.

Field Experience Placements:

The Field Placement Office works with building principals and administrators to arrange placements.

Geographic locality is always considered but extended travel may be necessary.

Pre-Student teachers should:

Contact the host school’s principal/supervising teacher, to schedule an interview.

Work collaboratively to arrange field experience hours with the supervising teacher.

Follow all field experience criteria specified by the university instructor.

Demonstrate a professional manner at all times.

Comply with school district safety requests which may include a criminal background check.

Note: For additional information, see Pre-Student Teaching Responsibilities.

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Eligibility Guidelines for Pre-Student Teaching Placement Policy: To be eligible for pre-student teaching field experience placements:

Undergraduate students must have a 2.5 cumulative GPA.

Graduate students must have a 3.0 cumulative GPA.

Students must pass all sections of the Basic Skills Test.

Students must complete a Level II Application with his/her education advisor.

Professional Behaviors Policy is signed by each student before beginning assignment. (See Appendix: Professional Behaviors Policy)

Criminal History Disclosure Form (Misdemeanor or Felony Conviction Information) is signed by each student before beginning assignment.

Central Registry Clearance is required by the Michigan Department of Human Services for each student.

Note: For each placement, students must submit an Application for Pre-Student teaching one (1) semester in advance.

Rationale:

To assure students are prepared with adequate background knowledge to successfully develop, deliver, and assess lessons in a classroom

To promote successful transition from a university setting to an authentic classroom environment

To provide experience in the day-to-day operations of a classroom (management) Procedure:

Education faculty and advisors should stress academic requirements early, during the Level II Application process, and throughout the program.

With an Application for Pre-Student Teaching, each student will submit an Academic Summary that specifies his/her cumulative and content GPAs to the Field Placement Office.

Upon receiving each application and before initiating the placement process, the Coordinator for Pre-Student Teaching Field Experience assesses each student’s eligibility (i.e. verifies cumulative GPA, Basic Skills results and the completion of the Level II application).

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Dress Code Policy: Students will comply with the policies of Ferris State University and the host school to which they are assigned regarding dress and grooming. All School of Education students are expected to be neat, clean and professionally dressed. Blue jeans, sweat-shirts, sweat-suits, T-shirts, revealing clothing (i.e. bare midriff, cleavage, clothing too tight, etc.) caps, baggy low-slung pants, and short skirts are unacceptable for Ferris State University students. No tennis shoes or flip-flops. Ferris State University polo shirt with a collar is an option with khaki or dress slacks that begin at the waist.

University rules and regulations may supersede any local school dress policy.

Pre-student teachers will wear name badges during all field experiences. Note: Inappropriate dress and appearance may result in removal of a student from a field

experience school site. Rationale:

Recognized as a Ferris State University pre-student teacher

Assists host schools address safety issues

Demonstrates professional dress Procedure:

Assistance regarding professional clothing may also be available for Ferris State University students (men and women), through the First Lady's Attic.

The Field Placement Office will provide badge holders/name tags for each pre-student teacher during the first field experience.

Students will be responsible to maintain the badge holder for the second experience.

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LiveText – Field Experience Management Ferris State University-School of Education will be using LiveText (web-based assessment tool) to measure outcomes-based learning goals for our students. Students need to purchase the LiveText FEM module. Students will use this module to participate in self-reflecting evaluation and to log field experience hours. Mentor/supervising teachers will need to establish a LiveText account, to participate in the assessment of our students. Mentor/supervising teachers will receive instructions from LiveText to create this account. Within the LiveText account, you will complete a performance evaluation(s) and approve the student’s time log in your classroom. The field experience instructor will be available to provide you with more information and assistance during this process. The performance assessment and evaluation process is provided below. Performance Assessment and Evaluation Pre-student teacher performance is assessed and evaluated by the university instructor and supervising teacher. Each student also completes a self-evaluation.

Classroom performance is observed and lesson plans are critiqued by the university instructor and mentor/supervising teacher.

Pre-Methods (40-hr) and Methods (80-hr) Field Experience Performance Evaluations are completed by the mentor/supervising teacher and university instructor. All evaluations are shared with the pre-student teacher. (See Appendix: Pre-Methods and Methods Rubrics; and Pre-Methods (40-hr) or Methods (80-hr) Field Experience Performance Evaluation)

Pre-student teachers are to reflect and complete a self-evaluation. (See Appendix: Pre-Methods (40-hr) or Methods (80-hr) Field Experience Performance Evaluations)

Field experience hours are verified by mentor/supervising teachers initialing a log in LiveText-FEM – Time Log. Field assignment requirements are verified by the mentor/supervising teacher and graded by the university instructor.

Note: In monitoring pre-student teacher performance, any concern should be reported as soon as possible. Concerns may include: punctuality, attendance, engagement of classroom activities, difficulties in communicating, etc.

Students who are not aware of concerns cannot improve their performance. To assure a successful completion of a field experience assignment, a collaborative intervention plan may be developed. (See Appendix: Intervention – Plan of Assistance) The university instructor should be notified first. However, the Field Placement Office will also be available to assist, as needed.

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Intervention – Plan of Assistance In monitoring pre-student teacher performance, the mentor/supervising teacher should report any concern as soon as possible to university instructor. Concerns may include: punctuality, attendance, engagement of classroom activities, difficulties in communicating, etc. If a student is struggling or his/her performance is in need of improvement, a written plan of assistance may be helpful. The ultimate goal of the plan is to promote the successful completion of the field experience. Guidelines:

Intervene early! Students who are not aware of concerns cannot improve their performance. Begin by discussing concerns with the pre-student teacher.

Report the concerns to the university instructor.

Monitor the performance and communicate with the university instructor, as needed for support and additional assistance.

Develop collaboratively, a written plan of assistance to help the pre-student teacher, if there is lack of improvement. (See Appendix: Intervention – Plan of Assistance)

The university instructor should always be notified first. However, the Field Placement Office is available for assistance. Liability Coverage Ferris State University’s legal liability insurance includes coverage for our students during field experiences and student teaching for an academic program. The student must be registered. This coverage does not include activities outside of field experiences, student teaching or acts that violate the law, university and school policies. Medical Coverage Students should have individual medical coverage during all field experiences and student teaching. In the event of an incident requiring medical attention, students are responsible for all medical costs. Ferris State University and/or the host school will not be responsible for medical costs. Students may contact Birkam Health Center for affordable medical insurance: 231.591.2614 or contact at [email protected].

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Pre-Student Teacher Responsibilities Pre-student teaching is marked by a gradual increase of responsibilities culminating with student teaching. Each field experience begins with observing a supervising teacher. The observations are followed by discussions with the mentor/supervising teacher and university instructor. Pre-student teachers need to read and learn everything necessary to be successful in the classroom. The School of Education expects pre-student teachers to be punctual and maintain regular attendance at the school site and to demonstrate professional behavior at all times. If the pre-student teacher is late or absent he/she is expected to contact the mentor/supervising teacher and university instructor. If any problems occur with attendance or professional standards do not wait. The mentor/supervising teacher should discuss the problem(s) with the pre-student teacher and university instructor, as soon as possible. Although pre-student teachers begin each field assignment with observation, working directly with students on an individual basis and/or small group instruction, should begin as soon as possible. As skills develop, the pre-student teacher should gradually assume greater responsibility, such as planning and assessing. Remember, at the first level of pre-student teaching (pre-methods, 40-hr) more guidance is needed than at the second (methods, 80-hr). Pre-student teachers need to ask questions of the mentor/supervising teacher and university instructor, who are there to guide and assist in the practicum. The following is a list of general expectations and responsibilities: Orientation: Prepare for pre-student teaching responsibilities by,

Arranging to meet with the mentor/supervising teacher.

Setting a schedule that works for both the pre-student teacher and mentor/supervising teacher; verifying the schedule and placement with your university instructor.

Discussing with the mentor/supervising teacher the school’s philosophy, mission statement, policies and procedures.

Reviewing school/classroom curriculum and management.

Working with the mentor/supervising teacher regarding introductions to pupils, staff and parents.

Adhering to the Professional Behaviors Policy. (See Appendix: Professional Behaviors Policy)

Observation: Begin observing and planning collaboratively with the mentor/supervising teacher by, discussing and reflecting on classroom observations and daily happenings, including classroom management, routines, teaching style, behavior management, etc.

Asking questions!

Logging and verifying the time in the classroom with LiveText FEM.

Planning/Team Teaching: Assume increased responsibilities in the classroom by,

Establishing a regular meeting time with the mentor/supervising teacher.

Understanding shared/guest teaching is a gradual process.

Listening and implementing the mentor/supervising teacher’s suggestions.

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Respecting the use of shared materials and procedures.

Referring to the Pre-Methods (40-hr) or Methods (80-hr) Rubric regarding teaching performance in the classroom. (See Appendix: Pre-Methods (40-hr) or Methods (80-hr) Rubric)

Completing the pre-teaching field experience requirements such as: assignments in reading; data gathering; tutoring; lesson planning/delivery, etc.

Assessing pupil progress with the mentor/supervising teacher.

Reflecting and completing a self-evaluation. (See Appendix: Pre-Methods (40-hr) or Methods (80-hr) Field Experience Performance Evaluation)

Evaluation: Discuss your performance, formally and informally, with the mentor/supervising teacher and university instructor by,

Reflecting on feedback provided by the mentor/supervising teacher during the established, regular meeting time. (See Appendix: Pre-Methods (40-hr) or Methods (80-hr) Rubric)

Growing and learning through working collaboratively with the mentor/supervising teacher and university instructor.

Discussing the evaluations with the mentor/supervising teacher and university instructor. (See Appendix: Pre-Methods (40-hr) or Methods (80-hr) Field Experience Performance Evaluation)

Note: Communication is vital for a successful experience. Ask questions, listen, and discuss. Learn as much as possible from both the mentor/supervising teacher and university instructor. Communicate often, plan collaboratively, and always remember the pre-student teacher is considered a guest in the classroom.

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Mentor/Supervising Teacher Responsibilities One of the most professionally influential people in the pre-student teacher’s life is the supervising teacher. Mentor/Supervising teachers have a dual role. First, the mentor/supervising teacher will assist the pre-student teacher in all aspects of classroom learning. This includes the transfer of theory learned in a university setting, into practical knowledge utilized in an authentic classroom environment. Second, through leadership and example, master teachers will instill responsibility for professional growth. The Field Placement Office works with school principals (or other administrators) to arrange all field placements. When a teacher accepts a pre-student teacher, the Field Placement Office notifies the student to contact the teacher and/or principal to arrange an interview. This is a time to meet and arrange field experience hours in the classroom.

Note: *Gifts of time and patience in preparing tomorrow’s teachers are critical. In monitoring pre-student teacher performance, any concern should be reported as soon as possible. Concerns may include: punctuality, attendance, engagement of classroom activities, difficulties in communicating, etc.

The areas in which pre-student teachers will need mentor/supervising teacher assistance are: Orientation: Introduce the pre-student teacher to the teaching and learning environment by,

Welcoming the pre-student teacher into the classroom and orienting him/her to the school, sharing the schools’ philosophy, mission, policies and procedures .

Providing an overview of school/classroom curriculum.

Discussing classroom rules and management.

Introducing him/her to your staff, pupils, and parents. Observation: Prepare the pre-student teacher for teaching responsibilities by,

Allowing the pre-student teacher to observe, plan collaboratively, and guest present. (Please share lesson plans, materials, texts, and student expectations.)

Discussing and reflecting on classroom observations and daily happenings. (Encourage questions on classroom practices, etc.)

Modeling best practices.

Allowing the pre-student teacher to assume responsibility, as soon as possible, for classroom routines. These responsibilities may include: greeting and becoming acquainted with the students; taking attendance; checking papers; tutoring individuals; monitoring small groups; etc.

Adherence to the Professional Behaviors Policy is expected of all pre-student teachers. (See Appendix: Professional Behaviors)

Planning/Team Teaching: Assume increased teaching responsibilities for the classroom by,

Establishing a regular meeting time with the pre- student teacher.

Understanding that shared teaching is a gradual process.

Coaching the pre-student teacher, explaining the why’s and how’s of classroom management, daily routines, teaching style, and behavior management approaches.

Sharing lesson plans and the need for the use of rationale, objectives and outcomes (Professional Standards of Michigan Teachers/Common Core), materials, procedures, and assessment of students.

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Providing opportunities for the pre-student teacher to assess student progress and assist in developing a variety of assessment techniques.

Encouraging growth through reflection and self-evaluation.

Providing the pre-student teacher with the opportunity to visit other classrooms

Assisting the pre-student teacher in completing his/her field experience assignments and verifying the required field experience hours on the Time Log in LiveText.

Evaluation: Provide the pre-student teacher with both formal and informal assessment of his/her performance in the field by,

Providing feedback during an established, regular, meeting time.

Giving positive reinforcement and offering suggestions for improvement.

Working collaboratively with the university instructor.

Assessing and evaluating the pre-student teacher’s progress throughout the field assignment using the rubrics . (See Appendix: Pre-Methods (40-hr) or Methods (80-hr) Rubric)

Completing the evaluation(s) in LiveText and discuss with the pre-student teacher and the university instructor. (See Appendix: Pre-Methods (40-hr) or Methods (80-hr) Field Experience Performance Evaluation)

University Instructor Responsibilities The university instructor’s role is to:

Providing information to the pre-student teacher and mentor/supervising teacher regarding field experience requirements and expectations.

Conducting the on-campus portion of the field experience class, instructing the pre-student teachers on topics such as lesson planning, designing instructional strategies, communicating, collaborating, etc.

Providing support and working collaboratively with the mentor/supervising teacher and pre-student teacher.

Referring to the Pre-Methods (40-hr) or Methods (80-hr) Rubric regarding teaching performance in the classroom. (See Appendix: Pre-Methods (40-hr) or Methods (80-hr) Rubric)

Conducting on-site visit(s) to assess, evaluate and discuss the pre-student teacher’s performance with both the mentor/supervising teacher and pre-student teacher. (See Appendix: Pre-Methods (40-hr) or Methods (80-hr) Field Experience Performance Evaluation)

Observing, guiding, encouraging, and evaluating the pre-student teacher during the on site visit(s) and discussing the pre-student teacher’s performance with the supervising teacher.

Providing direction when intervention is needed. (See Appendix: Intervention – Plan of Assistance)

Monitoring the pre-student teacher according to the Professional Behaviors Policy (See Appendix: Professional Behaviors)

Note: University instructors act as a conduit between FSU and hosting institutions. They enjoy being in

an authentic setting where master teachers work to share their skills with future educators. The sharing that occurs between the mentor/supervising teacher and university instructor models positive teamwork and the exchanging of information for the pre-student teacher. In our growing global society, it is nice to know we are never alone. Teaching is always a team effort!

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Field Experience Course Descriptions To practice teaching in elementary and secondary classrooms, pre-student teachers enroll in professional sequence courses. Hosting schools serve as clinical laboratories where students can observe how pupils learn, discover appropriate teaching strategies, implement teaching methods, as well as begin to develop classroom management skills. These experiences provide an opportunity to practice clinically, while being guided by an experienced master teacher and supervised by the university instructor. The gradual progression for pre-student teaching may include: observing day-to-day classroom management; planning and guest presenting; team-teaching; assessing pupil progress; and culminating in a final performance evaluation. The following is an overview of Ferris State University’s pre-student teaching courses that include field experiences. Note: University instructors will specify course requirements. First-Level Field Experiences EDUC 413

Instructional Planning and Delivery – Pre-Methods (Elementary Undergraduate) 40-hours of structured classroom experience includes: actively participating; learning; and interacting with supervising teachers and students. Responsibilities: job shadowing/teacher aide duties; learning student names; assisting with classroom procedures; assisting with individual instruction; learning classroom rules/management; observing teaching and management styles; planning and guest presenting a lesson(s), etc.

EDUC 338 General Secondary Methods I – Pre-Methods (Secondary Undergraduate)

40-hours of classroom experience includes: emphasizing and exploring a variety of teaching styles and strategies. Focus will be placed on the analysis of instructional design theory and practice. Responsibilities: job shadowing/teacher aide duties; learning student names; assisting with classroom procedures; assisting with individual instruction; learning classroom rules/management; observing teaching and management styles; planning and guest presenting a minimum of one (1) lesson, etc.

KCED 320 Kendall Art Methods and Evaluation – Pre-Methods (K-12 Art Education Undergraduate)

40-hours of classroom experience includes: introducing the basic components of K-12 lesson planning and evaluation, and effective classroom management. Responsibilities: job shadowing/teacher aide duties; learning student names; assisting with classroom procedures; assisting with individual instruction; learning classroom rules/management; observing teaching and management styles; planning and guest presenting a lesson (s), etc.

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Second-Level Field Experiences EDUC 431/432/435

Elementary Education Integrated Methods (Elementary Undergraduate) 80-hours of structured classroom experience includes: applying and implementing lesson planning and presentation techniques. Responsibilities: job shadowing/teacher aide duties; learning student names; assisting with classroom procedures; assisting with individual instruction; learning classroom rules/management; observing teaching and management styles; planning and guest presenting a minimum of four (4) lessons, etc.

EDUC 438 Secondary General Methods II (Secondary Undergraduate) 80-hours of classroom experience includes: transitioning from theory into practice of teaching. Focus will be placed upon delivery techniques, evaluation and assessment, and lesson plans. Responsibilities: job shadowing/teacher aide duties; learning student names; assisting with classroom procedures; assisting with individual instruction; learning classroom rules/management; observing teaching and management styles; planning and guest presenting a minimum of four (4) lesson, etc.

KCED 330 Kendall Instructional Planning and Delivery – Methods (K-12 Art Education) Undergraduate)

80-hours of field experience at the secondary or elementary level includes: exploring instructional design theory and practice in art. Emphasis is placed on using instructional analysis procedures for course design, unit design, classroom management, instructional planning and delivery. Responsibilities: job shadowing/teacher aide duties; learning student names; assisting with classroom procedures; assisting with individual instruction; learning classroom rules/management; observing teaching and management styles; planning and guest presenting a minimum of two (2) lesson, etc.

Note: Before being admitted to the School of Education, students complete a variety of thirty (30) volunteer hours working with school-age children. Approximately fifteen (15) additional hours are spent attending school board meetings; interviewing superintendents, principals and teachers; observing and evaluating children of different age levels; etc.

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APPENDIXES

Professional Behaviors Policy/Rubric This form is signed by students applying for pre-student teaching field experiences. This information provides guidelines to pre-student teachers regarding expected professional conduct and ethics, which students are evaluated in LiveText FEM. This form is available from the Field Placement Office or School of Education website. http://www.ferris.edu/colleges/educatio/DeptLink_desc.cfm?DeptLinkID=12&DepartmentID=1 Pre-Methods (40-hr) Rubric (EDUC 338 & EDUC 413) This descriptive rubric is a reference to evaluate the pre-methods performance. Please note that the target goal for pre-methods (40-hr) and methods (80-hr) students’ is Basic. (Proficient is the target goal for student teachers and Exemplary is reserved for the rare student, who demonstrates the skills of an experience teacher.) You will use this rating scale to complete each assessment. http://www.ferris.edu/HTMLS/colleges/educatio/education/media/Pre-Methods-40-hr-Rubric-2012.pdf Pre-Methods (40-hr) Field Experience Performance Evaluation (EDUC 338 & EDUC 413) This form is used by the mentor/supervising teacher to critique lessons and overall performance, university instructor when conducting a classroom observation, and pre-student teacher for self-evaluation. This form should be completed in LiveText FEM or is available from the Field Placement Office or School of Education website. http://www.ferris.edu/colleges/educatio/link_desc.cfm?LinkID=217 Methods (80-hr) Rubric (EDUC 431/432/435 & EDUC 438) This descriptive rubric is a reference to evaluate the methods performance. Please note that the target goal for pre-methods (40-hr) and methods (80-hr) students’ is Basic. (Proficient is the target goal for student teachers and Exemplary is reserved for the rare student, who demonstrates the skills of an experience teacher.) You will use this rating scale to complete each assessment. http://www.ferris.edu/HTMLS/colleges/educatio/education/media/Methods-80-hr-Rubric-2012.pdf Methods (80-hr) Field Experience Performance Evaluation (Mid-Semester and Final) (EDUC 431/432/435 & EDUC 438) This form is used by mentor/supervising teacher to critique lessons and overall performance, university instructor when conducting a classroom observation, and pre-student teacher for self-evaluation. This form should be completed in LiveText FEM or is available from the Field Placement Office or School of Education website. http://www.ferris.edu/colleges/educatio/link_desc.cfm?LinkID=217

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http://www.ferris.edu/colleges/educatio/DeptLink_desc.cfm?DeptLinkID=12&DepartmentID=1

http://www.ferris.edu/HTMLS/colleges/educatio/education/media/Pre-Methods-40-hr-Rubric-2012.pdf

http://www.ferris.edu/colleges/educatio/link_desc.cfm?LinkID=217

http://www.ferris.edu/HTMLS/colleges/educatio/education/media/Methods-80-hr-Rubric-2012.pdf


Methods Field Experience Lesson Plan (80-Hr) 1 and 2 (EDUC 431/432/435 & EDUC 438) This form is used by mentor/supervising teacher to critique lessons and overall performance, university instructor when conducting a classroom observation, and pre-student teacher for self-evaluation. This form should be completed in LiveText FEM or is available from the Field Placement Office or School of Education website. http://www.ferris.edu/colleges/educatio/link_desc.cfm?LinkID=217 Intervention – Plan of Assistance This form is designed to assist the pre-student teacher whose classroom performance needs improvement. The form is to be completed collaboratively with the pre-student teacher, mentor/supervising teacher, and university instructor. This form is available from the university instructor.

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Ferris State University – SCHOOL OF EDUCATION Professional Behaviors Policy

Teachers have great influence in our society as they engage with and model to future generations through pedagogical practice. In an effort to affirm and emphasize the importance of professional educators, the faculty of the School of Education has adopted a set of standards and benchmarks of professional behaviors. All students will be required to demonstrate these demeanors and ethics throughout their formal education and beyond as students and graduates of the FSU School of Education programs.

Developmental Category

Observable development

Developing

Building and increasing foundational professional ethics, knowledge and skills.

Emerging

Implementing knowledge and skills with mentor support, culminating in an evolving ethical framework (Entry level into the professional)

Applying

Independently and consistently applies professional ethical framework, knowledge and skills; demonstrated commitment to improved professional knowledge and skills. (Novice teacher stage, years 1-5; Burden, 1981)

Integrating

Demonstrates continued professional development through active reflection on ethics, praxis, education, and leadership within the district and community. ( Master teacher stage, Burden, 1981)

Innovating

Ongoing professional development resulting in notable accomplishments in praxis, leadership, and education.

Please use the categories above to assess the professional behavior development of the student.

Standards Benchmarks

1. The student is an active participant and contributes to a positive climate in the university setting and the greater learning community.

Participates actively in class discussion and assignments; works effectively with others; shows respect of and consideration for the thoughts and feelings of others, assumes leadership roles, and demonstrates reflective behavior.

2. The student demonstrates mastery of written and spoken language for self-expression in both the academic setting and the learning community at large.

Communicates effectively verbally; demonstrates an ability to write in a clear, organized, fluent manner; adheres to the conventions of the language when appropriate; recognizes distinctions between formal and informal communication, and demonstrates the use of appropriate language at all times.

3. The student is a thoughtful, reflective and responsive listener.

Solicits feedback that demonstrates an understanding of program and professional goals and objectives; receives feedback in a positive manner and makes necessary adjustments; listens and responds to others.

4. The student is committed to reflection, assessment, and learning as an ongoing process.

Reflects on information provided and demonstrates an ability to apply ideas to his/her own practice or life; able to modify behavior and/or understanding when provided with new information or experience; demonstrates an interest in and commitment to lifelong learning.

5. The student initiates assistance and asks for guidance.

Volunteers to assist others in the university classroom and/or practicum setting; demonstrates openness to assistance from others.

6. The student is sensitive to community and cultural norms of the School of Education program, the university classroom, and practicum settings.

Uses language that demonstrates sensitivity to others; communicates effectively with peers, instructors, K-12 students, and cooperating teachers; shows an awareness of the context in which s/he is interacting.

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7. The student appreciates and values human diversity and shows respect for others’ varied talents and perspectives.

Listens to others’ perspectives in a respectful manner; exhibits an understanding of the complexities of race, power, gender, class, sexual orientation and privilege in American society

8. The student values the development of critical thinking, independent problem solving, and performance capabilities.

Demonstrates an ability to identify, analyze, and evaluate complex issues; exhibits the ability to solve problems both independently and in cooperation with others; sets and achieves high standards.

9. The student demonstrates a

commitment to keeping abreast of new ideas and understandings in the field of education.

Identifies and analyzes important trends in education; looks for opportunities to integrate theory and practice; demonstrates enthusiasm for learning new ideas and strategies; relates class discussions and issues to current events in education.

10. The student demonstrates a level of responsibility appropriate for a professional.

Attends all classes, practicum experiences, and required activities and arrives on time; dresses for practicum experiences in an appropriate manner; communicates in a professional manner regarding extenuating circumstances that may prevent attendance; comes to class prepared.

I have read the Professional Behaviors Policy developed and adopted by the School of Education at Ferris State University. I understand that these standards will be used to evaluate my performance in course work and in related field experiences. I further understand that failure to demonstrate the behaviors as outlined in the policy will affect my acceptance, retention and progression throughout the Teacher Education Program. Signature Date Print Name Student ID Number The first nine behaviors are adapted from the standards of the Interstate New Teacher Assessment and Support Consortium (INTASC). The complete INTASC document is available at the Council of Chief State School Officers (CCSSO) website (http://www.ccsso.org/intasc.html) Washington State University, School of Education www.educ.wsu.edu/tess/pde.doc Michigan Department of Education, Michigan Professional Educator’s Code of Ethics Michigan Department of Education, Entry Level Standards for Michigan Teachers

17

http://www.ccsso.org/intasc.html

Pre-Methods (40-hr) Rubric

Performance Criteria (Numerically aligned

with PSMTs)

Exemplary It is a rare candidate who scores at this level. The assignment contains all of the required elements and is of the highest quality.

USUALLY RESERVED FOR MASTER

TEACHERS

Proficient This is the level expected upon completion of student teaching. The assignment contains all of the elements in a final, well-developed product.

TARGET LEVEL FOR STUDENT TEACHERS

Basic This is the level at which most pre-student teachers present. The basic elements of the assignment are there but the assignment needs development and depth.

TARGET LEVEL FOR 40-HR METHODS

STUDENTS

Progressing The assignment is developing but not yet at a level that could be considered basic.

Under-developed Multiple parts of the assignment are missing or incomplete.

Section I: Planning Instruction

1. Demonstrates preparation and organization

3. Selects an appropriate teaching strategy(s) that align with objectives an assessment

5. Uses MI Curriculum Standards/

Common Core 6. Demonstrates

knowledge and understanding of the subject(s)

Routinely prepares/plans in advance (i.e. 2-weeks), details lessons utilizing the MI Curriculum Standards/Common Core, and incorporates technology where appropriate, materials ready. Aligns objectives with assessment, selecting appropriate teaching strategies, through departmental/grade level collaboration. Knowledge and understanding of the subject matter through extensive lesson plans that include integrating real-world experiences and/or other subject areas.

Consistently plans ahead (i.e. 3-5 days), preparing detailed lessons utilizing the MI Curriculum Standards/Common Core, and incorporating technology where appropriate, materials are ready. Aligns objectives with assessment, selecting appropriate teaching strategies. Demonstrates exceptional knowledge and understanding of the subject matter and incorporates appropriate technology through extensive lesson plans, without constantly referring to notes

Plans ahead, materials are ready. Refers to the MI Curriculum Standards /Common core; practices aligning objectives with assessment and selecting appropriate teaching strategies. Demonstrates excellent knowledge and understanding of the subject matter. Practices executing lesson plans without constantly referring to notes.

Usually demonstrates acceptable planning and usually has materials ready; Attempts to use the MI Curriculum Standards /Common Core. Usually aligns objectives with assessment and attempts to select appropriate teaching strategies.

Minimally or underprepared for class on a number of occasions; inconsistent in referring to the MI Curriculum Standards/Common Core; may or may not have materials prepared ahead of time. Objectives are not always aligned with assessment and lacks use of appropriate teaching strategies.

7. Plans for all students to experience success

Intentionally plans for all students and assesses according to the range of student needs. (i.e. utilizes prior knowledge, ongoing assessments, adapts lesson to individual needs, uses a variety of instructional strategies and response modes)

Plans consistently for most students to succeed and assesses most individual student needs. (i.e. utilizes prior knowledge, assesses and adapts lessons to meet student needs, uses instructional strategies, response modes)

Plans for some student success. Recognizes different student needs and attempts to vary instructional strategies.

Sometimes plans for student success, attempts to adapt lesson delivery and varying instructional strategies. Aware of varying student needs.

Minimal planning; lacks variety of instructional strategies and rarely recognizes the range of student needs.

Section II: Delivery of Instruction

18

8. Creates a focus/activates prior knowledge

Maintains consistent focus through prior knowledge activation, a variety of well-prepared anticipatory sets, while actively engaging all students. Students come prepared to learn, maximizing the use of instructional time.

Consistently maintains focus having activated prior knowledge through a variety of well-prepared anticipatory sets; actively engaging all students. Maximizes use of instructional time.

Creates a focus by activating prior knowledge and engaging students. Acknowledges the need to prepare students for learning.

Usually creates a focus with an introduction/anticipatory set, generally activates prior knowledge, attempts to engage all students.

Unable to develop a focus with an introduction/anticipatory set that activates prior knowledge; fails to engage all students in learning.

9. States objective(s) clearly

10. Presents lesson in a logical, sequential order

11. Checks for understanding

12. Paces lesson appropriately

Objective(s) are routinely and clearly presented in a logical, sequential order. Routinely checks for understanding and paces each lesson, maintaining seamless transitions.

Consistently presents clear and measureable learning objectives, in logical order, while frequently checking for understanding during each lesson; maintains smooth transitions, appropriately pacing the lesson. Provides for repetition and practice. Routinely “chunks” tasks for increased student learning/achievement.

States clear learning objectives, and presents materials in a logical order. Attempts to check for understanding. Practices smooth transitions and appropriate lesson pacing.

Usually states objectives and presents materials in a logical order. Recognizes the need to check for understanding. Requires support with pacing and transitions.

Needs significant support from the classroom teacher to clearly state objectives, present materials in a logical order, checking for understanding, pacing, and transitions.

8. Presents and/or signals end of instruction

9. Provides clear directions for assignments and guided practice

10. Utilizes and modifies technology to enhance learning

Closure is routinely signaled at the end of instruction with clear directions for assignment(s); questions are answered; reviews as necessary. Technology always provides additional opportunities for guided practice and enhanced learning.

Consistently signals the end of instruction with clear directions for assignment(s); questions are answered; reviews as necessary. Routinely uses technology to provide opportunities for additional guided practice that enhances learning.

Signals the end of instruction by clearly stating assignment directions and/or providing guided practice. Attempts to answer students’ questions. Attempts to use technology.

Attempts to present closure by signaling the end of instruction, attempts to state directions for assignment(s), review and answer questions. Rarely uses available technology.

Needs significant support to bring closure and end instruction. Needs support in providing directions for assignment(s) and answering questions. Lacks use of technology.

Section III: Classroom Management

19

1. Promotes a positive climate conducive to learning

3. Maintains on- Task behavior

A climate conducive to learning is noted through classroom routines, on-task behavior and collaborative learning. A positive atmosphere is clearly and consistently evident.

A climate conducive to learning is evident through effective classroom routines and maintaining on-task behavior. A positive collaborative atmosphere is evident.

Maintains a climate conducive to learning, keeps students on-task.

Usually maintains a positive climate conducive to learning. Generally maintains on-task behavior. Negative or disruptive behavior is sometimes missed.

Needs significant support from the classroom teacher to maintain a climate conducive to learning, and to maintain on-task behavior. Needs to be reminded of school rules.

4. Uses verbal and non-verbal management techniques

5. Actively aware of all students in class, frequently scans room

Exceptional awareness of all students in the room is evident at all times. Expectations for appropriate behavior have been communicated as evidenced by exemplary student conduct. Daily technological record keeping and sharing occurs.

Consistently aware of all students in the room. Expectations for appropriate student behavior have been communicated. Effective discipline techniques halt off-task behaviors. Routinely utilizes technology for record keeping.

Scans room and aware of classroom behaviors. Responds to off-task behavior, and readily uses verbal/non-verbal discipline techniques.

Attempts to respond to off-task behavior through the use of discipline techniques. May be aware of student behavior.

Needs significant support from the classroom teacher to respond to off-task behavior, and utilize verbal/non-verbal discipline techniques. Needs to become aware of all students’ behaviors in the room.

Section IV: Student Assessment, Testing & Evaluation

2. Provides specific and Frequent feedback

Comprehensive, specific and frequent feedback connects teaching methods and student learning through data collection and evaluation. Individual choices and differentiated assessment are evident. Formative and summative assessments to measure student growth are analyzed, reflected and reported through the use of technology; changes in instruction are data driven.

Consistently provides specific and frequent feedback. Teaching methods and student learning are connected through data collection and evaluation. Plans for individual choices and differentiated assessment is evident. Formative and summative assessments to measure student growth are analyzed, reflected and reported through the use of technology.

Provides specific and frequent feedback.

Usually provides feedback.

Needs significant support from the classroom teacher to provide feedback.

Section V: Communication Skills

20

1. Develops professional rapport with students, staff and community

2. Calls students by name

Acknowledges all students by name and maintains exemplary professional relationships with students, staff, and community. Mutual respect is obvious.

Consistently acknowledges all students by name and maintains professional relationships with students, staff, and community. Mutual respect is apparent.

Calls students by name. Establishes professional relationships with students, staff, and community. An obvious mutual respect exists.

Usually calls students by name. Attempts to establish professional relationships with students and staff.

Attempts to call students by name. Lacks evidence of professional relationships.

3. Maintains appropriate eye contact

4. Uses correct grammar and appropriate vocabulary

5. Exhibits and facilitates enthusiasm

Exudes enthusiasm and passion regarding teaching and learning. Exemplary grammar and vocabulary. Key elements of the teaching profession are always evident.

Consistently enthusiastic and passionate about teaching. Always uses correct and appropriate grammar; vocabulary, eye contact and teacher voice are always evident. Key elements of the teaching profession are exhibited.

Uses correct grammar and appropriate vocabulary. Is enthusiastic about teaching. Maintains appropriate eye contact and projects an appropriate tone.

Generally uses correct grammar and appropriate vocabulary. Exhibits some enthusiasm, usually maintains appropriate eye contact and an appropriate tone.

Unacceptable use of grammar and vocabulary. Lacks enthusiasm, appropriate eye contact and tone. Does not appear to establish the basic communication skills of teachers.

6. Communication is clear and developmentally appropriate

7. Listens, accepts and responds appropriately to student ideas

Communication surpasses expectations with all stakeholders, especially through the use of technology

Consistently provides clear and developmentally appropriate instruction. Student ideas are validated. Technology allows for sharing of data and record keeping to all stakeholders

Provides clear and developmentally appropriate explanations and directions, and listens, accepts and responds to student ideas.

Sometimes provides clear developmentally appropriate explanations and directions, and acknowledges student ideas.

Rarely provides clear developmentally appropriate explanations and directions, seldom acknowledges student ideas.

Section VI: Professionalism

1. Models desired behavior

3. Demonstrates professional dress and grooming

Professional behavior is exemplary. Parents are seen as educational partners. Reflective listening and visible thinking are exhibited.

Professional behavior is consistently modeled through friendliness, confidence and positive attitude. Parent(s) are welcomed as a partner educationally. Excels as a reflective listener. Professional attire is always evident.

Models desired professional behavior by projecting a positive attitude, demonstrating friendliness, confidence, and acting in a competent manner. Becoming a reflective listener. Dresses in a professional manner, appropriate to FSU and school dress codes.

Usually models desired professional behavior. Generally projects a positive attitude, friendliness and confidence. Dresses in a professional manner appropriate for the school setting.

Minimally models desired behavior. Rarely projects confidence and seldom displays a positive attitude. Attempts to dress appropriately and act responsibly; does not always present in a professional manner.

21

4. Seeks, offers and accepts constructive feedback

Grows professionally through feedback and implementation of new ideas and suggestions. Actively involved in community and school activities. Seeks professional development beyond the classroom. Always demonstrates professional (legal and ethical) behaviors regarding technology, teacher’s code of conduct and confidentiality

Consistently pursues feedback to grow professionally. Seeks and implements new ideas and suggestions. Participates in community activities, school activities and professional development beyond the classroom. Demonstrates professional (legal and ethical) behaviors regarding technology, teacher’s code of conduct and confidentiality.

Seeks and accepts constructive feedback, is open to trying new ideas and implements suggestions. Maintains professional appropriateness when using technology and emulates the professional behaviors policy.

Accepts constructive feedback and generally is open to suggestions, attempting to implement ideas. Uses technology appropriately and emulates professional behaviors policy in most situations.

Needs encouragement to grow professionally in his/her role as the teacher. Reluctant to implement new ideas and suggestions. Takes criticism personally, makes excuses. Fails to reflect on feedback. Lacks the ability to discern appropriate professional behavior(s), including the utilization of technology.

22

Ferris State University – School of Education

Pre-Methods Field Experience Performance Evaluation (40-Hr)

Date:

Student Teacher: Supervising Teacher: School District and Building: Subject, Grade Level, Topic: Evaluator (circle/check): Student Mentor/Supervising Teacher FSU Observer Evaluate the student teacher’s performance using the following scale: 5 Exemplary It is a rare candidate who scores at this level. The assignment contains all of the required elements and is of the highest quality. 4 Proficient This is the level expected upon completion of student teaching. The assignment contains all of the elements in a final, well- developed product. 3 Basic This is the level at which most pre-student teachers present. The basic elements of the assignments are there but the

assignment needs development and depth.

2 Progressing The assignment/performance is developing but not yet at a level that could be considered basic. 1 Under-developed Multiple parts of the assignment/performance are missing or incomplete. N/O Not Observed Not Observed (Numerically aligned with PSMTs)

Section I: PLANNING FOR LESSON PRESENTED 5 4 3 2 1 N/O

1. Demonstrates preparation/organization

3. Selects an appropriate teaching strategy(s) that align with objectives and assessment

5. Uses MI/Core Curriculum Standards/Common Core

6. Demonstrates knowledge and understanding of the subject


Provide examples of above:

Section II: DELIVERY OF INSTRUCTION FOR LESSON PRESENTED 5 4 3 2 1 N/O



4. Presents lesson in a logical/sequential order



8. Presents closure and/or signals end of instruction

9. Provides clear directions for assignments/guided practice



Section III: CLASSROOM MANAGEMENT FOR LESSON PRESENTED 5 4 3 2 1 N/O 1. Promotes a positive climate conducive to learning

3. Maintains on-task behavior

4. Uses verbal/non-verbal management techniques

5. Actively aware of all students in class/scans room


23

Section IV: STUDENT ASSESSMENT, TESTING & EVALUATION FOR LESSON PRESENTED

5 4 3 2 1 N/O

2. Provides specific/frequent feedback


Section V: COMMUNICATION SKILLS 5 4 3 2 1 N/O

1. Develops professional rapport with students/staff

2. Calls student by name


4. Uses correct grammar/appropriate vocabulary



7. Listens, accepts and responds appropriately to student ideas Provide examples of above: Section VI: PROFESSIONALISM 5 4 3 2 1 N/O

1. Models desired behavior (i.e. punctual, confidential, ethical, etc.)


4. Seeks, offers, accepts and responds to constructive feedback


Additional Comments/Suggestions:

Total number of hours the FSU student completed in the classroom: Mentor/Supervising Teacher University Instructor Student Date

24

Methods (80-hr) Rubric

Performance Criteria (Numerically aligned

with PSMTs)

Exemplary It is a rare candidate who scores at this level. The assignment contains all of the required elements and is of the highest quality.

USUALLY RESERVED

FOR MASTER TEACHERS

Proficient This is the level expected upon completion of student teaching. The assignment contains all of the elements in a final, well-developed product.

TARGET LEVEL FOR

STUDENT TEACHERS

Basic This is the level at which most pre-student teachers present. The basic elements of the assignment are there but need development and depth.

TARGET LEVEL FOR 80-

HR METHODS STUDENTS

Progressing The assignment is developing but not yet at a level that could be considered basic.

Under-developed

Multiple parts of the assignment are missing or incomplete.

Section I: Planning Instruction

2. Demonstrates preparation and organization

3. Selects an appropriate teaching strategy(s) that align with objectives an assessment

4. Incorporates technology appropriately

5. Uses MI Curriculum Standards/

Common Core 6. Demonstrates

knowledge and understanding of the subject(s)

Routinely prepares/plans in advance (i.e. 2-weeks), details lessons utilizing the MI Curriculum Standards/Common Core, and incorporates technology where appropriate, materials ready. Aligns objectives with assessment, selecting appropriate teaching strategies, through departmental/grade level collaboration. Knowledge and understanding of the subject matter through extensive lesson plans that include integrating real-world experiences and/or other subject areas.

Consistently plans ahead (i.e. 3-5 days), preparing detailed lessons utilizing the MI Curriculum Standards/Common Core, and incorporating technology where appropriate, materials are ready. Aligns objectives with assessment, selecting appropriate teaching strategies. Demonstrates exceptional knowledge and understanding of the subject matter and incorporates appropriate technology through extensive lesson plans, without constantly referring to notes.

Plans ahead, practices preparing detailed lessons plans utilizing the MI Curriculum Standards/Common Core, and incorporating technology where appropriate; materials are ready. Practices aligning objectives with assessments, and selecting appropriate teaching strategies. Demonstrates essential knowledge and understanding of the subject matter. Executes lesson without constantly referring to notes.

Usually demonstrates acceptable planning; lessons are adequate attempting to utilize the MI Curriculum Standards /Common Core and technology. Usually has materials ready. Attempts to align objectives with assessments, and to select appropriate teaching strategies.

Minimally or under prepared for class on a number of occasions; inconsistent in referring to the MI Curriculum Standards/Common Core, technology; may or may not have materials prepared ahead of time. Objectives are not always aligned with assessment and lacks use of appropriate teaching strategies.


Intentionally plans for all students and assesses according to the range of student needs. (i.e. utilizes prior knowledge, ongoing assessments, adapts lesson to individual needs, uses a variety of instructional strategies and response modes)

Plans consistently for most students to succeed and assesses most individual student needs. (i.e. utilizes prior knowledge, assesses and adapts lessons to meet student needs, uses instructional strategies, response modes)

Plans for some student success, adapts the lesson delivery to meet student needs, uses a variety of instructional strategies.

Usually plans for student success, attempts to adapt lesson delivery and varying instructional strategies. Aware of varying student needs.

Minimal planning; lacks variety of instructional strategies and rarely recognizes the range of student needs.

Section II: Delivery of Instruction

1. Presents an introduction/

Maintains consistent focus through prior

Consistently maintains focus having activated

Regularly creates a focus by activating

Usually creates a focus with an

Unable to develop a focus

25

anticipatory set


knowledge activation, a variety of well-prepared anticipatory sets, while actively engaging all students. Students come prepared to learn, maximizing the use of instructional time.

prior knowledge through a variety of well-prepared anticipatory sets; actively engaging all students. Maximizes use of instructional time.

prior knowledge with a variety of well-prepared introductions/anticipatory sets, actively engages all students. Prepares students for learning. Makes good use of instructional time.

introduction/anticipatory set, generally activates prior knowledge; attempts to engage all students. Attempts to make use of instructional time.

with an introduction/anticipatory set that activates prior knowledge; fails to engage all students in learning. Does not maximize use of instructional time.


4. Presents lesson in a logical, sequential order



7. Maintains smooth transitions

Objective(s) are routinely and clearly presented in a logical, sequential order. Routinely checks for understanding and paces each lesson, maintaining seamless transitions.

Consistently presents clear and measureable learning objectives, in logical order, while frequently checking for understanding during each lesson; maintains smooth transitions, appropriately pacing the lesson. Provides for repetition and practice. Routinely “chunks” tasks for increased student learning/achievement.

States clear and measureable learning objectives for each lesson, presenting materials in a logical order, checks for understanding; maintains smooth transitions while appropriately pacing the lesson. Demonstrates the need for repetition and practice; adequately breaks down tasks for students.

Usually states objectives for each lesson and presents materials in a logical order; attempts to check for understanding; requires some support with pacing and transitions. Attempts to allow time for student practice, assumes student understanding.

Needs significant support from the classroom teacher to clearly state objectives for each lesson, in presenting materials in a logical order, in checking for understanding, in pacing, and transitions. Does not analyze and break down learning tasks for students.

8. Presents closure and signals end of instruction

9. Provides clear directions for assignments and guided practice


Closure is routinely signaled at the end of instruction with clear directions for assignment(s); questions are answered; reviews as necessary. Technology always provides additional opportunities for guided practice and enhanced learning.

Consistently signals the end of instruction with clear directions for assignment(s); questions are answered; reviews as necessary. Routinely uses technology to provide opportunities for additional guided practice that enhances learning.

Signals the end of instruction with clearly stated directions for assignment(s); during closure answers questions, reviews as necessary, and provides opportunities for additional practice. Uses technology to enhance learning.

Generally presents closure by signaling the end of instruction; usually states directions for assignment(s) and reviews and answers questions. Generally uses technology to enhance learning

Needs significant support from the classroom teacher to bring closure and end instruction. Needs support in providing directions for assignment(s) and answering questions. Little or no evidence of closure. Rarely uses technology to enhance learning.

Section III: Classroom Management

26


3. Implements and maintains classroom routines effectively


A climate conducive to learning is noted through classroom routines, on-task behavior and collaborative learning. A positive atmosphere is clearly and consistently evident.

A climate conducive to learning is evident through effective classroom routines and maintaining on-task behavior. A positive collaborative atmosphere is evident.

Maintains a climate conducive to learning by effectively implementing classroom routines and maintaining on-task behavior. Demonstrates an awareness of a positive, collaborative atmosphere.

Usually promotes a positive climate conducive to learning by following classroom routines, generally maintains on-task behavior. Negative or disruptive behavior is sometimes missed.

Needs significant support from the classroom teacher to maintain a climate conducive to learning, and to maintain on-task behavior. Needs to be reminded of school rules.

5. Uses verbal and non-verbal management techniques

6. Actively aware of all students in class, frequently scans room

Exceptional awareness of all students in the room is evident at all times. Expectations for appropriate behavior have been communicated as evidenced by exemplary student conduct. Daily technological record keeping and sharing occurs.

Consistently aware of all students in the room. Expectations for appropriate student behavior have been communicated. Effective discipline techniques halt off-task behaviors. Routinely utilizes technology for record keeping.

Scans room and is aware of all students. Responds to off-task behavior, and readily uses verbal/non-verbal discipline techniques. Communicates expectations for appropriate student behavior in the classroom.

Attempts to scan the room and respond to off-task behavior through the use of discipline techniques. Usually aware of student misbehavior. Attempts to communicate expectations for appropriate student behavior.

Needs significant support from the classroom teacher to respond to off-task behavior, and utilize discipline techniques. Needs to become aware of all students’ behaviors in the room.

Section IV: Student Assessment, Testing & Evaluation

1. Evaluates student learning

2. Provides specific and frequent feedback

3. Implements differentiated assessment techniques

4. Uses formative and summative assessment

5. Assessments measure student learning objectives

7. Analyzes, reflects and responds to assessment results

Comprehensive, specific and frequent feedback connects teaching methods and student learning through data collection and evaluation. Individual choices and differentiated assessment are evident. Formative and summative assessments to measure student growth are analyzed, reflected and reported through the use of technology; changes in instruction are data driven.

Consistently provides specific and frequent feedback. Teaching methods and student learning are connected through data collection and evaluation. Plans for individual choices and differentiated assessment is evident. Formative and summative assessments to measure student growth are analyzed, reflected and reported through the use of technology.

Provides frequent feedback, assesses and evaluates student learning by implementing basic differentiated assessment techniques. Connects teaching methods with assessment. Utilizes formative and summative assessments when measuring student learning objectives. Reflects on results for beginning analysis.

Usually provides feedback, assesses and evaluates student learning by implementing basic and differentiated assessment techniques. Occasionally addresses individual student needs. Attempts to use both formative and summative assessments when measuring student learning objectives. Rarely reflects on results for analysis.

Needs significant support from the classroom teacher to evaluate student learning, provide feedback, understand data and implement assessment techniques. Does not necessarily see the connection between teaching methods, assessment techniques

Section V: Communication Skills

27

8. Develops professional rapport with students, staff and community

9. Calls students by name

Acknowledges all students by name and maintains exemplary professional relationships with students, staff, and community. Mutual respect is obvious.

Consistently acknowledges all students by name and maintains professional relationships with students, staff, and community. Mutual respect is apparent.

Calls students by name. Establishes professional relationships with students, staff, and community. An obvious mutual respect exists.

Usually calls students by name. Attempts to establish professional relationships with students and staff.

Attempts to call students by name. Lacks evidence of professional relationships.


11. Uses correct grammar and appropriate vocabulary


Exudes enthusiasm and passion regarding teaching and learning. Exemplary grammar and vocabulary. Key elements of the teaching profession are always evident.

Consistently enthusiastic and passionate about teaching. Always uses correct and appropriate grammar; vocabulary, eye contact and teacher voice are always evident. Key elements of the teaching profession are exhibited.

Uses correct grammar and appropriate vocabulary. Is enthusiastic about teaching. Maintains appropriate eye contact and projects an appropriate tone.

Generally uses correct grammar and appropriate vocabulary. Exhibits some enthusiasm, usually maintains appropriate eye contact and an appropriate tone.

Unacceptable use of grammar and vocabulary. Lacks enthusiasm, appropriate eye contact and tone. Does not appear to establish the basic communication skills of teachers.



Communication surpasses expectations with all stakeholders, especially through the use of technology

Consistently provides clear and developmentally appropriate instruction. Student ideas are validated. Technology allows for sharing of data and record keeping to all stakeholders

Provides clear and developmentally appropriate explanations and directions, and listens, accepts and responds to student ideas.

Sometimes provides clear developmentally appropriate explanations and directions, and acknowledges student ideas.

Rarely provides clear developmentally appropriate explanations and directions, seldom acknowledges student ideas.

Section VI: Professionalism

2. Models desired behavior

3. Demonstrates Professional dress and grooming

Professional behavior is exemplary. Parents are welcomed and seen as educational partners. Reflective listening and visible thinking are exhibited.

Professional behavior is consistently modeled through friendliness, confidence and positive attitude. Parent(s) are welcomed as an educational partner. Excels as a reflective listener. Professional attire is always evident.

Models desired professional behavior by projecting a positive attitude, demonstrating friendliness, confidence, and acting in a competent manner. Striving to be a reflective listener. Dresses in a professional manner, appropriate to FSU and school dress codes.

Usually models desired professional behavior. Generally projects a positive attitude, friendliness, confidence; acts responsibly, dressing in a professional manner appropriate for the school setting.

Minimally models desired behavior. Rarely projects confidence and seldom displays a positive attitude. Attempts to dress appropriately and act responsibly; does not always present in a professional manner.

28

5. Seeks, offers and accepts constructive feedback

7. Uses technology appropriately

Grows professionally through feedback and implementation of new ideas and suggestions. Actively involved in community and school activities. Seeks professional development beyond the classroom. Always demonstrates professional (legal and ethical) behaviors regarding technology, teacher’s code of conduct and confidentiality

Consistently pursues feedback to grow professionally. Seeks and implements new ideas and suggestions. Participates in community activities, school activities and professional development beyond the classroom. Demonstrates professional (legal and ethical) behaviors regarding technology, teacher’s code of conduct and confidentiality.

Learning to recognize the elements of the teaching profession. Aware of the need for confidentiality. Seeks and accepts constructive feedback, and is open to trying new ideas and implements suggestions. Maintains professional appropriateness when using technology and emulates the professional behaviors policy.

Attempting to recognize the elements of the teaching profession. Aware of the need for confidentiality. Listens to constructive feedback and generally is open to suggestions. In most situations, uses technology appropriately and emulates professional behaviors policy.

Needs encouragement to grow professionally in his/her role as the teacher. Reluctant to implement new ideas and suggestions. Often takes criticism personally and presents excuses. Fails to reflect on feedback. Lacks the ability to discern appropriate professional behavior(s), including the utilization of technology.

29


Methods Field Experience Performance Evaluation (80-Hr) – Mid-Semester and Final

Date:

Student Teacher: Supervising Teacher: School District and Building: Subject, Grade Level, Topic: Evaluator (circle/check): Student Mentor/Supervising Teacher FSU Observer Evaluate the student teacher’s performance using the following scale: 5 Exemplary It is a rare candidate who scores at this level. The assignment contains all of the required elements and is of the highest quality.

4 Proficient This is the level expected upon completion of student teaching. The assignment contains all of the elements in a final, well- developed product.

3 Basic This is the level at which most pre-student teachers present. The basic elements of the assignment are there but the Assignment needs development and depth.

2 Progressing The assignment/performance is developing but not yet at a level that could be considered basic. 1 Under-Developed Multiple parts of the assignment/performance are missing or incomplete. N/O Not Observed Not Observed

(Numerically aligned with PSMTs)

Section I: PLANNING INSTRUCTION 5 4 3 2 1 N/O

1. Demonstrates preparation/organization

3. Selects an appropriate teaching strategy(s) that align with objectives and assessment

4. Incorporates technology appropriately

5. Uses MI/Core Curriculum Standards/Common Core

6. Demonstrates knowledge and understanding of the subject

7. Plans for all students to experience success Provide examples of above:

Section II: DELIVERY OF INSTRUCTION 5 4 3 2 1 N/O

1. Presents an introduction/anticipatory set



4. Presents lesson in a logical/sequential order 5. Checks for understanding at various levels of learning


7. Maintains smooth transitions

8. Presents closure and/or signals end of instruction

9. Provides clear directions for assignments/guided practice



Section III: CLASSROOM MANAGEMENT 5 4 3 2 1 N/O


2. Implements and maintains classroom routines effectively


4. Uses verbal/non-verbal management techniques

5. Actively aware of all students in class/scans room

30


Section IV: STUDENT ASSESSMENT, TESTING & EVALUATION 5 4 3 2 1 N/O

1. Evaluates student learning

2. Provides specific/frequent feedback

3. Implements differentiated assessment techniques

4. Uses formative and summative assessment 5. Assessments measure student learning objectives

7. Analyzes , reflects, and responds to assessment results


Section V: COMMUNICATION SKILLS 5 4 3 2 1 N/O

1. Develops professional rapport with students/staff

2. Calls student by name


4. Uses correct grammar/appropriate vocabulary





Section VI: PROFESSIONALISM 5 4 3 2 1 N/O

1. Models desired behavior (i.e. punctual, confidential, ethical, etc.)


4. Seeks, offers, accepts and responds to constructive feedback

7. Uses professional technology appropriately (i.e. Moodle, Facebook, etc.)


Additional Comments/Suggestions:

Total number of hours the FSU student completed in the classroom: Mentor/Supervising Teacher University Instructor Student Date

31


Methods Field Experience Lesson Plan (80-Hr)-1 and 2 Lesson Plan & Delivery Evaluation - 1

Student Teacher: Supervising Teacher: Lesson Plan Evaluation (1) Date: Subject, Grade Level, Topic: Evaluator (circle/check): Student Mentor/Supervising Teacher FSU Observer Evaluate the student teacher’s performance using the following scale: 5 Exemplary It is a rare candidate who scores at this level. The assignment contains all of the required elements and is of the highest quality. 4 Proficient This is the level expected upon completion of student teaching. The assignment contains all of the elements in a final, well-

developed product.

3 Basic This is the level at which most pre-student teachers present. The basic elements of the assignment are there but the Assignment needs development and depth.

2 Progressing The assignment/performance is developing but not yet at a level that could be considered basic. 1 Under-Developed Multiple parts of the assignment/performance are missing or incomplete. N/O Not Observed Not Observed

PLANNING & Delivery of Instruction 5 4 3 2 1 N/O

Demonstrates preparation/organization

Selects an appropriate teaching strategy(s) that align with objectives and assessment Incorporates technology appropriately

Uses MI/Core Curriculum Standards/Common Core

Demonstrates knowledge and understanding of the subject

Plans for all students to experience success

Presents an introduction/anticipatory set

Creates a focus/activates prior knowledge

States objective(s) clearly

Presents lesson in a logical/sequential order

Checks for understanding at various levels of learning

Paces lesson appropriately

Maintains smooth transitions Presents closure and/or signals end of instruction

Provides clear directions for assignments/guided practice

Utilizes and modifies technology to enhance learning

Actively aware of all students in class/scans room

Calls student by name

Uses correct grammar/appropriate vocabulary

Additional Comments/Suggestions: Mentor/Supervising Teacher University Instructor Student Date

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Ferris State University - School of Education

FIELD EXPERIENCE TIME LOG - LIVETEXT To be completed by student and signed by mentor/supervising teachers in LiveText FEM Student: Course: EDUC Mentor/Supervising Teacher: Semester: Instructor: Page:

Date: Class Info Activity Hrs:Mn Approved (Mentor Teacher)

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Title: Intervention – Plan of Assistance for Field Experiences

Policy: When a student’s performance is substandard, the School of Education may intervene with a plan of assistance to facilitate and promote a successful experience.

The student will be required to read and sign the Intervention – Plan of Assistance form, and agree to address the areas needing improvement for the duration of his/her program. If the Intervention – Plan of Assistance is not successful, the field experience student will be required to repeat the course and field experience, plus a Statement of Conditions may be written by the Director of the School of Education. Copies of the Intervention – Plan of Assistance go to the Field Placement Office, instructor and student.

Rationale:

To promote a successful of program

To provide an opportunity for input and feedback

To provide guidelines in developing a plan

To promote positive relationships with school districts Guidelines for Developing a Plan of Assistance:

The field experience instructor or university supervisor should arrange a meeting with all constituents involved (mentor/supervising teacher, advisor(s), placement coordinator, etc.) to discuss and collaboratively develop a plan of assistance.

Based on input from the field and prior evaluations, the field experience instructor will list specific areas that need improvement. (See Intervention – Plan of Assistance - Pre-Student Teaching Field Experience)

At an initial meeting with the student, areas to be evaluated will be noted from the list of specific areas of improvement from the Intervention – Plan of Assistance. The instructor will continue to list area(s) of improvement, meet with the student, and observe as often as necessary to encourage and promote student success.

The instructor should provide appropriate documentation reflecting student progress and further recommendations. The field experience instructor should note the implementation of a plan of assistance on Banner, under ‘Comments’.

Faculty/Instructors must submit a copy of the Intervention – Plan of Assistance to the Field Placement Office and to the Director of the School of Education.

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Pre-Student Teacher Intervention – Plan of Assistance If a student is struggling or his/her performance is in need of improvement, a written plan of assistance may be helpful. The ultimate goal of the plan is to promote the successful completion of the field experience.

Student Name: Student Number: The following are a list of concerns needing attention: 1. 2. 3.

To be afforded the opportunity to successfully complete this field experience, I agree that I will improve my performance by completing the following:

1. Date: 2. Date: 3. Date:

Ferris State University’s commitment to this plan:

1. Date: 2. Date: 3. Date:

I understand all assignments need to be submitted to my supervising teacher/instructor and/or university supervisor by the dates specified and failure to do so may result in failing or repeating this field experience. I understand the plan of assistance will remain in effect for the duration of my program and any change will be noted in writing.

Student Signature Date Mentor/Supervising Teacher Date University Instructor Signature Date

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Ferris State University – College of Education and Human Services School of Education-Field Placement Office

Feedback from the Field

In a continuing effort to provide excellent teacher preparation programs, we welcome your comments and suggestions. Your feedback will assist us in promoting positive experiences for everyone involved. Please share your thoughts on topics such as, course work required for content areas and certification, as well as field experiences during pre-student teaching and student teaching. Feedback from the “field” is meaningful and critical to our growth. Return this sheet with your comments to the address below. We appreciated your input … thank you. This information will be confidential and used for the purpose for program improvement. Questions may be directed to 231.591.2689 or email [email protected]. Campus: Semester: (Big Rapids, Grand Rapids, Kendall, Northern or Southeast Region) (Fall or Spring- Year) Name (optional): (Mentor/Supervising Teacher or Pre-Student Teacher) Email or send to: Ferris State University Karen Baar, Field Placement Office 1349 Cramer Circle-Bishop 618C Big Rapids, MI 49307

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pre-student teaching guide - ferris state university...geographic locality is always considered but...

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