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STUDENTTEACHING143B

FIELDEXPERIENCEGUIDE

2016-2017

MultipleSubjectCredentialProgram

SanJoséStateUniversity

ConnieL.LurieCollegeofEducation,TeacherEducationDepartment

OneWashingtonSquare

SanJosé,CA95192-0074

RevisionsbyA.Baumgarten&D.Sexton

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TableofContents2016-2017FieldGuide

Section1:LearningtoTeach

California’sLearningtoTeachSystems-graphic

CaliforniaTeachingPerformanceExpectations(TPEs)

CaliforniaStandardsfortheTeachingProfession(CSTP)

Section2:TeacherEducationDepartmentFoundations

Introduction

CollegeMissionandVision

KnowledgebaseContinuum

ProfessionalDispositions

Section3:OverviewofStudentTeachingPhase2

AdvancementtoStudentTeaching

FieldPlacementRequirements

GoalsofStudentTeaching

CriteriaforCooperatingTeachers

SuggestedCriteriaforFieldSiteTechnology

Section4:SuggestedScheduleofExperiencesandRoleGuidelines

Candidate

CooperatingTeacher

Supervisor

Principal

Section5:ResourcesforLessonPlanning,FeedbackandReflection

LessonPlanTemplate

Co-operatingTeacherForms

SupervisorDebriefForms

AttendingtotheneedsofSpecialPopulations

GlossaryofCommonSpecialEducationTerms

DifferentiationModel

LanguageAcquisitionDescriptors

AcademicLanguageFunctions

LanguageDemandsMatrix

SocialandEmotionLearning

Section6:Evaluation

Grading

ProceduresforEvaluationofCandidatePerformanceEDEL143B

DeterminationofCandidateCompetence

TeacherCandidateProfessionalPortfolio

FormativeandSummativeAssessmentForm

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ProcessforUnsatisfactoryPerformanceandRemediation

EDEL143A/BImprovementPlanForm

143BExitInterviewChecklist

Section7:LegalPoliciesandProcedures

LegalStatusofTeacherCandidates

SexualHarassment/Assault/ChildAbuse

SJSUTeacherCandidateStrikePolicy

StudentTeaching“UnderContract”Policy

StudentTeacherComplaintProcedures

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Section1:LearningtoTeach

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PRELIMINARY

CLEAR

California’s Learning to Teach System

Preliminary Credential Preparation

Professional Credential Preparation

Credential Renewal

Blended Program • Subject Matter Preparation • Professional Preparation • Support and Supervision • Teaching Performance Assessment

(TPA)

Post-Baccalaureate Program • Subject Matter Preparation • Professional Preparation • Support and Supervision • Teaching Performance Assessment

(TPA)

Intern Program • Subject Matter Preparation • Professional Preparation • Support and Supervision • Teaching Performance Assessment

(TPA)

• A Clear Credential is valid for the life of the holder as long as renewal fees and evidence of meeting professional fitness are submitted every 5 years.

• Professional growth and successful service verification are not required for credential renewal. School districts are directed to encourage teachers to participate in professional growth activities at the local level.

SYSTEM QUALITIES

ALIGNMENT • California Standards for the Teaching

Profession (CSTP) • State-Adopted Academic Content and

Performance Standards for Students • Teaching Performance Expectations (TPEs)

ACCOUNTABILITY • Candidate Assessment • Credential Program Approval/Accreditation • Participant Completion of Approved

Induction Program • Induction Program Approval/Accreditation

COLLABORATION • Schools/ Universities • State Agencies • BTSA Induction Programs • Practitioner Teamwork

Multiple Entry Routes for Teaching Including Paraprofessional Program, Subject-matter Qualification, Community College Early Preparation.

Induction Program

• Application of prior knowledge

• Advanced Curriculum Demonstration

• Formative Assessment and Support

• Frequent Reflection on Practice

• Individual Induction Plan (professional growth plan).

nmn 3/2011

Paraprofessional Teacher Training Program (PTTP)

• Paid Tuition • Support Network • Career Ladder

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StateofCalifornia�TeachingPerformanceExpectations(TPE’s)

2016-2017

A.MakingSubjectMatterComprehensibleforStudents

TPE1:SpecificPedagogicalSkillsforSubjectMatterInstruction(teachingEnglish,socialstudies,

mathematics,science,worldlanguages,physicaleducation,art,music)

B.AssessingStudentLearning

TPE2:MonitoringStudentLearningDuringInstruction(determiningprogresstowardlearning,pacing

ofinstruction,usingquestioningstrategies,examiningstudentwork)

TPE3:InterpretationandUseofAssessments(usingformalandinformalassessments,developing

multipleassessmentmeasures,usingstandardizedtests,providingfeedbackonstudentlearning)

C.EngagingandSupportingStudentsinLearning

TPE4:MakingContentAccessible(incorporatingspecificstrategiesthatmotivatestudentstolearn,

meetingstudentacademiclearningneedsinavarietyofways)

TPE5:StudentEngagement(ensuringparticipationofallstudents,examiningmultiplepointsofview,

encouragingstudentcooperationandsharing,usingstudentexperiencetomakeinstructionrelevant)

TPE6:DevelopmentallyAppropriateTeachingPractices(explainingandusingpracticesthatareof

greatestimportanceandeffectivenessinteachingadolescentssuchasproblemsolving,concrete

reasoningandabstractthinking,connectingthecurriculumtolifebeyondtheclassroom)

TPE7:TeachingEnglishLearners(applyinginstructionaltheories,principlesandpracticesfor

instructionofEnglishlanguagelearners)

D.PlanningInstructionandDesigningLearningExperiencesforStudents

TPE8:LearningAboutStudents(understandingpatternsofadolescentdevelopment,encouraging

parentstobeinvolvedinstudentlearning,understandinghowfactorssuchasgenderandhealthcan

influencestudentlearning)

TPE9:InstructionalPlanning(establishingshort-andlong-termlearninggoals,planningand

sequencingdailyinstruction,accommodatingstudentneedsthroughawidevarietyofinstructional

strategies)

E.CreatingandMaintainingEffectiveEnvironmentsforStudentLearning

TPE10:InstructionalTime(establishingproceduresforroutineinstructionaltasks,managing

transitionstomaximizeinstructionaltime)

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TPE11:SocialEnvironment(promotingapositive,safeenvironment,creatingandusingastudent

disciplineplan)

F.DevelopingasaProfessionalEducator��

TPE12:Professional,Legal,andEthicalObligations(teachingtolerance,promotingdemocratic

principles,resistingracismandsexualharassment)

TPE13:ProfessionalGrowth(evaluatingteachingpractices,usingreflectionandfeedbacktoimprove

teaching,increasingsubjectmatterknowledge)

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STANDARD ONE:

1.1 Using knowledge of students to engage them in learning

1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests.

Engaging and Support All Students in Learning

1.3 Connecting subject matter to meaningful real-life contexts

1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs

1.5 Promoting critical thinking through inquiry, problem solving, and reflection

1.6 Monitoring student learning and adjusting instruction while teaching

California Standards for the Teaching Profession (CSTP)

STANDARD TWO:

2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

Creating and Maintaining Effective Environments for Student Learning

2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe

2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students

2.5 Developing, communicating, and maintaining high standards for individual and group behavior

2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

2.7 Using instructional time to optimize learning

STANDARD THREE:

3.1 Demonstrating knowledge subject matter, academic content standards, and curriculum frameworks

3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter

Understanding and Organizing Subject Matter for Student Learning

3.3 Organizing curriculum to facilitate student understanding of the subject matter

3.4 Utilizing instructional strategies that are appropriate to subject matter

3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students

3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content

STANDARD FOUR:

Planning Instruction and Designing Learning Experiences for All Students

4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction

4.2 Establishing and articulating goals for student learning

4.3 Developing and sequencing long-term and short-term instructional plans to support student learning

4.4 Planning instruction that incorporates appropriate strategies to meeting the learning needs of all students

4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students

STANDARD FIVE:

5.1 Applying knowledge of purposes, characteristics, and uses of different types of assessments

5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction

Assessing Students for Learning

5.3 Reviewing data, both individually and with colleagues, to monitor student learning

5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction

5.5 Involving all students in self-assessment, goal setting, and monitoring progress

5.6 Using available technologies to assist in assessment, analysis, and communication of student learning

5.7 Using assessment information to share timely and comprehensible feedback with students and their families

STANDARD SIX:

Developing as a Professional Educator

6.1 Reflecting on teaching practice in support of student learning

6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development

6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning

6.4 Working with families to support student learning

6.5 Engaging local communities in support of the instructional program

6.6 Managing professional responsibilities to maintain motivation and commitment to all students

6.7 Demonstrating professional responsibility, integrity and ethical conduct

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SCOE Induction Website– http://www.stancoe.org/induction

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Section2:TeacherEducation

DepartmentFoundations

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Introduction

SanJoséStateUniversity(SJSU)hasbeenintheforefrontofinnovationineducationforover100yearsand

hasalonghistoryofmeetingchallengesthatrequirechangesinsocietyandinschools.Preparingteachersfor

California'sschoolssince1857,SJSUwasestablishedasthefirstpublicnormalschoolwestoftheMississippi

River.TheoldestpublicinstitutionofhighereducationinthestateofCalifornia,SanJoséStateUniversityis

locatedinanareaofrapidlyincreasingculturaldiversityandtechnologicalcomplexity.Oneofthelargest

universitiesofthe20-campusCaliforniaStateUniversitysystem,SanJoséStateUniversityhasanenrollment

ofover30,000studentsfromeverystateintheUnitedStatesandnumerousothercountriesaroundthe

world.

TheTeacherEducationDepartment,intheConnieL.LurieCollegeofEducationatSanJoséStateUniversity,

housesbasiccredentialprogramsforelementaryandsecondaryteachers(calledMultipleandSingleSubject

CredentialsinCalifornia);andoffersmaster'sdegreesineducation.

TheMultipleSubjectTeachingCredentialProgram(MSCP)offersin-depthandcomprehensivepreparationfor

teachercandidateswhowillteachinclassroomsoftenmarkedbygreatdiversityandamajorityoflanguage

minoritystudents.

SanJoséStateUniversity'sTeacherEducationProgramoperatesontheassumptionthataneffective

classroomteacheriscommittedtoestablishingandmaintainingthehigheststandardsofteachingand

learningforallchildren.Teachersmusthavehighexpectationsforthemselvesandfortheyoungpeoplethey

teach.Weexpectourteachercandidatestocultivatereflectivehabitsofmind,andbelievethatcandidates

mustconsidertheimplicationsoftheiractionstomakethoughtfuldecisionsthatplacetheinterestsoftheir

studentattheforefront.AtSanJoséStateUniversity,theTeacherEducationProgramiscommittedtothe

preparationofteacherswhocanmeetthechallengesoftodayandthoseoftomorrow.Weseektoadmit

studentstotheTeacherEducationProgramwhoreflectsthediversityofourcommunityinethnicity,gender,

andsocio-economicbackground.

WhatfollowsisadescriptionofSanJoséStateUniversity’sresponsetotheStandardsofProgramQualityand

EffectivenessforProfessionalTeacherPreparationProgramsfortheMultipleSubjectCredentialProgram.

TheCaliforniaSB2042MultipleSubjectPreliminaryCredentialProgramStandardscanbefoundat

www.ctc.ca.gov/educator-prep/standards/AdoptedPreparationStandards.pdf

TheCollegeMissionandVision

ThemissionoftheLurieCollegeofEducationistoempowergraduateswiththeskills,knowledgeand

dispositionsthatensureaccesstoexcellenceandequityineducationforeverystudentinourdiverse,

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technologicallycomplex,globalcommunity.

SharedVision:TheLurieCollegeofEducationisaninclusive,engaged,diverse,intellectualcommunitywhere

teacher-scholarsinspirelife-longlearningandadvocacyforexcellenceandequityineducation.

ElementaryEducationDepartment

Vision

Ourvisionistoprepareethicalandsocialjusticeorientedteacherswhocreaterelevant,rigorous,

transformativeeducationalexperiences,attunedtostudents’academic,cultural,linguistic,social,and

emotionalneeds.

GuidingPrinciples

Asaprogram,wearecommittedto:preparingadiversecommunityofteachers,acrossfactorsincludingrace,

culture,class,language,genderandsexualorientation;servingadiverserangeofcommunities,including

underservedandunder-resourcedschools;andofferingequityandsocialjusticeorientedperspectives.Four

keyprinciplesdrivethesecommitments,asfollows:

1.TeachingasaPoliticalAct

Webelievethatteachingisapoliticalact.Ourprogramengagescandidatestodevelopaneducational

philosophy,groundedintheoryandthesocio-politicalcontextofschooling,towardschallengingsocialand

educationalinjustice.

2.TeachingasPraxis

Webelievethatteachingshouldbeinformedbyboththeoryandresearch.Ourprogramdevelopscandidates’

abilitiesto1)reflectdeepcontentknowledgeofthedisciplines,2)makestudentcenteredpedagogicalchoices

informedbytheory3)leverageculturalwealthtowardstudentempowerment,and4)engagealongside

teachers,students,andcommunitiestoco-createdynamicchangeswithincurriculumandneighborhoods.

3.TeachingasaReflectivePractice

Webelievethatteachersmustbereflectiveandcollaborative.Ourprogramofferscandidatescontinuous,

collegialanddynamiclearningopportunities.Candidatesdevelopanorientationofreflectionandinquiry.

4.TeachingasaComplexActivity

Teachingisacomplexchallengingprofession.Ourprogramdevelopscandidates’academic,political,social

andemotionalorientationsforresilience.

CharacteristicsofourGraduates

StudentCentered

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Theyfostercaringrelationshipswithstudents,students’families,andcommunitiesfromaculturalwealth

perspective.Theyareawareofthesocialandpoliticaldimensionsofschoolingandhowcontextaffects

marginalizedcommunities.Theyareattentivetothesocialandemotionaldimensionsofteachingand

learning.Theyteachtothewholechild.

ReflectiveandCaring

Graduatesreflectontheethicaldimensionsofteachingandlearninggiventhepoliticalandsocial

consequencesoftheirpedagogicaldecisionsonthelifechancesoftheirstudents.Theyassumeacaringstance

thatisgrowth-orientedandsupportstheirownandtheirstudents'resilience.

PedagogicallySophisticated

Theyknowandusearangeofinstructionalstrategiesandclassroomorganizationalstructureschosento

matchtheirinstructionalgoals.Theycanprovidetheoretical,research-basedrationalefortheirdecisions.

KnowledgeableoftheSubject-MatterContent

Theyknowandunderstandtheimportanceofsolidmasteryofthecontenttheywillteach.Theystrategically

engageincontinuouslearningofthatcontentanditsrelationtodevelopmentandlearningstandards.

KnowledgeofAssessment

Theyengageinongoingcyclesofinquiryfluidlyusingformativeandsummativeassessmentstoguide

instructionthatissensitivetocontextandindividuallearningneeds.

KnowledgeBaseContinuum

Theknowledgebasecontinuumdepictedbelowrepresentsthecyclicalprocessoftheory’sadaptation.Field

placementdevelopsbeginningteachers’knowledgebaseconcerninghowthetheory/researchandprinciple

aspectsofthecontinuumundergirdthebestpractices,applications,andadaptationsthatonemightuseto

effectivelyteachallstudents.Whileengagedinstudentteaching,candidateswillobservecooperating

teachers’useofbestpractices,applications,andadaptationsandinquireabouttheirtheoreticalrationale

giventhestudentstheyserve.Ascandidatestakeonincreasinglevelsofresponsibilityintheclassroom,they

willdesignandteachtheirownlessons,demonstratingandjustifyinghowtheyputtheoryintopractice.

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ProfessionalDispositions

GraduatesfromSJSUCollegeofEducationwillmanifestaprofessionalandpersonalcommitmenttoethical

conduct,equityandsocialjustice,reflectivepractice,andthebeliefthatallchildrencanlearn.These

dispositionsarefoundationaltotheElementaryEducationProgram.Weexpectthatstudentsenteringthe

CredentialProgramwillrecognizetheimportanceofthesedispositionsandwillstrengthentheir

understandingofthemastheyprogressthroughtheprogram.

Thedispositionsaredescribedasfollows:

• Commitmenttoethicalconduct:demonstratesprofessionalpresentationofself,honesty,fairness,

responsibility,compassion,collaboration,andcollegiality.

• Commitmenttoequityandsocialjustice:recognizesandopposessocialinjusticeinthemselves,their

institutions,andprofessionalenvironments.

• Commitmenttoreflectivepractice:systematicallyandregularlyreflectsonpersonalpracticewithan

aimtocontinuousimprovement.

• Commitmenttothesocial,emotional,andintellectualgrowthofallstudents:tovaluediversityandto

acceptresponsibilitytofacilitatelearningforallstudents.

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Section3:OverviewofStudent

TeachingPhase2

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Overview

ConsistentwiththemissionandphilosophyoftheConnieL.LurieCollegeofEducation,theElementary

Educationteacherpreparationprogramintendstoprepareteacherscapableofdesigningcurriculumand

learningenvironmentswhichenablechildrentobecomecompetentadultsby(1)learningtoexploretheir

environment,(2)learningfrommistakes,(3)undertakingprojectswhichchallengetheircreativityandproblem

solvingabilities,and(4)valuingtheabilitiesofotherindividuals.Inorderforourteacherpreparationprogram

tosucceedinitstask,wemustensurethattheprogramprovidesasetofcohesive,powerfulexperiences.The

fieldworkandcourseworkmustreinforceandextendthelearning,eachfortheother.

Consistentwithstateandnationalrecommendationsfortheredesignofteacherpreparationprograms

(Goodlad,1990;HolmesGroup,1986)andfeedbackprovidedbytheMultipleSubjectAdvisoryCouncil,the

ElementaryEducationProgramfacultyrestructuredthefieldexperienceportionoftheprofessional

preparationprogramtoincreasethequalityoffieldexperienceandstrengthenedthelinkagesbetweenwhat

studentslearnattheuniversityandwhattheyexperienceduringstudentteaching.

ThestructureoftheSJSUMultipleSubjectCredentialProgram(MSCP)fieldexperienceassuresthat:

• Thefieldcomponentoftheteacher-educationprogramisanintegralpartofteacherpreparation;

• Allcourseswithintheprogramrelatetooneanotherandthefieldexperiencesextendthelearning

withinthosecourses;

• Teachercandidatesseemodelsofexcellentteachingandhavefieldexperiencesconsistentwith

Californiastate-adoptedrecommendations;

• Teachercandidateshaveavarietyofopportunitiestopracticeeffectivestate-andprogram-

recommendedteachingmethodsinaminimumoftwodifferentelementarygradespans;

• Teachercandidatesspendtimelearninghowtoreflectuponandengageintheanalysisofclassroom

teaching,includingtheirown;

• Inordertomakeappropriateusesofdistrictresources,teachercandidateshavetheopportunityto

learnaboutdistrict-levelorganizationalstructureandresources;

• Inordertoworkcollaborativelyandtopromotetheschoolasalearningcommunity,teacher

candidatesdevelopleadershipskillsandunderstandthechangeprocess;

• Theuniversitysupervisorplaysanimportantrole:

o Modelingtheanalysisprocessforteachercandidates,

Providingspecific,constructivefeedbacktoteachercandidates,

o Discussingsupervisorypracticesandteachercandidateevaluationwithcooperatingteachers

andprincipals,

o Promotingleadershipforteachercandidates,

Buildingcollegialrelationshipswithschoolanddistrictpersonnel,andoServingasaliaison

betweenschoolanddistrictpersonnelanduniversityfacultyintheMSCP;

• CollectionandanalysisofdatatoevaluatetheSJSUMSCPiscontinuous.

GoalsofStudentTeaching

Studentteachingisanimportantpartoftheprofessionalpreparationoffutureteachers.Thestudentteaching

experiencejoinstheUniversityandtheschoolinacollaborativeefforttopreparefutureteachers.Candidates

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typicallyenrollinthefirstsemesterofStudentTeaching,EDEL143A-StudentTeaching:PhaseI,concurrently

withsomeoftheEDEL108courses.Thisenablesstudentstoexperiencecontextuallyintegratedmethodsand

practice.Thecollaborationbetweenschooladministrators,cooperatingteachers,andUniversityfaculty,

providesahighlysupportivecontextforcandidatesastheyentertheclassroom.Thestudentteaching

experienceshouldprovideopportunitiesto:

1. Workwithadiversepopulationofchildrenindividually,insmallgroups,andinlargegroupsettings.

2. Relatedevelopmentalcharacteristicsofchildrenandyouthtoteachingstrategiesandmaterialsusedin

theclassroom.

3. Relatefieldobservationsofchilddevelopmentandlearningtotheoreticalknowledgebaseprovidedin

universitycourses.

4. Increaseknowledgeofhowvariouschildrenlearnandwhatteacherscandotofacilitateandencourage

learning.

5. Planandpresentappropriatelearningexperiencesforindividuals,smallgroups,andlargegroupsthat

provideforindividualdifferencesamongchildrenandprovideforthelinguisticandculturaldiversity

presentinclassrooms.

6. Reflectuponthestudentteachingexperienceswiththehelpofthesupervisionandsupportofa

cooperatingteacheranduniversitysupervisor.

7. Articulateapersonalphilosophyofteaching.

BeforeregisteringforEDEL143B:StudentTeaching:PhaseII,candidatesmust:

1. SuccessfullycompleteEDEL143A:StudentTeaching:PhaseI,asevidencedbysuccessfulcompletionof

allassignmentsandrequirementsasoutlinedonthe143AexitinterviewformwiththeEDEL143A

supervisor,inwhichevaluationsandrequirementsarecarefullyreviewedandassessed.Advancement

toEDEL143B:StudentTeaching:PhaseIIoccursatthediscretionandrecommendationofthe143A

supervisor.

2. Havesuccessfullytaken(gradeofCorbetter)orberegisteredforEDEL108D:Curriculum:

Mathematics.

3. Maintaina3.0GPAforallprogramcoursework.

4. HavesuccessfullytakenEDEL108A:Curriculum:Reading/LanguageArts(gradeofCorbetter).

NOTE:Bilingualcandidatesmustpasslanguageandculturetestatexitlevelandmeetculturecompetence

requirementsbeforeenrollinginEDEL143B.

FieldPlacementRequirements

Teachercandidatesmust:

• Havefieldplacementsintheprimarygrades(K-2)andoneofthefollowinggradespans:3-5or6-8.The

twogradelevelsselectedmustbeatleasttwogradelevelsapart,i.e.,acandidatecouldnotsatisfythis

requirementwithaplacementinGr.2followedbyaGr.3placement.

• Haveafieldplacementinalow-performingschooland/orhard-to-staffschooland/orschoolwith

Englishlearners.

Teachercandidatesmustnot:

• Beplacedataschoolthatanyrelativeattendsorinwhichanyrelativeworks.

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• Besupervised/evaluatedbyarelativeascooperatingteacher,principal,oruniversitysupervisor.

FieldPlacementsNotAcceptedforEDEL143AorEDEL143B:

• Secondaryschool

• ShortTermStaffingPermit(STSP)

• LongTermSubposition

• Instructionalaide

• Privateschool

CriteriaforCooperatingTeachers

SchoolsiteswillbeselectedcollaborativelybytheEDEL143AandEDEL143Bsupervisorsassignedtoagiven

districtandthatschooldistrict’sliaison.Ideally,candidateswillbeclusteredingroupsof2-5atschoolsites

withinthesamedistrict.Selectionofcooperatingteachersisbasedonthefollowingcriteria:

1. Effectivenessofobservedteachingandlearning.

2. Effectiveimplementationofstate-adoptedacademiccorecurriculum.

3. Knowledgeofstate-adoptedcontentstandardsandframeworks.

4. Effectivecollaborationandcommunicationwithotherprofessionalteachers.

5. ExperienceinorganizingforandteachingcorecurriculumeffectivelytoEnglishlearners.

6. Experienceasamentortonewteachersand/orasabeginningteachersupportprovider.

7. Threeormoreyearsofteachingexperience.

8. Holdingacredentialappropriatetotheclassroom.

9. HoldinganEnglishLearner(EL),orCross-culturalLanguageandAcademicDevelopment(CLAD)

authorization.

10. Havingcreatedasafeenvironmentforlearningbydemonstratingthefollowingdispositions:

• Commitmenttoethicalconduct:demonstratesprofessionalpresentationofself,honesty,fairness,

responsibility,compassion,collaboration,andcollegiality.

• Commitmenttoequityandsocialjustice:recognizesandopposessocialinjusticeinthemselves,

theirinstitutions,andprofessionalenvironments.

• Commitmenttoreflectivepractice:systematicallyandregularlyreflectsonpersonalpracticewith

anaimtocontinuousimprovement.

• Commitmenttothesocial,emotional,andintellectualgrowthofallstudents:tovaluediversityand

toacceptresponsibilitytofacilitatelearningforallstudents.

SuggestedCriteriaforFieldSiteTechnology

Thefollowingtechnologycriteriaarehighlyrecommendedforfieldsites:

• Accesstocomputersandothertechnologies.Ataminimum,theclassroomshouldhaveamultimedia

capablecomputerwithInternetconnectionlocatedintheclassroomortheteachershouldhaveaccess

toacomputerlabonaregularbasis.

• Modeltechnologyintegration.Theteachershouldmodeltechnologyintegrationintostandard-based

curriculumonaregularbasis.

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Section4:SuggestedScheduleof

ExperiencesandRoleGuidelines

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TimelineofAssignmentsandGuidelines

Ø P=materialstobeplacedinProfessionalPortfolio

Ø 6UniversitySupervisorObservations;upto2canbevideotaped(thisisdeterminedbyCT,TC,and

UniversitySupervisor)

Ø 3CooperatingTeacherObservations

Ø Note:Cooperatingteachers’andsupervisors’observationsmustincludeavarietyofcontentareas.

Ø 2weeksofsoloteaching

TeacherCandidate

Weeks1-5:Assignments

1. SupervisorObservation#1ClassroomEnvironment&Engagement,Debrief,StudentReflection

2. CompletePACTTask1.ContextforLearningwithcommentary(TeachingEvent)P

3. CompleteoneobservationwithcooperatingteacherandsubmitCooperatingTeacherObservation

Formtosupervisor.P

4. CompleteformalSupervisorObservation#2,includinglessonplanspreparedwiththeLessonPlan

Template.P

Weeks1-5:Guidelines

• Provideteachercandidatebackgroundinformationforcooperatingteacher,supervisor,andprincipal.

• Maintainprofessionalattitudes,appearance,andrelationshipswithallmembersofschool.

• Arriveatleastone-halfhourbeforeschoolstarts.Remainuntilclassroomisinorderandnecessary

conferencing,planning,andpreparationarecomplete.

• Beforetheopeningoftheschoolday,informtheschoolandtheuniversitysupervisorofanyillness,

absence,orschedulechangesthatcouldaffectclassroomresponsibilities.

• Becomefamiliarwithclassroomproceduresandtheschools’physicallayout,rulesandregulations,

programs,andresourcepersonnel.

• Becomefamiliarwithtextbooks,units,materials,andtechnologyavailableattheschoolsiteandbegin

thinkingabouthowtointegratetechnologyappropriatelyintoinstruction.

• Learntheclassrooms’studentprofile:learnstudents’namesandlearningneeds(e.g.,CELDTlevelsof

Englishlearners,anyspecialneeds,andsoon)andclassroomsocialdynamics.

• Becomeacquaintedwithlessonplanningusedbycooperatingteacher,observeinstruction,andbegin

teaching.

• Assoonaspossibleparticipateinclassroomroutine(rolltaking,recordinggrades,handing

out/collectingmaterial,supervisingoutsideclassroom)andlearndailyschedule.

• Participateinschoolactivities,e.g.facultymeetings,athleticevents,andstudentclubs.


1. CompletePACTTask2.PlanningInstructionandAssessmentwithcommentary(TeachingEvent).

2. Planfirstweekofsoloteachingwithcooperatingteacher.Beforethesoloweek,asspecifiedbythe

supervisor,submittheweeklyplans(e.g.,whatisinthecooperatingteacher’splanningbook)forthe

firstsoloteachingweek.

3. TeachseriesofPACTlessons(TeachingEvent)

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4. CompleteTask3:InstructingStudentsandSupportingLearningwithcommentarytoincludevideo

(PACTTeachingEvent).

5. CompleteoneobservationwithcooperatingteacherandsubmitCooperatingTeacherObservation

Formtosupervisor.P

6. CompleteoneformalSupervisorObservation#3,includinglessonplanspreparedwiththeLessonPlan

Template.P

7. Successfullycompletefirstsoloweek,includingoneformalSupervisorObservation#4,including

lessonplanspreparedwiththeLessonPlanTemplate.P

8. CompleteFormativeAssessmentwithcooperatingteacher(meetanddiscuss).

Weeks6-10:Guidelines

• Graduallyassumelargerresponsibilityforinstructionbyaccumulatingteachingresponsibilities,adding

onesubject,period,orpreparationeveryonetotwoweeksasteachingproficiencyincreases.

• Assumeresponsibilityfordoingassessment(gradesandevaluation)ofstudentprogresswithconsent

ofcooperatingteacher.

• Ifscheduled,participateinparent-teacherconferencesand/orSSTmeetingswithcooperatingteacher.


• Plansecondweekofsoloteachingwithcooperatingteacher.Beforethesoloweek,asspecifiedbythe

supervisor,submittheweeklyplans(e.g.,whatisinthecooperatingteacher’splanningbook)forthe

firstsoloteachingweek.

• CompleteoneobservationwithcooperatingteacherandsubmitCooperatingTeacherObservation

Formtosupervisor.P

• Successfullycompletesecondsoloweek,includingoneformalSupervisorObservation#5,including


• Successfullycompletesecondsoloweek,includingoneformalSupervisorObservation#6,including


• CompletePACTTask4.AssessingStudentLearningwithcommentary(TeachingEvent)

• CompletePACTTask5.ReflectingonTeachingandLearningwithcommentary(TeachingEvent)

• SubmitcompletePACTTeachingEvent(all5tasks)toPACToffice,SH108,byrequireddeadline.

• CompleteSummativeAssessmentwithcooperatingteacher.P

• CompleteCSUExitSurvey(www.csuexitsurvey.org)

• ParticipateinExitConferencewithsupervisor.ReviewProfessionalPortfolioandSummative

Assessments(cooperatingteacher,studentandsupervisor).SubmitcertificateforcompletionofCSU

ExitSurvey.

22

CooperatingTeacher

PARTI:Weeks1-5

• Introducetheteachercandidatetotheschoolfacilities,resources,andfaculty.

• Acquainttheteachercandidatewiththesafetyproceduresoftheschoolincaseoffire,earthquake,or

studentaccident.

• Maintainprimaryresponsibilityforplanningandconductingclassandinvolveteachercandidatein

discussionofplans;sharelong-rangeplans/goalsforsemester.

• Establishscheduleforweeklyplanningtime(45-60minutes)withteachercandidate.

• Ifinaprimarygrade(K-2)classroom,selectastudentfortheTeachingBeginningReadingProject.

• Modelavarietyofinstructionalstrategiesusedtohelpdiverselearnersinyourclassroom.

• Involveteachercandidateinobservation,routineprocedures,preparationofmaterials,andinteraction

withstudents.

• Observe(Observation#1)anon-literacylessonandprovidefeedbackusingtheCooperatingTeacher

ObservationForm.

• Conferwithuniversitysupervisoraboutcandidate’sprogress.

• Helpteachercandidateprepareforoneformalobservationbysupervisor.

• AccordingtoPACTguidelines,supportteachercandidate’scompletionofTask1:ContextforLearning


PARTII:Weeks6-10


ObservationForm.Conferwithsupervisoraboutcandidate’sprogress.

• Helpteachercandidateprepareforoneformalobservationbysupervisor.

• AccordingtoPACTguidelines,supportteachercandidate’scompletionofTask2:PlanningInstruction


• AccordingtoPACTguidelines,supportteachercandidate’scompletionofTask3:InstructingStudents

andSupportingLearningtoincludevideo(PACTTeachingEvent).

• Scheduleopportunitiesforteachercandidatetoobserve/participateinparent/teacherconferences

and/orSSTmeetings.

• Remainonsiteduringsoloweek.

• CompleteFormativeAssessmentanddiscusswithteachercandidate.

PARTIII:Weeks11-15


ObservationForm.

• Conferwithsupervisoraboutcandidate’sprogress.

• AccordingtoPACTguidelines,supportteachercandidate’scompletionofTask4:AssessingStudent

Learning(PACTTeachingEvent).

• AccordingtoPACTguidelines,supportteachercandidate’scompletionofTask5:Reflectingon

TeachingandLearning(PACTTeachingEvent).

• Plansecondweekofsoloteachingwithcandidate.

23

• Remainonsiteduringsoloweek.

• CompleteSummativeAssessmentanddiscusswithteachercandidate.

UniversitySupervisor

PARTI:Weeks1–5

• OrientteachercandidatetothePACTTeachingEvent.

• Becomeacquaintedwithschoolprincipals.

• Holdorientationmeetingwithcooperatingteachersandteachercandidatesateachschoolsiteto

reviewresponsibilitiesandscheduleclassroomrotationschedule,alongwithfieldactivitieswithin

classrooms.Providecooperatingteacherswithallevaluationformsandreviewguidelinespresentedin

EDEL143A/BFieldExperienceGuide.

• Observeandconferencewitheachteachercandidateregularly.Note:Atleastfourofthesix

supervisors’formalobservationsaremadeduringsoloteachingweeks.Observationsmustincludea

varietyofcontentareas.

• Conduct8seminarswithallteachercandidates(duringthesemester).

• Beavailableforquestionsfromcooperatingteachersorteachercandidateseitherinperson,byemail,

orbytelephone.

• ReviewfirstCooperatingTeacherObservationForm.

• Conferwithcooperatingteacheraboutcandidate’sprogress.

• SupervisorObservation#1ClassroomEnvironment,supervisorobservationnotes,DebriefFormand

StudentReflection.

• MonitorcompletionofTask1:ContextforLearningwithcommentary(PACTTeachingEvent).

• SupervisorObservation#2,includinglessonplans(useLessonPlanTemplate)andsupervisor

observationnotes,DebriefFormandStudentReflection.

PARTII:Weeks6-10

• MonitorcompletionofTask2:PlanningInstructionandAssessmentwithcommentary(PACTTeaching

Event).

• ReviewsecondCooperatingTeacherObservationForm.


• Conducttwoformalobservations(Observations#3and#4)withteachercandidates,includinglesson

plans(useLessonPlanTemplate)andsupervisorobservationnotes,DebriefFormandStudent

Reflection.

• SupportteachercandidateandcooperatingteacherincompletinganddiscussingFormative

Assessment,andconferwithteachercandidateafterward.

• MonitorcompletionofTask3:InstructingStudentsandSupportingLearningwithcommentaryto

includevideo(PACTTeachingEvent)

• Revieweachteachercandidate’sweeklyplans(e.g.,whatisinthecooperatingteacher’splanning

book)forthefirstsoloteachingweek.

PARTIII:Weeks11-15

• ReviewthirdCooperatingTeacherObservationForm.


24

• MonitorcompletionofTask4:AssessingStudentLearningwithcommentary(PACTTeachingEvent).

• MonitorcompletionofTask5:ReflectingonTeachingandLearningwithcommentary(PACTTeaching

Event).

• Revieweachteachercandidate’sweeklyplans(e.g.,whatisinthecooperatingteacher’splanning

book)forthefirstsoloteachingweek.

• Conducttwoformalobservations(Observations#5and#6)withteachercandidates,includinglesson

plans(useLessonPlanTemplate)andsupervisorobservationnotes,DebriefFormandStudent

Reflection.

• HoldExitConferenceswithteachercandidates.ReviewProfessionalPortfolioandSummative

Assessments(cooperatingteacher,studentandsupervisor).CollectcertificateforcompletionofCSU

ExitSurvey.

• CompleteEDEL143BExitChecklist

• TurnintheentireTeacherCandidateFolder,includingallrecordsfromEDEL143AandEDEL143B,to

FieldExperienceOffice.

• CompleteGradeRosterandenterSummativeEvaluationandDiversityRubricscoresintotheCollegeof

Education’sonlineassessmentdatabase.

PlacementSchoolPrincipal

• Ensurethatteachercandidatesareplacedwithcooperatingteacherswhowillprovidethemwithan

enrichingexperience.

• Orientallteachercandidatestoschoolpolicies/activities.

• Observeteachercandidateduringsoloweek.

25

Section5:ResourcesforLesson

Planning,Feedbackand

Reflection

26

San José State University Department of Elementary Education Multiple Subject Credential Program

Introduction to Lesson Planning

Thefollowingpagesprovideyouwithguidanceindoingoneofthemostimportantactivitiesofyour

workasateacher–thinkingabout,planning,implementing,andreflectingonyourinstructionthrough

theuseofalessonplan.Thefollowingintroductionisdividedintothreesections,asfollows:

I. LessonPlanOverview

II. LessonPlanFormat

III. Post-InstructionReflection

Theintentionofthislessonplanningprocessistoprovideyouwithextensivepracticeinthinking

deeplyandcriticallyabouttheinstructionalprocess.Withsignificantpracticeinwritingfulllesson

plans,youwilldeveloptheskillsneededto“thinklikeateacher”andworksuccessfullywithyour

students.

Lessonplanningisfundamentaltoteachingthatmeetstheneedsofalllearners.Pre-serviceeducation

isthetimeforteachercandidatestodevelopthehabitsofmindthatcanbecarriedintotheclassroom

toplananddeliverlessonswiththelearningneedsofspecificstudentsinmind.Theseguidelinesare

intendedtodevelophabitsofmindthatwillfacilitatesuccessfullessonplanning.AtSJSU,we

emphasizeteachingtotheCommonCoreStateStandards,togetherwithintegratingsocial-emotional

learningskillsandacademiclanguagedevelopment.Candidatesaresupportedindevelopingtheir

teachingskillsthroughtheco-teachingprocess.

27

I.LessonPlanOverview

LessonPlanPurpose

Lessonplanningisfundamentaltoteachingthatmeetstheneedsofalllearners.Pre-serviceeducationisthetimefor

teachercandidatestodevelopthehabitsofmindthatcanbecarriedintotheclassroomtoplananddeliverlessonswith

thelearningneedsofspecificstudentsinmind.ThisLessonPlanTemplateprovidesguidelinesthatareintendedto

supportTeacherCandidatesindevelopinghabitsofmindthatwillfacilitatesuccessfullessonplanning.

DirectionsforUse

Usetheseguidelinestopreparelessonplans.

KeyQuestions

Aspartofthelessonplanningprocess,considerthefollowingquestions:

◻ Whatisthebigideathatthislessonrelatesto?

◻ Whyisitimportantformystudentstolearnaboutthisidea?

◻ Whatdotheyalreadyknowaboutthecontentandlanguagerelatedtothisidea?

◻ Whatarethelearninggoals(standardsandobjectivesforcontentandELD)?

◻ HowwillIassessstudentstodeterminewhetherornottheyhavemetthelearninggoalsandunderstoodthebig

idea(s)?

◻ Whatarethespecificinstructionalexperiencesthatstudentsneedtohavesothattheycansuccessfully

completetheassessments?

◻ WhatarethelearningneedsofspecificstudentsthatIneedtoconsiderindesigningthislesson,includingthe

assessmentsandinstructionalexperiencesabove?

◻ WhichscaffoldingstrategieswillIusetomeetstudents’learningneedsandpreparethemtosuccessfully

participateintheinstructionalexperiencesandcompletetheassessment(s)?

◻ What,ifany,arethesocial-emotionalskillsorcompetenciesthatneedtobeeithertaughttostudentsor

addressedinthislessoninordertobesuccessful?

LessonplanComponents

Includethecomponentslistedbelow.Theorderinwhichthesecomponentsarelistedworksbestwithdirectinstruction

lessons.Othertypesoflessons(e.g.,inquiry)mightaddressthecomponentsinadifferentorder.Ingeneral,learning

goalsshoulddrivelessontype(e.g.,inquiry,directinstruction,etc.),whichinturndeterminesthelessonplanformat.

StandardsandObjectives

Includeeachofthefollowingasappropriate:

◻ MainorkeyCommonCoreandcontentstandardsmostrelevanttothelesson

◻ Contentobjectivesalignedwithcontentstandards—eachobjectiveshouldberelatedtothecontent

standard(s)towhichitcorresponds(Seenote1below)

◻ Languageobjectivescorrespondingwithcontentobjectives(primaryconcern)andalignedwithELD

standards(secondaryconcern)—eachobjectiveshouldlisttheELDstandard(s)towhichitcorresponds

28

◻ ELDstandards(Seenotes2and3below)

Note

1. Phraseobjectivesintermsofunderstandingstobeachievedandskillstobemastered,notactivities

tobeperformedduringthelesson.E.g.,“SWBATwriteusingcompletesentences,”not“Students

willwritefourcompletesentences.”Standardsnotalignedwithanyobjectivesshouldbedropped

fromthelesson.

2. IncludeonlyELDstandardsmostrelevanttothelesson,i.e.,linkedtothelanguageobjectives,which

inturnflowfromthecontentobjectives.ListELDstandardsbylanguageprocess(es),ELAsub-strand,

ELDlevel,grade-levelrange,andpagenumber[e.g.,ListeningandSpeaking:Comprehension:

BeginningELDLevel:GradesK-2:Answersimplequestionswithone-totwo-wordresponses(p.17)].

3. WhenidentifyingELDstandards,yourdefaultplanningshouldaccommodatestudentsatEmerging

(CELDTLevels1&2)andExpandinglevels(CELDTLevel3),unlessyouhaveaspecificclassroom

demographicinmind.

Social-EmotionalLearningSkills(SEL)

ConsiderwhethertherearecertainSELcoreskillsorcompetenciesthatneedtobetaughtorreviewed

forstudentstobeabletobecompletetherequirementsofthislesson.Integrateelementsofthe

followingSELskillswhereappropriate:Self-Awareness;Self-Management;SocialAwareness;

RelationshipSkills;andResponsibleDecision-making.

Assessments

Assessmentsalignwithcontent,language,andSELobjectives(eachassessmentshouldlistthecontent

and/orlanguageand/orSELobjective(s)towhichitcorresponds.

Includebothformativeandsummativeassessments.Bothformativeandsummativeassessmentsshould

resultinrecordeddata(e.g.,teacher-completedobservationchecklist,studentworksamples,etc.)

Note

◻ Eachobjectivemustbeassessed,buttheredoesn’tnecessarilyhavetobeaseparateassessmentfor

eachobjective.I.e.,oneinstrumentcanassessmorethanoneobjective.Explainhowyouwilluse

theevidencefromtheplannedformativeandsummativeassessmentstoprovidefeedbackto

studentsandtomonitortheirprogresstowardmeetinglearningobjectives.

Procedure

◻ Beginning(opening)oflesson

◻ Middleoflesson(e.g.,modeling,guidedpractice,andindependentpractice)

◻ End(closure)ofthelesson

Note

◻ Provideasufficientlydetaileddescriptionofthelessontoprovideevidenceofthoughtfulplanningtofacilitatethelearningofallstudents,i.e.,differentiateasneeded,includingextensionactivities.

29

II.LessonPlanFormat

LessonTopicandTitle

Rationaleforlesson(whydothesestudentsneedthislessonatthistime?):

CommonCoreContentStandard(s);PracticeStandard(s)(ifappropriate)www.cde.ca.gov/re/cc/:

EnglishLanguageDevelopmentStandard:

LessonObjectives(linktostandards):(Whatdoyouwantstudentstolearn/beabletodoasaresultofthislesson?)

Contentobjective(s):

EnglishLanguageDevelopmentobjective(s)forLevel1(Emerging)&3(Expanding):

WhatSELskillswillstudentsneedinordertobesuccessfulinthislesson?Howwilltheybetaughtorreviewed?

Name _____________________ LessonDate_____________________

GradeLevel _____________________ School _____________________

Subject _____________________ MentorTeacher_____________________

30

InstructionalSequenceandLearningTasks

(Theorderofthestepsbelowmayvary.)

ScaffoldingandDifferentiationforELsorSpecial

PopulationsandFormativeAssessmentStrategies

Introduction/Hook:

(Howwillyoupiqueinterestofyourstudents,

makelinkstotheirpriorknowledge,set

objectives,dealwithanyconcernstheymay

haveifitisnewmaterial.Howwillyouexplain

rationaletostudents?)

ContentInstruction

(IncludesInputandModelingwhatyouexpect)

Guidedpractice,ifappropriateWhatactivity(ies)will

youprovideforstudentstogivethempracticewhile

youcangivethemimmediatefeedback?)

IndependentPractice,ifappropriateWhat

activity(ies)willyouaskstudentstodoontheirown

beforeyouprovidefeedback?Ifindependentpractice

includeshomework,howwillyouinsurethatstudents

arereadytodoworkontheirownsuccessfully?

Wrap-Up

(Opportunitiesforstudentsto:reflectontheir

learning;self-assess;highlightorreviewkey

concepts)

Lesson Assessment (How will you know whether students learned/are able to do what you taught?) Link directly to objective, standard, and SEL skills or competencies. Provide criteria & assessment tool for both formative and summative assessments (both of these assessments may not be appropriate). Think about how you may be able to provide feedback that encourages a growth mindset and/or perseverance among students.

Co-teachingstrategy,ifapplicable(checkone):

____OneTeach,OneObserve____TeamTeaching

____OneTeach,OneAssist ____StationTeaching

____ParallelTeaching ____SupplementalTeaching

____Alternative(DifferentiatedTeaching)

Additionalcomments:

31

III.Post-InstructionReflection

ConnectTheorytoPractice:Identify1-3keyideasthatyouacquiredinyourcoursesthathelpedyouin

developingandimplementingthislesson.

EnglishLanguageDevelopment:TowhatextentdidyoumeetyourgoalsforEnglishlearners?Howdoyou

know?

CoTeaching:Wasyourco-teachingplaneffective?Whatworked?Whatwillyoudo/changenexttime?

SELSkills/Disposition:Whatteacherand/orstudentSELskills/dispositionsdidyouaddress(ifappropriate)to

supportstudentsand/oryourselfduringthislesson(e.g.suchasfosteringagrowthmindset,building

cooperativeskills,encouragingperseverance,buildingrelationships,fosteringstudentself-reflection,

respondingproductivelytoachallengingstudent,etc.)?Howdidyouplantogoaboutdoingso?

ThinkaboutthedegreetowhichyoumetyourSELgoals.

Content:Towhatextentdidyoumeetyourcontentobjectives?Howdoyouknow?

32

CooperatingTeacher(CT)ObservationForm

ForCTusewhenobservingteachercandidate’slessonsincluding,mathematics,science,socialstudies,art,

music,PE.Pleasecompletethisformasyouobservethelesson.Duringyourconversationwiththeteacher

candidateafterthelesson,youmayaddnotes.Pleasegivethecompletedformtotheteachercandidateafter

yourconversation.

TeacherCandidate:

Date:

CooperatingTeacher:

GradeLevel:

ContentFocus:

What'sWorking:

CurrentFocus/Challenges/Concerns:

TeacherCandidate'sNextSteps

:

CooperatingTeacher'sNextSteps:

(Foradditionalcomments,useback.)CooperatingTeacher'ssignature:

UniversitySupervisorDebriefForm

Student Teacher: Date: Classroom Observation Debriefing Sheet

Focus of observation/debrief: O Planning O Learning environment O Engaging students O Monitoring learning O Supporting students O Content & Standards O Assessing learning O Routines & Procedures

Successes/Progress

Challenges/Setbacks

Student Teacher Next Steps

Supervisor Next Steps

34

AttendingtotheNeedsofSpecialPopulations

Behaviors/Challenges Whatstudentsmightdo WhatTeachersShouldDo

LanguageProcessing:Vocabulary-

Breadth&Depth-Relationships

betweenwords(e.g.-“thingsyoufind

athome”)

• Usefamiliarlanguage

• Uselimiteddescriptivelanguage

• Uselimitedacademiclanguage

• Multipleexposuretowordsinmeaningfulcontextovertime

• Providemultipleexamplesfromtheirworld

• Illustratewordswithart

• Modelandmonitorteacher’suseofvocabulary

• Providevisuals&physicalrepresentations

• Usegamesthatrequirestudentstocategorizeandjustify

groupings

• DoactivitieswithWordWalls

• Useanticipationguides&wordmaps

LanguageProcessing:Complex

GrammaticalStructuresTypes

sentencesVarietyofsentences

• Usesimplesentences

• Usephrasesorfragments

• Readword-by-wordanddon’t

connectinmeaningfulphrasesor

sentences.

• Decodeletters,butdon’tputit

together

• Selectreadaloudsthatarerichinsyntaxandlanguage

structures

• Modelhowtobreaksentencesupintomeaningfulchunks

• Modelcomplexlanguagestructuresinoralandwritten

language

• Usesentencestripswithphrasesforstudentstouseinoral

languageandborrowforwrittenlanguage

LanguageProcessing:Following

Multi-stepdirectionsandauditory

memory

• Followdirectionsoneatatime

• Followvisualrepresentations

• Solveroutineproblems

• Breakdowntaskstotheirsimplestcomponents

• Givedirectionsoneatatime

• Modeltheentireprocessandproviderationaleforsequence

• Writeoutdirectionsoneatatime(e.g.achecklist)

• Illustratesequences

• Provideanchorchartsintheroomforfuturereference

Comprehending:Integratingmultiple

sourcesofinformation

•Decode

•Useselectiveinformationfrom

text/sources

• Provideguidedreadingattheirlevel

• Usethinkaloudsthatmodelintegratinginformation

• Provideanchorchartsthatremind/guidestudentsto

integratesourcesofinformation

• Havestudentssharewhattheyusedtoproblemsolve

35

Studentswithspecialneedsmayexhibitoneormoreofthefollowingbehaviorsinageneraleducationclassroom.

Comprehending&problemsolving:

Monitoringunderstanding

• Focusononeaspectorarea

• Ignoremajormiscues,and

continuereading

• Establishanenvironmentwheremistakesarecelebrated

• Promoteagrowthmindsetintheclassroom,notfixedmindset

• Modelthedifferencebetweensurvivalstrategiesandproblem

solvingstrategies

• Usethinkaloudstomodelaskingquestionsthatmonitor

understandingwhilereadingorproblemsolving


Comprehending&problemsolving:take

actiontocorrect/adjustflexibly

• Mayapproachachallenge

• Makesmultipleattempts,

butareallthesame

• Celebrateanyattemptstoproblemsolve,whethertheyare

accurateornot

• Avoidovercorrection.Givethestudentstimetofigureitout


• Modelthedifferencebetweensurvivalstrategiesandproblem

solvingstrategies

• Usethinkaloudstomodeloptionsforsolvingproblems


Visualdiscrimination

• Recognizesomefamiliar

features

• Noticegeneralsimilarities

• Usephysicalmanipulatives—magneticletters,mathblocks

• Usemotiontonoticedifferences

• Findmanyopportunitiestocompareandcontrastanything

• Discusshowitems/conceptsarethesameordifferent

• Usethinkingmaps

Organization:

-Materials-Timemanagement-

Groupingitemsandideas

• Copyorfollowsomeone

else’sorganization

• Walkthroughasimple,doableprocesswiththestudent

• Establisharoutineforthisprocess

• Scaffoldbyaskingquestions/promptsthathelpthestudent

understandthesequenceororganization

• Usemanipulatives&visualsinallsubjectstomodelproblem

solving

36

• Buildfromsimpletocomplexorfromteamworkto

independence

SpatialOrientation:

-Lefttoright-Midline(acrossbody)

• Followamodel

• Dolargemovements

• Usebigmovementsacrossthebodytoteachconceptsor

practiceskills

• Provideopportunitiesfordanceandarttobuildspatial

awareness

• Usevisualcues(e.g.:dotsontherighthand,arrowsordotson

paper)

Transfer:Applyinginformationfromone

areatoanother

•Know&applyaconceptinone

area

• Usethematicunitstomodelconnectionsand/ortoidentify

similaritiesacrossmaterialsorsubject(s)

• Provideopportunitiesforstudentstoseetheconceptinaslightly

differentcontext(e.g.-historybookandreadingclassbook)

• Usegraphicorganizerorchartsthatrelateconceptstoone

another

• Provideopportunitiesforexpandedconversation

• Linklearningtothestudent’sworld

AttentionSpan:Attending&screening

• Paysattentionforashort

periodoftime

• Payattentiontopersonal

interests

• Bepatientandcalm,don’ttakethebehaviorpersonally

• Limitteachertalkbystrategicallyplanningwhattosay

• Usenoveltyanddramatoattractattention

• Provideopportunitiestoexpresswhatislearnedthroughactions

andbyrepresentingconcepts

• Provideearmuffsforstudentswhoaredistractedbyclassroom

noise

• Createaspecialquietcornerforthestudenttoretreattoif

needed(forashortperiodoftime)

• Haveaspecialseatingarrangementthatlimitsdistractionsand

provideslearningopportunitiesdependingonlesson

37

Adjustingtochange:

-Scheduling-Routines&procedures-

Unanticipatedevents(e.g.-Sheldonon

“BigBangTheory”)

• Adherestoaregular

routine

• Enforcesclassroom

procedures

• Planaheadandthinkaboutwhatmightcreateanxiety

• Talktostudentbeforechangesoccur

• Validatethedifficultyandstressassociatedwithchange

• Setgoalswiththestudentfortransitions

• Modelapositiveattitudeaboutunexpectedevents

• Providephrasesforstudenttosaytohimselfwhenanxious–

e.g.-“I’mgoingtobeOK.I’lljusttakeabigbreath.”

RelatingtoOthers:

Participationingroups

•Participatesinstructured

interactionwithoneother

person

• Planaheadandselectgroupsstrategically

• Adjustthetimethestudentisworkinginagroupsetting

• Setshorttermandlongtermgoalsforrelatingtoothers

• Modellanguageforrelatingtoothersinagroup

• Dointeractivethinkaloudsdemonstratinghowgroupmembers

usethenormsforbehavior

Stamina:Abilitytosustainthinkingand

problemsolvingoverextendedperiods

oftime

•Problem-solves/thinksforshort

periodsoftime

• Establishanenvironmentwheremistakesarecelebrated


• Modelthinkaloudsdemonstratingpersistenceinproblem

solving

• Provideopportunitiesforextendedtimereading,writing,or

workingoncomplexprojects

• Setshorttermandlongtermgoalswiththestudent

• Monitorstudent’sprogress

GlossaryofCommonSpecialEducationTerms

Anxietydisorders-exaggerationsofournormalandadaptivereactiontofearfulorstressfulevents.Thereare

manytypesofanxietydisordersincludingpanicdisorder,agoraphobia,specificphobia,socialanxietydisorder,

obsessive-compulsivedisorder(OCD),posttraumaticstressdisorder(PTSD)andgeneralizedanxietydisorder

(GAD).Whenyouexperiencethefamiliarphysicalandpsychologicalsignsoffearandanxietysuchassweating,

racingheart,shortnessofbreath,trembling,worry,orstress,thesearecuesthatsomethingishappeningthat

couldbeathreatandthatyouneedtodealwithit.This“flightorfight”reactionactivatesthephysicaland

psychologicalresourcesnecessarytodealwiththepotentialdanger.Althoughthissystemworkswellmostof

thetime,sometimesitcangointooverdriveanddomoreharmthangood.Whenthishappens,itmight

indicateyouhaveananxietydisorder.(OwenKelly,Ph.D.ocd.about.com)

Asperger’sSyndrome-anautismspectrumdisorder(ASD),oneofadistinctgroupofcomplex

neurodevelopmentdisorderscharacterizedbysocialimpairment,communicationdifficulties,andrestrictive,

repetitive,andstereotypedpatternsofbehavior.(www.ninds.nih.gov)

AutismSpectrumDisorder—amentalcondition,presentfromearlychildhood,characterizedbygreat

difficultyincommunicatingandformingrelationships,andinwhichfantasymaydominateoverreality.Autism

hasaspectrumofseverity;apersoncanbe“onthespectrum”.(www.google.com)

Centralauditoryprocessingdisorders(CAPD)-deficitsintheformationofprocessingofaudiblesignalsnot

attributedtoimpairedhearing,sensitivityorintellectualimpairment.(www.healthyhearing.com)

Deafness—Havelearningimpairmentsthatlinguisticprocessinginformationthroughhearingisseverely

limited,,withorwithoutamplification,henceimpactingeducationalperformancewhenthelearnerisnotin

theappropriatelearningenvironment.(TheIrisCenteratPeabodyCollege)

Deaf-blindness—Havemoderatetosevereimpairmentsinbothvisionandhearing.Requirespecialized

services.9TheIrisCenteratPeabodyCollege)

Emotionaldisturbance(orseriousemotionaldisturbance):Individualswiththischallengecanhavedifficulties

withoneormoreofthefollowing—inabilitytolearn,inabilitytobuildsandmaintainsocialrelationshipswith

teacherandpeers,inappropriatebehaviorandaffect,depression,tendencytodevelopfearsorphysical

symptomsassociatedwithschoolandpersonalproblems.(TheIrisCenteratPeabodyCollege)

Hearingimpairments—Mildtomoderatehearinglossthataffectsdevelopmentalandeducationalprogress.

(TheIrisCenteratPeabodyCollege)

Intellectualdisability(previouslyknownasmentalretardation)—Significantlybelowaveragegeneral

intellectualfunctioningandconcurrentdeficitsinadaptivebehavior.Mayexhibitproblemsinlearning,

memory,attention,problem-solving,academicandsocialfunctioning.(TheIrisCenteratPeabodyCollege)

SelectiveMutism-Selectivemutism(SM),formerlycalledelectivemutism,isdefinedasadisorderof

childhoodcharacterizedbyaninabilitytospeakincertainsettings(e.g.atschool,inpublicplaces)despite

speakinginothersettings(e.g.athomewithfamily).SMisassociatedwithanxietyandmaybeanextreme

formofsocialphobiaaccordingtoresearchersandclinicianswhoarefamiliarwiththedisorder(Black&Uhde,

1995;Dowetal.,1995,Dummitetal.,1997,Kristensen,2001;Leonard&Dow,1995).

39

Specificlearningdisabilities—Adisorderinoneormoreofthebasicpsychologicalprocessesinvolvedin

understandingandinusinglanguage,spokenorwritten,thatmayresultindifficultiesinreading,writing,

listening,speaking,thinking,spelling,ormathematics.Includedherearechildrenwith“conditionssuchas

perceptualdisabilities,braininjury,minimalbraindysfunction,dyslexia,anddevelopmentalaphasia”(NICHCY,

2012).

SpeechorLanguageimpairments-Disorderofarticulation,fluency(e.g.stuttering),voice,orlanguagethat

adverselyaffectseducationalperformanceoraseverecommunicationdeficit.

Traumaticbraininjury—“anacquiredinjurytothebraincausedbyanexternalphysicalforce,resultingintotal

orpartialfunctionaldisabilityorpsychosocialimpairment,orboth,thatadverselyaffectsachild’seducational

performance.Thetermappliestoopenorclosedheadinjuriesresultinginimpairmentsinoneormoreareas,

suchascognition;language;memory;attention;reasoning;abstractthinking;judgment;problem-solving;

sensory,perceptual,andmotorabilities;psychosocialbehavior;physicalfunctions;informationprocessing;

andspeech.“(NICHCY)

Visualimpairment—“animpairmentinvisionthat,evenwithcorrection,adverselyaffectsachild’s

educationalperformance.Thetermincludesbothpartialsightandblindness.”(NICHCY)

32

I I I I I I

Differentiation I

I is a teacher's response to learners' needs I I I Guided by mindset and generalprincipel s of differentiation I

I

I Respectful tasks I I Quality curriculum I I Teaching up I I Flexible grouping I I Continual assessment I I Building community I

I Content

..................... z...: ...._

RAFTS,Graphic Organzi ers,Scaffolded Reading,Cubing,Think-Tac-Toe,Learning Contracts, Tiering, Learning/nIterest Centers, Independent Studies, Intelligence Preferences,Orbitals,Complex nstruction,4MAT, Web Quests & Web Inquiry,ETC.

Copynght @ 2010 · Carol

Tomhnson

LanguageAcquisitionDescriptors:CELDTLevel1:Beginning

KeyStrategy:*Listening!Listening!Listening!–booksontape,read-alouds,choralreading,buddyreading*

Beginningvocabularyisbestunderstoodandlearnedwhentaughtthematically.

BerryessaUnionSchoolDistrict

WhatStudentsHave WhatStudentsCanDo WhatTeachersShouldDo

Theirprimarylanguage

MinimalcomprehensionofEnglish

MinimalverbalproductioninEnglish

One/twowordresponses

Nodandshakeheadtoanswer

questionsPointtoobjectsorprint

Sortobjectsintocategories

Pantomime

Drawpicturesandlabeldrawings

anddiagramsGesturetoshow

understanding

Matchobjectsorpictures

Giveyes/noanswerstosimple

questionsReproducewhatthey

hear,repeatandrecite

VocabularyDevelopment

�

Teachvocabularyusingphysical

movementanddrawings

Demonstratepersonalinterestand

caringforstudents

Provideamplelisteningactivities

includingdailylisteningcenter

withtapedpicturebooks

Readaloudpredictableand

patternedbooks

Havestudentslabeland

manipulatepicturesandobjects.

Provideone-on-onetimewith

students

Remember...

�WhilebeginningEnglishlearnerscancommunicateonlyintheirprimarylanguage,theyareverycapableof

higher–level

thinkingskills.

42

LanguageAcquisitionDescriptors:CELDTLevel2:EarlyIntermediate

KeyStrategy:*Beginningvocabularyisbestunderstoodandlearnedwhentaughtthematically

*Appropriatequestioningtechniqueswillincreasestudentoralproductioni.e.,usingtheansweraspartofthe

questioni.e.,(Didyougotothegrocerystoreortothelibrary?)



One/twowordresponses/some

phrasesLimitedproficiencyto

communicateideas

Somecomprehensionof

contextualizedinformation

Allofwhatstudentcandoatthe

Beginninglevel,plus:

Listandcategorize

Repeatsentences,mimic

intonationandphrasingand

reproducefamiliarphrases

Attempttotalk,makingextensive

pronunciationandgrammatical

errors

Generateandspeakinsimple

sentencesBegintoacquiresome

grammaticalelementsRead

Somebasicvocabularyandwrite

simplesentences

Giveshortanswerstosimple

questions

Alloftheabove,plus:


Continuetoexpandstudent’s

understandingofconcretewords

Havestudentslearnvocabularyand

sentencestructurefrompatterned

picturebooks

Expandstudents’responsesbyasking

who,what,where(literalquestions)

Expectshortanswers.Givestudentsa

chancetoproducelanguagein

situationswheretheyarecomfortable

Askquestionsrequiringsimple

comparisonsanddescriptions

Provideactivitiesdesignedto

encouragestudentstoproducesimple

sentences

Usethelanguageexperienceapproach

forreadingandwriting

Givestudentsachancetoproduce

languageincomfortablesituations

Remember:WhileEarlyintermediatestudentsarestilldevelopingbasiccommunicationskillstheyareatthe

sametimecapableofhigherlevel-thinkingskills.

43

LanguageAcquisitionDescriptors:CELDTLevel3:Intermediate

KeyStrategy:*Atthislevel,oralcommunicationskillsaremorehighlydeveloped.Usingcooperativegroups

duringinstructionwillhelpstudentsdeveloptheirhigherlevelsofthinkingwhileincreasingtheirvocabulary

andcomprehension.



EnoughEnglishproficiencytobe

understood

Abilitytoproduceutteranceswith

basicsentencestructure(Subject

+Verb+ObjectorPhrase)

Abilitytointeractmorewith

nativespeakers,butcanmake

errorsinspeech

Goodcomprehensionof

contextualizedinformation

Allofwhatstudentscando

attheBeginningandEarly

Intermediatelevels,plus:

Describepeople,placesand

eventsRecallandstatefacts

Defineandexplainsome

vocabularyMakesome

errorsinspeech

Readandretellfroma

varietyoftextswith

scaffoldingfromteacher

Begintoidentifymainideas

anddetails


�

Provideexplicitinstructionforidiomatic

expressionswhilecontinuingtohelp

studentsacquirelotsofvocabulary–

includingacademicvocabulary

Begintodevelopcognitiveskills,especially

readingandwriting

Includeinstructioninphonemicawareness,

decoding,spellingandgrammar

Model,expand,restateandusestandard

Englishwithstudents

Askhowandwhyopen-endedquestions,and

helpstudentstorespondincomplete

sentences

Askhigherlevelthinkingquestions

Provideampleopportunitiesforpartnertalk

andpair-share,andactivitiestodevelop

higherlevelsofthinking

Remember...

�Veryoftenatthislevelstudents’verbalcommunicationskillsarestrong,butarenotreliableindicatorsof

theirabilityto

comprehendacademicmaterial.

LanguageAcquisitionDescriptors:CELDTLevel4:EarlyAdvanced

44

KeyStrategy:*Studentshaveastrongconversationalvocabularybutstillneedanemphasisonacademic

vocabulary



Goodcomprehensionof

information

Proficiencyto

communicatewell

verbally

Adequatevocabularyto

achieveacademically

Giveopinionsandreasons,draw

comparisons,justifyviewsandbehaviors

andsummarize

Demonstrateabilitytousehigherorder

language,synthesize,analyze,evaluate,

persuadeanddebate

Demonstratebothsocialandacademic

understandingoflanguage

IdentifymainideaanddetailsUse

expandedvocabulary

Engageinconversationandproduce

sequentialnarrative

Developlistening,speaking,readingand

writingskillswithincreased

comprehension


�

Focusonacademiclanguageandliteracy

Structuregroupdiscussions

Askquestionstohelpstudents

synthesize,analyzeandevaluateinoral

andwrittencommunication

Providereadingopportunitieswitha

varietyofgenre

Includegrammarinstruction

Provideavarietyofrealisticwriting

opportunities

Guideuseofreferencematerialsand

technology

Remember...

�Studentsatthislevelneedastrongemphasisonstructuredwritingandcontinuedvocabularydevelopment.

LanguageAcquisitionDescriptors:CELDTLevel5:Advanced

45

KeyStrategy:*Providemultipleopportunitiesforstudentstoparticipateincooperativelearninggroupsand

takeonleadershiproles.


WhatStudentsHave WhatStudentsCanDoWhatTeachersShould

Do

Verygoodcomprehensionof

informationHeightened

proficiencytocommunicate

well

Expandedvocabularyto

achieveacademically

Nearnativespeechfluency

Comprehendandgeneratediscussionsand

presentationsinsocialaswellasacademicsettings

DemonstratefluencywithcontenttopicsReadand

comprehendgradeleveltexts

Respondtoandusefigurativelanguageandidiomatic

expressionsappropriately

Organizeandgeneratewrittencompositionsbasedon

purpose,audienceandsubjectmatter

Prepareanddeliverpresentations/reportsacrossgrade

levelcontentareasthatuseavarietyofsources;

includepurpose,pointofview,introduction,coherent

transitionandappropriateconclusions

Initiateandnegotiatesocialconversation

Allowstudentstolead

groupdiscussions

Encourageindependent

useofreference

materialsand

technology

Provideexplicit

grammarinstruction

Provideopportunities

forstudentgenerated

presentations

Provideavarietyof

realisticwriting

opportunitiesina

varietyofgenre

Remember...

�Studentsatthislevelneedongoingdevelopmentofbackgroundknowledgeandmustbechallenged

academically.

46

AcademicLanguageFunctions

AcademicLanguageFunction

StudentUsesLanguageto: Examples Thinking

Map©GraphicOrganizers LanguageStructures/KeySignalWords TasksAssociatedwithAcademic

LanguageFunctionQuestionsCommonlyAsked

SeekInformation

Observeandexplore;acquireinformation;inquire

Usewho,what,when,where,andhowtogatherinformation

CircleMap

AttributeDiagramWebSQ3RConceptDefinitionMap

OutlinesCornellNote-taking

Tobe,actionverbs,prepositions

Define,count,draw,identify,indicate,label,list,match,name,point,recall,recite,reproduce,repeat,trace,write,state,select,record,attributes,characteristics,mainidea

Who?,Whathappened?,Wheredidithappen?,Whendidithappen?,Wheredidyoufindthat?,Howdoyoudothat?

InformIdentify,report,ordescribeinformation

Recountinformationpresentedbyteacherortext,retellastoryorpersonalinformation

CircleMapBubbleMap

WebSQ3RConceptDefinitionMapOutlinesCornellNote-taking

Adjectiveuse,descriptivelanguage,superlatives/comparatives,

said,thebooksays,first,second,next,etc.,accordingto

Retell,recount,reorder,represent,depict,paraphrase,summarize,giveexamples,draw,explain,conclude,convert,describe,prepare,transform,translate,restate,rewrite,prepare,giveinyourownwords,generalize,extrapolate

Retellthestoryinyourownwords.

Summarizethechapter.Whathappened?Reportyourfindings.Describethemaincharacter.Tellaboutwhathappened?Showhow.

Compare

Describesimilaritiesanddifferencesinobjectsorideas

Make/explainagraphicorganizertoshowdifferenceandsimilarity

DoublebubbleMapBridgeMap

VennDiagramSemanticFeaturesAnalysisT-ChartFact-OpinionCharts

However,but,aswellas,ontheotherhand,notonly....butalso,either....or,while,although,unless,similarly,yet,comparedwith,similarto,differentthan,andyet,asopposedto,alternatively,apartfrom,bycontrast,contrarytothat,conversely,inspiteofthis,nevertheless,nonetheless,notwithstanding,regardless,some.....,butothers,still,thenagain,bythesametoken,correspondingly,likewise,too

Distinguish,compare,contrast,group,identify,illustrate,pointout,recognize,separate,describe,attributes,commonalities,differences,differentiate,

Howaretheythesame?Different?Compareanddescribe

Whatmakesthemthesame?Whatmakesthemdifferent?

47

Howdoweknowthedifferencebetweenthem?

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Order Sequence

objects,ideas,orevents

Describe/makeatimelinecontinuum,cycle,ornarrativesequence

FlowMap CycleGraphFlowchartTimelineOutlines

First,second,third,....Next,before,after,afterwards,lateron,time,notlongafter,now,as,when,immediately,preceding,initially,meanwhile,following,until,soon,today,assoonas

Organize,develop,discover,complete,process,outline,order

Puttheseinchronologicalorder.Whathappenedfirst?(Second,later,last,etc.)

?Whatwouldhappenif?

Classify Groupobjectsorideasaccordingtotheircharacteristics

Describeorganizingprinciples,explainwhyAisanexamplebutBisnot

TreeMap HierarchicalOrganizerPictograph

Descriptors,adjectives,kinds,types,traits,characteristics,anexampleof,list

Classify,breakdown,arrange,organize,categorize,construct,create,generate,summarize,criteria,preclude,include,arrange,group,genres

Whatcoloris?Whatsizeis?Whatisthetexturelike?Whattypesof

arerepresentedhere?Whattraitsdothesehaveincommon?Whatcharacteristicsdothesehaveincommon?Whatmakesthesedifferent?Sorttheseby(size,color,texture,shape,etc.)

Analyze Separatewholeintoparts;identifyrelationshipsandpatterns

Describeparts,featureormainideaofinformationpresented

BraceMapMulti-flowMapFlowMapTreeMapCircleMap

FishboneOrganizersMainidea/supportingdetailsOrganizer

Isapartof,isrelatedto,tobe,same,different,similarities,differences,thecommontraits,to,sothat,nevertheless,thus,accordingly,if.....then(conditionalconnectors),makes,causes,because,

Analyze,calculate,choose,classify,criteria,diagram,breakdown,categorize,classify,compare,contrast,deduce,detect,differentiate,

Whatisthedifference?Howis/aretheyrelated?Whyisitimportant?Aretheycommon

48

creates,resultsin,dueto,onaccountof,therefore

discriminate,distinguish,group,identify,illustrate,infer,order,outline,pointout,recognize,relate,

select,separate,subdivide,transform

traits?Whatcausedtohappen?Whatresults/consequencesmightcreate?Whatisthemainidea?Whatdetailssupportthisidea?

40ReprintedonColorinColorado.orgwithpermissionfromSarahClyne©2006

Infer

Makeinferences;predictimplications,hypothesize

Describereasoningprocess(inductiveordeductive)orgeneratehypothesistogeneratecausesoroutcomes

Multi-flowMap T-Chart

Futuretense,useofwill,if....not,if....then(conditionalconnectors),descriptiveverbs,adjectives

Predict,extrapolate,restate,represent,rewrite,summarize,giveexamples,evidence,supportingdetails,reconstruct,synthesize,derive,deduce,explain,create,construct

Why?Whydidthathappen?Howdidthathappen?Whydoyouthink_?Whatmakesyouthink?Whattellsyou?Howdoyouknowthat?

Justifyandpersuade

Givereasonsforanaction,decision,pointofview;beconvincing

TellwhyAisimportantandgiveevidenceinsupportofaposition

CircleMapTreeMap

OpposingforceschartPredictionTree

Ithink,accordingto,forexample,infact,mostimportantIf...not,if.....then,Ibelieve,because,since,basedupon,youshould,understand,onthecontrary,youneedto,therefore,frommypointofview

Justify,argue,persuade,makeacasefororagainst,compare,contrast,distinguish,discriminate,illustrate,recognize,pointout,relate,deduce,categorize,combine,document,support,test,validate,verify,criteria,refer,relationship,irrelevant,preclude,include,give/supportyourpointofview,tone,thesis,evidence,debate,crucial,critical

Whydoyouthinkthisisimportant?Whatevidencedoyouhavetosupportyourpointofview?Howcanyouconvincesomeoneofyourideas?Whatreasonswillyougivetojustifyyourpointofview?Howdidyouarriveatyourdecision?

SolveProblems

Defineandrepresentaproblem;determinesolution

Describeproblem-solvingprocedure;applytoreallifeproblems

Multi-flowMap

Problem-SolutionboxesCause-effectChainOpposingforceschart

Because,since,therefore,sothat,consequently,asaresult,thisled

Solve,deduce,hypothesize,causes,effects,support,test,validate,verify,summarize,rate,rank,measure,relate,recommend,justify,judge,interpret,determine,discriminate,decide,criteria,

Whatistheprocesstosolvethisproblem?Whatisrequiredtosolvethisproblem?Why?Whatisthecriteria?Whatis

49

table,refer,relationship,diagram,consequence

yourhypothesis?Whatevidencedoyouhavetosupportyourhypothesis?Whatistherelationshipbetweenand?Whatarethecauses?Whataretheeffects?Whatisyourinterpretationofthisconclusion?

41ReprintedonColorinColorado.orgwithpermissionfromSarahClyne©2006

Synthesize

Combineorintegrateideastoformanewwhole

Summarizeinformationcohesively;incorporatenewinformationintopriorknowledge

CircleMap WebsConjunctions,inotherwords,thatistosay,toputitdifferently

Arrange,categorize,combine,compile,compose,construct,create,deduce,derive,design,devise,develop,document,explain,formulate,generalize,generate,integrate,modify,organize,prepare,plan,produce,propose,rearrange,reconstruct,relate,reorganize,revise,rewritespecify,summarize,tell,transmit,write,criteria

Whatwouldyourplanbefor?Howmightthisbedifferentif?Howwouldyoure-writethis?Howwouldyouarrangethisinto?

Howdotheyrelatetoeachother?

Evaluate

Assessandverifytheworthofanobject,idea,ordecision

Identifycriteria,explainpriorities,indicatereasonsforjudgment,confirmtruth

DoubleBubbleMap(prioritizecharacteristics)Multi-flowMap

Cause-effectChainOpposingforcesChart

Ithink,accordingto,forexample,infact,mostimportant,forinstance,forexample,specifically

Appraise,argue,assess,compare,conclude,consider,contrast,criticize,critique,decide,describe,determine,discriminate,distinguish,evaluate,grade,judge,justify,write,recommend,validate,verify,test,support,rate,rank,measure,criteria,interpret,relate

Whatisyourfavorite?Why?Howdoesthisimpact?Howorwhyisthissignificant?Howorwhyisthisvaluable?Howorwhyisthisuseful?Whatdidyoudotodevelop?Why?

REFERENCES:

50

Chamot,A.U.&O’Malley,J.M.(1994).TheCALLAhandbook:implementingthecognitiveacademiclanguagelearningapproach.Reading,MA:Addison-Wesley.Hoyt,L.,Mooney,M.,&Parkes,B.(2003).Exploringinformationaltexts:fromtheorytopractice.Portsmouth,NH:Heinemann.Hyerle,David.(1995)ThinkingMaps:ToolsforLearning.Cary,NC:ThinkingMaps,Inc.Kucer,S.B.&Silva,C.(2006).TeachingtheDimensionsofLiteracy.Mahwah,NJ:LawrenceErlbaumAssociates.

ReprintedonColorinColorado.orgwithpermissionfromSarahClyne©200

LanguageDemandsMatrix

(RefertotheLanguageAcquisitionChart,curriculummaterials,andyourdraftlessonplan.)

LanguageDemandsDomainConsiderstudents’languageproficiencyintermsof:

Students’(Ss’)EnglishLanguageProficiencyLevel:Emerging(CELDT1:Beginning)

WhatcanCELDT1Ssal-readydointhisLanguageDemandsDomain?Whichaspectsoftheplannedles-sonwilltheircurrentlanguagelevelenablethemtocompletesuccessfully?

WhatwillposeachallengetoCELDT1SsinthisLanguageDemandsDomain?Whichaspectsoftheplannedlessonwillrequirescaffoldingtoaddresslanguagedemands?

Howwillyou,theteacher,scaffoldinstructionrelatedtothechallenges(middlecolumn)ofthisLanguageDemandsDomaintomeettheneedsofCELDT1Ss?Scaffoldsmustaddress:(1)Ss’accesstostandards-basedcontentand(2)Ss’developmentofacademiclanguage.

CurriculumMaterials(existingtext,e.g.,lessontexts,worksheets,etc.)

Teacher(T)Talk(Ss’abilitytocomprehendT’sorallan-guageuse,e.g.,direc-tions,feed-back,etc.)

Students’Language

Use[listening(S-S),speaking(S-S&S-T),reading(textcreatedduringthelesson),andwriting,includinginassessment)

DavidA.WhitenackwithDewiFaulknerRev.June2013SanJoséStateUniversity

LanguageDemandsMatrix(RefertotheLanguageAcquisitionChart,curriculummaterials,andyourdraftlessonplan.)

LanguageDemandsDomainConsiderstudents’languageproficiencyintermsof:

Students’(Ss’)EnglishLanguageProficiency(CELDT)Level:Expanding(CELDT3:Intermediate)

WhatcanCELDT3Ssal-readydointhisLanguageDemandsDomain?Whichaspectsoftheplannedles-sonwilltheircurrentlanguagelevelenablethemtocompletesuccessfully?

WhatwillposeachallengetoCELDT3SsinthisLanguageDemandsDomain?Whichaspectsoftheplannedlessonwillrequirescaffoldingtoaddresslanguagedemands?

Howwillyou,theteacher,scaffoldinstructionrelatedtothechallenges(middlecolumn)ofthisLanguageDemandsDomaintomeettheneedsofCELDT3Ss?Scaffoldsmustaddress:(1)Ss’accesstostandards-basedcontentand(2)Ss’developmentofacademiclanguage.

CurriculumMaterials(existingtext,e.g.,lessontexts,worksheets,etc.)

Teacher(T)Talk(Ss’abilitytocomprehendT’sorallan-guageuse,e.g.,direc-tions,feed-back,etc.)

Students’Language

Use[listening(S-S),speaking(S-S&S-T),reading(textcreatedduringthelesson),andwriting,includinginassessment)

DavidA.WhitenackwithDewiFaulknerRev.June2013SanJoséStateUniversity44

Social and Emotional Learning Core Competencies

CASELhasidentifiedfiveinterrelatedsetsofcognitive,affectiveandbehavioralcompetencies.Thedefinitionsofthefivecompetencyclustersforstudentsare:

Self-awareness:Theabilityto accuratelyrecognizeone’s emotionsandthoughtsandtheirinfluenceonbehavior.This includesaccuratelyassessing one’sstrengthsandlimitationsandpossessingawell-groundedsenseofconfidenceandoptimism.

Self-management:Theabilitytoregulateone’semotions,thoughts,andbehaviorseffectivelyindifferentsituations.Thisincludesmanagingstress,controllingimpulses,motivatingoneself,andsettingandworkingtowardachievingpersonalandacademicgoals.

Socialawareness:Theabilitytotaketheperspectiveofandempathizewithothersfromdiversebackgroundsandcultures,tounderstandsocialandethicalnormsforbehavior,andtorecognizefamily,school,andcommunityresourcesandsupports.

Relationshipskills:Theabilitytoestablishandmaintainhealthyandrewardingrelationshipswithdiverseindividualsandgroups.Thisincludescommunicatingclearly,listeningactively,cooperating,resistinginappropriatesocialpressure,negotiatingconflictconstructively,andseekingandofferinghelpwhenneeded.

Responsibledecisionmaking:Theabilitytomakeconstructiveandrespectfulchoicesaboutpersonalbehaviorandsocialinteractionsbasedonconsiderationofethicalstandards,safetyconcerns,socialnorms,therealisticevaluationofconsequencesofvariousactions,andthewell-beingofselfandothers.

http://www.casel.org/social-and-emotional-learning/core-competencies 1/2

4/7/2015 SEL Competencies | CASEL

Instructional Strategies that Promote Social and Emotional Learning (SEL)

This short checklist offers effective classroom instructional strategies for teaching, modeling, and reinforcing social

and emotional competencies. These strategies can help establish a relationship-centered learning environment for

practicing and applying SEL throughout the school day.

Setting up the classroom:

_____ Arrange seating so that students can see one another.

_____ Make sure bulletin boards and displays reflect the rich diversity of your students.

_____ Keep the room clean and well-organized, with materials prepared in advance for the day’s lesson.

Creating a safe, caring, participatory, and well-managed learning environment:

_____ Greet students as they enter your classroom, creating a welcoming environment.

_____ Establish shared ground rules/agreements with your students on how to treat each other respectfully.

_____ Model SEL behaviors of respect, caring, self-control, and fair decision-making.

_____ Focus on all students' positive qualities and acknowledge their efforts and contributions.

____ Pay attention to student reactions, need for clarification, and need for change in activity, and address

these needs immediately.

Starting a lesson:

_____ Ask open-ended questions to discover what the students already know.

_____ Employ a variety of inquiry methods to draw out authentic student responses (i.e., think-pair share).

_____ Ask "What do you think?" rather than "Why?" questions to stimulate divergent thinking.

_____ Allow "wait time" of 7 - 10 seconds before calling on students to give everyone a chance to reflect.

Introducing new skills and information:

_____ Present and connect new skills and information to the students' responses.

_____ Provide clear and concise instructions and model tasks when appropriate.

_____ Respond respectfully to a wide variety of student responses to show respect and openness to divergent

thinking, e.g.; "Okay," "All right," "Thank you."

_____ Offer students the right to pass to honor different learning styles.

Preparing students for guided practice:

____ Model the guided practice before asking students to practice and apply new skills and knowledge.

____ Always play the role with negative behavior in a role-play; students always act out the appropriate behavior

as skill-building practice and reinforcement.

____ Give timely, supportive, and clear feedback immediately after guided practice.

____ Use closure questions to help students reflect on their learning and imagine ways they will apply the new

learning to their own lives.

Managing discipline in a safe and respectful way:

_____ Enforce the ground rules/agreements consistently.

_____ Handle problems quickly and discreetly, treating students with respect and fairness.

_____ Encourage students to discuss solutions rather than blame others.

_____ Share your reactions to inappropriate behaviors and explain why the behaviors are unacceptable.

*Adapted from Tool 33, CASEL Sustainable Schoolwide SEL Implementation Guide and Toolkit

Section6:Evaluation

Grading

Studentteachingisgradedona"credit"or"nocredit"basis.Agradeof"credit"impliesagradeof"B"orbetter.A“nocredit”means“nopassing”.Dependingontheconditionsprecedingthe“NC”grading,eitheracandidatehastore-takethepracticum,orexittheteacherpreparationprogram.TheUniversitysupervisordeterminesthegradeafterreviewingthecandidate’sperformanceinseminars,observationsandconsultingwiththecooperatingteacher.

ProceduresforEvaluationofCandidatePerformanceEDEL143B

• CooperatingteacherobservesteachercandidateformallythreetimesandprovidesfeedbackusingtheCooperatingTeacherObservationForm.

• Universitysupervisorcompletessixformalobservationsoftheteachercandidate,includingatleastoneduringeachweekofsoloteaching,andprovidesfeedback.Observationsmustincludeavarietyofcontentareas.

• CooperatingteachercompletesFormativeAssessmentmid-semesterandprovidesfeedbacktotheteachercandidate,includingonthefirstweekofsoloteaching.

• Cooperatingteacheranduniversitysupervisorindicateinwritinganyareasneedingimprovementaswellassuggestionstosupportimprovement.

• CooperatingteachercompletesSummativeAssessmentattheendofthesemesterandprovidesfeedbacktotheteachercandidate,includingonthesecondweekofsoloteaching.

• UniversitysupervisorreviewsteachercandidatesProfessionalPortfolio.• Universitysupervisorconductsexitinterviewwithteachercandidateandcompletes

SummativeAssessmentofcandidate.

DeterminationofCandidateCompetence

AccordingtotheCaliforniaCommissiononTeacherCredentialing(CCTC),candidatesmustattaincompetencyinallareasofrelevantcontentandcommunicationoutlinedintheCCTCstandards.TheElementaryEducationDepartmenthasthusadoptedprocedurestoensuresuchcompetence.Shouldacandidateperformunsatisfactorilyineitherphaseofthepracticumbyfailingtoachievetheexpectedlevelofperformance,theProcessforRemediation(articulatedabove)wouldbeenacted.Iftheprocessofremediationisunsuccessful,orifthecandidateisremovedfromapracticumplacement,sheorhewillnotreceivecreditforthatphaseofthepracticum.ThecandidatemayhavetwoopportunitiestosuccessfullycompleteeitherEDEL143AorEDEL143B.Iftimeallows,thesecondopportunitymayoccurwithinthesamesemester.Ifthereisnotadequatetimeleftinthesemester,thesecondopportunitymayoccurinasubsequentsemester.TwounsuccessfulexperiencesineitherEDEL143AorEDEL143BwilldisqualifyacandidatefromtheSJSUMultipleSubjectCredentialProgram.

AnycandidatewhohasbeenrequiredtoretakeeitherEDEL143AorEDEL143BmustmeetwiththeChairoftheDepartmentofElementaryEducationandtheDirectorofFieldPlacement,whowilldeterminewhetherornotthecandidatewillbeallowedtore-enroll.

SanJoséStateUniversityreservestherighttoremovefromthemultiplesubjectcredentialprogramanycandidatewhodemonstratesunprofessionalbehavior,includingbutnotlimitedtoprevarication,slander,negligence,orchildendangerment.

EDEL143BTeacherCandidateProfessionalPortfolio

ThepurposeofthisProfessionalPortfolioisnottocreatetheexactonethatateachercandidatewillusetogetajob,althoughsomeofthecontentsmaybeusedforthatpurpose.Rather,eachcandidatewillcompileaportfoliotoprovidedocumentationof:

• Strengthsasateacher• Growthasateacher• Areasofneedasateacher

CompilingtheProfessionalPortfolioprovidesanopportunityforteachercandidatestodeepenreflectionandanalysisthroughoutthestudentteachingexperiencewhiledocumentingevidenceofgrowth.

PortfolioContents

Note:AlllessonplanslistedbelowaretobepreparedusingtheLessonPlanTemplate.Observationsmustincludeavarietyofcontentareas.

• Lessonplans(usingthelessonplantemplate)andsupervisorobservationnotesfromsixformalobservations.

• CooperatingTeacherObservationFormsfromthreelessonsinacontentareaotherthanliteracy.Includelessonplans.

• SummativeAssessments(candidate’s,cooperatingteacher’s,andsupervisor’s).• Anyotherdocumentationrelatedtoyourstrengths,growth,andneedsasateacher.

PolicyandProceduresforUnsatisfactoryPerformanceandRemediation

Removalofateachercandidatefromhis/herassignmentshouldbedoneforcompellingreasonsonly.Provisionsforremovalareavailablebecausetherecanbecircumstancesthatwarrantit.TheFieldExperienceDirectorwillconsiderremovingateachercandidatefromhis/herassignmentwhenanyofthefollowingoccur:

1. Theappropriateschoolauthority,forjustandexplainedreasons,requeststhattheteachercandidateberemoved.

2. Theuniversitysupervisorbelievescircumstanceswillpreventeitherthedevelopmentormaintenanceofasatisfactorylearningenvironment.

3. Eitherthecooperatingteacherortheteachercandidatehasexhibitedunethicalbehavior.4. Excessiveabsenteeism,tardiness,and/orfailuretocomplywithestablishedrulesand

policies.

Initialdiscussionforawithdrawalcanbemadebyanypersondirectlyinvolvedwiththestudentteachingarrangement.ItisimportantthattheuniversitysupervisorandtheFieldExperienceDirectorbeinvolvedintheinitialandon-goingdiscussions.TheDirectorwillrelayconcernstotheDepartmentChair(andDean,whenwarranted).Shouldateachercandidate’sperformancebedeemedunsatisfactory,thefollowingproceduresshallapply:

• Copiesofallobservationreportsbythecooperatingteacheranduniversitysupervisor,includingwrittennarrative,mustbefiledintheFieldPlacementOfficeandtheDepartmentChair’soffice.

• Tosubstantiateanyspokenrequestforwithdrawal,writtendocumentationmustbeprovidedandsignedbythepersonrequestingateachercandidate’swithdrawal.

SanJoseStateUniversityEDEL143B

FormativeandSummativeAssessmentForm

TeacherCandidate:

CooperatingTeacher:

UniversitySupervisor:

ThisAssessmentcanbeusedwithinasemestertodocumentacandidate’steachingperformanceandattheconclusionoftheplacement. 0 0 7 122 : . 7

0 71 7

RATINGSCALEANDDESCRIPTION

N/O=NotObserved

I=Ineffective:Candidateisstrugglingtodemonstratepracticesdescribedinthecriteria.

P=Progressing:Candidateperformswithincriteria.Maybeinconsistent,butisshowingimprovementovertime.

E=Effective:Candidateconsistentlydemonstratespracticedescribedincriteria.Readytoteachonone’sownwithinaninductionprogram.

H=HighlyEffective:Candidate’sperformanceconsistentlydemonstratesintegrated,nuanced,andsophisticatedelementsofthecriteria.

ForEACHcategory(A-E)intheFormative/SummativeAssessmentcompletedbytheUniversity

Supervisor,acandidatemustmeetthefollowingperformancestandardstoreceivecredit:

143B–atleast80%ofmarksin“Progressing”orabove

March21,2005DraftofModifiedSJUSDCertificatedEmployeeClassroomObservationGuide/FinalAssessmentForm.ModificationsbyStephanieSteffey,AndreaWhittaker,andMaureenWest June2010-UpdatedbyAndreaWhittakerandJudithSchierling Rev.7/11,7/12bySchierlingandWhitenack

A.PLANNINGANDPREPARATION:THETEACHERCANDIDATEDEVELOPSPLANSTHAT...

1.Demonstrateacommandofsubjectmatterknowledge.NOTES:N/O

I P E HTPE

12.Organizeandsequencecurriculumtosupportstudentlearningofsubjectmatterstandards.NOTES:

9

3.Useavarietyofinstructionalstrategiesthatrespondtostudents’diversebackgrounds,experiences,interests,andneeds.NOTES:

6

4.Demonstrateknowledgeofstudentdevelopmentalcharacteristicsandlearningstyles.NOTES:

6

5.Addressstudents'languageacquisitionandpromoteacademiclanguagedevelopment.NOTES:

7

6.Utilizematerials,resources,andtechnologiestomakesubjectmatteraccessible.NOTES: 4B.LEARNINGENVIRONMENT:THETEACHERCANDIDATE... 1.Usesclear,consistentexpectationsforstudentbehaviorthatmaintainaclassroomthatissafe,efficient,andconducivetolearning.NOTES:

11

2.Maintainsaclimatethatpromotesfairness,respect,andequity.NOTES: 113.Promotesstudentresponsibility,collaboration,andself-directedlearning.NOTES: 11

C.INSTRUCTION:THETEACHERCANDIDATE...

1.Establishesandsupportshighacademicexpectationsforallstudentsalignedwithstateanddistrictstandards.NOTES:

N/O

I NE HTPE

12.Assistsstudentsindevelopingpositiveattitudesaboutlearning.NOTES: 11

3.Buildsonstudents'priorknowledgeandscaffoldslearningbyrespondingtostudents'questionsandcomments.NOTES:

4

4.Selectsandusesactivitiessuchthatstudentsmakeconnections,posequestions,andsolveproblems.NOTES:

5

5.Usesinstructionalstrategiesthatpromoteactivelearningandintellectualengagementtobetterrespondtostudents’interestsandneeds,includingthoserelatedtolanguageand/orspecialneeds

NOTES:

5

6.Usesinstructionaltimeeffectively.NOTES: 107.Communicatestostudentsthecontentstandards,thegradingpractices,andtheexplicitgoalsandexpectationsofthecourse.NOTES:

9

D.ASSESSMENT:THETEACHERCANDIDATE...

1.Collectsandusesmultiplesourcesofinformationanddataregularlytoassessstudentlearningandtomodifyandguideinstructionasneeded.NOTES:

N/O

I NE HTPE

32.Providesopportunitiesforstudentstoassesstheirownprogress.NOTES: 23.Checksforunderstandingbylistening,observing,andquestioningduringinstructionandmodifiesinstructionaccordingly.NOTES:

2

4.Usesstudentworktoassesstheeffectivenessofthelessonandtheextenttowhichstudentsreachtheinstructionalgoal.NOTES:

2

5.Evaluatesstudentprogressagainststateanddistrictstandardsandcourseobjectives.NOTES:

3

6.Providesongoingfeedbacktostudents.NOTES: 3

E.PROFESSIONALRESPONSIBILITIES:THETEACHERCANDIDATE...

1.Demonstratesprofessionalconduct.NOTES:N/O

INE HTPE

12

2.Honorslegal/professionalobligationsandfollowsregulations.NOTES: 123.Exhibitsregularattendanceandpunctualityintheperformanceofassignedduties.NOTES: 124.Collaborateswithschool-sitecolleaguesandSJSUclassmates.NOTES: 125.Usesprivilegedinformationinadiscreet,confidentialmanner.NOTES: 126.Iscompetentinoralandwrittencommunication.NOTES: 12

7.Maintainsaprofessionalappearance.NOTES: 128.Usesself-selectedtechnologiesthatassistinareassuchasreportinggrades,preparingassignmentsandassessments,usingdata,andcommunicatingwithothers.NOTES:

13

9.Articulatesaconceptualandpracticalrationaleforinstructionaldecision-making.NOTES: 13

10.Recognizeswhenalessonhasnotgonewellandattemptstoreviseandimprove.NOTES: 13

Formcompletedbyone(circleandsign)

TeacherCandidateSignature/Date

UniversitySupervisorSignature/Date

CooperatingTeacherSignature/Date

EDEL143A/BImprovementPlanForm

Candidate: Date: Supervisor: Check one: EDEL 143A EDEL143B Cooperating Teacher: Placement School:

___

PartOne:NatureofProblemThe teacher candidate needs to improve in the following area(s) in order to receive credit for the current field placement (check all that apply):

¨ Planning Instruction (TPEs 8 & 9) ¨ Professional Development (TPEs 12 & 13) ¨ Teaching Skills (TPEs 1 & 4-7) ¨ Interpersonal Relationships (Dispositions) ¨ Maintaining Effective Environments (TPEs 10 &11) ¨ Other (specify):

If appropriate, attach a Professional Attributes Form or Formative/Summative Evaluation form completed by cooperating teacher and/or university supervisor. Nature of the problem/concern:

Expected behavior and plan for improvement:

Deadline Date: The behavior outlined in this plan must be met by the deadline. We understand that this plan is proposed because there are behavior/practices/dispositions that might result in ineffective learning opportunities for children.

Teacher Candidate Cooperating Teacher University Supervisor

PartTwo:ProgramImprovementPlanResults Date (must be the same as or before the date as listed in part one): The expected behavior and plan for improvement and plan for improvement listed in part of this program improvement plan have been (check one):

¨ Fully met ¨ Partially met* ¨ Not met*

*Requires new Program Improvement Plan with updated behavioral expectations and deadline. Comments:

We agree with the checked evaluation and comments above.

Teacher Candidate Cooperating Teacher University Supervisor

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

¨ Check here if this is the second Program Improvement Plan. If it is, all objectives must be fully met by the deadline, or the teacher candidate will not receive credit for the field placement in (check one):

¨ EDEL 143A ¨ EDEL 143B

If this is the second Program Improvement Plan, we understand the

consequences. Teacher Candidate Cooperating

Teacher University Supervisor

Candidate’s Name: SJSU ID#: Street Address:

City: State: Zip:

Telephone: Email:

Evaluation for (check one): ¨Fall semester ¨Spring semester Year:

Student Teaching Arrangement: ¨ With cooperating teacher ¨ Intern Teacher

EDEL143BPlacementSchool:

School District:

Cooperating Teacher:

Grade Level:

University Supervisor:

Multiple Subject Credential Program

EDEL 143B Exit Checklist

San José State University Department of Teacher

Education Sweeney Hall 305 - (408) 924-3771

Overall Evaluation ¨ Ineffective ¨ Progressing ¨ Effective ¨ Highly Effective

Comments:

University supervisor’s signature Date Teacher candidate recommends cooperating teacher for another candidate?

Yes No I understand that I need to satisfactorily complete all required coursework and programmatic requirements before I may apply for a teaching credential.

Teacher candidate’s signature Date

143B Student Teaching Folder (student should retain copies of materials)

1. Formative Assessment (CT) ¨ Instructions for Supervisor:

Return folder with student teaching records for 143A & 143B to Field Placement Office, SH 303.

2. Summative Assessments (3) § Supervisor § Cooperating Teacher § Teacher Candidate

¨

3. 143B Exit Checklist 4. Certificate for CSU Exit Survey

www.csuexitsurvey.org

¨

¨

ASC/Forms/Evaluations/143B Exit Rev 9/16

Professional Portfolio Comments

Cooperating Teacher Observation Forms (3), ¨ including lesson plans prepared using Lesson Plan Template

Lesson plans and supervisor’s notes from six formal observations ¨

TeacherPerformanceExpectationsNarrative

June2016

(notethesearetherevisedTPEs;programdocumentswillbeupdatedtoreflectthesebySpring2017)

TPE1:EngagingandSupportingAllStudentsinLearning

Elements

Beginningteachers:

1. Applyknowledgeofstudents,includingtheirpriorexperiences,interests,andsocial-emotionallearning

needs,aswellastheirfundsofknowledgeandcultural,language,andsocioeconomicbackgrounds,to

engagetheminlearning.�

2. Maintainongoingcommunicationwithstudentsandfamilies,includingtheuseoftechnologyto

communicatewithandsupportstudentsandfamilies,andtocommunicateachievementexpectations

andstudentprogress.�

3. Connectsubjectmattertoreal-lifecontextsandprovideactivelearningexperiencestoengagestudent

interest,supportstudentmotivation,andallowstudentstoextendtheirlearning.�

4. Useavarietyofdevelopmentallyandability-appropriateinstructionalstrategies,resources,and

assistivetechnology,includingprinciplesofUniversalDesignofLearning(UDL)andMulti-TieredSystem

ofSupports(MTSS)tosupportaccesstothecurriculumforawiderangeoflearnerswithinthegeneral

educationclassroomandenvironment.�

5. Promotestudents'criticalandcreativethinkingandanalysisthroughactivitiesthatprovide

opportunitiesforinquiry,problemsolving,respondingtoandframingmeaningfulquestions,and

reflection.�

6. Provideasupportivelearningenvironmentforstudents'firstand/orsecondlanguageacquisitionby

usingresearch-basedinstructionalapproaches,includingfocusedEnglishLanguageDevelopment,

SpeciallyDesignedAcademicInstructioninEnglish(SDAIE),scaffoldingacrosscontentareas,and

structuredEnglishimmersion,anddemonstrateanunderstandingofthedifferenceamongstudents

whoseonlyinstructionalneedistoacquireStandardEnglishproficiency,studentswhomayhavean

identifieddisabilityaffectingtheirabilitytoacquireStandardEnglishproficiency,andstudentswho

mayhavebothaneedtoacquireStandardEnglishproficiencyandanidentifieddisability.�

7. Providestudentswithopportunitiestoaccessthecurriculumbyincorporatingthevisualand

performingarts,asappropriatetothecontentandcontextoflearning.�

8. Monitorstudentlearningandadjustinstructionwhileteachingsothatstudentscontinuetobeactively

engagedinlearning.�

Narrative�

Beginningteachersunderstandandvaluethesocioeconomic,cultural,andlinguisticbackground,fundsof

knowledge,andachievementexpectationsofstudents,families,andthecommunityandusethese

understandingsnotonlywithintheinstructionalprocessbutalsotoestablishandmaintainpositive

relationshipsinandoutsidetheclassroom.Theyusetechnologyasappropriatetocommunicatewithand

supportstudentsandfamilies.

Beginningteachersprovideopportunitiesandadequatetimeforstudentstopracticeandapplywhatthey

havelearnedwithinreal-worldapplicationsandcommunity-basedinstructionasappropriateandasavailable.

Theyuseavailablecommunityresources,priorstudentexperiences,andappliedlearningactivities,including

artsintegration,tomakeinstructionindividuallyandculturallyrelevant.

BeginningteachersuseavarietyofinstructionalprinciplesandapproachessuchasUDLandlinguistic

scaffoldingtoassuretheactiveandequitableparticipationofallstudentsandtopromoteengagementofall

studentswithingeneraleducationenvironmentsusingtheprinciplesofMulti-TieredSystemofSupports

(MTSS)asappropriate.

LanguageAcquisitionandDevelopment

Beginningteachersunderstandandapplytheories,principles,andinstructionalpracticesforthe

comprehensivelanguageinstructionofEnglishlearners,StandardEnglishlearners,andstudentswhosefirst

languageisEnglish.Theyunderstandanduseappropriateinstructionalapproachesandprogramsfor

developinglanguageproficiencyandtheuseofacademiclanguageforEnglishlanguagedevelopment,

includingstructuredEnglishimmersion,integratedanddesignatedEnglishlanguagedevelopment,and

StandardEnglishacquisition.Theyappropriatelyapplytheories,principles,andinstructionalpracticesfor

EnglishlanguagedevelopmenttoassiststudentstoachieveliteracyinEnglish.Beginningteachersunderstand

andapplypedagogicaltheoriesandprinciplesandpracticesforthedevelopmentofstudents'academic

language,comprehension,andknowledgeacrossthesubjectsofthecorecurriculum.

Beginningteachersuseastudent'sbackgroundandassessmentofpriorlearningbothinEnglishandthehome

language,ifapplicable,todifferentiateinstructionandtoselectinstructionalmaterialsandstrategies,

includingtheincorporationofvisualandperformingarts,tosupportthestudentincomprehensionand

productionofStandardEnglish.Theyareabletodeterminecommunicativeintent,particularlywithstudents

atemergingandexpandingEnglishproficiencylevelsandwithstudentswhomayhaveanidentifieddisability

affectingtheirabilitytoacquireStandardEnglishproficiency.

Beginningteachersdesignandimplementinstructionbasedonthestudent'slevelofEnglishproficiencyand

academicachievement,keepinginmindthatthestudent'sindividualneedsvaryandmaybemultifaceted.

Additionally,beginningteachersunderstandthedifferenceamongstudentswhoseonlyinstructionalneedis

toacquireStandardEnglishproficiency,studentswhomayhaveanidentifieddisabilityaffectingtheirabilityto

acquireStandardEnglishproficiency,andstudentswhomayhavebothaneedtoacquireStandardEnglish

proficiencyandanidentifieddisability.

Beginningteachersassurethatstudentsunderstandwhattheyaretododuringinstructionandmonitor

studentprogresstowardlearninggoalsasidentifiedintheacademiccontentstandardsandIndividualized

EducationPlans(IEPs),IndividualizedFamilyServicePlans(IFSPs),IndividualizedTransitionPlans(ITPs),and

Section504plans,asapplicable.

TPE2:CreatingandMaintainingEffectiveEnvironmentsforStudentLearning

Elements

Beginningteachers:

1. Promotestudents'social-emotionalgrowth,development,andindividualresponsibilityusingpositive

interventionsandsupports,restorativejustice,andconflictresolutionpracticestofosteracaring

communitywhereeachstudentistreatedfairlyandrespectfullybyadultsandpeers.�

2. Createlearningenvironments(i.e.,traditional,blended,andonline)thatpromoteproductivestudent

learning,encouragepositiveinteractionsamongstudents,reflectdiversityandmultipleperspectives,

andareculturallyresponsive.�

3. Establish,maintain,andmonitorinclusivelearningenvironmentsthatarephysically,mentally,

intellectually,andemotionallyhealthyandsafetoenableallstudentstolearn,andrecognizeand

appropriatelyaddressinstancesofintoleranceandharassmentamongstudents,suchasbullying,

racism,andsexism.�

4. Knowhowtoaccessresourcestosupportstudents,includingthosewhohaveexperiencedtrauma,

homelessness,fostercare,incarceration,and/oraremedicallyfragile.�

5. Maintainhighexpectationsforlearningwithappropriatesupportforthefullrangeofstudentsinthe

classroom.�

6. Establishandmaintainclearexpectationsforpositiveclassroombehaviorandforstudent-to-student

andstudent-to-teacherinteractionsbycommunicatingclassroomroutines,procedures,andnormsto

studentsandfamilies.�

Narrative

Beginningteacherscreatehealthylearningenvironmentsbypromotingpositiverelationshipsandbehaviors,

welcomingallstudents,usingroutinesandproceduresthatmaximizestudentengagement,supportingconflict

resolution,andfosteringstudents'independentandcollaborativelearning.Beginningteachersuseavarietyof

strategiesandapproachestocreateandmaintainasupportivelearningenvironmentforallstudents.Theyuse

principlesofpositivebehaviorinterventionandsupportprocesses,restorativejusticeandconflictresolution

practices,andtheyimplementthesepracticesasappropriatetothedevelopmentallevelsofstudentsto

provideasafeandcaringclassroomclimate.

Beginningteachersunderstandtheroleoflearnersinpromotingeachother'slearningandtheimportanceof

peerrelationshipsinestablishingaclimateoflearning.Theyencouragestudentstoshareandexaminea

varietyofpointsofviewduringlessons.Beginningteacherssupportallstudents'mental,social-emotional,and

physicalhealthneedsbyfosteringasafeandwelcomingclassroomenvironmentwherestudentsfeelthey

belongandfeelsafetocommunicate.Beginningteachersrecognizethatinadditiontoindividualcultural,

linguistic,socioeconomicandacademicbackgrounds,studentscometoschoolwithawiderangeoflife

experiencesthatimpacttheirreadinesstolearn,includingadverseortraumaticchildhoodexperiences,

mentalhealthissues,andsocial-emotionalandphysicalhealthneeds.

Beginningteachersdesignandmaintainafairandappropriatesystemofclassroommanagementthatfosters

asenseofcommunity,incorporatesstudentinput,andengagesfamilies.Theyregularlyassessandadaptthis

systeminresponsetostudents,families,andschoolcontexts.Beginningteachersaligntheirclassroom

managementplanwithstudents'IEP,IFSP,ITP,and504plansasapplicable.

TPE3:UnderstandingandOrganizingSubjectMatterforStudentLearning

Elements

Beginningteachers:

1. Demonstrateknowledgeofsubjectmatter,includingtheadoptedCaliforniaStateStandardsand

curriculumframeworks.�

2. Useknowledgeaboutstudentsandlearninggoalstoorganizethecurriculumtofacilitatestudent

understandingofsubjectmatter,andmakeaccommodationsand/ormodificationsasneededto

promotestudentaccesstothecurriculum.�

3. Plan,design,implement,andmonitorinstructionconsistentwithcurrentsubject-specificpedagogyin

thecontentarea(s)ofinstruction,anddesignandimplementdisciplinaryandcross-disciplinary

learningsequences,includingintegratingthevisualandperformingartsasapplicabletothe

discipline.3�

4. Individuallyandthroughconsultationandcollaborationwithothereducatorsandmembersofthe

largerschoolcommunity,planforeffectivesubjectmatterinstructionandusemultiplemeansof

representing,expressing,andengagingstudentstodemonstratetheirknowledge.�

5. Adaptsubjectmattercurriculum,organization,andplanningtosupporttheacquisitionanduseof

academiclanguagewithinlearningactivitiestopromotethesubjectmatterknowledgeofallstudents,

includingthefullrangeofEnglishlearners,StandardEnglishlearners,studentswithdisabilities,and

studentswithotherlearningneedsintheleastrestrictiveenvironment.�

6. Useandadaptresources,standards-alignedinstructionalmaterials,andarangeoftechnology,

includingassistivetechnology,tofacilitatestudents'equitableaccesstothecurriculum.�7. Modelanddevelopdigitalliteracybyusingtechnologytoengagestudentsandsupporttheirlearning,

andpromotedigitalcitizenship,includingrespectingcopyrightlaw,understandingfairuseguidelines

andtheuseofCreativeCommonslicense,andmaintainingInternetsecurity.

8. Demonstrateknowledgeofeffectiveteachingstrategiesalignedwiththeinternationallyrecognized

educationaltechnologystandards.

Narrative�Subject-SpecificPedagogyandMakingContentAccessible�Beginningteachersusesubjectmatter

knowledgetoplan,deliver,assessandreflectoncontent-specificinstructionforallstudents,consistentwith

theCaliforniaStateStandardsinthecontentarea(s)oftheircredential(s).Beginningteachersprovidemultiple

meansforstudentstoaccesscontentsuchaslinguisticsupports;technology,includingassistivetechnology;

elementsofUDL;integratingothercontentareas,suchasthearts;andaccommodationsand/ormodifications

toassessmentsandinstruction.Theyalsoaddressaccesstocontentstandardsasspecifiedinplanssuchas

IEPs,IFSPs,ITPsand504plans.Beginningteachersdesignlearningsequencesthathighlightconnections,

relationships,andthemesacrosssubjectsanddisciplines.Theyalsoengagestudentsinreal-worldapplications

tomakelearningrelevantandmeaningful.Beginningteachersworkwithcolleaguesthroughcollaborationand

consultationtosupportstudents'engagementwithinstruction.

Beginningteachersalsoarticulateandapplypedagogicaltheories,principles,andpracticesforthe

developmentofliteracy,academiclanguage,comprehension,andknowledgeinthesubjectsofthecore

curriculumforallstudents.

IntegratingEducationalTechnology

Beginningteachersdesign,implement,andevaluatetechnology-richlearningenvironmentstocustomizeand

individualizelearningopportunitiesandassessmentsforstudents.Theyintegrateknowledgeofsubject

matter,pedagogy,andavailableinstructionaltechnologytools,includingassistivetechnology,todesign

learningexperiencesthatengageandsupportallstudentsinlearningtheCaliforniaStateStandards,along

withimprovingstudents'conceptualunderstanding,cultivatingtheircriticalthinking,andpromotingtheir

creativelearning.

Beginningteachersmodelknowledge,skills,andfluencyinusingdigitaltools.Beginningteachersteach

studentshowtousedigitaltoolstolearn,tocreatenewcontent,andtodemonstratewhattheyarelearning.

Beginningteachersmodelandpromotedigitalcitizenshipandcriticaldigitalliteracy,includingrespecting

copyrightlaw,understandingfairuseguidelines,understandingCreativeCommonslicense,andmaintaining

Internetsecurity.Beginningteacherspromoteequalaccessofallstudentstodigitaltoolsandassurethat

studentsaresafeintheirdigitalparticipation.

Beginningteachersuseappropriateeducationaltechnologiestodeepenteachingandlearningtoprovide

studentswithopportunitiestoparticipateinadigitalsocietyandeconomy.Beginningteachersuseestablished

learninggoalsandstudents'assessedneedstoframethechoicesofdigitaltoolsandinstructionalapplications

consistentwithstandardsoftheInternationalSocietyforTechnologyinEducation(ISTE)andtheInternational

AssociationforK–12OnlineLearning(iNACOL).

TPE4:PlanningInstructionandDesigningLearningExperiencesforAllStudents

Elements

Beginningteachers:

1. Locateandapplyinformationaboutstudents'currentacademicstatus,content-andstandards-related

learningneedsandgoals,assessmentdata,languageproficiencystatus,andculturalbackgroundfor

bothshort-termandlong-terminstructionalplanningpurposes.�2. Understandandapplyknowledgeoftherangeandcharacteristicsoftypicalandatypicalchild

developmentfrombirththroughadolescencetohelpinforminstructionalplanningandlearning

experiencesforallstudents.�3. Designandimplementinstructionandassessmentthatreflectstheinterconnectednessofacademic

contentareasandrelatedstudentskillsdevelopmentinliteracy,mathematics,science,andother

disciplinesacrossthecurriculum,asapplicabletothesubjectareaofinstruction.�

4. Plan,design,implementandmonitorinstruction,makingeffectiveuseofinstructionaltimeto

maximizelearningopportunitiesandprovideaccesstothecurriculumforallstudentsbyremoving

barriersandprovidingaccessthroughinstructionalstrategiesthatinclude:

appropriateuseofinstructionaltechnology,includingassistivetechnology;�

applyingprinciplesofUDLandMTSS;�

useofdevelopmentally,linguistically,andculturallyappropriatelearningactivities,

�instructionalmaterials,andresourcesforallstudents,includingthefullrangeofEnglish

�learners;�

appropriatemodificationsforstudentswithdisabilitiesinthegeneraleducation

�classroom;�

opportunitiesforstudentstosupporteachotherinlearning;and�

useofcommunityresourcesandservicesasapplicable.�5. Promotestudentsuccessbyprovidingopportunitiesforstudentstounderstandandadvocatefor

strategiesthatmeettheirindividuallearningneedsandassiststudentswithspecificlearningneedsto

successfullyparticipateintransitionplans(e.g.,IEP,IFSP,ITP,and504plans.)�

6. Accessresourcesforplanningandinstruction,includingtheexpertiseofcommunityandschool

colleaguesthroughin-personorvirtualcollaboration,co-teaching,coaching,and/ornetworking.�

7. Planinstructionthatpromotesarangeofcommunicationstrategiesandactivitymodesbetween

teacherandstudentandamongstudentsthatencouragestudentparticipationinlearning.

8. Usedigitaltoolsandlearningtechnologiesacrosslearningenvironmentsasappropriatetoengage

studentsinlearning,promotedigitalliteracy,andofferstudentsmultiplemeanstodemonstratetheir

learning.

9. Createnewcontentandprovidepersonalizedandintegratedtechnology-richlessons.

Narrative

Beginningteachersaccessandapplyknowledgeofstudents'priorachievementandcurrentinstructional

needs;knowledgeofeffectiveinstructionaltechniquesforsupportingtheacademiclanguageneedsofall

students,thespecificlanguageneedsofstudentswhosefirstlanguageisEnglish,Englishlearners,and

StandardEnglishlearners;theknowledgeofeffectiveinstructionaltechniquesforstudentswithdisabilitiesin

thegeneraleducationclassroom;andknowledgeofformativeand/orsummativestudentassessmentresults

relativetotheTK–12academiccontentstandardstoimproveteachingandlearningforallstudents.

Beginningteachersareknowledgeableabouttypicalandatypicalchildandadolescentabilitiesanddisabilities

andtheireffectsonstudentgrowthanddevelopment,learning,andbehavior.Beginningteachersalsoare

knowledgeableabouttherangeofabilitiesofgiftedandtalentedstudentsinthegeneraleducationclassroom.

Beginningteachersunderstandhowtoeffectivelyusecontentknowledge,contentpedagogy,andstudent

learningtargetstodesignappropriateinstructionandassessmentforallstudents.Beginningteachers

demonstratetheabilitytodesignandimplementinstructionandassessmentthatreflectsthe

interconnectednessofacademiccontentareasandrelatedstudentskillsdevelopmentinliteracy,

mathematics,science,andotherdisciplinesacrossthecurriculuminalignmentwithCalifornia'sadopted

contentstandardsandtheirunderlyingprinciples.

InplanningforinstructionconsistentwithCalifornia'sTK–12contentstandards,beginningteachersaccessand

applytheirdeepcontentknowledgeofthesubjectareaanduseappropriatecontent-specificpedagogy

consistentwithresearch-basedpracticesinthefield.BeginningteachersunderstandtheprinciplesofUDLand

MTSSandapplytheseprinciplesinthecontentfield(s)oftheircredential(s)toplaninstructionthatmeets

individualstudentneedsforallstudents.Beginningteachersaligninstructionalgoalsandstudentlearning

objectives,includingIEP,IFSP,ITP,and504plans,instructionalprocedures,assessmenttools/processes,and

criteriaforevaluationoflearning.Theyprovideaccesstothecurriculumforallstudentsbyremovingbarriers

andprovidingaccessthrougharangeofappropriateinstructionalstrategiestailoredandadaptedasnecessary

tomeetindividualstudentneeds.

Beginningteachersresearch,evaluate,andutilizecurrenttechnologicalpracticestoimproveteachingand

learning(e.g.,blendedandonlinelearningtechnologies).

TPE5:AssessingStudentLearning

Elements

Beginningteachers:

1. Applyknowledgeofthepurposes,characteristics,andappropriateusesofdifferenttypesof

assessments(e.g.,diagnostic,informal,formal,progress-monitoring,formative,summative,and

performance)todesignandadministerclassroomassessments,includinguseofscoringrubrics.�

2. Collectandanalyzeassessmentdatafrommultiplemeasuresandsourcestoplanandmodify

instructionanddocumentstudents'learningovertime.�

3. Involveallstudentsinself-assessmentandreflectionontheirlearninggoalsandprogressandprovide

studentswithopportunitiestoreviseorreframetheirworkbasedonassessmentfeedback.�

4. Usetechnologyasappropriatetosupportassessmentadministration,conductdataanalysis,and

communicatelearningoutcomestostudentsandfamilies.�

5. Useassessmentinformationinatimelymannertoassiststudentsandfamiliesinunderstanding

studentprogressinmeetinglearninggoals.�

6. Workwithspecialiststointerpretassessmentresultsfromformativeandsummativeassessmentsto

distinguishbetweenstudentswhosefirstlanguageisEnglish,Englishlearners,StandardEnglish

learners,andstudentswithlanguageorotherdisabilities.�7. InterpretEnglishlearners'assessmentdatatoidentifytheirlevelofacademicproficiencyinEnglishas

wellasintheirprimarylanguage,asapplicable,andusethisinformationinplanninginstruction.�

8. Useassessmentdata,includinginformationfromstudents'IEP,IFSP,ITP,and504plans,toestablish

learninggoalsandtoplan,differentiate,makeaccommodationsand/ormodifyinstruction.�

Narrative

Beginningteachersdevelop,implement,andusearangeofeffectiveclassroomassessmentstoinformand

improveinstructionaldesignandpractice.Beginningteachersdemonstrateknowledgeofstudentassessment

designprinciples,suchastestconstruction,testquestiondevelopment,andscoringapproaches,including

rubricdesign.Theyexplaintheimportanceofvalidityandreliabilityinassessmentandknowhowtomitigate

potentialbiasinquestiondevelopmentandinscoring.Beginningteachersdemonstrateknowledgeofavariety

oftypesofassessmentsandtheirappropriateuses,includingdiagnostic,large-scale,norm-referenced,

criterion-referenced,andteacher-developedformativeandsummativeassessments.Theyeffectivelyselect

andadministerassessmentstoinformlearning.

Beginningteachersusemultiplemeasurestomakeaninformedjudgmentaboutwhatastudentknowsandis

abletodo.Beginningteachersanalyzedatatoinforminstructionaldesign,self-reflect,reteach,provide

resources,andaccuratelydocumentstudentacademicanddevelopmentalprogress.Theysupportstudentsin

learninghowtopeer-andself-assessworkusingidentifiedscoringcriteriaand/orrubrics.Beginningteachers

providestudentswithopportunitiestoreviseorreframetheirworkbasedonassessmentfeedback,thus

leadingtonewlearning.Theyimplementfairgradingpractices,shareassessmentfeedbackabout

performanceinatimelyway,utilizedigitalresourcestoinforminstruction,analyzedata,andcommunicate

learningoutcomes.

Beginningteachersutilizeassessmentdataandcollaboratewithspecialiststolearnabouttheirstudents.They

applythisinformationtomakeaccommodationsand/ormodificationsofassessmentforstudentswhosefirst

languageisEnglish,Englishlearners,andStandardEnglishlearners.Theyalsoutilizethisprocessforstudents

withidentifiedlearningneeds,studentswithdisabilities,andadvancedlearners.Beginningteachersare

informedaboutstudentinformationinplanssuchasIEPs,IFSPs,ITPs,and504plansandparticipateas

appropriate.

TPE6:DevelopingasaProfessionalEducator

Elements

Beginningteachers:

1. Reflectontheirownteachingpracticeandlevelofsubjectmatterandpedagogicalknowledgetoplan

andimplementinstructionthatcanimprovestudentlearning.�

2. Recognizetheirownvaluesandimplicitandexplicitbiases,thewaysinwhichthesevaluesandimplicit

andexplicitbiasesmaypositivelyandnegativelyaffectteachingandlearning,andworktomitigateany

negativeimpactontheteachingandlearningofstudents.Theyexhibitpositivedispositionsofcaring,

support,acceptance,andfairnesstowardallstudentsandfamilies,aswellastowardtheircolleagues.

3. Establishprofessionallearninggoalsandmakeprogresstoimprovetheirpracticebyroutinelyengaging

incommunicationandinquirywithcolleagues.�

4. Demonstratehowandwhentoinvolveotheradultsandtocommunicateeffectivelywithpeersand

colleagues,families,andmembersofthelargerschoolcommunitytosupportteacherandstudent

learning.�

5. Demonstrateprofessionalresponsibilityforallaspectsofstudentlearningandclassroommanagement,

includingresponsibilityforthelearningoutcomesofallstudents,alongwithappropriateconcernsand

policiesregardingtheprivacy,health,andsafetyofstudentsandfamilies.Beginningteachersconduct

themselveswithintegrityandmodelethicalconductforthemselvesandothers.�

6. Understandandenactprofessionalrolesandresponsibilitiesasmandatedreportersandcomplywith

alllawsconcerningprofessionalresponsibilities,professionalconduct,andmoralfitness,includingthe

responsibleuseofsocialmediaandotherdigitalplatformsandtools.�

7. Criticallyanalyzehowthecontext,structure,andhistoryofpubliceducationinCaliforniaaffectsand

influencesstate,district,andschoolgovernanceaswellasstateandlocaleducationfinance.�

EPC2B-31June2016

Section7:LegalPoliciesandProcedures

LegalStatusofTeacherCandidates

Whenquestionsariseregardingthelegalstatusofteachercandidates,theUniversityfollowscriteriastatedin

theStateEducationCode,Section12202:

Thecandidateisauthorizedtodostudentteachingwithoutsalaryfromdistrictfunds,andnoteacher

candidateshallbedeemedacertifiedemployeeofthedistrictwithrespecttoactsperformedbyhimatthe

direction,suggestion,orconsentofthecertificatedemployeesunderwhosesupervisionandcontrolthe

holderperformshisdutieswhetherornotsuchdutiesareperformedentirelyinthepresenceofthe

employeesofthedistrictassignedtosupervisetheteachercandidate.

Basedontheabove,theSJSUMSCPrequiresthat:

1.Studentteachersshouldhaveexperiencesupervisingplaygroundactivitiesaccompaniedatalltimesbya

regularcertificatedteacher.

2.Thecooperatingteachershouldplantoleavetheteachercandidateinchargeoftheclassroomforvarying

lengthsoftimeastheteachercandidategrowsinabilitytohandleclassroomactivities,butmustbeavailable

ontheschoolsiteiftheteachercandidateneedsassistance.

SexualHarassment/Assault/ChildAbuse

SanJoseStateUniversityiscommittedtomaintainingalearningandworkingenvironmentfreefromsexual

harassmentofitsstudents,employees,andthosewhoapplyforemployeeorstudentstatus.Sexual

harassmentisconductsubjecttodisciplinaryaction.CSUpolicydefinessexualharassmenttoinclude"such

behaviorassexualadvances,requestforsexualfavors,andotherverbalorphysicalconductofasexualnature

directedtowardsanemployee,student,orapplicantwhenoneormoreofthefollowingcircumstancesare

present:

• Submissiontoortolerationoftheconductisanexplicitorimplicittermorconditionofappointment,

employment,admission,oracademicevaluation;

• Submissiontoorrejectionofsuchconductisusedasabasisforapersonneldecisionoranacademic

evaluationaffectinganindividual;

• Theconducthasthepurposeoreffectofinterferingwithanemployee'sworkperformance,orcreating

anintimidating,hostile,offensive,orotherwiseadverseworkingenvironment;

• Theconducthadthepurposeoreffectofinterferingwithastudent'sacademicperformance,creating

anintimidating,hostile,offensive,orotherwiseadverselearningenvironmentoradverselyaffecting

anystudent."

• Anycomplaintsdealingwithpoliciesandlegalissuesshouldbedirectedtotheplacementschool

principal,universitysupervisor,DirectorofFieldPlacement,and/orDepartmentChair.Teacher

candidatesneedtobeawareoftheschoolpolicies.Theteachercandidateshouldmakeanycomplaints

immediatelytotheuniversitysupervisor.

SJSUTeacherCandidateStrikePolicy

TheUniversityshallmaintainapositionofneutralityinanystrikeorjobactioninvolvingschooldistrictswith

whichithascontractsforplacementofteachercandidates,orotherstudentsengagedinsupervisedfieldwork

experiences.Asusedfurtherinthisstatement"teachercandidate"isunderstoodtoincludethoseother

students.

TheUniversityhasanobligationtoprotectitsstudentsandprovidethemwithinstruction.Intheeventofa

strike/jobaction,animmediatere-assignmentnormallywillnotbeinitiated.Rather,Universitysupervisors

shallassignteaching-relateddutiesundertheassumptionthatthestrike/jobactionwillbesettledinashort

time.Suchdutiesshallbeintegralpartsofthepreparationprogramandshallconstituteassignmentsasina

Universitycourse.Ifitappears,however,thattheteachercandidatewillbedeprivedofadequateteaching

experience,theEDEL143Ainstructormayre-assigntheteachercandidatetoanon-strikingdistrict.

TheteachercandidateisresponsiblefornotifyingtheUniversitysupervisorthatastrike/jobactionhasbegun,

orwillbegin.Studentteachersmayrequestre-assignmenttoanon-strikingdistrict.Requestshallbe

addressedtotheUniversitySupervisorandtheDirectorofFieldPlacements.

Noteachercandidateshallassumecontrolofaclassroominlieuofacredentialedteacherduringastrike.Ifa

teachercandidateacceptsemploymentonanemergencypermit,itshallbepresumedthatthestudent

teachingstatushasbeenterminated.Teachercandidatesarenottobecoercedintocrossingpicketlinesnor

coercedintojoiningastrikeorjobaction.AllegationsofcoercionaretobereportedtotheElementary

EducationDepartmentChair.

StudentTeaching“UnderContract”Policy

Thepurposeofstudentteachinginapre-servicepreparationprogramistoprovidecandidateswithhigh

qualitymentoring,modelingandsupportbywellqualifiedcooperatingteachers;andtodevelopandpolish

theirteachingpracticewithinatimelineofincreasingresponsibility.Throughoutstudentteaching,candidates

compileaportfolioofformativeandsummativeassessmentsthatevaluateandrevealtheirongoinglearning

andaccomplishmentsrelatedtostate-mandatedoutcomes.

Giventheimportanceofaquality,supervised,andassessedstudentteachingexperience,SJSUdiscourages

candidatesfromtakingjobsbeforecompletingstudentteaching.Intherareinstancewhencandidatesare

offeredacontractwithashort-termtemporarystaffpermit(STSP),theyarerequiredtofulfillallstudent

teachingexpectationsandassessments.Approvalfor“undercontract”statusismadeonacase-by-casebasis

inconsultationwiththeFieldPlacementDirector,DepartmentChair,anduniversitysupervisor(EDEL143A/B).

DistrictpersonnelmustcontacttheDepartmentChairtoarrangethecontractandsignamemorandumof

understanding(MOU).

ProcessforRemediation

Intheeventaproblemorconcernarisesduringthestudentteachingexperience,theuniversitysupervisor

shouldtakethefollowingstepsassoonastheproblemorconcernisidentified(andthestudenthasbeen

alertedoncewithnochangeintheproblem/concern):

1. Scheduleaconferencewiththestudent,todiscussthenecessarycorrectionsormodificationsto

behavior.Statethereasonfortheconferenceandexpresstheconcernsthatmotivatedthisspecial

action.Allowthestudenttoexpresshis/heropinion.Takenotesandrecordtheexactnatureofthe

problemontheImprovementPlanForm.StartanongoingdialoguewiththeFieldPlacementDirector.

2. Outlineaplanforresolvingtheproblem/conflictontheImprovementPlanForm.Objectivesshould

reflectspecificactivitiestobecompletedbyeachparticipantalongwithatimeline.

3. CompletetheImprovementPlanForm,settingadeadlinedateforthecandidate’sattainmentofall

specifiedobjectives.Eachpartymustsigntheagreementtoaffirmunderstandingofresponsibilities.All

partiesshouldbegivenacopyoftheform,andone(1)copyshouldbefiledwiththeFieldPlacement

Director.

4. Monitorprogresstowardreachingeachobjective,maintainingmorefrequentcommunication,making

additionalcommentsand/orobservationsasneeded,andkeepingwrittendocumentationthat

timelinesarebeingmet.Theuniversitysupervisorandthecooperatingteachershoulddocument

studentprogressorfailuretoprogressbymeansoflessonobservationforms,copiesofproducts,and

writtenanecdotalrecords.

5. Reconvenetoevaluatecompletionofobjectiveswhenthedeadlinehasbeenreached;themorecritical

theproblemthelesstimeshouldelapsebeforeevaluating(nomorethanthree(3)weeks).Ifthe

problemisresolved,allpartiesshouldsignandretainacopyoftheformandonecopyofthesigned

formshouldbefiledwiththeFieldPlacementDirector.

6. Iftheobjectivesarenotfullymet,asecondImprovementPlanFormmustbecompleted,witheach

partysigningtheagreement.Anewdeadlinedatewillbesetforthecandidatetomeetallofthe

specifiedobjectives.Allpartiesshouldbegivenacopyofthesecondformandone(1)copyshouldbe

filedwiththeFieldPlacementDirector.

7. Reconvenetoevaluatecompletionofobjectiveswhentheseconddeadlinehasbeenreached(nomore

thantwo(2)weeks).Ifnoprogresshasbeenmade,contacttheFieldPlacementDirectorimmediately.

TheFieldPlacementDirectorwillexamineobjectives/activities,criteria,deadlines,anddeterminethe

nextstep.Contingenciesnotmetduringstudentteachingwillresultinterminationand/oragradeof

“NOCREDIT.”

StudentTeachingComplaintProcedures

TheStudentTeachingComplaintProceduresfortheElementaryEducationProgramintheTeacherEducation

DepartmentatSanJoseStateUniversityareintendedtoprovidestudentswithaclearandresponsiveprocess

foraddressinganddealingwithcomplaintsthatpertaintothecomponentofstudentteachinginthemultiple

subjectcredentialprogram.Thisprocessisdesignedtoprovideasupportiveenvironment,promoterespect,

andengagetheabilitiesofstudents,faculty,andschool/districtpartnerstoresolveissuesinaconstructive

manner.

WhenastudenthasacomplaintregardinganyaspectoftheEDEL143A/Bcourse(e.g.,courseassignments,

duedates,coursecontentpresented,etc.),hisorhersupervisor(e.g.,interpersonalissues),and/orplacement

site/cooperatingteacher,thefollowingstepsbelowshouldbeobservedandfollowedinthatorder.Pleaserespecttheprocessanddonotskipsteps.

1. Arrangeforatimetomeetwithyouruniversitysupervisortobringuptheconcernandseek

resolution.Note:Iftheconcerninvolvesyourplacementteacher,classroom,and/orstudentteaching

schoolsite,ameetingthatinvolvesyouruniversitysupervisor,cooperatingteacher(and,possibly,the

principal),andyouwillberequiredbeforeanyactionistaken.YouSHOULDNOTchangeyour

placementwithoutconsultingyouruniversitysupervisorandconductingameetingwithyour

cooperatingteacher.Regardlessoftheoutcome,youandyouruniversitysupervisorandcooperating

teacherwouldneedtoprovideawrittendocumentationofthemeeting.Thefinaldocumentshould

bedatedandsignedbyallpartiesinvolved,andacopywouldneedtobesubmittedtotheField

PlacementOffice.

a. Iftheissuehasbeenadequatelyresolved,thenthecomplaintprocessisconsideredcomplete

andnofurtherstepsarerequired.

b. Iftheissuehasnotbeenadequatelyresolved,fromtheperspectiveofeitherthestudentor

theuniversitysupervisor,thentheprocesswouldcontinuetothenextstep.

2. ArrangeforatimetomeetwiththeFieldPlacementDirectorandyouruniversitysupervisor.During

thismeeting,theFieldPlacementDirectorwouldmediatethesituationandsuggestpotentialoptions

forresolvingtheconcern.

a. Iftheissuehasbeenadequatelyresolved,thenthecomplaintprocessisconsideredcomplete

andnofurtherstepsarerequired.

b. Iftheissuehasnotbeenadequatelyresolved,fromtheperspectiveofeitherthestudent,the

universitysupervisor,ortheFieldPlacementDirector,thentheprocesswouldcontinuetothe

nextstep.

3. ArrangeforatimetomeetwiththeChairoftheDepartmentofTeacherEducation,theField

PlacementDirector,andtheuniversitysupervisor.DuringthismeetingtheChairmediatesand

resolvesthesituation

4. IfyouarenotsatisfiedwiththeDepartmentChair’sresolution,youmayemailtheAssociateDeanof

theLurieCollegeofEducationwhohandlesandresolvesallstudentissuesandconcerns.

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