single subject credential - cal polysoneill/syllabi-docs/ss mt... · 2005-04-14 · abilities,...

COLLEGE OF EDUCATION

Cal Poly San Luis Obispo

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Revised August 2004

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College of Education

To our Single Subject Credential Master Teachers: I am delighted that you will be working with a student teacher in our Single Subject Credential Program. The student teaching experience, including the guidance and mentorship of our master teachers, is a critical component of our credential program. In addition to university classes and other fieldwork in schools, our students demonstrate their knowledge, abilities, skills, and dispositions for teaching through this challenging capstone experience. Included in this handbook is Cal Poly’s Philosophy of Teacher Education, which grounds the work of our program. This philosophy articulates our beliefs, values, and goals, beginning with the belief that all students can learn. The remaining statements support this essential belief, for example, using student-centered practices that meet the needs of a diverse population. Please be assured that the student teacher with whom you work values the elements of our philosophy and will display his/her understanding through meaningful practice. On behalf of the Single Subject Credential Program, thank you for accepting our student teacher in your classroom. Your work in modeling exemplary teaching, providing guidance and support, and evaluating the student’s performance according to rigorous standards is critical to our mission. Our credential program relies on highly qualified teachers, such as you, to help prepare the next generation of educators for California’s schools. We very much appreciate your work with Cal Poly. Sincerely,

Bonnie Konopak, Dean


TABLE OF CONTENTS

CAL POLY PHILOSOPHY OF TEACHER EDUCATION ..............................................1

INFORMATION THE SCHOOL NEEDS..........................................................................2

INFORMATION STUDENT TEACHERS NEED.............................................................3

STUDENT TEACHER REQUIREMENTS—CAL POLY EXPECTATIONS..................4

LESSON PLAN TEMPLATE.............................................................................................5

UNIT DESIGN TEMPLATE ..............................................................................................6

IDENTIFY DESIRED RESULTS.......................................................................................7

DETERMINE ACCEPTABLE EVIDENCE ......................................................................8

PLANNING LEARNING EXPERIENCES AND INSTRUCTION ..................................9

SIX-UNIT STUDENT TEACHER PROCEDURES AND EXPECTATIONS................10

TWELVE-UNIT STUDENT TEACHER PROCEDURES AND EXPECTATIONS......12

FORMATIVE ASSESSMENT PROFILE ........................................................................14

CERTIFICATION OF COMPLETION OF 6 & 12 UNIT STUDENT TEACHING.......22

SUMMATIVE EVALUATION ........................................................................................23

GENERAL INFORMATION............................................................................................25


Cal Poly Philosophy of Teacher Education

Over the past few years, instructors and administrators in the University Center for Teacher Education as well as our single subject coordinators have had the opportunity to scrutinize our philosophy and goals in teaching theory and practices in education while writing the Cal Poly proposal for meeting the standards set forth in SB 2042. What has resulted is a cohesive, comprehensive approach to teaching today’s public school students. It is these ideals we strive to impart to the single subject credential candidates in our programs.

We believe that all students can learn given the right circumstances and an appropriate amount of

time. Our lessons use scaffolding techniques to access prior knowledge and to build background

knowledge if it does not already exist in order to engage students in the learning. Our classroom practices are student-centered and geared toward meeting the needs of a diverse

population. When we create curriculum, we look at the big picture—what are the enduring understandings we

want students to have after this unit is completed? We believe in using the State standards as a way to organize and monitor both our students’ and our

progress and reflect daily on our success and/or failure to accomplish our objectives. We understand the importance of assessment on a regular basis and believe in using both teacher

mandated and student choice involving multiple approaches to give all students the opportunities they need to demonstrate to us that they have learned important concepts successfully.

We believe in appropriate and timely feedback on student performance.

Our lessons and assignments make maximum use of the technology available at each school site.

Cal Poly student teachers have been prepared with these goals in mind. Our supervisors are ready to assist in any way possible to make student teaching a satisfying and professionally edifying experience for all involved.

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Information the School Needs

Student Teacher Name _____________________________________________________ Content Area ____________________________ Circle One: Full-time OR Part-time Master Teacher/s Name/s ___________________________________________________ ___________________________________________________ Student Teaching Start Date ______________________ Student Teaching End Date _______________________ Periods on Campus ________________________________________________________________________ ________________________________________________________________________ (If with more than one master teacher, please indicate which periods with which teachers.) Prep Period ____________ Room Number/s _______________________________ Do you have a 30-Day Emergency Credential allowing you to substitute for your master teacher? Circle One: Yes No Have you applied to substitute in this district and been approved by the Board? Circle One: Yes No If you are a six-unit student teacher, on the back of this page, please write a brief paragraph explaining your philosophy of education and what you hope to gain from this quarter’s student teaching experience. If you are doing your full-time student teaching, include your philosophy, what you learned about yourself and teaching in your part-time student teaching, and what you still hope to gain. This is a copy of a form student teachers have received. Please help them find out who is responsible for coordinating all student teachers on campus and to turn this form in to the appropriate administrator on the first day of student teaching. Thank you.

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Information Student Teachers Need You should have received a contact phone number for your prospective student teacher when you were

notified of the placement by UCTE. If you did not, please call the office at 756-2126. You are invited to make the initial contact with the student teacher and to invite him/her to observe in your classroom or to meet with you prior to his/her start date.

Sometimes we take for granted information which has been part of our professional lives from day one. Student teachers often do not even know what they need to know. These are some of the procedures or pieces of information, which will make it easier for our students to become acclimated:

Introduce him/her to your office personnel—secretaries, attendance clerks, aides, counselors, and, of course, the principal and any assistant administrators with whom s/he may be working.

Inform him/her if your school has particular parking mandates. Provide him/her with:

o His/her own classroom and restroom keys; o A school calendar which has special school days and schedules on it, i.e., assemblies, late start

days, testing schedules, holidays; o A current bell schedule for all school schedules; o A copy of school policies (such as discipline, dress code, and homework); o A copy of classroom seating charts.

Give him/her an idea of the units for which s/he will be responsible and approximate starting and ending dates.

Familiarize him/her with your grading policy (including extra credit, if any) and provide him/her with an orientation to your computerized grading program.

Be prepared to answer other questions frequently asked by student teachers: o How likely is it that my students will complete homework assignments, and how much

homework is appropriate? o Are parents generally supportive when you make home contacts? o Will I be responsible for any specialized bulletin boards? o Do your classes have access to computer labs, and what is the procedure for reserving them? o What kind of classroom supplies may I expect to be able to use? o What are your classroom procedures? Attendance? Tardies? Distribution of graded papers?

Disaster drills? Posting of grades or grade distribution? Portfolios? o What is the make-up of my class? ELD or special education students? Students who have

special testing needs? Numbers of students who have performed at basic and proficient levels on standardized tests?

o What special testing preparation will I be doing? o Where and how do I buy lunch on campus, and where do teachers eat? o Am I responsible for picking up the mail, and where do I get it? o Where is the copy machine, and are there any procedural issues I should know about (i.e.

password)? o When may I attend a school board meeting? o How may I help with extracurricular activities in the school (i.e. chaperoning a dance, handing

out programs at a play or concert, judging an FFA or speech event, timing at a track or swim meet)?

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Student Teacher Requirements—Cal Poly Expectations

We expect student teachers to perform professionally and to utilize best practices in teaching on a daily basis. In order to facilitate such performance, we have specific expectations to make monitoring and assessing their progress easier for the student teachers as well as for both master teachers and university supervisors.

Your student teacher should provide you with a unit plan one week in advance of the unit start date. This unit should include:

o An overview of what s/he wants to accomplish; o A calendar with a brief description in each day’s box of what will occur that day; o Daily lesson plans, including any handouts for students, quizzes, lists of support materials; o Assessment descriptions—prompts for essays, guidelines for projects—some student choice

included; o Appropriate rubrics for grading assessments.

A unit plan overview and lesson plan template have been included for your information and modification, if necessary for your students.

Individual lesson plans for a week should be approved the previous Friday. It is especially important to note if the time allotment is appropriate.

We require students to write the standard/s and objective/s for the day on the board/overhead and to call them to the attention of students at the beginning of the lesson.

End of class procedures: o Students teachers should end the class a couple of minutes before the bell rings to go back over

the objective/s so students may identify learning and to monitor progress in case reteaching needs to occur. “Did we accomplish what we set out to do today?

o Focus on the homework; o No packing up until instructed to do so; o The teacher dismisses the class, not the bell.

These last two bullets are suggestions rather than requirements, but we find that classroom control, which may be an issue for some student teachers, is easier when they take control for the whole period and monitor the last few minutes for understanding, keeping students’ focus until they are sure all instructions have been internalized.

Student teachers should be thorough and accurate in the grading of papers. They should return papers

in a timely manner. Initially, please review the grading of several papers in each set to be returned. When student teachers grade their first set of essays, it may be helpful if you grade them together. Our problem with student teacher grading tends to be over-marking and the inordinate amount of time they spend on each paper. They will get faster with practice, but it helps to have someone model grading practices so they have a standard for which to aim.

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Lesson Plan Template

Student Outcomes/Objectives: Standards: Materials Needed: Steps in Procedure: ELD/SDAIE Strategies: Assessment: Extended Learning:

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UNIT DESIGN TEMPLATE COURSE: UNIT: BRIEF SUMMARY OF UNIT (including curriculum and unit goals): LITERATURE:

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IDENTIFY DESIRED RESULTS WHAT ENDURING UNDERSTANDINGS ARE DESIRED? WHAT “ESSENTIAL” QUESTIONS WILL GUIDE LEARNING? WHAT UNIT QUESTIONS WILL FOCUS THIS UNIT?

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DETERMINE ACCEPTABLE EVIDENCE WHAT EVIDENCE WILL SHOW THAT STUDENTS UNDERSTAND? PERFORMANCE TASKS/PROJECTS QUIZZES/TESTS/ACADEMIC PROMPTS OTHER EVIDENCE (e.g., observations /work samples/ dialogues) STUDENT SELF ASSESSMENT:

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PLANNING LEARNING EXPERIENCES AND INSTRUCTION

Given the targeted understandings, other unit goals, and the assessment evidence identified – what knowledge and skills are needed? STUDENTS WILL NEED TO KNOW… STUDENTS WILL BE ABLE TO… WHAT TEACHING AND LEARNING EXPERIENCES WILL EQUIP STUDENTS TO DEMONSTRATE THE TARGETED UNDERSTANDINGS?

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Six-unit Student Teacher Procedures and Expectations

Over the years, we have found that master teachers have proven a number of models to work successfully in the orientation of student teachers to the classroom and teaching. Our students come to us with such a variety of backgrounds and experiences, we will merely offer some suggestions for procedures which have worked well in the past. It is up to each master teacher and his/her student teacher to discuss orientation opportunities and teaching readiness.

Six-unit student teachers are required to be on campus for three periods: two which they will eventually teach and one prep, ideally the same as the master teacher’s.

Six-unit student teaching is a ten-week assignment, but students may choose to stay longer if it is

helpful to the students and master teacher with regard to grading. They may only be absent three days and should notify you by phone in a timely manner if they are going to be out.

Your student teacher’s university supervisor will stop by early in the quarter to introduce him-/herself

and then will be back for at least three formal observations, usually during the fourth, seventh, and tenth weeks of the quarter. The student teacher should have a copy of the day’s lesson plan and any handouts or books used in the lesson available for the supervisor at each of his/her visits. The supervisor will try to plan the visits for a time when it is convenient to meet with the both you and the student teacher after the observation to go over any questions and to provide feedback on the lesson.

During the first week, please go over this handbook with your student teacher and answer the questions

we have noted and any others the students may have about this particular teaching experience.

Remember, ostensibly, this is the first teaching practice experience of your student teacher. It is most common for him/her to observe you for the first two weeks. This time is flexible, depending upon where your class is in the progression of the unit you are teaching when the student teacher begins our quarter. This is a time when student teachers may learn student names, observe your style of teaching, and make a note of classroom routines in practice.

You may arrange for your student teacher to observe other teachers in your department or even in

other departments.

You may team teach with your student teacher or have him/her take over some small groups prior to taking over the whole class. Some master teachers model the lesson in the first period, and the student teacher teaches the same lesson in the second period. By the halfway point in the quarter, student teachers should be fully responsible for the planning, implementing and grading of their two periods’ lessons.

Be sure to make clear to your student teacher what responsibilities s/he has for grading and any

significant due dates such as schoolwide progress reports.

We understand that your district and/or department has required curriculum which must be addressed each year, but within the scope of those requirements, please provide as much “freedom” for creative and original planning by the student teacher as possible.

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Please observe your student teacher in a more formal fashion a couple of times every week. Make

written comments which the student teacher may keep in a student teaching notebook. Observations may include comments on practice of routines, the actual lesson content and procedures for implementation, classroom control, use of instructional strategies, and assessment methods. If you could also note some

strengths and areas on which to focus, that would be most helpful for the student teacher. The university supervisor may use these critiques to assist the student teacher during the student teaching practicum meetings. Be sure to inform the university supervisor if the student teacher encounters any serious problems as soon as they arise.

You will complete a mid-quarter formative assessment during the fifth or sixth week of the quarter. A

sample evaluation is included in this handbook. The Teacher Performance Expectations (TPE) are the standards set out for student teachers in SB2042. They are the boldface TPE’s at the top of each evaluative section. Beneath each TPE is a list of descriptors which identify some of the qualities you might look for in making your evaluation determination. You will place a checkmark in the first column of the evaluation during the mid-quarter. This is holistic scoring. You are invited to reference specific descriptors by number and comments at the bottom of the page, but you are only marking your sense of the entire TPE in the check-off column. Please date your comments. The back of the page is available for use as well. (This same set of pages will go on to the twelve-unit master teacher, thus the ample space for writing. You will also have two opportunities to comment; do not feel as if you need to fill the space.)

Your student teacher will also fill out an evaluation on him-/herself. We want our students actively

involved in reflection throughout their student teaching experience.

This is a good time set some goals for the remainder of the quarter.

After you have completed your mid-quarter evaluation, your student teacher’s supervisor will meet with both you and your student teacher to discuss your comments and suggestions. If you have serious concerns at mid-quarter, it may be that the supervisor will write a formal letter of concern to the student teacher with copies to appropriate university personnel, outlining expectations for improvement over the next few weeks of the placement.

The end-of-quarter evaluation for a six-unit student teacher is also a formative evaluation. You will

repeat the same procedure as for the first evaluation, however, marking your checks in the second column on the form. Again, your student teacher’s university supervisor will meet with you and your student teacher to discuss your markings and suggestions you may have for his/her twelve-unit master teacher.

The six-unit student teachers take their formative evaluations to their twelve-unit master teachers who

continue the process you have begun. If you would like to keep a copy, feel free to make one for yourself.

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Twelve-unit Student Teacher Procedures and Expectations

Twelve-unit student teachers have had a variety of experiences in their part-time assignments. Please discuss these experiences with your student teacher in order to decide appropriate orientation opportunities and teaching readiness.

Twelve-unit student teachers are required to be on campus for the entire day, five days a week. They will be responsible for the entire teaching experience after a brief period of observation. This includes staff meetings and any faculty responsibilities after school hours such as parent-teacher conferences and SST meetings.

Twelve-unit student teaching is an eleven-week assignment, but students may choose to stay longer if it

is helpful to the students and master teacher with regard to grading. Students may only be absent three days and should inform you by phone in a timely manner if they are going to be absent.

Your student teacher’s university supervisor will stop by early in the quarter to introduce him-/herself

and then will be back for at least three formal observations, usually during the fourth, seventh, and tenth weeks of the quarter. The student teacher should have a copy of the day’s lesson plan and any handouts or books used in the lesson available for the supervisor at each of his/her visits.

During the first week, please go over this handbook with your student teacher and answer the questions

we have noted and any others the student may have about this particular teaching experience.

It is most common for him/her to observe you for the first week or so. This time is flexible, depending upon where your class is in the progression of the unit you are teaching when the student teacher begins our quarter. This is a time when student teachers may learn student names, observe your style of teaching, and make a note of classroom routines in practice.

You may arrange for your student teacher to observe other teachers in your department or even in

other departments.

You may team teach with your student teacher or have him/her take over some small groups prior to taking over the whole class. Some master teachers model the lesson in the first period, and the student teacher teaches the same lesson in subsequent periods. As quickly as possible, student teachers should be fully responsible for the planning, implementing and grading of all periods.

Be sure to make clear to your student teacher any significant grading due dates such as schoolwide

progress reports.

We understand that your district and/or department has required curriculum which must be addressed each year, but within the scope of those requirements, please provide as much “freedom” for creative and original planning by the student teacher as possible.

Please observe your student teacher in a more formal fashion a couple of times every week. Make

written comments which the student teacher may keep in a student teaching notebook. Observations may include comments on practice of routines, the actual lesson content and procedures for implementation, classroom control, use of instructional strategies, and assessment methods. If you could also note some strengths and areas on which to focus, that would be most helpful for the student teacher. The university supervisor may use these critiques to assist the student teacher during the student teaching practicum meetings. Be sure to inform the university supervisor if the student teacher encounters any serious problems as soon as they arise.

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You will complete a mid-quarter formative assessment during the fifth or sixth week of the quarter. A sample evaluation is included in this handbook. The Teacher Performance Expectations (TPE) are the standards set out for student teachers in SB2042. They are the boldface TPE’s at the top of each evaluative section. Beneath each TPE is a list of descriptors, which identify some of the qualities you might look for in making your evaluation determination. You will receive the evaluation, which has already been marked twice in the formative process by the part-time master teacher. You will place a checkmark in the third column of the evaluation during the mid-quarter. This is holistic scoring. You are invited to reference specific descriptors by number and comments at the bottom of the page, but you are only marking your sense of the entire TPE in the check-off column. Please date your comments. The back of the page is available for use as well.

Your student teacher will also fill out an evaluation on him-/herself. We want our students actively

involved in reflection throughout their student teaching experience.

This is a good time set some goals for the remainder of the quarter.

After you have completed your mid-quarter evaluation, your student teacher’s supervisor will meet with both you and your student teacher to discuss your comments and suggestions. If you have serious concerns at mid-quarter, it may be that the supervisor will write a formal letter of concern to the student teacher with copies to appropriate university personnel, outlining expectations for improvement over the next few weeks of the placement.

The end-of-quarter evaluation for a twelve-unit student teacher is a final evaluation. You will repeat

the same procedure as for the first evaluation, however, marking your checks in the fourth column on the form. Again, your student teacher’s university will meet with you and your student teacher to discuss your markings and suggestions.

Twelve-unit student teachers’ evaluations will be turned in to the UCTE as evidence of their having met

the TPE’s for the California Commission on Teacher Credentialing. At this time we believe those evaluations will also go with them to their first teaching jobs to be used by their BTSA mentors during their two-year induction program. If you would like to keep a copy, feel free to make one for yourself.

You will fill out one last short form called a Summative Evaluation on which you give a more specific

ranking of your student teacher’s abilities in each of the TPE areas by circling the appropriate number. Please see the copy of the form in this handbook.

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STUDENT TEACHER PERFORMANCE EXPECTATION FORMATIVE ASSESSMENT PROFILE

Last Name First Name Middle Single Subject University Supervisor

Instructions: Please check the appropriate response. Use the response description below as guides. NOT OBSERVED - Timing or other circumstances preclude observation during this observation/evaluation period. NOT APPLICABLE - Does not apply to the current placement situation. DOES NOT MEET TPE - The student teacher does not demonstrate the behavior(s) or the demonstrated behavior(s) is (are)

ineffective or counter productive. NEEDS IMPROVEMENT - The student teacher demonstrates behavior(s) that is(are) inconsistent and/or marginally effective. MEETS TPE - The student teacher demonstrates effective behavior(s) consistent with professional standards.

Making Subject Matter Comprehensible to Students Evaluation # I II III IV TEACHER PERFORMANCE

EXPECTATIONS DESCRIPTORS

Date

NOT OBSERVED NOT APPLICABLE DOES NOT MEET TPE NEEDS

IMPROVEMENT MAKING PROGRESS MEETS TPE

1B. Teaching English in Single Subject Assignment 1. Demonstrates ability to teach the purposes and characteristics of major genres of

literature 2. Models advanced oral and written language skills 3. Models specific reading comprehension strategies to a variety of texts, uses multiple

reading and writing methods to address individual needs of students 4. Demonstrates ability to apply analytical techniques to both literary and non-literary

texts 5. Uses technology to research and to edit 6. Uses technology in teaching lessons 7. Demonstrates knowledge of the conventions of standard English both in their own

writing and in the grading of student papers 8. Applies both ELD and SDAIE strategies in daily lessons 9. Demonstrates the ability to teach state-adopted academic standards 10. Demonstrates subject-specific pedagogical skills for subject matter instruction

#1B Comments: (Please reference criteria in comments) Use back of page if necessary

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Assessing Student Learning

TEACHER PERFORMANCE EXPECTATIONS

DESCRIPTORS I II III IV





2. Monitoring Student Learning During Instruction 1. Uses progress monitoring at key points during instruction 2. Paces instruction and re-teaches content based on assessment strategies 3. Anticipates, checks for and addresses common student misconceptions and

misunderstandings 3. Interpretation and Uses of Assessments 1. Uses appropriate informal, formal, formative and summative assessments to determine student progress and plan instruction 2. Knows about and can implement the state-adopted student assessment program 3. Understands the purposes and uses of different types of diagnostic instruments. 4. Uses multiple measures to assess student knowledge, skills and behaviors, including information from families. 5. Knows when and how to use specialized assessments based on students’ needs 6. Uses informal classroom assessments and analyzes student work 7. Teaches students how to use self-assessment strategies and provides guidance and time for students to practice these strategies 8. Understands how to familiarize students with the format of standardized tests 9. Knows how to administer standardized tests and how to make accommodations for students with special needs 10. Knows how to interpret assessment results of individuals and groups in order to develop and modify instruction 11. Interprets assessment data to identify the level of proficiency of ELL in English as well as in the primary language. 12. Gives students specific, timely feedback on their learning 13. Maintains accurate records of student achievement 14. Explains to students and their families student academic and behavioral strengths, areas for academic growth, promotion and retention policies and how a grade or progress report is derived and explains to families how to help students achieve the curriculum

#2, #3 Comments: (Please reference criteria in comments) Use back of page if necessary

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Engaging and Supporting Students in Learning







4. Making Content Accessible 1. Incorporates strategies and activities that address state-adopted content standards 2. Uses appropriate instructional materials to reinforce standards 3. Prioritizes and sequences essential skills and strategies in a logical, coherent manner relative to students' level of achievement 4. Varies instructional strategies according to purpose and lesson content 5. Explains and reinforces content in multiple ways such as written and oral presentations, manipulatives, physical models, visual and performing arts diagrams, non-verbal communication and computer technology 6. Provides opportunities and time for students to practice and apply learning 7. Distinguishes between conversational and academic language and helps students use and understand academic language 8. Teaches students to read and comprehend a variety of texts and information sources 9. Models active listening 10. Encourages student creativity and imagination 11. Motivates students and encourages student effort 12. Takes additional steps to foster access and comprehension when students do not understand content 13. Balances instruction by adjusting lesson designs relative to students' current level of achievement 5. Student Engagement 1. Clearly communicates instructional objectives to students 2. Ensures active and equitable participation of all students 3. Ensures that students understand what they are to do during instruction 4. Monitors student progress toward academic goals 5. Examines why and re-engages students who are struggling or off-task 6. Encourages students to share and examine points of view during lessons 7. Uses community resources, student experiences and applied learning activities to make instruction relevant 8. Extends the intellectual quality of student thinking by asking stimulating questions and challenging student ideas 9. Teaches students to respond to and frame meaningful questions


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Engaging and Supporting Students in Learning (con’t)







6B. Developmentally Appropriate Teaching Practices Appropriate in Middle School 1. Builds on students' command of basic skills while providing intensive support for students who lack basic skills 2. Teaches from grade level texts 3. Designs learning activities to extend students' concrete thinking and foster abstract reasoning and problem-solving skills. 4. Helps students develop learning strategies to cope with increasingly challenging academic curriculum 5. Assists students in developing and practicing strategies for managing time and completing assignments 6. Develops students' skills for working in groups to maximize learning 7. Builds on peer relationships and support students in trying new roles and responsibilities in the classroom 8. Supports students' taking of intellectual risks such as sharing ideas that may include errors 9. Distinguishes between misbehavior and over-enthusiasm and responds appropriately to students who are testing the limits and students who are alternatively assuming and rejecting responsibility 6C. Developmentally Appropriate Practices in Grades 9-12 1. Establishes intellectually challenging academic expectations and provides opportunities for students to develop advanced thinking and problem-solving skills 2. Frequently communicates course goals, requirements, and grading criteria to students and families 3. Helps students to understand connections between the curriculum and life beyond high school 4. Communicates the consequences of academic choices in terms of future career, school and life options 5. Support students in assuming increasing responsibility for learning 6. Encourages behaviors important for work such as being on time and completing assignments 7. Understands adolescence as a period of intense social peer pressure to conform and support signs of students' individuality while being sensitive to what being "different" means for high school students

#6B, #6C Comments: (Please reference criteria in comments) Use back of page if necessary

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Engaging and Supporting Students in Learning (con’t)





7. Teaching English Learners 1. Knows and applies pedagogical theories, principles and practices in ELL 2. Knows and applies theories, principles and practices for English language development leading to comprehensive literacy in English 3. Is familiar with the philosophy, design, goals and characteristics of programs for English language development including structured English immersion. 4. Implements an instructional program that facilitates English language development, including reading writing, listening and speaking skills that logically progresses to the grade level reading/language arts program for English speakers. 5. Draws upon information about students' backgrounds and prior learning, including students' assessed levels of literacy in English and their first languages as well as their proficiency in English to provide instruction differentiated to students' language abilities. 6. Understands how and when to collaborate with specialists to support English language development 7. Selects instructional materials and strategies to develop students' abilities to comprehend and produce English, based on appropriate assessment information 8. Uses English that extends students' current level of development yet is still comprehensible 9. Knows how to analyze students’ errors in oral and written language in order to understand how to plan differentiated instruction 10. Knows and applies pedagogical theories, principles and practices for developing academic language comprehension and knowledge in the subjects of the core curriculum 11. Uses systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English Learners 12. Allows students to express meaning in a variety of ways, including in their first language and, if available, manages first language support such as para-educators, peers, and books 13. Uses questioning strategies that model or represent familiar English grammatical constructions 14. Makes learning strategies explicit 15. Understands how cognitive, pedagogical and individual factors affect students' language acquisitions and take these factors into account in planning lessons for English language and for academic content

#7 Comments: (Please reference criteria in comments) Use back of page if necessary

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Planning Instruction and Designing Learning Experiences for Students







8. Learning About Students 1. Draws upon an understanding of child adolescent development to understand students 2. Uses formal and informal methods to assess students' prior mastery of academic language abilities, content knowledge, and skills in order to maximize learning opportunities for all students 3. Learns about students abilities, ideas, interests and aspirations through interpersonal interactions 4. Encourages parents to become involved and supports their efforts to improve students learning 5. Understands how multiple factors such s gender and health can influence student behavior 6. Understands connections between students' health and their ability to learn 7. Based on assessment data, classroom observation, reflection and consultation, identifies students needing specialized instruction including those with physical disabilities, learning disabilities, health status requiring instructional adaptations and those who are gifted 9. Instructional Planning 1. Plans comprehensive instruction in relation to the subject matter and in accordance with state-adopted academic content standards 2. Establishes clear long-term and short-term goals for students based on state and local standards and on students’ current level of achievement 3. Uses explicit teaching methods to help students meet or exceed grade level expectations 4. Plans how to explain content clearly and makes abstract concepts concrete and meaningful 5. Understands the purposes, strengths and limitations of a variety of instructional strategies, including examination of student work, and improves successive uses of the strategies based on experience and reflection 6. Sequences instruction so the content to be taught connects to preceding and subsequent content 7. Selects or adapts instructional strategies, grouping strategies and instructional materials to meet student learning goals and needs 8. Connects content to students' linguistic and cultural backgrounds experiences, interests and developmental learning needs to ensure that instruction is comprehensible and meaningful 9. Plans differentiated instruction to accommodate varied student needs. 10. Uses available support personnel (aides/volunteers) to help students reach instructional goals


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Creating and Maintaining Effective Environment for Student Learning






IMPROVEMENT MAKING PROGRESS

10. Instructional Time 1. Allocates instructional time to maximize student achievement 2. Establishes procedures for routine tasks and manages transitions to maximize instructional time 3. Based on reflection and consultation, adjusts the use of instructional time to optimize the learning opportunities and outcomes for all students 11. Social Environment 1. Develops and maintains clear expectations for academic and social behavior 2. Promotes student effort and engagement and creates a positive climate for learning 3. Knows how to write and implement a student discipline plan 4. Knows how to establish rapport with all students and their families for supporting academic and personal success through caring, respect and fairness 5. Responds appropriately to sensitive issues and classroom discussions 6. Helps students learn to work responsibly with others and independently 7. Based on observations and consultation with others, recognizes how well the social environment maximizes academic achievement for all students and makes necessary changes

MEETS TPE


20


Developing as a Professional Educator





NOT OBSERVED

NOT APPLICABLE

DOES NOT MEET TPE NEEDS

IMPROVEMENT MAKING PROGRESS

12. Professional, Legal, and Ethical Obligations 1. Takes responsibility for student academic learning outcomes 2. Is aware of his/her own personal values and biases and recognize ways in which these values and biases affect the teaching and learning of students 3. Resists racism and acts of intolerance 4. Appropriately manages professional time spent in teaching responsibilities to ensure that academic goals are met 5. Understands important elements of California and federal laws and procedures pertaining to the education of English learners, gifted students and individuals with disabilities, including implementations for their placement in classrooms 6. Can identify suspected cases of child abuse, neglect, or sexual harassment and carry out laws and district guidelines for reporting such cases 7. Maintains a non-hostile classroom environment 8. Understands and implements school and district policies and state and federal law in responding to inappropriate or violent student behavior 13. Professional Growth 1. Evaluates his/her own teaching practices and subject matter knowledge in light of information about state-adopted academic content standards for students and student learning 2. Improves his/her teaching by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems and applying new strategies 3. Uses reflection and feedback to formulate and prioritize goals for increasing his/her subject matter knowledge and teaching effectiveness

MEETS TPE


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Certification of Completion of 6 & 12 unit Student Teaching

I CERTIFY THAT HAS SUCCESSFULLY COMPLETED Print student name HIS/HER 6 UNIT STUDENT TEACHING AT: Print school name

Signature of Master Teacher Print Master Teacher’s name Date Signature of University Supervisor Print University Supervisor’s name Date

Signature of Student Teacher Print Student Teacher’s name Date

***********************************************

I CERTIFY THAT HAS SUCCESSFULLY COMPLETED Print student name HIS/HER 12 UNIT STUDENT TEACHING AT: Print school name

Signature of Master Teacher Print Master Teacher’s name Date Signature of University Supervisor Print University Supervisor’s name Date

Signature of Student Teacher Print Student Teacher’s name Date

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E X A M P L E Name

SINGLE SUBJECT ENGLISH Student Teacher Performance Expectations

Summative Evaluation

Directions: Please rate this student teacher in the following areas by circling the appropriate number.

Exceptional Strong Satisfactory Weak

Not Applicable

Making Subject Matter Comprehensible to Students TPE 1 Teaching English in a Single Subject Assignment 4 3 2 1 NA

Technical Preparation: 4 3 2 1 NA

- Demonstrates knowledge of English content 4 3 2 1 NA

- Models advanced oral and written language skills 4 3 2 1 NA

- Demonstrates ability to teach State-adopted standards 4 3 2 1 NA

- Applies both SDAIE and ELD strategies in daily lessons 4 3 2 1 NA

- Uses technology in lesson teaching and preparation 4 3 2 1 NA

- Demonstrates subject-specific pedagogical skills 4 3 2 1 NA

Assessing Student Learning TPE 2 Monitoring Student Learning During Instruction

TPE 3 Interpretation and Uses of Assessments

Engaging in Supporting Students in Learning

TPE 4 Making Content Accessible

TPE 5 Student Engagement

TPE 6C Developmentally Appropriate Practices in Grades 9-12

TPE 7 Teaching English Learners

Planning Instruction and Designing Learning Experiences for Students

TPE 8 Learning About Students

TPE 9 Instructional Planning

Creating and Maintaining Effective Environment for Student Learning

TPE 10 Instructional Time

TPE 11 Social Environment

Developing as a Professional Educator TPE 12 Professional, Legal, and Ethical Obligations

TPE 13 Professional Growth

MY OVER-ALL RATING OF THIS CANDIDATE AS A BEGINNING TEACHER IS

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Please enumerate the grade level as well as other significant demographic characteristics of the program in which you observed the

candidate and provide any additional comments you feel would be helpful to prospective employers.

Program Characteristics: Additional Comments: Evaluator's Signature Date: Typed name of Evaluator, Title, Institution Address, and Telephone Number

Evaluator's Teaching Experience: ______________ Yrs Number of Student Teachers Supervised: 0-4 5-9

10-15 16-30 I have read the above evaluation of my student teaching performance: Evaluator's Signature Date:

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General Information

Student teachers may substitute for a master teacher up to ten days a quarter if they have a 30-day emergency credential and have applied to the district to do so.

The law requires that a certificated teacher be in the classroom at all times. Unless your

student teacher has an emergency credential, s/he is not certificated. If you leave him/her alone with students in the classroom, you are still liable for their safety. If you do leave the room, please tell your student teacher where you are going and when you plan to return. Make sure s/he has a way to reach you while you are gone.

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single subject credential - cal polysoneill/syllabi-docs/ss mt... · 2005-04-14 · abilities,...

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