student teaching field experience guide

STUDENT TEACHING

FIELD EXPERIENCE GUIDE 2014-2015

Multiple Subject Credential Program

San José State University Connie L. Lurie College of Education Department of Elementary Education One Washington Square San José, CA 95192-0074

Table of Contents 2014-2015 Field Guide

California’s Learning to Teach Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Section 1: Legal Policies and Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 The College Mission and Vision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Knowledge Base Continuum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Dispositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-11 California Teaching Performance Expectations (TPEs) . . . . . . . . . . . . . . . . . . . . . . . . 12 Goals of Student Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Grading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Sample Plan for Student Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-14 Advancement to Student Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Criteria for Cooperating Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Suggested Criteria for Field Site Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Field Placement Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Legal Status of a Teacher Candidate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Sexual Harassment/Assault/Child Abuse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17-18 SJSU Teacher Candidate Strike Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Student Teaching “Under Contract” Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19 Process for Remediation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 EDEL 143A/B Improvement Plan Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21-22 Policy and Procedures for Unsatisfactory Performance. . . . . . . . . . . . . . . . . . . . . . . . .23 Determination of Candidate Competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Section 2: Lesson Planning Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Lesson Plan Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27-28 Attending to the Needs of Special Populations. . . . . . . . . . . . . . . . . . . . . . . . . . . . .29-31 Glossary of Common Special Education Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . 33-35 Differentiation Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Language Acquisition Descriptors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37-41 Academic Language Functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43-46 Language Demands Matrix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47-48

Section 3: Teaching Beginning Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Purpose and Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Evaluation of Candidate’s Teaching of Beginning Reading. . . . . . . . . . . . . . . . . . . .51-52

Section 4: EDEL 143A: Student Teaching: Phase I. . . . . . . . . . . . . . . . . . . . . . . . . .53 Overview of EDEL 143A Student Teaching: Phase I. . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Suggested Schedule and Guidelines: Teacher Candidate. . . . . . . . . . . . . . . . . . . . 55-56 Suggested Schedule and Guidelines: Cooperating Teacher. . . . . . . . . . . . . . . . . . . . . 57 Suggested Schedule and Guidelines: University Supervisor. . . . . . . . . . . . . . . . . . 58-59 Suggested Schedule and Guidelines: Placement School Principal. . . . . . . . . . . . . . . . 60

Timeline of Assignments and Assessments: EDEL 143A. . . . . . . . . . . . . . . . . . . . .61-62 Procedures for Evaluation of Teacher Candidate Performance: EDEL 143A. . . . . . . . 63 Determination of Candidate Competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 EDEL 143A Teacher Candidate Professional Portfolio. . . . . . . . . . . . . . . . . . . . . . . . . 65 School and Community Resources: Purpose and Description. . . . . . . . . . . . . . . . . . . .66 School and Community Resources Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . .67-68 Reflection on Learning Environment: Purpose and Process. . . . . . . . . . . . . . . . . . .69-70 What Is SEL? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Aspects of Practice Conversation Logs: Purpose and Description. . . . . . . . . . . . . . . . .72 Aspects of Practice Conversation Log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73-74 Technology Lesson: Purpose and Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 Technology Lesson Pre-Observation Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Technology Lesson Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 Coaching Cycle Purpose and Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 Selection of Focus Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Prompts (Planning, Instruction, Assessment, Reflection) . . . . . . . . . . . . . . . . . . . . .80-81 Planning Conversation Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83-84 Reflection Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85-86 Coaching Cycle Rubrics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87-91 Professional Attributes In Progress Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93-96 Formative Assessment Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97-100 EDEL 143A Exit Checklist Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101-102

Section 5: EDEL 143B: Student Teaching: Phase II. . . . . . . . . . . . . . . . . . . . . . . . 103 EDEL 143B: Student Teaching: Phase II: Overview. . . . . . . . . . . . . . . . . . . . . . . . . . .104 Suggested Schedule of Experiences and Role Guidelines: Candidate. . . . . . . . .104-106 Suggested Schedule of Experiences and Role Guidelines: Cooperating Teacher. . . .107 Suggested Schedule of Experiences and Role Guidelines: Supervisor. . . . . . . . 109-110 Suggested Schedule of Experiences and Role Guidelines: Principal. . . . . . . . . . . . . .110 Timeline of Assignments and Assessments: EDEL 143B. . . . . . . . . . . . . . . . . . .111-112 Procedures for Evaluation of Candidate Performance EDEL 143B. . . . . . . . . . . . . . . 113 Determination of Candidate Competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113 The Performance Assessment for California Teachers (PACT) Policies. . . . . . . 115-140

Acceptable Forms of Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Videotaping Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129 Submitting Your Teaching Event. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130 Checklist for Assembling Your Teaching Event. . . . . . . . . . . . . . . . . . . . . . . . .133 Teaching Event Authenticity and Consent Sign-Off Form. . . . . . . . . . . . . . . . .135

EDEL 143B Teacher Candidate Professional Portfolio. . . . . . . . . . . . . . . . . . . . . . . . 141 Cooperating Teacher Observation Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Summative Assessment Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145-148 EDEL 143B Exit Checklist Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149-150

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California’s Learning to Teach System

SYSTEM QUALITIES

Preliminary Credential Preparation

Credential Renewal

Blended Program • Subject-Matter Preparation • Support and Supervision • Teaching Performance

Assessment on the TPEs

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


Professional

Growth Program

• Individual Development Plan

• Advanced Curriculum Studies

• Advanced Subject Matter • Reflection on Practice • Based on Teacher’s Goals • 150 Hours of Professional

Development

P

R

O

F

E

S

S

I

O

N

A

L

P

R

E

L

I

M

I

N

A

R

Y

Professional Clear Credential Preparation

Induction Program

• Advanced

Curriculum Preparation

• Formative Assessment and Support

• Frequent Focused Reflection on Practice

• Individual Induction Plan

• Application of Prior Learning

Internship Program • Subject-Matter Preparation • Professional Preparation • Support and Supervision • Teaching Performance


Multiple Entry Routes to Teaching

for Teachers from Different Backgrounds

ALIGNMENT • TPE • California Standards for the Teaching

Profession (CSTP) • State-adopted academic content and

performance standards for students

ACCOUNTABILITY • Candidate Assessment • Participant completion of approved

program • Program Approval/Accreditation

COLLABORATION • Schools/Universities • State Agencies • Practitioner Teamwork

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Section 1: About Student Teaching

Table of Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

College Mission and Vision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Knowledge Base Continuum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Dispositions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-11

California Teaching Performance Expectations (TPEs) . . . . . . . . . . . . . . . . . . . . . . . . 12

Goals of Student Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Grading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Sample Plan for Student Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-14

Advancement to Student Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Criteria for Cooperating Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Suggested Criteria for Field Site Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Field Placement Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Legal Status of Teacher Candidates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Sexual Harassment / Assault / Child Abuse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17-18

SJSU Teacher Candidate Strike Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Student Teaching “Under Contract” Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19

Process for Remediation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

EDEL 143A/B Improvement Plan Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21-22

Policy and Procedures for Unsatisfactory Performance. . . . . . . . . . . . . . . . . . . . . . . . .23

Determination of Candidate Competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

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Introduction San José State University (SJSU) has been in the forefront of innovation in education for over 100 years and has a long history of meeting challenges that require changes in society and in schools. Preparing teachers for California's schools since 1857, SJSU was established as the first public normal school west of the Mississippi River. The oldest public institution of higher education in the state of California, San José State University is located in an area of rapidly increasing cultural diversity and technological complexity. One of the largest universities of the 20-campus California State University system, San José State University has an enrollment of over 30,000 students from every state in the United States and numerous other countries around the world. The Division of Teacher Education, in the Connie L. Lurie College of Education at San José State University, houses basic credential programs for elementary and secondary teachers (called Multiple and Single Subject Credentials in California); offers master's degrees in education. The Multiple Subject Teaching Credential Program (MSCP) offers in-depth and comprehensive preparation for teacher candidates who will teach in classrooms often marked by great diversity and a majority of language minority students. San José State University's Teacher Education Program operates on the assumption that an effective classroom teacher is committed to establishing and maintaining the highest standards of teaching and learning for all children. Teachers must have high expectations for themselves and for the young people they teach. We expect our teacher candidates to cultivate reflective habits of mind, and believe that candidates must consider the implications of their actions to make thoughtful decisions that place the interests of their student at the forefront. At San José State University, the Teacher Education Program is committed to the preparation of teachers who can meet the challenges of today and those of tomorrow. We seek to admit students to the Teacher Education Program who reflects the diversity of our community in ethnicity, gender, and socio-economic background. What follows is a description of San José State University’s response to the Standards of Program Quality and Effectiveness for Professional Teacher Preparation Programs for the Multiple Subject Credential Program. The California SB2042 Multiple Subject Preliminary Credential Program Standards can be found at www.ctc.ca.gov/educator-prep/standards/AdoptedPreparationStandards.pdf

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

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The College Mission and Vision The mission of the Lurie College of Education is to empower graduates with the skills, knowledge and dispositions that ensure access to excellence and equity in education for every student in our diverse, technologically complex, global community. Shared Vision: The Lurie College of Education is an inclusive, engaged, diverse, intellectual community where teacher-scholars inspire life-long learning and advocacy for excellence and equity in education. Knowledge Base Continuum The knowledge base continuum depicted below represents the cyclical process of theory’s adaptation. Field placement develops beginning teachers’ knowledge base concerning how the theory/research and principle aspects of the continuum undergird the best practices, applications, and adaptations that one might use to effectively teach all students. While engaged in student teaching, candidates will observe cooperating teachers’ use of best practices, applications, and adaptations and inquire about their theoretical rationale given the students they serve. As candidates take on increasing levels of responsibility in the classroom, they will design and teach their own lessons, demonstrating and justifying how they put theory into practice.

Dispositions Graduates from SJSU College of Education will manifest a professional and personal commitment to ethical conduct, equity and social justice, reflective practice, and the belief that all children can learn. These dispositions are foundational to the Elementary Education Program. We expect that students entering the Credential Program will recognize the importance of these dispositions and will strengthen their understanding of them as they progress through the program. The dispositions are described as follows:

Commitment to ethical conduct: demonstrates professional presentation of self, honesty, fairness, responsibility, compassion, collaboration, and collegiality.

Commitment to equity and social justice: recognizes and opposes social injustice in themselves, their institutions, and professional environments.

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Commitment to reflective practice: systematically and regularly reflects on personal practice with an aim to continuous improvement.

Commitment to the social, emotional, and intellectual growth of all students: to value diversity and to accept responsibility to facilitate learning for all students.

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California Teaching Performance Expectations (TPEs) MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific pedagogical skills for subject matter instruction Understanding the state-adopted academic content standards and how to teach the subject matter in the standards; planning to teach to the standards; demonstrating the ability to teach to the standards ASSESSING STUDENTS LEARNING TPE 2: Monitoring Student Learning During Instruction Determining student progress toward achieving the state-adopted academic content standards; supporting students' learning during instruction ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible Addressing state-adopted academic content standards; prioritizing and sequencing essential skills and strategies; using a variety of strategies to facilitate learning TPE 5: Student Engagement Understanding goals; ensuring active and equitable participation; monitoring student progress TPE 6: Developmentally Appropriate Teaching Practices Understanding important concepts about learners; designing instructional activities; providing appropriate educational experiences TPE 7: Teaching English Learners Knowledge of important concepts about English learners; understanding theories, principles, and instructional practices; applying theories, principles, and instructional practices for comprehensive instruction of English learners PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students Knowledge of child and adolescent development; student assessment; students' needs and abilities TPE 9: Instructional Planning Establishing goals; connecting academic content to students; selecting strategies/activities/materials CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time Allocating instructional time; managing instructional time; reflecting on the use of instructional time TPE 11: Social Environment Understanding the importance of the social environment; establishing a positive environment for learning; engaging in behaviors that support a positive environment DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Professional, Legal, and Ethical Obligations Knowledge of professional, legal, and ethical obligations TPE 13: Professional Growth Evaluating teaching practice; improving teaching practice; reflection and feedback

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Goals of Student Teaching Student teaching is an important part of the professional preparation of future teachers. The student teaching experience joins the University and the school in a collaborative effort to prepare future teachers. Candidates typically enroll in the first semester of Student Teaching, EDEL 143A-Student Teaching: Phase I, concurrently with some or all of the EDEL 108 courses. This enables students to experience contextually integrated methods and practice. The collaboration between school administrators, cooperating teachers, and University faculty, provides a highly supportive context for candidates as they enter the classroom. The student teaching experience should provide opportunities to:

1. Work with a diverse population of children individually, in small groups, and in large group settings.

2. Relate developmental characteristics of children and youth to teaching strategies and materials used in the classroom.

3. Relate field observations of child development and learning to theoretical knowledge base provided in university courses.

4. Increase knowledge of how various children learn and what teachers can do to facilitate and encourage learning.

5. Plan and present appropriate learning experiences for individuals, small groups, and large groups that provide for individual differences among children and provide for the linguistic and cultural diversity present in classrooms.

6. Reflect upon the student teaching experiences with the help of the supervision and support of a cooperating teacher and university supervisor.

7. Articulate a personal philosophy of teaching. Grading Student teaching is graded on a "credit" or "no credit" basis. A grade of "credit" implies a grade of "B" or better. A “no credit” means “no passing”. Depending on the conditions preceding the “NC” grading, either a candidate has to re-take the practicum, or exit the teacher preparation program. The University supervisor determines the grade after reviewing the candidate’s performance in seminars, observations and consulting with the cooperating teacher.

Sample Plan for Student Teaching

Overview Consistent with the mission and philosophy of the Connie L. Lurie College of Education, the Elementary Education teacher preparation program intends to prepare teachers capable of designing curriculum and learning environments which enable children to become competent adults by (1) learning to explore their environment, (2) learning from mistakes, (3) undertaking projects which challenge their creativity and problem solving abilities, and (4) valuing the abilities of other individuals. In order for our teacher preparation program to succeed in its task, we must ensure that the program provides a set of cohesive, powerful experiences. The fieldwork and coursework must reinforce and extend the learning, each for the other.

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Consistent with state and national recommendations for the redesign of teacher preparation programs (Goodlad, 1990; Holmes Group, 1986) and feedback provided by the Multiple Subject Advisory Council, the Elementary Education Program faculty restructured the field experience portion of the professional preparation program to increase the quality of field experience and strengthened the linkages between what students learn at the university and what they experience during student teaching. The structure of the SJSU Multiple Subject Credential Program (MSCP) field experience assures that:

The field component of the teacher-education program is an integral part of teacher preparation;

All courses within the program relate to one another and the field experiences extend the learning within those courses;

Teacher candidates see models of excellent teaching and have field experiences consistent with California state-adopted recommendations;

Teacher candidates have a variety of opportunities to practice effective state- and program-recommended teaching methods in a minimum of two different elementary grade spans;

Teacher candidates spend time learning how to reflect upon and engage in the analysis of classroom teaching, including their own;

In order to make appropriate uses of district resources, teacher candidates have the opportunity to learn about district-level organizational structure and resources;

In order to work collaboratively and to promote the school as a learning community, teacher candidates develop leadership skills and understand the change process;

The university supervisor plays an important role: o Modeling the analysis process for teacher candidates, o Providing specific, constructive feedback to teacher candidates, o Discussing supervisory practices and teacher candidate evaluation

with cooperating teachers and principals, o Promoting leadership for teacher candidates, o Building collegial relationships with school and district personnel, and o Serving as a liaison between school and district personnel and

university faculty in the MSCP; Collection and analysis of data to evaluate the SJSU MSCP is

continuous.

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Advancement to Student Teaching Before registering for EDEL 143A: Student Teaching: Phase I, candidates must:

1. Be officially admitted to the Multiple Subject Credential Program AND San José State University.

2. Show proof of successful completion of CBEST and CSET. 3. Hold a valid Certificate of Clearance or Substitute Teaching Permit with the

California Commission on Teacher Credentialing confirming successful completion of a background check.

4. Have successfully taken (grade of C or better) or be registered for EDTE 162: Meeting the Needs of Second Language Learners.

5. Be registered for EDEL 108A, Curriculum Reading & Language Arts. 6. Documented current (within two years) negative TB test result on file in SH

305. Before registering for EDEL 143B: Student Teaching: Phase II, candidates must:

1. Successfully complete EDEL 143A: Student Teaching: Phase I, as evidenced by successful completion of all assignments and requirements as outlined on the 143A exit interview form with the EDEL 143A supervisor, in which evaluations and requirements are carefully reviewed and assessed. Advancement to EDEL 143B: Student Teaching: Phase II occurs at the discretion and recommendation of the 143A supervisor.

2. Have successfully taken (grade of C or better) or be registered for EDEL 108D: Curriculum: Mathematics.

3. Maintain a 3.0 GPA for all program coursework. 4. Have successfully taken EDEL 108A: Curriculum: Reading/Language Arts

(grade of C or better). NOTE: Bilingual candidates must pass language and culture test at exit level and meet culture competence requirements before enrolling in EDEL 143B.

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Criteria for Cooperating Teachers School sites will be selected collaboratively by the EDEL 143A and EDEL 143B supervisors assigned to a given district and that school district’s liaison. Ideally, candidates will be clustered in groups of 2-5 at school sites within the same district. Selection of cooperating teachers is based on the following criteria:

1. Effectiveness of observed teaching and learning. 2. Effective implementation of state-adopted academic core curriculum. 3. Knowledge of state-adopted content standards and frameworks. 4. Effective collaboration and communication with other professional teachers. 5. Experience in organizing for and teaching core curriculum effectively to

English learners. 6. Experience as a mentor to new teachers and/or as a beginning teacher

support provider. 7. Three or more years of teaching experience. 8. Holding a credential appropriate to the classroom. 9. Holding an English Learner (EL), or Cross-cultural Language and Academic

Development (CLAD) authorization. 10. Having created a safe environment for learning by demonstrating the

following dispositions: • Commitment to ethical conduct: demonstrates professional

presentation of self, honesty, fairness, responsibility, compassion, collaboration, and collegiality.

• Commitment to equity and social justice: recognizes and opposes social injustice in themselves, their institutions, and professional environments.

• Commitment to reflective practice: systematically and regularly reflects on personal practice with an aim to continuous improvement.

• Commitment to the social, emotional, and intellectual growth of all students: to value diversity and to accept responsibility to facilitate learning for all students.

Suggested Criteria for Field Site Technology

The following technology criteria are highly recommended for field sites: Access to computers and other technologies. At a minimum, the classroom

should have a multimedia capable computer with Internet connection located in the classroom or the teacher should have access to a computer lab on a regular basis.

Model technology integration. The teacher should model technology integration into standard-based curriculum on a regular basis.

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Field Placement Requirements Teacher candidates must:

Have field placements in the primary grades (K-2) and one of the following grade spans: 3-5 or 6-8. The two grade levels selected must be at least two grade levels apart, i.e., a candidate could not satisfy this requirement with a placement in Gr. 2 followed by a Gr. 3 placement.

Have a field placement in a low-performing school and/or hard-to-staff school and/or school with English learners.

Teacher candidates must not:

Be placed at a school that any relative attends or in which any relative works. Be supervised/evaluated by a relative as cooperating teacher, principal, or

university supervisor. Field Placements Not Accepted for EDEL 143A or EDEL 143B

Secondary school Instructional aide Private school

Legal Status of Teacher Candidates When questions arise regarding the legal status of teacher candidates, the University follows criteria stated in the State Education Code, Section 12202: The candidate is authorized to do student teaching without salary from district funds, and no teacher candidate shall be deemed a certified employee of the district with respect to acts performed by him at the direction, suggestion, or consent of the certificated employees under whose supervision and control the holder performs his duties whether or not such duties are performed entirely in the presence of the employees of the district assigned to supervise the teacher candidate. Based on the above, the SJSU MSCP requires that:

1. Student teachers should have experience supervising playground activities accompanied at all times by a regular certificated teacher.

2. The cooperating teacher should plan to leave the teacher candidate in charge of the classroom for varying lengths of time as the teacher candidate grows in ability to handle classroom activities, but must be available on the school site if the teacher candidate needs assistance.

Sexual Harassment / Assault / Child Abuse San Jose State University is committed to maintaining a learning and working environment free from sexual harassment of its students, employees, and those who apply for employee or student status. Sexual harassment is conduct subject to disciplinary action. CSU policy defines sexual harassment to include "such behavior as sexual advances, request for sexual favors, and other verbal or physical conduct of a sexual nature directed towards an employee, student, or applicant when one or more of the following circumstances are present:

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Submission to or toleration of the conduct is an explicit or implicit term or condition of appointment, employment, admission, or academic evaluation;

Submission to or rejection of such conduct is used as a basis for a personnel decision or an academic evaluation affecting an individual;

The conduct has the purpose or effect of interfering with an employee's work performance, or creating an intimidating, hostile, offensive, or otherwise adverse working environment;

The conduct had the purpose or effect of interfering with a student's academic performance, creating an intimidating, hostile, offensive, or otherwise adverse learning environment or adversely affecting any student."

Any complaints dealing with policies and legal issues should be directed to the placement school principal, university supervisor, Director of Field Placement, and/or Department Chair. Teacher candidates need to be aware of the school policies. The teacher candidate should make any complaints immediately to the university supervisor. SJSU Teacher Candidate Strike Policy The University shall maintain a position of neutrality in any strike or job action involving school districts with which it has contracts for placement of teacher candidates, or other students engaged in supervised field work experiences. As used further in this statement "teacher candidate" is understood to include those other students. The University has an obligation to protect its students and provide them with instruction. In the event of a strike/job action, an immediate re-assignment normally will not be initiated. Rather, University supervisors shall assign teaching-related duties under the assumption that the strike/job action will be settled in a short time. Such duties shall be integral parts of the preparation program and shall constitute assignments as in a University course. If it appears, however, that the teacher candidate will be deprived of adequate teaching experience, the EDEL 143A instructor may re-assign the teacher candidate to a non-striking district. The teacher candidate is responsible for notifying the University supervisor that a strike/job action has begun, or will begin. Student teachers may request re-assignment to a non-striking district. Request shall be addressed to the University Supervisor and the Director of Field Placements. No teacher candidate shall assume control of a classroom in lieu of a credentialed teacher during a strike. If a teacher candidate accepts employment on an emergency permit, it shall be presumed that the student teaching status has been terminated. Teacher candidates are not to be coerced into crossing picket lines nor coerced into joining a strike or job action. Allegations of coercion are to be reported to the Elementary Education Department Chair. Student Teaching “Under Contract” Policy The purpose of student teaching in a pre-service preparation program is to provide candidates with high quality mentoring, modeling and support by well qualified cooperating teachers; and to develop and polish their teaching practice within a timeline

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of increasing responsibility. Throughout student teaching, candidates compile a portfolio of formative and summative assessments that evaluate and reveal their ongoing learning and accomplishments related to state-mandated outcomes. Given the importance of a quality, supervised, and assessed student teaching experience, SJSU discourages candidates from taking jobs before completing student teaching. In the rare instance when candidates are offered a contract with a short-term temporary staff permit, they are required to fulfill all student teaching expectations and assessments. Approval for “under contract” status is made on a case-by-case basis in consultation with the Field Placement Director, Department Chair, and university supervisor (EDEL143A/B). District personnel must contact the Department Chair to arrange the contract and sign a memorandum of understanding (MOU).

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Process for Remediation In the event a problem or concern arises during the student teaching experience, the university supervisor should take the following steps as soon as the problem or concern is identified (and the student has been alerted once with no change in the problem/concern):

1. Schedule a conference with the student, to discuss the necessary corrections or modifications to behavior. State the reason for the conference and express the concerns that motivated this special action. Allow the student to express his/her opinion. Take notes and record the exact nature of the problem on the Improvement Plan Form. Start an ongoing dialogue with the Field Placement Director.

2. Outline a plan for resolving the problem/conflict on the Improvement Plan Form. Objectives should reflect specific activities to be completed by each participant along with a timeline.

3. Complete the Improvement Plan Form, setting a deadline date for the candidate’s attainment of all specified objectives. Each party must sign the agreement to affirm understanding of responsibilities. All parties should be given a copy of the form, and one (1) copy should be filed with the Field Placement Director.

4. Monitor progress toward reaching each objective, maintaining more frequent communication, making additional comments and/or observations as needed, and keeping written documentation that timelines are being met. The university supervisor and the cooperating teacher should document student progress or failure to progress by means of lesson observation forms, copies of products, and written anecdotal records.

5. Reconvene to evaluate completion of objectives when the deadline has been reached; the more critical the problem the less time should elapse before evaluating (no more than three (3) weeks). If the problem is resolved, all parties should sign and retain a copy of the form and one copy of the signed form should be filed with the Field Placement Director.

6. If the objectives are not fully met, a second Improvement Plan Form must be completed, with each party signing the agreement. A new deadline date will be set for the candidate to meet all of the specified objectives. All parties should be given a copy of the second form and one (1) copy should be filed with the Field Placement Director.

7. Reconvene to evaluate completion of objectives when the second deadline has been reached (no more than two (2) weeks). If no progress has been made, contact the Field Placement Director immediately. The Field Placement Director will examine objectives/activities, criteria, deadlines, and determine the next step. Contingencies not met during student teaching will result in termination and/or a grade of “NO CREDIT.”

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EDEL 143A/B Improvement Plan Form Candidate: _____________________________________ Date: _______________ Supervisor: ________________________ Check one: EDEL 143A____ EDEL 143B____ Cooperating Teacher: _______________ Placement School: __________________ Part One: Nature of Problem The 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

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Part Two: Program Improvement Plan Results 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

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Policy and Procedures for Unsatisfactory Performance Removal of a teacher candidate from his/her assignment should be done for compelling reasons only. Provisions for removal are available because there can be circumstances that warrant it. The Field Experience Director will consider removing a teacher candidate from his/her assignment when any of the following occur:

1. The appropriate school authority, for just and explained reasons, requests that the teacher candidate be removed.

2. The university supervisor believes circumstances will prevent either the development or maintenance of a satisfactory learning environment.

3. Either the cooperating teacher or the teacher candidate has exhibited unethical behavior.

4. Excessive absenteeism, tardiness, and/or failure to comply with established rules and policies are evident.

Initial discussion for a withdrawal can be made by any person directly involved with the student teaching arrangement. It is important that the university supervisor and the Field Experience Director be involved in the initial and on-going discussions. The Director will relay concerns to the Department Chair (and Dean, when warranted). Should a teacher candidate’s performance be deemed unsatisfactory, the following procedures shall apply:

Copies of all observation reports by the cooperating teacher and university supervisor, including written narrative, must be filed in the Field Placement Office and the Department Chair’s office.

To substantiate any spoken request for withdrawal, written documentation must be provided and signed by the person requesting a teacher candidate’s withdrawal.

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Determination of Candidate Competence According to the California Commission on Teacher Credentialing (CCTC), candidates must attain competency in all areas of relevant content and communication outlined in the CCTC standards. The Elementary Education Department has thus adopted procedures to ensure such competence. Should a candidate perform unsatisfactorily in either phase of the practicum by failing to achieve the expected level of performance, the Process for Remediation (articulated above) would be enacted. If the process of remediation is unsuccessful, or if the candidate is removed from a practicum placement, she or he will not receive credit for that phase of the practicum. The candidate may have two opportunities to successfully complete either EDEL 143A or EDEL 143B. If time allows, the second opportunity may occur within the same semester. If there is not adequate time left in the semester, the second opportunity may occur in a subsequent semester. Two unsuccessful experiences in either EDEL 143A or EDEL 143B will disqualify a candidate from the SJSU Multiple Subject Credential Program. Any candidate who has been required to retake either EDEL 143A or EDEL 143B must meet with the Chair of the Department of Elementary Education and the Director of Field Placement, who will determine whether or not the candidate will be allowed to re-enroll. San José State University reserves the right to remove from the multiple subject credential program any candidate who demonstrates unprofessional behavior, including but not limited to prevarication, slander, negligence, or child endangerment.

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Section 2: Lesson Planning

Table of Contents

Lesson Plan Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27-28

Attending to the Needs of Special Populations. . . . . . . . . . . . . . . . . . . . . . . . . . . . .29-31

Glossary of Common Special Education Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . 33-35

Differentiation Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Language Acquisition Descriptors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37-41

Academic Language Functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43-46

Language Demands Matrix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47-48

Lesson Plan Checklist 27 Jacobsen, Schierling, and Whitenack Rev. June 2013 San José State University

Lesson Plan Checklist

Purpose Lesson planning is fundamental to teaching that meets the needs of all learners. Pre-service education is the time for teacher candidates to develop the habits of mind that can be carried into the classroom to plan and deliver lessons with the learning needs of specific students in mind. These guidelines are intended to develop habits of mind that will facilitate successful lesson planning.

Directions for Use Use these guidelines to prepare lesson plans.

Key Questions As part of the lesson planning process, consider the following questions:

• What is the big idea that this lesson relates to? • Why is it important for my students to learn about this idea? • What do they already know about the content and language related to this idea? • What are the learning goals (standards and objectives for content and ELD)? • How will I assess students to determine whether or not they have met the learning goals

and understood the big idea(s)? • What are the specific instructional experiences that students need to have so that they

can successfully complete the assessments? • What are the learning needs of students with IEPs, 504s, and unidentified special needs

that I will consider in designing this lesson, including the assessments? • Which scaffolding strategies will I use to meet students’ learning needs and prepare

them to successfully participate in the lesson, including assessment(s)?

Lesson Plan Components Include the components listed below. The order in which these components are listed works best with direct instruction lessons. Other types of lessons (e.g., inquiry) might address the components in a different order. In general, learning goals should drive lesson type (e.g., inquiry, direct instruction, etc.), which in turn determines lesson plan format. Standards and Objectives Include each of the following: Content standards (go to http://www.cde.ca.gov/be/st/ss/) most relevant to the lesson

(just a few rather than several) Content objectives aligned with content standards (See note 1 below) Language objectives corresponding with content objectives (primary concern) and

aligned with ELD standards (secondary concern) ELD standards (go to http://www.cde.ca.gov/sp/el/er/eldstandards.asp and scroll down

to find the ELD standards for your grade level). See notes 2 and 3 below.

Note

• Phrase objectives in terms of understandings to be achieved and skills to be mastered, not activities to be performed during the lesson. E.g., “SWBAT write using

http://www.cde.ca.gov/be/st/ss/

http://www.cde.ca.gov/sp/el/er/eldstandards.asp

Lesson Plan Checklist 28 Jacobsen, Schierling, and Whitenack Rev. June 2013 San José State University

complete sentences,” not “Students will write four complete sentences.” Standards not aligned with any objectives should be dropped from the lesson.

• Include only ELD standards most relevant to the lesson, i.e., linked to the language objectives, which in turn flow from the content objectives. List ELD standards by grade level, part, ELD proficiency level, mode of communication, and ELD content strand, including description, e.g.,

Kindergarten, Part I: Interacting in Meaningful Ways, A. Collaborative, Emerging, 3. Offering opinions: Offer opinions and ideas in conversation using a small se of learned phrases (e.g., I think X), as well as open responses.

• When identifying ELD standards, your default planning should accommodate students at CELDT levels 1 (Emerging) and 3 (Expanding), unless you have a specific classroom demographic in mind.

Assessments Assessments aligned with content and language objectives. Include both formative and summative assessments. Both formative and summative

assessments need to result in recorded data (e.g., teacher-completed observation checklist, student work samples, etc.)

Note

• Explain how you will use the evidence from the planned formative and summative assessments to provide feedback to students and to monitor their progress toward meeting learning objectives.

• Explain how you have modified formative and summative assessments to accommodate the learning needs of English learners and students with IEPs, 504s, and unidentified special needs.

Background To introduce your lesson, briefly explain how it addresses each of the following: Students’ prior learning, i.e., related lessons from a previous chapter, unit, year Students’ experiential backgrounds and/or interests Related clusters of key vocabulary (content or otherwise), including an explanation of the

importance of the terms for specific learning/assessment tasks Instruction Provide a sufficiently detailed description of the lesson to provide evidence of thoughtful planning to facilitate the learning of all students, i.e., differentiate as needed, including extension activities. Beginning (opening) of lesson Middle of lesson (e.g., modeling, guided practice, and independent practice) End (closure) of the lesson

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Attending to the Needs of Special Populations

Students with special needs may exhibit one or more of the following behaviors in a general education classroom.

Behaviors/Challenges What students might do What Teachers Should Do Language

Processing: Vocabulary

-Breadth & Depth -Relationships between words (e.g.-“things you

find at home”)

• Use familiar language • Use limited descriptive

language • Use limited academic

language

• Multiple exposure to words in meaningful context over time • Provide multiple examples from their world • Illustrate words with art • Model and monitor teacher’s use of vocabulary • Provide visuals & physical representations • Use games that require students to categorize and justify groupings • Do activities with Word Walls • Use anticipation guides & word maps

Language Processing:

Complex Grammatical Structures

Types sentences Variety of sentences

• Use simple sentences • Use phrases or fragments • Read word-by-word and

don’t connect in meaningful phrases or sentences.

• Decode letters, but don’t put it together

• Select read alouds that are rich in syntax and language structures • Model how to break sentences up into meaningful chunks • Model complex language structures in oral and written language • Use sentence strips with phrases for students to use in oral language

and borrow for written language

Language Processing:

Following Multi-step directions and

auditory memory

• Follow directions one at a time

• Follow visual representations

• Solve routine problems

• Break down tasks to their simplest components • Give directions one at a time • Model the entire process and provide rationale for sequence • Write out directions one at a time (e.g.a checklist) • Illustrate sequences • Provide anchor charts in the room for future reference

Comprehending: Integrating multiple

sources of information

• Decode • Use selective information

from text/sources

• Provide guided reading at their level • Use think alouds that model integrating information • Provide anchor charts that remind/guide students to integrate sources

of information • Have students share what they used to problem solve • Use manipulatives & visuals in all subjects to model problem solving

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Comprehending & problem solving:

Monitoring understanding

• Focus on one aspect or area

• Ignore major miscues, and continue reading

• Establish an environment where mistakes are celebrated • Promote a growth mindset in the classroom, not fixed mindset • Model the difference between survival strategies and problem solving

strategies • Use think alouds to model asking questions that monitor understanding

while reading or problem solving • Provide guided reading at their level

Comprehending & problem solving:

take action to correct/adjust

flexibly

• May approach a challenge • Makes multiple attempts,

but are all the same

• Celebrate any attempts to problem solve, whether they are accurate or not

• Avoid over correction. Give the students time to figure it out • Promote a growth mindset in the classroom, not fixed mindset • Model the difference between survival strategies and problem solving

strategies • Use think alouds to model options for solving problems • Provide guided reading at their level

Visual discrimination

• Recognize some familiar features

• Notice general similarities

• Use physical manipulatives—magnetic letters, math blocks • Use motion to notice differences • Find many opportunities to compare and contrast anything • Discuss how items/concepts are the same or different • Use thinking maps

Organization: -Materials

-Time management -Grouping items and

ideas

• Copy or follow someone else’s organization

• Walk through a simple, doable process with the student • Establish a routine for this process • Scaffold by asking questions/prompts that help the student understand

the sequence or organization • Build from simple to complex or from teamwork to independence

Spatial Orientation: -Left to right

-Midline (across body)

• Follow a model • Do large movements

• Use big movements across the body to teach concepts or practice skills • Provide opportunities for dance and art to build spatial awareness • Use visual cues (e.g.: dots on the right hand, arrows or dots on paper)

Transfer: Applying information from

one area to another

• Know & apply a concept in one area

• Use thematic units to model connections and/or to identify similarities across materials or subject(s)

• Provide opportunities for students to see the concept in a slightly different context (e.g.- history book and reading class book)

• Use graphic organizer or charts that relate concepts to one another • Provide opportunities for expanded conversation • Link learning to the student’s world

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• Use anticipation guides Attention Span:

Attending & screening

• Pays attention for a short period of time

• Pay attention to personal interests

• Be patient and calm, don’t take the behavior personally • Limit teacher talk by strategically planning what to say • Use novelty and drama to attract attention • Provide opportunities to express what is learned through actions and

by representing concepts • Provide ear muffs for students who are distracted by classroom noise • Create a special quiet corner for the student to retreat to if needed (for

a short period of time) • Have a special seating arrangement that limits distractions and

provides learning opportunities depending on lesson Adjusting to change:

-Scheduling -Routines & procedures

-Unanticipated events (e.g.-Sheldon on “Big

Bang Theory”)

• Adheres to a regular routine

• Enforces classroom procedures

• Plan ahead and think about what might create anxiety • Talk to student before changes occur • Validate the difficulty and stress associated with change • Set goals with the student for transitions • Model a positive attitude about unexpected events • Provide phrases for student to say to himself when anxious – e.g.-“I’m

going to be OK. I’ll just take a big breath.” Relating to Others:

Participation in groups • Participates in structured

interaction with one other person

• Plan ahead and select groups strategically • Adjust the time the student is working in a group setting • Set short term and long term goals for relating to others • Model language for relating to others in a group • Do interactive think alouds demonstrating how group members use the

norms for behavior Stamina: Ability to

sustain thinking and problem solving over extended periods of time

• Problem-solves/thinks for short periods of time

• Establish an environment where mistakes are celebrated • Promote a growth mindset in the classroom, not fixed mindset • Model think alouds demonstrating persistence in problem solving • Provide opportunities for extended time reading, writing, or working on

complex projects • Set short term and long term goals with the student • Monitor student’s progress

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Glossary of Common Special Education Terms

Anxiety disorders - exaggerations of our normal and adaptive reaction to fearful or stressful events. There are many types of anxiety disorders including panic disorder, agoraphobia, specific phobia, social anxiety disorder, obsessive-compulsive disorder (OCD) , posttraumatic stress disorder (PTSD) and generalized anxiety disorder (GAD). When you experience the familiar physical and psychological signs of fear and anxiety such as sweating, racing heart, shortness of breath, trembling, worry, or stress, these are cues that something is happening that could be a threat and that you need to deal with it. This “flight or fight” reaction activates the physical and psychological resources necessary to deal with the potential danger. Although this system works well most of the time, sometimes it can go into overdrive and do more harm than good. When this happens, it might indicate you have an anxiety disorder. (Owen Kelly, Ph.D. ocd.about.com)

Asperger’s Syndrome - an autism spectrum disorder (ASD), one of a distinct group of complex neurodevelopment disorders characterized by social impairment, communication difficulties, and restrictive, repetitive, and stereotyped patterns of behavior. (www.ninds.nih.gov)

Autism Spectrum Disorder— a mental condition, present from early childhood, characterized by great difficulty in communicating and forming relationships, and in which fantasy may dominate over reality. Autism has a spectrum of severity; a person can be “on the spectrum”. (www.google.com)

Central auditory processing disorders (CAPD) - deficits in the formation of processing of audible signals not attributed to impaired hearing, sensitivity or intellectual impairment. (www.healthyhearing.com)

Deafness—Have learning impairments that linguistic processing information through hearing is severely limited,, with or without amplification, hence impacting educational performance when the learner is not in the appropriate learning environment. (The Iris Center at Peabody College)

Deaf-blindness—Have moderate to severe impairments in both vision and hearing. Require specialized services. 9 The Iris Center at Peabody College)

http://panicdisorder.about.com/od/understandingpanic/a/PanicBasics.htm

http://panicdisorder.about.com/od/agoraphobia/a/WhatIsAgora.htm

http://phobias.about.com/od/introductiontophobias/a/whatisphobia.htm

http://socialanxietydisorder.about.com/od/overviewofsad/a/overview.htm

http://ocd.about.com/od/whatisocd/a/whatisocd.htm

http://ptsd.about.com/od/ptsdbasics/a/PTSDoverview.htm

http://gad.about.com/od/symptoms/a/overview.htm

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Emotional disturbance (or serious emotional disturbance): Individuals with this challenge can have difficulties with one or more of the following— inability to learn, inability to build sand maintain social relationships with teacher and peers, inappropriate behavior and affect, depression, tendency to develop fears or physical symptoms associated with school and personal problems. (The Iris Center at Peabody College)

Hearing impairments—Mild to moderate hearing loss that affects developmental and educational progress. (The Iris Center at Peabody College)

Intellectual disability (previously known as mental retardation)—Significantly below average general intellectual functioning and concurrent deficits in adaptive behavior. May exhibit problems in learning, memory, attention, problem-solving, academic and social functioning. (The Iris Center at Peabody College)

Selective Mutism - Selective mutism (SM), formerly called elective mutism, is defined as a disorder of childhood characterized by an inability to speak in certain settings (e.g. at school, in public places) despite speaking in other settings (e.g. at home with family). SM is associated with anxiety and may be an extreme form of social phobia according to researchers and clinicians who are familiar with the disorder (Black & Uhde, 1995; Dow et al., 1995, Dummit et al., 1997, Kristensen, 2001; Leonard & Dow, 1995).

Specific learning disabilities—A disorder in one or more of the basic psychological processes involved in understanding and in using language, spoken or written, that may result in difficulties in reading, writing, listening, speaking, thinking, spelling, or mathematics. Included here are children with “ conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia” (NICHCY, 2012).

Speech or Language impairments- Disorder of articulation, fluency (e.g. stuttering), voice, or language that adversely affects educational performance or a severe communication deficit.

Traumatic brain injury—“an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. “ (NICHCY)

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Visual impairment— “an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.” (NICHCY)

Berryessa Union School District

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Language Acquisition Descriptors: CELDT Level 1: Beginning Key Strategy: * Listening! Listening! Listening! – books on tape, read-alouds, choral reading, buddy reading

* Beginning vocabulary is best understood and learned when taught thematically

What Students Have What Students Can Do What Teachers Should Do Their primary language

Minimal comprehension of English

Minimal verbal production in English

One/two word responses

Nod and shake head to answer questions

Point to objects or print

Sort objects into categories

Pantomime

Draw pictures and label drawings and diagrams Gesture to show understanding

Match objects or pictures

Give yes/no answers to simple questions

Reproduce what they hear, repeat and recite

Vocabulary Development

♦ Teach vocabulary using physical movement and drawings

Demonstrate personal interest and caring for students

Provide ample listening activities including daily listening center with taped picture books

Read aloud predictable and patterned books

Have students label and manipulate pictures and objects.

Provide one-on-one time with students

Remember… ♦ While beginning English learners can communicate only in their primary language, they are very capable of higher –level

thinking skills.


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Language Acquisition Descriptors: CELDT Level 2: Early Intermediate Key Strategy: * Beginning vocabulary is best understood and learned when taught thematically

* Appropriate questioning techniques will increase student oral production i.e., using the answer as part of the question i.e., (Did you go to the grocery store or to the library?)

What Students Have What Students Can Do What Teachers Should Do

One/two word responses / some phrases

Limited proficiency to communicate ideas

Some comprehension of contextualized information

All of what student can do at the Beginning level, plus:

List and categorize

Repeat sentences, mimic intonation and phrasing and reproduce familiar phrases

Attempt to talk, making extensive pronunciation and grammatical errors

Generate and speak in simple sentences Begin

to acquire some grammatical elements Read

some basic vocabulary and write simple sentences

Give short answers to simple questions

All of the above, plus:

Vocabulary Development ♦ Continue to expand student’s

understanding of concrete words ♦ Have students learn vocabulary and

sentence structure from patterned picture books

Expand students’ responses by asking who, what, where (literal questions)

Expect short answers. Give students a chance to produce language in situations where they are comfortable

Ask questions requiring simple comparisons and descriptions

Provide activities designed to encourage students to produce simple sentences

Use the language experience approach for reading and writing

Give students a chance to produce language in comfortable situations

Remember: While Early intermediate students are still developing basic communication skills they are at the same time capable of higher level-thinking skills.


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Language Acquisition Descriptors: CELDT Level 3: Intermediate Key Strategy: * At this level, oral communication skills are more highly developed. Using cooperative groups during instruction will help students develop their higher levels of thinking while increasing their vocabulary and comprehension.

What Students Have What Students Can Do What Teachers Should Do Enough English proficiency to be understood

Ability to produce utterances with basic sentence structure (Subject + Verb + Object or Phrase)

Ability to interact more with native speakers, but can make errors in speech

Good comprehension of contextualized information

All of what students can do at the Beginning and Early Intermediate levels, plus:

Describe people, places and events

Recall and state facts

Define and explain some vocabulary

Make some errors in speech

Read and retell from a variety of texts with scaffolding from teacher

Begin to identify main ideas and details


♦ Provide explicit instruction for idiomatic expressions while continuing to help students acquire lots of vocabulary – including academic vocabulary

Begin to develop cognitive skills, especially reading and writing

Include instruction in phonemic awareness, decoding, spelling and grammar

Model, expand, restate and use standard English with students

Ask how and why open-ended questions, and help students to respond in complete sentences

Ask higher level thinking questions

Provide ample opportunities for partner talk and pair-share, and activities to develop higher levels of thinking

Remember… ♦ Very often at this level students’ verbal communication skills are strong, but are not reliable indicators of their ability to

comprehend academic material.


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Language Acquisition Descriptors: CELDT Level 4: Early Advanced Key Strategy: * Students have a strong conversational vocabulary but still need an emphasis on academic vocabulary


Good comprehension of information

Proficiency to communicate well verbally

Adequate vocabulary to achieve academically

Give opinions and reasons, draw comparisons, justify views and behaviors and summarize

Demonstrate ability to use higher order language, synthesize, analyze, evaluate, persuade and debate

Demonstrate both social and academic understanding of language

Identify main idea and details

Use expanded vocabulary

Engage in conversation and produce sequential narrative

Develop listening, speaking, reading and writing skills with increased comprehension


♦ Focus on academic language and literacy

Structure group discussions

Ask questions to help students synthesize, analyze and evaluate in oral and written communication

Provide reading opportunities with a variety of genre

Include grammar instruction

Provide a variety of realistic writing opportunities

Guide use of reference materials and technology

Remember… ♦ Students at this level need a strong emphasis on structured writing and continued vocabulary development.


41

Language Acquisition Descriptors: CELDT Level 5: Advanced Key Strategy: * Provide multiple opportunities for students to participate in cooperative learning groups and take on leadership roles.


Very good comprehension of information

Heightened proficiency to communicate well

Expanded vocabulary to achieve academically

Near native speech fluency

Comprehend and generate discussions and presentations in social as well as academic settings

Demonstrate fluency with content topics

Read and comprehend grade level texts

Respond to and use figurative language and idiomatic expressions appropriately

Organize and generate written compositions based on purpose, audience and subject matter

Prepare and deliver presentations/reports across grade level content areas that use a variety of sources; include purpose, point of view, introduction, coherent transition and appropriate conclusions

Initiate and negotiate social conversation

Allow students to lead group discussions

Encourage independent use of reference materials and technology

Provide explicit grammar instruction

Provide opportunities for student generated presentations

Provide a variety of realistic writing opportunities in a variety of genre

Remember… ♦ Students at this level need ongoing development of background knowledge and must be challenged academically.

43 Reprinted on ColorinColorado.org with permission from Sarah Clyne © 2006

Academic Language Functions

Academic Language Function

Student Uses Language to:

Examples Thinking Map© Graphic Organizers

Language Structures/Key Signal Words

Tasks Associated with Academic Language Function

Questions Commonly Asked

Seek Information

Observe and explore; acquire information; inquire

Use who, what, when, where, and how to gather information

Circle Map Attribute Diagram Web SQ3R Concept Definition Map Outlines Cornell Note-taking

To be, action verbs, prepositions Define, count, draw, identify, indicate, label, list, match, name, point, recall, recite, reproduce, repeat, trace, write, state, select, record, attributes, characteristics, main idea

Who ?, What happened?, Where did it happen?, When did it happen?, Where did you find that?, How do you do that?

Inform Identify, report, or describe information

Recount information presented by teacher or text, retell a story or personal information

Circle Map Bubble Map

Web SQ3R Concept Definition Map Outlines Cornell Note-taking

Adjective use, descriptive language, superlatives/comparatives, said, the book says, first, second, next, etc., according to

Retell, recount, reorder, represent, depict, paraphrase, summarize, give examples, draw, explain, conclude, convert, describe, prepare, transform, translate, restate, rewrite, prepare, give in your own words, generalize, extrapolate

Retell the story in your own words. Summarize the chapter on . What happened?, Report your findings., Describe the main character. Tell about . What happened? Show how .

Compare Describe similarities and differences in objects or ideas

Make/explain a graphic organizer to show difference and similarity

Double bubble Map Bridge Map

Venn Diagram Semantic Features Analysis T-Chart Fact-Opinion Charts

However, but, as well as, on the other hand, not only….but also, either….or, while, although, unless, similarly, yet, compared with, similar to, different than, and yet, as opposed to, alternatively, apart from, by contrast, contrary to that, conversely, in spite of this, nevertheless, nonetheless, notwithstanding, regardless, some….., but others, still, then again, by the same token, correspondingly, likewise, too

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

How are and the same? Different? Compare and . Describe . Now, describe . Do either of these ? What makes the same? What makes different? How do we know the difference between and ?


Order Sequence objects, ideas, or events

Describe/make a timeline continuum, cycle, or narrative sequence

Flow Map Cycle Graph Flow chart Timeline Outlines

First, second, third,…. Next, before, after, afterwards, later on, time, not long after, now, as, when, immediately, preceding, initially, meanwhile, following, until, soon, today, as soon as

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

Put these in chronological order. What happened first? (Second, later, last, etc.) When was ? What would happen if ?

Classify Group objects or ideas according to their characteristics

Describe organizing principles, explain why A is an example but B is not

Tree Map Hierarchical Organizer Pictograph

Descriptors, adjectives, kinds, types, traits, characteristics, an example of, list

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

What color is ? What size is ? What is the texture like? What types of are represented here? What traits do these have in common? What characteristics do these have in common? What makes these different? Sort these by (size, color, texture, shape, etc.)

Analyze Separate whole into parts; identify relationships and patterns

Describe parts, feature or main idea of information presented

Brace Map Multi-flow Map Flow Map Tree Map Circle Map

Fishbone Organizers Main idea/supporting details Organizer

Is a part of, is related to, to be, same, different, similarities, differences, the common traits, to, so that, nevertheless, thus, accordingly, if…..then (conditional connectors), makes, causes, because, creates, results in, due to, on account of, therefore

Analyze, calculate, choose, classify, criteria, diagram, break down, categorize, classify, compare, contrast, deduce, detect, differentiate, discriminate, distinguish, group, identify, illustrate, infer, order, outline, point out, recognize, relate, select, separate, subdivide, transform

What is the difference? How is/are they related? Why is important? Are they common traits? What caused to happen? What results/consequences might create? What is the main idea? What details support this idea?


Infer Make inferences; predict implications, hypothesize

Describe reasoning process (inductive or deductive) or generate hypothesis to generate causes or outcomes

Multi-flow Map T-Chart Future tense, use of will, if….not, if….then (conditional connectors), descriptive verbs, adjectives

Predict, extrapolate, restate, represent, rewrite, summarize, give examples, evidence, supporting details, reconstruct, synthesize, derive, deduce, explain, create, construct

Why? Why did that happen? How did that happen? Why do you think _? What makes you think ? What tells you ? How do you know that?

Justify and persuade

Give reasons for an action, decision, point of view; be convincing

Tell why A is important and give evidence in support of a position

Circle Map Tree Map

Opposing forces chart Prediction Tree

I think, according to, for example, in fact, most important If…not, if…..then, I believe, because, since, based upon, you should, understand, on the contrary, you need to, therefore, from my point of view

Justify, argue, persuade, make a case for or against, compare, contrast, distinguish, discriminate, illustrate, recognize, point out, relate, deduce, categorize, combine, document, support, test, validate, verify, criteria, refer, relationship, irrelevant, preclude, include, give/support your point of view, tone, thesis, evidence, debate, crucial, critical

Why do you think this is important? What evidence do you have to support your point of view? How can you convince someone of your ideas? What reasons will you give to justify your point of view? How did you arrive at your decision?

Solve Problems

Define and represent a problem; determine solution

Describe problem- solving procedure; apply to real life problems

Multi-flow Map Problem-Solution boxes Cause-effect Chain Opposing forces chart

Because, since, therefore, so that, consequently, as a result, this led

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

What is the process to solve this problem? What is required to solve this problem? Why? What is the criteria? What is your hypothesis? What evidence do you have to support your hypothesis? What is the relationship between and ? What are the causes? What are the effects? What is your interpretation of this conclusion?


Synthesize Combine or integrate ideas to form a new whole

Summarize information cohesively; incorporate new information into prior knowledge

Circle Map Webs Conjunctions, in other words, that is to say, to put it differently

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, rewrite specify, summarize, tell, transmit, write, criteria

What would your plan be for ? How might this be different if ? How would you rewrite this? How would you arrange this into ? How do they relate to each other?

Evaluate Assess and verify the worth of an object, idea, or decision

Identify criteria, explain priorities, indicate reasons for judgment, confirm truth

Double Bubble Map (prioritize characteristics) Multi-flow Map

Cause-effect Chain Opposing forces Chart

I think, according to, for example, in fact, most important, for instance, for example, 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

What is your favorite ? Why? How does this impact ? How or why is this significant? How or why is this valuable? How or why is this useful? What did you do to develop ? Why?

REFERENCES:

Chamot, A. U. & O’Malley, J.M. (1994). The CALLA handbook: implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley. Hoyt, L., Mooney, M., & Parkes, B. (2003). Exploring informational texts: from theory to practice. Portsmouth, NH: Heinemann. Hyerle, David. (1995) Thinking Maps: Tools for Learning. Cary, NC: Thinking Maps, Inc. Kucer, S.B. & Silva, C. (2006). Teaching the Dimensions of Literacy. Mahwah, NJ: Lawrence Erlbaum Associates.

47

Language Demands Matrix (Refer to the Language Acquisition Chart, curriculum materials, and your draft lesson plan.)

Language Demands Domain Consider students’ language proficiency in terms of:

Students’ (Ss’) English Language Proficiency Level: Emerging (CELDT 1: Beginning) What can CELDT 1 Ss al-ready do in this Language Demands Domain? Which aspects of the planned les-son will their current language level enable them to complete successfully?

What will pose a challenge to CELDT 1 Ss in this Language Demands Domain? Which aspects of the planned lesson will require scaffolding to address language demands?

How will you, the teacher, scaffold instruction related to the challenges (middle column) of this Language Demands Domain to meet the needs of CELDT 1 Ss? Scaffolds must address: (1) Ss’ access to standards-based content and (2) Ss’ development of academic language.

Curriculum Materials (existing text, e.g., lesson texts, worksheets, etc.)

Teacher (T) Talk (Ss’ ability to comprehend T’s oral lan-guage use, e.g., direc-tions, feed-back, etc.)

Students’ Language Use [listening (S-S), speaking (S-S & S-T), reading (text created during the lesson), and writing, including in assessment)

David A. Whitenack with Dewi Faulkner Rev. June 2013 San José State University

48

Language Demands Matrix (Refer to the Language Acquisition Chart, curriculum materials, and your draft lesson plan.) Language Demands Domain Consider students’ language proficiency in terms of:

Students’ (Ss’) English Language Proficiency (CELDT) Level: Expanding (CELDT 3: Intermediate) What can CELDT 3 Ss al-ready do in this Language Demands Domain? Which aspects of the planned les-son will their current language level enable them to complete successfully?

What will pose a challenge to CELDT 3 Ss in this Language Demands Domain? Which aspects of the planned lesson will require scaffolding to address language demands?

How will you, the teacher, scaffold instruction related to the challenges (middle column) of this Language Demands Domain to meet the needs of CELDT 3 Ss? Scaffolds must address: (1) Ss’ access to standards-based content and (2) Ss’ development of academic language.

Curriculum Materials (existing text, e.g., lesson texts, worksheets, etc.)

Teacher (T) Talk (Ss’ ability to comprehend T’s oral lan-guage use, e.g., direc-tions, feed-back, etc.)

Students’ Language Use [listening (S-S), speaking (S-S & S-T), reading (text created during the lesson), and writing, including in assessment)

David A. Whitenack with Dewi Faulkner Rev. June 2013 San José State University

49

Section 3: Teaching Beginning Reading

Table of Contents

Purpose and Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Evaluation of Candidate’s Teaching of Beginning Reading. . . . . . . . . . . . . . . . . . . .51-52

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Teaching Beginning Reading: Purpose and Description

Purpose The California Commission on Teacher Credentialing (CTC) requires all multiple subject teacher candidates to demonstrate competence in the teaching of beginning reading. The Teaching Beginning Reading assignment allows teacher candidates to apply the assessments and instructional strategies learned in EDEL 108A in their placement classroom while teaching a beginning reader. CTC requires documentation of the candidate’s teaching of beginning reading across the semester, e.g., during the first five weeks, the second five weeks, and the third five weeks of the teacher candidate’s placement. The cooperating teacher’s and supervisor’s observations of the teacher candidate’s lessons verify that he/she can competently teach beginning reading.

Description The Teaching Beginning Reading project is described in the following steps:

1. At the beginning of the primary grade (K-2) placement in EDEL 143A or EDEL 143B, the cooperating teacher selects a beginning reader for the teacher candidate to instruct during this project.

2. The teacher candidate will assess the beginning reader using the assessments learned in EDEL 108A.

3. Based on those assessments, the teacher candidate will create a lesson plan, using curriculum from EDEL 108A and/or the placement classroom, to address the beginning reader’s learning needs. The lesson can be whole class, small group, or one to one. The teacher candidate’s written lesson plan must be written according to the Lesson Plan Checklist.

4. Steps 2 and 3 will be repeated twice, for a total of 3 lessons. Each lesson should be based on assessments from the previous lesson.

5. The cooperating teacher will observe two of these lessons and document her/his observation with the Evaluation of Candidate’s Teaching of Beginning Reading form (below).

6. The supervisor will observe one of the lessons and document the candidate’s effectiveness with the Evaluation of Candidate’s Teaching of Beginning Reading form. The lesson that the supervisor observes must address a Common Core Anchor Standard (i.e., comprehension).

7. The teacher candidate will place all assessments, lesson plans, and evaluation forms related to her/his three Teaching Beginning Reading lessons into her/his Teacher Candidate Professional Portfolio.

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Evaluation of Candidate’s Teaching of Beginning Reading

Teacher Candidate ___________________________________Date _______________ Grade ______ Lesson Type (check one): ___ 1-1 ___ small group ___ whole class List and attach assessments (e.g., concepts about print, running records, etc.) that have informed this lesson:

______________________________________________________________________ Based on the observation of this lesson, the candidate has met the expectations for:

Observation Component Yes No

Assessment—Uses previous assessment data to plan lesson

Planning/Curriculum implementation—Complete lesson plan aligned with standards, appropriate objective(s), and assessment(s), according to Lesson Plan Checklist

Introduction-- Presentation of goal(s) for lesson

Instruction-- Lesson development (modeling; checking for understanding and/or competence; engagement, practice, and/or learning activities)

Monitoring for student learning

Review- Closing activity

Curriculum Used: State Adopted (list publisher): ________________________________________ Other (specify): ___________________________________________________ Observer (check one): _____ Cooperating Teacher ______ University Supervisor Observer’s signature/date: ________________________________________________ <Over>

52

In the table below, check only the descriptors that the candidate has taught in this lesson, rate the candidate’s level, and provide suggestions for growth or improvement. RATING LEVEL AND DESCRIPTORS:

I Ineffective Candidate is struggling to demonstrate practices described in the criteria. P Progressing Candidate performs within criteria. May be inconsistent, but is showing improvement over

time. E* Effective Candidate consistently demonstrates practice described in criteria. Ready to teach on

one’s own within an induction program. H* Highly Effective Candidate’s performance consistently demonstrates integrated, nuanced, and

sophisticated elements of the criteria. *Evidence statements are required on the “Notes” lines for checks in the ineffective and highly effective boxes. “Effective” is defined as “ready to teach on one’s own”.

Level What went well? Suggestions for growth

Ora

l Lan

guag

e D

evel

opm

ent

Vocabulary Appropriate language forms and functions (syntax and pragmatics)

Oral comprehension Oral expression Oral fluency

Dec

odin

g

Concepts About Print Phonemic Awareness Phonics/Knowledge of the alphabetic principle

Word analysis (e.g., sight words)

Fluency

Com

preh

ensi

on Text Structure

Retelling Questions Vocabulary development Literary analysis and response

Metacognitive strategies

Writ

ing

Strategies Applications Conventions Purpose Organization/Structure

53

Section 4

EDEL 143A: Student Teaching: Phase I

Table of Contents

Overview of EDEL 143A Student Teaching: Phase I. . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Suggested Schedule and Guidelines: Teacher Candidate. . . . . . . . . . . . . . . . . . . . 55-56

Suggested Schedule and Guidelines: Cooperating Teacher. . . . . . . . . . . . . . . . . . . . . 57

Suggested Schedule and Guidelines: University Supervisor. . . . . . . . . . . . . . . . . . 58-59

Suggested Schedule and Guidelines: Placement School Principal. . . . . . . . . . . . . . . . 60

Timeline of Assignments and Assessments: EDEL 143A. . . . . . . . . . . . . . . . . . . . .61-62

Procedures for Evaluation of Teacher Candidate Performance: EDEL 143A. . . . . . . . 63

Determination of Candidate Competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

EDEL 143A Teacher Candidate Professional Portfolio. . . . . . . . . . . . . . . . . . . . . . . . . 65

School and Community Resources: Purpose and Description. . . . . . . . . . . . . . . . . . . .66

School and Community Resources Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . .67-68

Reflection on Learning Environment: Purpose and Process. . . . . . . . . . . . . . . . . . .69-70

What Is SEL? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Aspects of Practice Conversation Logs: Purpose and Description. . . . . . . . . . . . . . . . .72

Aspects of Practice Conversation Log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73-74

Technology Lesson: Purpose and Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75

Technology Lesson Pre-Observation Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Technology Lesson Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Coaching Cycle Purpose and Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

Selection of Focus Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Prompts (Planning, Instruction, Assessment, Reflection) . . . . . . . . . . . . . . . . . . . . .80-81

Planning Conversation Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83-84

Reflection Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85-86

Coaching Cycle Rubrics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87-91

Professional Attributes in Progress Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93-96

Formative Assessment Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97-100

EDEL 143A Exit Checklist Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101-102

54

EDEL 143A: Student Teaching: Phase I Overview Cooperating teachers at each placement school site and the university supervisor meet together at the beginning of the semester to plan and schedule a set of experiences for student teachers. These candidates observe and participate in identified placement classrooms. In the semester before full-time student teaching, the candidate enrolls in EDEL 143A-Student Teaching: Phase I, which requires two types of participation: (1) weekly 2-hour seminars with the university instructors and (2) formal participation/observations. During Phase I, teacher candidates:

Gain an understanding of district, school, and classroom organization. Become acquainted with the school curriculum and available technology. Become acquainted with the instructional resources available at the district and

school site levels. Observe and implement different instructional strategies. Observe and engage in teacher planning and management. Observe teacher-student interactions in the classroom. Tutor a beginning reader one on one or in a small group throughout the entire

semester. Participate in whole-class literacy lessons using the school’s state-adopted

curriculum. Teach individual children or small groups under teacher guidance. Plan and execute at least two whole-class lessons (one using technology).

Additionally, candidates are encouraged to visit teachers at other school sites within the district and meet with school and district level personnel to learn about the school and district organizational structure and resources.

55

Suggested Schedule of Experiences and Role Guidelines Teacher Candidate Part I: Weeks 1 – 5

Before the opening of the school day, inform the school and the university supervisor of any illness, absence, or schedule changes that could affect classroom responsibilities.

Become familiar with the physical layout of the school, with the rules and regulations of the school, with the school program and resource personnel, and with the procedures of the classroom.

Become familiar with technology available at the school site and begin thinking about how to integrate technology appropriately into instruction.

Become acquainted with, and learn names of pupils; become aware of unique needs of individual students; become aware of friendships and sub-groups within class.

If in a primary grade placement (K-2), have cooperating teacher identify the beginning reader.

If in a primary grade placement (K-2), administer literacy assessments (from 108A) to beginning reader and teach the first Teaching Beginning Reading lesson.

Observe instruction and become acquainted with management strategies and lesson planning used by cooperating teacher.

As soon as possible participate in classroom routine (roll taking, recording grades, handing out/collecting material, supervising outside classroom) and learn daily schedule.

As soon as possible begin to teach lessons to individual children, small groups, and/or the whole class.

Become familiar with textbooks, units, and materials to be used in the classroom.

Complete School/Community Resource. Complete Reflection on Learning Environment. Teach Technology Lesson (to be observed by cooperating teacher). Complete first Aspects of Practice Conversation Log with cooperating

teacher. Engage in first formal observation by supervisor.

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Part II: Weeks 6-10 Plan Coaching Cycle. If in a primary grade placement (K-2), based on previous assessments and

lessons, teach the second Teaching Beginning Reading lesson. Complete second Aspects of Practice Conversation Log with cooperating

teacher. Discuss and complete Professional Attribute Form with cooperating teacher. Engage in second formal observation by supervisor: Coaching Cycle.

Part III: Weeks 11 -15

Complete and submit Coaching Cycle (due by end of Week 11). If in a primary grade placement (K-2), based on previous assessments and

lessons, teach the third Teaching Beginning Reading lesson. Engage in third formal observation by supervisor. Complete third Aspects of Practice Conversation Log with cooperating

teacher. Rewrite any section of the Coaching Cycle that was not at a level 2 or above

and resubmit to supervisor. Complete and share Professional Portfolio. Discuss and complete Formative Assessment with cooperating teacher. Complete Formative Assessment on self. Participate in Exit Conference with supervisor.

57

Suggested Schedule of Experiences and Role Guidelines Cooperating Teacher (Note: Teacher candidates in a primary grade (K-2) placement will teach three Teaching Beginning Reading lessons during the semester. The cooperating teacher will observe two. The supervisor will observe one.) Part I: Weeks 1 – 5

Introduce the teacher candidate to the school facilities, resources, and faculty. Involve teacher candidate in observation, routine procedures, preparation of

materials, and interaction with students. Assist teacher candidate to complete Reflection on Learning Environment. Assist teacher candidate to complete School/Community Resources. Acquaint the teacher candidate with the safety procedures of the school in

case of fire, earthquake, or student accident. If in a primary grade (K-2) classroom, select a student for the Teaching

Beginning Reading Project. Observe and assess teacher candidate’s Technology Lesson (use

Technology Lesson Rubric). Complete first Aspects of Teaching Conversation Log with teacher candidate. If in a primary grade (K-2) classroom, use Evaluation of Candidate’s

Teaching of Beginning Reading form to observe and evaluate candidate’s first Teaching Beginning Reading lesson. (Note: The cooperating teacher will observe two Teaching Beginning Reading lessons during the semester).

Assist teacher candidate in planning for first formal observation Part II: Weeks 6-10

Continue modeling a variety of instructional strategies, including differentiation for English learners, special populations, and any others, to help diverse learners in your classroom.

Complete second Aspects of Teaching Conversation Log with teacher candidate.

If in a primary grade (K-2) classroom, use Evaluation of Candidate’s Teaching of Beginning Reading form to observe and evaluate candidate’s second Teaching Beginning Reading lesson. (Note: The cooperating teacher will observe two Teaching Beginning Reading lessons during the semester).

Provide opportunities for teacher candidate to work with different groups. Complete Professional Attribute Form and discuss with student teacher. Assist student teacher in planning and completing the Coaching Cycle.

Part III: Weeks 11 -15

If in a primary grade (K-2) classroom, use Evaluation of Candidate’s Teaching of Beginning Reading form to observe and evaluate candidate’s third Teaching Beginning Reading lesson (if you haven’t already observed two).

Complete third Aspects of Teaching Conversation Log with teacher candidate.

Complete Formative Assessment and discuss with teacher candidate.

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Suggested Schedule of Experiences and Role Guidelines University Supervisor Note: Before the beginning of the semester, the supervisor has arranged a classroom placement for each of her/his teacher candidates, according to CTC guidelines. Note: Teacher candidates in a primary grade (K-2) placement will teach three Teaching Beginning Reading lessons during the semester. The cooperating teacher will observe two. The supervisor will observe one. Part I: Weeks 1 – 5

Provide cooperating teachers with all evaluation forms, and review guidelines presented in EDEL 143A/B Field Experience Guide.

Distribute syllabus, including calendar of weekly seminars and assignment deadlines, to teacher candidates at the beginning-of-semester orientation meeting.

Conduct an informal observation with each teacher candidate and cooperating teacher during the first week of school.

Observe and conference with each student teacher regularly during the semester.

Be available for questions from cooperating teachers or student teachers either in person, by telephone or email.

Collect and review School/Community Resources Collect and review Reflection on Learning Environment If candidate is in a primary grade (K-2) classroom, use Evaluation of

Candidate’s Teaching of Beginning Reading form to observe and evaluate candidate’s first Teaching Beginning Reading lesson. (Note: The supervisor will observe one Teaching Beginning Reading lessons during the semester).

Collect and review first Aspects of Practice Conversation Log Conduct weekly seminars Conduct first formal observation and provide supervisor observation notes

and comments. Collect and review technology lesson.

Part II: Weeks 6-10

Assist teacher candidates in planning Coaching Cycle with videotaped lesson Collect and review second Aspects of Practice Conversation Log If candidate is in a primary grade (K-2) classroom, use Evaluation of

Candidate’s Teaching of Beginning Reading form to observe and evaluate candidate’s first Teaching Beginning Reading lesson. (Note: The supervisor will observe one Teaching Beginning Reading lessons during the semester).

Collect and review Professional Attributes Form with teacher candidate Conduct second formal observation (Coaching Cycle) and provide supervisor

observation notes and comments.

59

Part III: Weeks 11 -15 Collect Coaching Cycle (due by end of Week 11) and score using rubrics. If candidate is in a primary grade (K-2) classroom, use Evaluation of

Candidate’s Teaching of Beginning Reading form to observe and evaluate candidate’s first Teaching Beginning Reading lesson (if you haven’t already observed one).

Collect and review third Aspects of Practice Conversation Log Have candidate rewrite any section of the Coaching Cycle that was not at a

level 2 or above and resubmit. Conduct Professional Portfolio share Collect and review Formative Assessments (teacher candidate and

cooperating teacher) Exit Conference

Complete first side (page 1) of the Exit Checklist Verify all Professional Portfolio entries, as listed below:

o Reflection on Learning Environment o School and Community Resources o Technology Lesson o Coaching Cycle o Aspects of Teaching Conversation Logs (3) o If in primary (K-2) placement, all Teaching Beginning Reading

documentation, including assessments, lesson plans (3), and completed evaluation forms (3)

Review supervisor’s Formative Assessment with teacher candidate Complete Exit Checklist, including decision regarding recommendation for

EDEL 143B. Sign Exit Checklist. Collect required documents for 143A Teacher Candidate folder:

o Professional Attributes o Evaluation of Teaching Beginning Reading (3) o Formative Assessments (3) o 143A Exit Checklist

End of Semester Keep 143A Teacher Candidate folder of all candidates whom you will

supervise in EDEL 143B. Submit (to SH 305) the 143A Teacher Candidate folder of any candidate not

continuing with you in EDEL 143B. Submit (to SH 305) all Teaching Beginning Reading documentation, including

assessments, lesson plans (3), and completed evaluation forms (3) Enter scores for the following into the College of Education’s online

assessment database: o Professional Attributes o Coaching Cycle rubrics o Formative Assessment (supervisor’s scores)

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Suggested Schedule of Experiences and Role Guidelines Placement School Principal

Assure that teacher candidates are placed with cooperating teachers from whom they will receive an enriching experience.

Orient all teacher candidates to school policies/activities. Maintain communication with cooperating teachers, teacher candidates, and

university supervisors regarding how program is progressing. Convey any concerns/issues that arise from cooperating teachers about the

program to the university supervisor. Keep abreast of teacher candidates' progress and participate in any teacher

candidate team conference, as necessary, if a teacher candidate's performance is marginal.

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Timeline of Assignments & Assessments: EDEL 143A P = materials to be placed in Professional Portfolio Part I: Weeks 1-5

Letter introducing self to cooperating teacher If in primary grade (K-2) placement, selection of beginning reader and starting

Teaching Beginning Reading project School/Community Resources P Reflection on Learning Environment P If in primary grade (K-2) placement, teach first lesson of Teaching Beginning

Reading project and have lesson observed by either CT or supervisor using Evaluation of Candidate’s Teaching of Beginning Reading form (CT is responsible for any two of these observations, supervisor for one) P

Completion of first Aspects of Practice Conversation Log with cooperating teacher P

First formal observation by supervisor P Plan and teach technology lesson P

Part II: Weeks 6-10

Completion of second Aspects of Practice Conversation Log with cooperating teacher P

If in primary grade (K-2) placement, teach second lesson of Teaching Beginning Reading project and have lesson observed by either CT or supervisor using Evaluation of Candidate’s Teaching of Beginning Reading form (CT is responsible for any two of these observations, supervisor for one) P

Discuss and complete Professional Attributes Form with cooperating teacher P Second formal observation by supervisor (Coaching Cycle) P

Part III: Weeks 11-15

If in primary grade (K-2) placement, teach third lesson of Teaching Beginning Reading project and have lesson observed by either CT or supervisor using Evaluation of Candidate’s Teaching of Beginning Reading form (CT is responsible for any two of these observations, supervisor for one) P

Third formal observation by supervisor P Completion of third Aspects of Practice Conversation Log with cooperating

teacher P Completion and submission of Coaching Cycle P Sharing of Professional Portfolio with peers Formative Assessments: discuss and complete with cooperating teacher.

Complete self-assessment. P

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Timeline of Assignments & Assessments: EDEL 143A (cont.) Exit Conference

Discuss Formative Assessment completed by supervisor Use the Professional Portfolio entries listed above to discuss the teacher

candidate’s strengths and areas of growth, and set goals for 143B. Complete and sign Exit Checklist, including recommendation for 143B, if

applicable. End of Semester

The supervisor will keep all EDEL 143A candidate records for any teacher candidates whom (s)he will continue to supervise in EDEL 143B.

If a teacher candidate is not continuing with the supervisor, the supervisor will submit the following to the Field Placement Office (SH 303):

o EDEL 143A Exit Checklist o Professional Attributes Form, o All three Formative Assessments (candidate’s, cooperating teacher’s, and

supervisor’s) o Evaluation of Teaching Beginning Reading (If in primary grade (K-2)

placement) The supervisor will complete the grade roster and input Coaching Cycle rubrics,

Formative Evaluation, and Professional Attributes into the College of Education’s online assessment database.

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Procedures for Evaluation of Teacher Candidate Performance: EDEL 143A

1. University supervisors visit the classroom during the semester, conferring with cooperating teachers, and observing and conferring with teacher candidates.

2. The Cooperating Teacher completes the Professional Attributes mid-semester or as needed, and shares this information with both the teacher candidate and the supervisor upon completion.

3. The teacher candidate, cooperating teacher, and university supervisor review the Professional Attributes form mid-semester or after the cooperating teacher has completed it.

4. Teacher candidates must complete all of the activities specified in the portfolio requirements for EDEL 143A.

5. The teacher candidates, cooperating teacher, and university supervisor complete the Formative Assessment.

6. The cooperating teacher and the university supervisor discuss the evaluation of the teacher candidate.

7. The teacher candidate has an exit interview with the university supervisor to discuss the Formative Assessment Form, the Professional Portfolio, Teaching Beginning Reading [if in a primary-grade (K-2) placement] and progress to date. The supervisor highlights the candidate's strengths and helps create a plan for additional development in EDEL 143B.

8. Copies of the forms are to remain with the supervisor for the upcoming EDEL 143B experience. If the teacher candidate is not continuing with that supervisor, copies of the forms are forwarded in the “Student Teaching Folder” to the Elementary Education Office in SH 305.

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Determination of Candidate Competence According to the California Commission on Teacher Credentialing (CCTC), candidates must attain competency in all areas of relevant content and communication outlined in the CCTC standards. The Elementary Education Department has thus adopted procedures to ensure such competence. Should a candidate perform unsatisfactorily in either phase of the practicum by failing to achieve the expected level of performance, the Process for Remediation (articulated above) would be enacted. If the process of remediation is unsuccessful, or if the candidate is removed from a practicum placement, she or he will not receive credit for that phase of the practicum. The candidate may have two opportunities to successfully complete either EDEL 143A or EDEL 143B. If time allows, the second opportunity may occur within the same semester. If there is not adequate time left in the semester, the second opportunity may occur in a subsequent semester. Two unsuccessful experiences in either EDEL 143A or EDEL 143B will disqualify a candidate from the SJSU Multiple Subject Credential Program. Any candidate who has been required to retake either EDEL 143A or EDEL 143B must meet with the Chair of the Department of Elementary Education and the Director of Field Placement, who will determine whether or not the candidate will be allowed to re-enroll. San José State University reserves the right to remove from the multiple subject credential program any candidate who demonstrates unprofessional behavior, including but not limited to prevarication, slander, negligence, or child endangerment.

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EDEL 143A Teacher Candidate Professional Portfolio The purpose of this Professional Portfolio is not to create the exact one that a teacher candidate will use to get a job, although some of the contents may be used for that purpose. Rather, each candidate will compile a portfolio to provide documentation of:

Strengths as a teacher Growth as a teacher Areas of need as a teacher

Compiling the Professional Portfolio provides an opportunity for teacher candidates to deepen reflection and analysis throughout the student teaching experience while documenting evidence of growth. Portfolio Contents

School/Community Resources Reflection on Learning Environment Three Aspects of Practice Conversation Logs Technology Lesson, including:

o Technology Lesson Pre-Observation Form o Lesson Plan (use Lesson Plan Checklist) o Completed Technology Lesson Rubric (by cooperating teacher or

supervisor) Formal Observation, including:

o Lesson Plan (use Lesson Plan Checklist) o Supervisor’s observation notes and comments

Formal Observation: Coaching Cycle lesson, including: o Lesson Plan (use Lesson Plan Checklist) o Supervisor’s observation notes and comments

Formal Observation, including: o Lesson Plan (use Lesson Plan Checklist) o Supervisor’s observation notes and comments o Cooperating teacher’s evaluations and comments

If in primary grade (K-2) placement, all documents from the Teaching Beginning Reading project, including

o Assessment(s) of beginning reader that informed the lesson (3 sets) o Lesson Plans (3) o Evaluation of Candidate’s Teaching of Beginning Reading form (CT is

responsible for any two of these observations, supervisor for one) Complete descriptions of formal observation assignments can be found below.

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School and Community Resources

Purpose When teacher candidates apply to teach in a district, it behooves them to research the schools within the district. The School and Community Resources investigation provides teacher candidates with the opportunity to research their placement school. An additional purpose of the School and Community Resources investigation is to familiarize teacher candidates with the possible resources that may be available to them when teaching in California public schools. These resources are not only within the school and district, but also within the community surrounding the school. Schools do not operate in a vacuum. Teachers need to have a deep understanding of the culture and neighborhood of their school to develop effective communication and utilize the community’s strengths in the classroom. Teachers also need to know what school and district resources are available to encourage, support, and engage all students in learning. The School and Community Resources activity consolidates these various elements so that teacher candidates may use this information to inform their teaching practice. Description As soon as the 143A placement has begun, the teacher candidates need to begin asking about the various resources within the school and observing the neighborhood. Additionally, teacher candidates will use Web-based resources to investigate demographics, rankings, and other information about their school (e.g., after school programs for youth and/or their family, social services). Complete the School Community Resources template by entering data directly into the Word document and then printing, rather than printing the document and entering information by hand. The university supervisor will have a specific date for sharing this information in a seminar at the beginning of the semester. Not all schools and districts will have exactly the same resources. Comparing and discussing differences among schools during the student teaching seminar will be an opportunity to examine elements of equity within public education.

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School and Community Resources Name: _______________________________________________ Date: ___________________ Cooperating Teacher: ___________________________________ Grade Level: ___________________ Placement School: ______________________________________ District: ___________________ Possible School Resources

Resource Personnel Who can assist you with your classroom and students?

_________________________ Bilingual Resource Teacher _________________________ Primary Language Assistants

_________________________ Community Liaisons _________________________ Resource Specialist

_________________________ Content Area Coaches _________________________ School Psychologist

_________________________ Counselors _________________________ School Nurse

_________________________ Custodian _________________________ Special Day Class Teacher

_________________________ Librarian _________________________ Union Representative

_________________________ Migrant Teacher _________________________ Other

_________________________ Paraprofessional Aides _________________________ Other

Programs What programs exist before, during, and after school to support your students? _________________________ After School Intervention _________________________ Homework Center

_________________________ Conflict Resolution _________________________ Other

_________________________ Healthy Start

Facilities/Resources What resources are available to support your students?

_________________________ Computer Lab _________________________ Teacher Curriculums, Supplies, Materials

_________________________ Library Resources _________________________ Other

_________________________ Title I Resources

What resource personnel, programs and/or facilities do you want to access? Whom to Contact For What Purpose By When

Credit to: New Teacher Center at the University of California, Santa Cruz. Revised by Jacobsen, B., Schierling, J., & Whitenack, D. (2013).

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SCHOOL AND COMMUNITY RESOURCES Page 2 Designations

Indicate which of the following terms apply to your school:

Charter School Magnet School—What focus? _______________________

Dual-Immersion School—What language? _____________ Professional Development School Program Improvement--What year? _____ Title I Other—specify __________________________________

Explain the meaning of each category that you checked above and describe its implications.

Community Resources

How would you characterize the socioeconomic status of the neighborhood surrounding your school? How are student attendance boundaries determined, e.g., is it a neighborhood school, or are some students bused to the school? Where do children who attend the school tend to play after school? Describe the student population; give percentages of ethnicities. What community resources can you, your students, and their families access? Describe any community-based resources, such as preschool programs or adult education courses offered at the school site. What additional information about the school community would help you teach your students more effectively?

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Reflection on Learning Environment Purpose The purpose of this reflection is to give the teacher candidate an opportunity to notice and think about specific elements that create a community of learners and to reflect on how the teacher is purposefully designing the physical and social-emotional environment to increase student success. Such a purposeful design facilitates proactive classroom management rather than just emphasizing control of student behavior. Process During the first weeks in a placement, the teacher candidate will set aside time each day to observe the classroom using the questions as a guide and take observation notes. If some elements are unclear, the teacher candidate may have a conversation with the cooperating teacher about the specific area and take notes from this conversation. Then, the teacher candidate will write a reflection that includes the answers to these questions and his or her own insights about these key elements to classroom management. Some questions will include specific references to the social-emotional learning components (see What Is SEL? on a subsequent page). The following questions and tasks need to be addressed in the written reflection: TPE 11: Social Environment

Physical Environment Sketch the room’s layout or submit photos of the classroom. How does the physical classroom space and environment reflect and

encourage student learning? How does the room arrangement facilitate classroom interactions? How is classroom seating arranged and adapted to accommodate

individual and group learning needs? How is access to materials, technology, and resources managed to

facilitate learning? How is the classroom environment made physically safe and supportive

for students? Establishing a Positive Environment for Learning

How are classroom procedures, routines, and rules used to support students in assuming responsibility for themselves and one another? (See What Is SEL?: Self Management and Responsible Decision-Making)

How is fair treatment of students modeled and promoted in the classroom? (See What Is SEL?: Social Awareness)

How are issues of diversity (including ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area) welcomed in the classroom? (See What Is SEL?: Social Awareness)

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Engages in Behaviors that Support a Positive Environment What happens when student behavior does not meet established

expectations? How is such an occurrence used to foster the student’s self awareness, self management, and responsible decision-making? (See What Is SEL?: Self Awareness, Self Management, and Responsible Decision-Making)

How are opportunities provided for students, both individually and together, to think critically, solve problems, and take risks throughout the day? (See What Is SEL?: Relationship Skills)

TPE 10: Instructional Time

How is instructional time allocated across content areas (i.e., language arts, math, science, social studies, etc.)?

How are non-instructional tasks (lining up, roll call, distributing materials, etc.) managed effectively to maximize instructional time?

How are transitions between activities managed efficiently to maximize instructional time?

How much time are students given to talk to each other about what they are learning, and how are those opportunities facilitated (e.g., pair shares, small groups, etc.)? (See What Is SEL?: Relationship Skills)

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What is SEL?

Collaborative for Academic, Social, and Emotional Learning (CASEL, 2005)

• Self Awareness Recognizing one’s emotions and values and their influence on choices and behaviors, plus

accurate self-assessment of one’s personal qualities

• Self Management Coordinating and regulating one’s emotions, cognitions, and behaviors to manage stress,

control impulses, motivate oneself, and set and work toward the achievement of personal and academic goals

• Social Awareness

Taking the perspective of and empathizing with others, regardless of whether the others are similar or different from oneself

• Relationship Skills

Being able to listen reflectively to and communicate clearly with others, to resist negative social pressures to engage in destructive or risky behaviors, and to establish positive relationships and manage conflicts with others

• Responsible Decision-Making

Making responsible and ethical personal and academic decisions based on a clear understanding of the problem, consideration of alternative solutions and the consequences of each, and monitoring the implementation of choices made

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Aspects of Practice Conversation Logs Purpose The Aspects of Practice Conversation Logs record three of the essential learning conversations held between the teacher candidate and the cooperating teacher throughout the 143A field placement. The Aspects of Practice Conversation Logs provide the opportunity to summarize key learning and next steps related to classroom management and effective teaching. Description The Aspects of Practice Conversation Log lists five aspects of practice: presence, structure, content, assessment/evaluation, and climate. During the initial weeks of the field placement, the cooperating teacher observes the candidate’s interactions with students and implementation of lessons. Based on these observations, the cooperating teacher selects an aspect of practice and completes that section of the log. Then, the cooperating teacher and the candidate have a conversation about that aspect of practice and use the log to record the candidate’s strengths and next steps. There will be three such conversations throughout the semester. Each conversation should focus on a different aspect of practice.

SJSU EDEL 143A/B Rev. Spr. 2010 – Zimmer/Marachi, Fall 2011: Schierling/Whitenack

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Aspects of Practice Conversation Log

Student Teacher: ________________________________________________ Cooperating Teacher: _______________________________________________

Grade Level: __________ Subject Taught: _________________________________________ Date: ____________________

Aspect of Practice Elements (Check all that apply) What went well: Suggestions/Ideas for Improvement:

Presence

TPEs: 5, 11

Voice/pace/tone

Eye contact

Gesture/movement/posture

Structure

TPEs: 9, 10

Beginning: Hook/Motivation Articulates standards/objectives

Middle: Instruction/Procedures

End: Closing/”Take away”

Content/Instruction

TPEs: 1, 4, 5, 6

Identifies Big Idea, schema, and/or essential question

Connects to prior or upcoming lessons/unit

Engages higher order thinking skills

Addresses language demands

SJSU EDEL 143A/B Rev. Spr. 2010 – Zimmer/Marachi, Fall 2011: Schierling/Whitenack

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Assessment/ Evaluation

TPEs: 2, 3, 5

Invites responses/feedback

Checks for understanding

Collects information/data

Includes evaluative criteria aligned with objectives/instruction in lesson plan

Climate

TPEs: 5, 6, 11

Establishes and consistently uses a

routine/signal to bring class to

attention

Invites participation/collaboration

Sustains interest, attention, engagement

Builds community/tone of respect

General Comments/Suggestions/Feedback:

___________________________________________________________ ___________________________________________________________

Cooperating Teacher’s Signature Teacher Candidate’s Signature

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Technology Lesson Purpose The purpose of the technology lesson is to provide an opportunity for teacher candidates to develop an understanding of how to use some form of technology to increase learners’ intellectual engagement. A teacher must not only be comfortable with various forms of technology, but also design opportunities to increase student learning by moving beyond novelty to conceptual understanding with technological tools. The focus of the lesson should be on standards-based content; technology supports student learning, but should not be the focus of the lesson. By doing the technology lesson, teacher candidates will practice using technology available at the school or from the university. Description Teacher candidates will work with the cooperating teacher to describe the site’s technological resources with the Technology Lesson Pre-Observation Form and then select a lesson that will use technology available at the school or that the candidate can check out from the university. The teacher candidate plans instruction (in any content area), teaches, evaluates, and reflects on learning using the Technology Lesson Rubric. The cooperating teacher observes the lesson and evaluates the candidate using the Technology Lesson Rubric.

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San José State University Technology Lesson Pre-Observation Form

Note: Use this form as a template. Enter data into the Word document and print or email it to your supervisor, according to her/his specifications. Teacher Candidate: _____________________________________________________ Date of Observation: ____________________ Semester Year: ___________________ University Supervisor: ____________________________________________________ Cooperating Teacher: ____________________________________________________ Grade/Subject Area: _________________ School/District: ___________________

A. Computer and Internet Resources 1. Classroom: Number of computers : ____ # connected to the Internet: ____ 2. Computer lab (if any): # of computers: ____ # connected to the Internet: ____

B. Other than computers, list any forms of technology that are available at the school (e.g., calculators, document camera, LCD projector, etc.).

C. While reviewing your lesson plan, please consider how each of these questions

is related to your goals.

1. What are the standards-based (content and ELD) learning goals and objectives for this lesson?

2. What forms of technology would best support your students’ learning of this

content? Why?

3. How will you address the diversity of experience in technology use and access of your students?

4. What plans do you have if any technology problems occur?

• Please attach the lesson plan and a set of any handouts used in the lesson for

the observer. • Please attach a copy of the current Technology Acceptable Use Policy for the

school or district, if available.

San José State University Artiga / Schierling 10/22/08, Schierling 6/10, Schierling/Whitenack 6/11

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Technology Lesson Rubric Teacher Candidate Cooperating Teacher Date Grade/Subject Area Teacher Candidate, note that your professional portfolio should include this completed rubric and all of the following related to this lesson: ___ Pre-Observation Form ___ Lesson Plan ___ Handouts used in lesson, if any ___ District technology acceptable use policy Content area (specify): ____________________________________ Educational technologies:

Score (1-4)

(1) (2) (3) (4)

Content Learning and Intellectual Engagement

No electronic resources are used.

The use of technology resulted in lack of intellectual engagement or was more entertaining than instructional. Technology, not content, was the focus of the lesson.

The educational technologies used intellectually engage the students and support the attainment of standards-based instructional objectives.

The use of technology not only intellectually engages students and supports their content learning but also promotes creativity, critical thinking, and synthesis.

Technological Scaffolding and Access

___ No technology used by students

The educational technologies are not scaffolded to accommodate any students’ level of technical ability.

The pace of the lesson is negatively impacted by the fact that a significant group of students have obvious difficulties using the educational technology.

The students’ use of technology is appropriately scaffolded to allow the lesson to flow smoothly.

The teacher candidate has scaffolded students’ use of technology to allow them to develop their ability to use it to enhance their access to content.

Technological Problem Solving

____ No technical problems occurred.

When a technical problem arises, the candidate has no apparent systematic method of approaching it.

When the equipment or software does not operate as expected, the candidate either abandons the use of the technology or calls technical support immediately.

When a technical problem arises, the candidate begins a systematic problem solving routine. If the problem is not easily resolved, the candidate is able to describe the symptoms to the appropriate technical support personnel.

When a technical problem arises, the candidate immediately begins a systematic problem-solving routine designed to isolate and resolve the problem. If the problem is not easily resolved, the candidate is able to suggest some possible reasons for the difficulty to the appropriate technical support personnel.

Comments (continue on back or next page):

EDEL 143A Coaching Cycle Jacobsen, Schierling, & Whitenack, Rev. 2013

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Coaching Cycle

Purpose Powerful teaching is an unending chain of cycles of inquiry. Teachers plan instruction that engages all students in learning (especially English learners), teach and monitor learning, examine student work and assessment results to evaluate the effectiveness of the instruction, and reflect on their teaching and what was learned in order to plan the next lesson. In the EDEL 143A Coaching Cycle, teacher candidates walk through this entire process with one lesson and plan a second lesson with support from the cooperating teacher and the university supervisor. The EDEL 143A Coaching Cycle provides the opportunity for teacher candidates to use their learning from coursework as rationale for instructional decisions and to develop the habits of mind in effective, professional teaching. NOTE: The coaching cycle is the 143A “signature assignment”. Teacher Candidates must pass the coaching cycle in order to advance to EDEL 143B. Students must achieve a level 2 on 5 of the 6 rubrics to pass.

Overview: What to Include A. Planning

1. Final lesson plan (use the Lesson Plan Checklist as a guide) 2. Focus student selection (see Coaching Cycle: Selection of Focus

Students) 3. Planning conversation form (left side on own, right side w/ CT) 4. Language Demands Matrix 5. Rationale for lesson design (see prompts below)

B. Teaching 1. DVD of lesson (15 minutes with one cut. Note: Supervisor must observe

this lesson.) 2. Reflection form (with CT after watching DVD)

C. Assessing Student Learning 1. Copy of prompt or assessment tool, including evaluative criteria 2. Samples of student work from 3 focus students (one English learner) 3. Assessment commentary (see prompts below)

D. Reflection 1. Reflection commentary (see prompts below) 2. 2nd lesson (designed after analyzing student work and reflecting on

Lesson 1)


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Selection of Focus Students As part of the planning process for your Coaching Cycle (part A above), select three students that best represent the range of learners in your classroom. One must be an English learner. Use the descriptors below to choose the other two. 1. Academic Language Acquisition/Development

• English Learners • Speakers of varied forms of English

2. Academic Learning Needs • Struggling Students (e.g., beginning readers, mathematically challenged) • Advanced Learners • Students with Additional Needs (e.g., IEP/504)

3. Socio-Emotional • Low Participation • Distractibility/Hyperactivity • Attention & Memory • Peer Relationships • Withdrawn/Shy • Status Issues

4. Cultural Difference (e.g., gender and socioeconomic status) 5. Home/Family Situations 6. Physical Differences

Part A: Planning Work in collaboration with your cooperating teacher to identify a focus for the lesson. Write a draft of your lesson plan and get feedback from your CT on your ideas. Use the planning conversation form to share your lesson and record your CT’s feedback. Revise your lesson plan and include the final draft in your coaching cycle materials. Write a rationale for the design of your lesson addressing the following prompts:

• Why is the content of this lesson important for your particular students to learn now? (Consider its importance apart from being in the school curriculum or academic standards for this grade level.) How does the lesson build on students’ prior learning, as well as their experiences, interests, and/or backgrounds? What evidence are you using to make this decision?

• Explain how the assessment from your plan allows you to evaluate your students’ learning of specific Common Core standards/objectives and provide feedback to students on their learning.

• Explain why the instructional tasks or strategies you are using will support the learning of YOUR students (consider any relevant theories as well as who your students are, what they bring and the needs of GATE students, those with IEPs, and English learners—see (3) below).


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• Describe potential language demands in learning and assessment tasks. Refer to your completed Language Demands Matrix. What are the language levels (i.e., CELDT levels) of the English learners in your class? What can the ELs at each respective level do with language and what are they learning to do? How might the particular aspects of language in this lesson, such as vocabulary, structures, and genre, pose challenges for ELs at each level? How do you plan to address and support the needs of students who might find these language demands challenging?

Part B: Instruction (Teaching) Teach and videotape your lesson. Make a DVD of your recorded lesson and watch it with your cooperating teacher and complete the reflection form.

Part C: Assessment of Student Learning Using the work samples from the three focus students, address the following prompts in your commentary:

• Identify the specific standards/objectives for this student assessment; and describe the corresponding evaluative criteria you used to determine student learning using this assessment.

• In relation to your evaluative criteria, discuss what the three students appear to understand well, and, any misunderstandings, confusions, or needs (including a need for greater challenge) that were apparent. What can you conclude about their learning of the desired outcomes of this lesson? Cite evidence to support your analysis from the work samples you selected.

Part D: Final Reflection Use information from the reflection form completed with your cooperating teacher and your analysis of student work to address the following prompts:

• What is working in this lesson? For whom? Why? • What is not working? For whom? Why? • Describe any aspects of social-emotional learning (see What Is SEL?) that may

have had an impact on students’ understanding. • Explain how and why the second lesson plan addresses next steps for learning

for the whole class, and individualized next steps for the students whose individual learning you analyzed. These next steps may include how you will provide feedback to students, a specific instructional activity, or other forms of re-teaching to support or extend student learning. In your explanation, be sure to explain how these specific next steps follow from your analysis of student performance and your reflections on your teaching.

Second Lesson

Based on students’ performance on the assessment and your reflections on the DVD, create another lesson plan that depicts your next steps for instruction.

Jacobsen, Schierling, & Whitenack (2013) adapted from Whittaker (2010) 143A Planning Conversation Form

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EDEL 143A Coaching Cycle – Planning Conversation Form

Initial ideas to be Completed by Student Teacher before Planning Conversation Meeting with Cooperating Teacher

Notes taken during Planning Conversation Meeting with Cooperating Teacher (before teaching lesson)

1. What big ideas, Common Core standards, and/or objectives

will you address in this lesson? Why are these outcomes important to YOUR students now?

2. What will students do to demonstrate that they have met these

outcomes and understand the related concepts?

1.

2.

Jacobsen, Schierling, & Whitenack (2013) adapted from Whittaker (2010) 143A Planning Conversation Form

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EDEL 143A Coaching Cycle – Planning Conversation Form

Initial ideas to be Completed by Student Teacher before Planning Conversation Meeting with Cooperating Teacher

Notes taken during Planning Conversation Meeting with Cooperating Teacher (before teaching lesson)

1. What big ideas, Common Core standards, and/or objectives

will you address in this lesson? Why are these outcomes important to YOUR students now?

2. What will students do to demonstrate that they have met these

outcomes and understand the related concepts?

1.

2.

85 Whittaker/SJSU 143A Reflection Conversation Form

EDEL 143A Coaching Cycle – Reflection Form

Initial ideas to be Completed by Student Teacher before Reflection Conversation Meeting with Cooperating Teacher

Notes taken during Reflection Conversation Meeting with Cooperating Teacher (after viewing videotape)

1. What worked in this lesson? For whom? Why? 2. What didn’t work? For whom? Why? 3. What did you learn about student understandings of the big

ideas, Common Core standards, and/or objectives of your lesson? What’s your evidence?

1.

2.

3.

86 Whittaker/SJSU 143A Reflection Conversation Form

EDEL 143A Coaching Cycle – Reflection Form

Initial ideas to be Completed by Student Teacher before Reflection Conversation Meeting with Cooperating Teacher

Notes taken during Reflection Conversation Meeting with Cooperating Teacher (after viewing videotape)

1. What worked in this lesson? For whom? Why? 2. What didn’t work? For whom? Why? 3. What did you learn about student understandings of the big

ideas, Common Core standards, and/or objectives of your lesson? What’s your evidence?

1.

2.

3.

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143A Coaching Cycle1 Rubrics/Feedback Form

Planning Task Checklist [indicate quality (+, √, or -): superior: +, acceptable: √, inferior (needs revision): - ] _____ Lesson Plan _____ Standards (including ELD) _____Objectives _____ Procedures _____ Assessment _____ Planning Conversation Form

PLANNING: MAKING CONTENT ACCESSIBLE EL2: How do the plans make the curriculum accessible to the students in the class? (TPEs 1, 4, 5, 6, 7, 8, 9)

Level 1 Level 2 Level 3 Level 4 • Plans refer to students’

experiential backgrounds2, interests, or prior learning3 that have little or no relationship to the lesson’s standards/objectives.

OR • There are significant

content inaccuracies in plans that will lead to student misunderstandings.

• Plans draw on students’ experiential backgrounds, interests, or prior learning to help students reach the standards/objectives.

• Plans for the implementation of learning tasks include support to help students who often struggle with the content.

• Plans draw on students’ prior learning as well as experiential backgrounds or interests to help students reach the standards/objectives.

• Plans for implementation of learning tasks include scaffolding or other structured forms of support4 to provide access to grade-level standards/objectives.

All components of Level 3 plus: • Plans include well-

integrated instructional strategies that are tailored to address a variety of specific student learning needs.

Comments

1 Modified slightly from rubrics from the PACT Teaching Event (2010). 2 Cultural, linguistic, social, economic. 3 In or out of school (based on assessments and interactions w/ students). 4 Such as multiple ways of representing content; modeling strategies; providing graphic organizers, rubrics, or sample work; strategic groupings of students.

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ACADEMIC LANGUAGE: UNDERSTANDING LANGUAGE DEMANDS5 AND RESOURCES EL11: How does candidate identify language demands relative to students’ levels of academic language proficiency?

Level 1 Level 2 Level 3 Level 4

• Candidate’s description of students’ academic language proficiency at lower levels is limited to what they CANNOT do

• Language genre(s)6 discussed are only tangentially related to lesson’s academic purposes.

• Candidate identifies unfamiliar vocabulary without considering other linguistic features.

OR • Candidate did not

identify any language demands of the learning and assessment tasks.

• Candidate describes academic language strengths and needs of students at different levels of academic language proficiency.

• Language genre(s) discussed are clearly related to the academic purposes of the lesson and language demands are identified.

• Candidate identifies

vocabulary that may be problematic for students.7

• Candidate describes academic language strengths and needs of students at different levels of academic language proficiency.

• Language genre(s) discussed are clearly related to lesson’s academic purposes and language demands are identified. One or more linguistic features and/or textual resources of genre are explicitly identified.

• Candidate goes beyond listing key terms; identifies words/phrases that students from different backgrounds may find challenging, and articulates importance of these terms for specific learning/assessment tasks.

• Candidate describes academic language strengths and needs of students at the full range of academic language proficiency.

• Language genre(s) discussed clearly related to lesson’s academic purpose and language demands are identified. One or more genre-related linguistic features or textual resources of specific tasks/materials are explicitly identified and related to students’ varied levels of academic language proficiency.

• Candidate identifies related clusters of vocabulary that students from different backgrounds may find challenging, and articulates the importance of these terms for lesson-specific learning or assessment tasks.

Comments: 5 Language demands might include: speaking in whole sentences; decoding words or sentences; writing paragraphs; summarizing the plot of a story; writing a list of descriptors of a character; distinguishing uses of words used in everyday language from their use in disciplinary texts (e.g., balance, product, simplify, ruler); using formal language to explain intuitive understandings; using precise language in descriptions; persuading an audience to accept a proposal. 6 Key genres in literacy might include: interpreting or representing the meaning of texts with greater precision; recounting what happened on a field trip; evaluating or constructing arguments about characters in a story; explaining what an author meant; defining new vocabulary; engaging in collaborative and oral interpretation of texts. 7 For example, common words that are new to English learners, synonyms used interchangeably, content terms with distinctive meanings from their everyday equivalents

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Instruction Task Checklist [indicate quality (+, √, or -): superior: +, acceptable: √, inferior (needs revision): - ] _____ Videotape of lesson _____ Reflection form

INSTRUCTION: MONITORING STUDENT LEARNING DURING INSTRUCTION EL5: How does the candidate monitor student learning during instruction and respond to student questions, comments,

and needs? (TPEs 2, 5) Level 1 Level 2 Level 3 Level 4

• The candidate primarily monitors student understanding by asking surface-level questions and evaluating student responses as correct or incorrect.

• Candidate responses are not likely to promote student thinking.

OR • Materials or candidate

responses include significant inaccuracies in content that will lead to student misunderstandings.

• The candidate monitors student understanding by eliciting student responses that require thinking.

• Candidate responses represent reasonable attempts to improve student use of skills and strategies.

• The candidate monitors student understanding by eliciting student responses that require thinking.

• Candidate responses build on student input to guide improvement of students’ use of skills or strategies.

All components of Level 3 plus: • The candidate elicits

explanations of student thinking, and uses these explanations to further the understanding of all students.

Comments (specific to learning environment, relationships with students, and transitions/procedures):

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Assessment Task Checklist [indicate quality (+, √, or -): superior: +, acceptable: √, inferior (needs revision): - ] ___ Evaluative Criteria or Rubric ____ Samples of Student Work

ASSESSMENT: ANALYZING STUDENT WORK FROM AN ASSESSMENT EL6: How does the candidate demonstrate an understanding of student performance with respect to

standards/objectives? (TPEs 1, 3) Level 1 Level 2 Level 3 Level 4

• The criteria/rubric and analysis have little connection with the identified standards/objectives.

OR • Student work samples do

not support the conclusions in the analysis.

• The criteria/rubric and analysis focus on what students did right or wrong in relationship to identified standards/objectives.

• The criteria/rubric and analysis focus on patterns of student errors, skills, and understandings to analyze student learning in relation to standards/objectives.

All components of Level 3 plus: • The criteria/rubric and

analysis focus on partial understandings as well.

• The analysis is clear and detailed.

ASSESSMENT: USING ASSESSMENT TO INFORM TEACHING

EL7: How does the candidate use the analysis of student learning to propose next steps in instruction? (TPEs 3, 4) Level 1 Level 2 Level 3 Level 4

• Next steps are vaguely related to or not aligned with the identified student needs.

OR • Next steps are not

described in sufficient detail to understand them.

OR • Next steps are based on

inaccurate conclusions about student learning from the assessment analysis.

• Next steps focus on improving student performance through general support that addresses some identified student needs.

• Next steps are based on accurate conclusions about student performance on the assessment.

• Next steps focus on improving student performance through targeted support to individuals and groups to address specific identified needs.

• Next steps are based on whole class patterns of performance and some patterns for individuals and/or subgroups.

All components of Level 3 plus: • Next steps demonstrate a

strong understanding of both the identified content and language standards/objectives and of individual students and/or subgroups.

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Reflection Task Checklist [indicate quality (+, √, or -): superior: +, acceptable: √, inferior (needs revision): - ] _____ 2nd Lesson Plan (derived from analysis of student work and reflection on teaching)

REFLECTION: MONITORING STUDENT PROGRESS EL9: How does the candidate monitor student learning and appropriately plan instruction in the second lesson? (TPEs 2,

10, 12, 13) Level 1 Level 2 Level 3 Level 4

• Reflections indicate inconsistent monitoring of student performance.

• Changes in teaching practice (as depicted in 2nd lesson plan) are not based on reasonable assumptions about how student learning was affected by planning, instruction, or assessment decisions.

• There is limited evidence of adjusting instruction to address student confusion or to challenge students.

• Reflections identify what students could or could not do within the lesson.

• Changes in teaching practice (as depicted in 2nd lesson plan) are based on reasonable assumptions about how student learning was affected by planning, instruction, or assessment decisions

• Adjustments to instruction are focused on improving directions for learning tasks, time management, or re-teaching.

• Reflections indicate monitoring of student progress toward meeting the standards/objectives within the lesson.

• Changes in teaching practice (as depicted in 2nd lesson plan) are based on reasonable assumptions about how student learning was affected by planning, instruction, or assessment decisions

• Adjustments to instruction are focused on addressing some individual and collective learning needs.

•

All components of Level 3 plus: • Changes in teaching practice

(as depicted in 2nd lesson plan) are specific and strategic to improve individual and collective student understanding of standards/objectives.

• Adjustments to instruction are focused on deepening key skills, understanding of literacy concepts, and/or thinking processes.

•

Comments:

Professional Attributes In-Progress Report

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Program: (Check one) __ FLEX __ BCLAD __ CRA __ TE __ MLE __YLR Student Teacher _____________________________________ Date ______________________ Supervisor _________________________ Cooperating Teacher __________________________ School _____________________________________________ Grade _____________________ Professional Attributes Scale 1. Attendance 2. Punctuality Exemplary attendance Always on time Rarely absent Generally punctual Frequently absent Not evident

Frequently late Not evident

Comments: Comments:

3. Oral Expression 4. Written Expression Expressive, animated Articulate Inarticulate/hesitates to express self

Frequently and effectively communicates with parents and/or administrators

Makes frequent grammatical errors or Organizes and clearly expresses ideas is flat/monotone Writing is often unclear and

disorganized

Written work exhibits frequent misspellings and/or grammatical errors

Comments: Comments:


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5. Tact/Judgment 6. Reliability/Dependability Highly sensitive to others’ feelings and opinions; diplomatic

Self-starter; perceives needs and attends to them immediately.

Perceives what to do or say in order to maintain good relations with others and responds accordingly.

Responsible; attends to assigned tasks or duties on schedule without

prompting. Thoughtless; insensitive to others’ feelings and opinions. Not evident

Sometimes needs to be reminded to attend to assigned tasks or duties. Sometimes fails to complete

assigned tasks and duties. Comments: Comments:

7. Self-Initiative/Independence 8. Collegiality Creative and resourceful; independently implements plans.

Willingly shares ideas and materials and values others’ input

Has good ideas, works effectively with limited supervision. Passive; depends on others for direction, ideas, and guidance. Not evident

Willing to work with others but doesn’t contribute equitably Struggles to work with others Not evident

Comments:

Comments:

9. Interaction with Students 10. Response to Feedback Outgoing; actively seeks opportunities to work with students.

Solicits suggestions and feedback from others.

Relates easily and positively with students.

Receptive and adjusts performance accordingly.

Shy; hesitant to work with students. Responds inappropriately to students’ questions and comments.

Defensive; unreceptive to feedback. Not evident Comments: Comments:


95

11. Desire to Improve Teaching Performance 12. Respects Students’ Learning Potential Continually seeks new and better ways teaching. Makes some effort to improve teaching performance. Implements what is suggested

Advocates for the learning of every child and uses instructional strategies that provide opportunities for all students to achieve learning outcomes.

Accepts responsibility for all students’ learning.

Aware of the needs of some, but not all students.

Not evident Makes excuses or negative comments about students’ ability to learn.

Comments: Comments:

13. Respect for Diversity (Fairness): Recognizes diversity as an asset and builds on students’ background while teaching. Acknowledges student diversity and attempts to draw on students’ background. Insufficiently aware of diversity among students. Demonstrates bias or insensitive treatment of students. Comments:

14. Maintains high ethical and professional standards (confidentiality) At all times Most of the time Insufficiently aware of diversity among students. Not evident Comments:


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15. Awareness of and adherence to district policies and guidelines Shows initiative: finds out about guidelines and acts accordingly Passive: follows guidelines that have been shared Insufficiently aware of guidelines Disregards guidelines 16. Maintains professional appearance At all times Most of the time Seldom Not evident

A two-way conference between the student teacher and the cooperating teacher is expected to be held to discuss the evaluation.

I have had the opportunity to read and discuss this evaluation with the evaluator. I understand that my signature does not necessarily indicate concurrence with the evaluation.

Cooperating Teacher’s signature Date

Student Teacher’s signature Date

ASC/Forms/Evaluations/ProfAttributes.doc Rev 7/11

March 21, 2005 Draft of Modified SJUSD Certificated Employee Classroom Observation Guide/Final Assessment Form. Modifications by Stephanie Steffey, Andrea Whittaker, and Maureen West June 2010 - Updated by Andrea Whittaker and Judith Schierling Rev. 7/11, 7/12 by Schierling and Whitenack

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San Jose State University EDEL 143A Formative

Assessment Form

Teacher Candidate: Sem./Year

School: District:

Cooperating Teacher: University Supervisor:

Grade level: Program option (check one): Flex MLE T.E. CRA BCLAD

PURPOSES: The Formative Assessment can be used within a semester to document a candidate’s teaching performance and at the conclusion of the placement. In 143A, the Formative Assessment is used as a transition assessment to ensure the candidate is ready to proceed to fulltime student teaching in 143B.

RATING SCALE AND DESCRIPTORS:

Rating Scale: N/O = Not Observed; *I = Ineffective; P = Progressing; E = Effective; *H = Highly Effective *Evidence statements are required on the “Notes” lines for checks in the ineffective and highly effective boxes. “Effective” is defined as “ready to teach on one’s own”.

I = Ineffective Candidate is struggling to demonstrate practices described in the criteria.

P= Progressing

Candidate performs within criteria. May be inconsistent, but is showing improvement over time.

E= Effective Candidate consistently demonstrates practice described in criteria. Ready to teach on one’s own within an induction program.

H= Highly Effective

Candidate’s performance consistently demonstrates integrated, nuanced, and sophisticated elements of the criteria.

For EACH category (A-E) in the Formative/Summative Assessment completed by the University Supervisor, a candidate must meet the following performance standards to receive credit:

143A – at least 80% of marks in “Progressing” or above

February 10, 2005 Draft of Modified SJUSD Certificated Employee Classroom Observation Guide/Final Assessment Form. Modifications by Stephanie Steffey, Andrea Whittaker, and Maureen West June 2010 – Updated by Andrea Whittaker and Judith Schierling Rev. 7/11 by Schierling and Whitenack

98

A. PLANNING AND PREPARATION: THE TEACHER CANDIDATE DEVELOPS PLANS THAT…

1. Demonstrate a command of subject matter knowledge. NOTES:

N/ O

I P E H TPE

1

2. Organize and sequence curriculum to support student learning of subject matter standards. NOTES:

9

3. Use a variety of instructional strategies that respond to students’ diverse backgrounds, experiences, interests, and needs. NOTES:

6

4. Demonstrate knowledge of student developmental characteristics and learning styles. NOTES:

6

5. Address students' language acquisition and promote academic language development. NOTES:

7

6. Utilize materials, resources, and technologies to make subject matter accessible. NOTES:

4

B. LEARNING ENVIRONMENT: THE TEACHER CANDIDATE …

1. Uses clear, consistent expectations for student behavior that maintain a classroom that is safe, efficient, and conducive to learning. NOTES:

11

2. Maintains a climate that promotes fairness, respect, and equity. NOTES:

11

3. Promotes student responsibility, collaboration, and self-directed learning. NOTES:

11


99

C. INSTRUCTION: THE TEACHER CANDIDATE …

1. Establishes and supports high academic expectations for all students aligned with state and district standards. NOTES:

N/O I P E H TPE

1

2. Assists students in developing positive attitudes about learning. NOTES:

11

3. Builds on students' prior knowledge and scaffolds learning by responding to students' questions and comments. NOTES:

4

4. Selects and uses activities such that students make connections, pose questions, and solve problems. NOTES:

5

5. Uses instructional strategies that promote active learning and intellectual engagement to better respond to students’ interests and needs, including those related to language and/or special needs

NOTES:

5

6. Uses instructional time effectively. NOTES:

10

7. Communicates to students the content standards, the grading practices, and the explicit goals and expectations of the course. NOTES:

9

D. ASSESSMENT: THE TEACHER CANDIDATE …

1. Collects and uses multiple sources of information and data regularly to assess student learning and to modify and guide instruction as needed. NOTES:

N/O I P E H TPE

3

2. Provides opportunities for students to assess their own progress. NOTES:

2

3. Checks for understanding by listening, observing, and questioning during instruction and modifies instruction accordingly. NOTES:

2

4. Uses student work to assess the effectiveness of the lesson and the extent to which students reach the instructional goal. NOTES:

2

5. Evaluates student progress against state and district standards and course objectives. NOTES:

3

6. Provides ongoing feedback to students. NOTES:

3


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E. PROFESSIONAL RESPONSIBILITIES: THE TEACHER CANDIDATE …

1. Demonstrates professional conduct. NOTES:

N/O I P E H TPE

12

2. Honors legal/professional obligations and follows regulations. NOTES:

12

3. Exhibits regular attendance and punctuality in the performance of assigned duties. NOTES:

12

4. Collaborates with school-site colleagues and SJSU classmates. NOTES:

12

5. Uses privileged information in a discreet, confidential manner. NOTES:

12

6. Is competent in oral and written communication. NOTES:

12

7. Maintains a professional appearance. NOTES:

12

8. Uses self-selected technologies that assist in areas such as reporting grades, preparing assignments and assessments, using data, and communicating with others. NOTES:

13

9. Articulates a conceptual and practical rationale for instructional decision-making. NOTES:

13

10. Recognizes when a lesson has not gone well and attempts to revise and improve. NOTES:

13

Form Completed by (check one)

Teacher Candidate University supervisor Cooperating Teacher

Teacher Candidate University Supervisor Cooperating Teacher Signature/Date Signature/Date Signature/Date

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EDEL 143A Exit Checklist

San José State University Elementary Education Program

Sweeney Hall 305 - (408) 924-3771 Student Name: _______________________________ SJSU ID#: _________________ Address: ____________________________________ City: _____________________ State: _________ Zip: ______________ Telephone: __________________________ Email Address: ___________________________________________________________ Semester Evaluation for: Fall Spring Summer Year: ________ Program Option: Flexible Critical Research Academy (CRA) Bilingual Middle Level Emphasis (MLE) T.E. Collaborative Student Teaching Arrangement: w/cooperating teacher responsible for own classroom EDEL 143A Placement School District: __________________________________________

School Site: __________________________________________

University Supervisor: __________________________________________

Master Teacher: __________________________________________

Grade Level: __________________________________________

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Professional Portfolio (to be retained by student)* Comments Reflection on Learning Environment __________________________ School and Community Resources __________________________ Technology Lesson __________________________ Coaching Cycle __________________________ Aspects of Teaching Conversation Logs (3) __________________________ (If in primary (K-2) placement) Evaluation of Teaching Beginning Reading (3) __________________________ * To be checked off above, each entry must include all required documents as specified in the Field Guide. Overall Evaluation Ineffective

Progressing Effective Highly Effective

I understand that I need to satisfactorily complete all required coursework and programmatic requirements before I may apply for a teaching credential. Student’s signature:_________________________________ Date: ________________ I recommend this candidate for 143B - Student Teaching: Phase II I do not recommend this candidate for 143B (see Program Improvement filed in

Field Placement office, SH 303) _________________________________________________ Date: ________________ University Supervisor’s signature 143A Teacher Candidate Folder should include:

1. Professional Attributes Instructions for all supervisors: Create a “Student Teaching” folder for this candidate. Place the Program Planning Form, all assessments, and this checklist in that folder. Keep records for 143B. If student is not to remain with you for 143B, label folder with candidate’s name and submit to Field Placement Office, SH 303.

2. Formative Assessment (3) Supervisor Cooperating Teacher Self/Student Teacher

3. 143A Exit Checklist 4. If in primary (K-2) placement

Teaching Beginning Reading assessments, lessons and evaluations (3)

Revised: 07/12 JS & DW

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Section 5

EDEL 143B: Student Teaching: Phase II

Table of Contents

EDEL 143B: Student Teaching: Phase II: Overview. . . . . . . . . . . . . . . . . . . . . . . . . . .104

Suggested Schedule of Experiences and Role Guidelines: Candidate. . . . . . . . .104-106

Suggested Schedule of Experiences and Role Guidelines: Cooperating Teacher. . . 107

Suggested Schedule of Experiences and Role Guidelines: Supervisor. . . . . . . . 109-110

Suggested Schedule of Experiences and Role Guidelines: Principal. . . . . . . . . . . . . .110

Timeline of Assignments and Assessments: EDEL 143B. . . . . . . . . . . . . . . . . . .111-112

Procedures for Evaluation of Candidate Performance EDEL 143B. . . . . . . . . . . . . . . 113

Determination of Candidate Competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113

The Performance Assessment for California Teachers (PACT) Policies. . . . . . . 115-140

Acceptable Forms of Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Videotaping Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129

Submitting Your Teaching Event. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130

Checklist for Assembling Your Teaching Event. . . . . . . . . . . . . . . . . . . . . . . . .133

Teaching Event Authenticity and Consent Sign-Off Form. . . . . . . . . . . . . . . . .135

EDEL 143B Teacher Candidate Professional Portfolio. . . . . . . . . . . . . . . . . . . . . . . . 141

Cooperating Teacher Observation Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Summative Assessment Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145-148

EDEL 143B Exit Checklist Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149-150

104

EDEL 143B: Student Teaching: Phase II Overview Upon successful completion of EDEL 143A and completing all prerequisites listed in Section 1 in this Field Guide, candidates who have completed all program coursework requirements may enroll in EDEL 143B: Student Teaching: Phase II. This course requires that candidates teach, observe cooperating teachers, and reflect on their teaching experiences and discuss these experiences in seminars led by university supervisors. Assignments are selected to provide candidates with an understanding of diverse educational, cultural, and socio-economic contexts. Seminars provide a forum for teacher candidates to reflect upon and analyze their classroom experiences in light of the knowledge base they have begun to build in university foundations and methodology courses.

Suggested Schedule of Experiences and Role Guidelines Teacher candidate PART I: Weeks 1 - 5

Provide teacher candidate background information for cooperating teacher, supervisor, and principal.

Maintain professional attitudes, appearance, and relationships with all members of school.

Arrive at least one-half hour before school starts. Remain until classroom is in order and necessary conferencing, planning, and preparation are complete.

Before the opening of the school day, inform the school and the university supervisor of any illness, absence, or schedule changes that could affect classroom responsibilities.

Become familiar with classroom procedures and the schools’ physical layout, rules and regulations, programs, and resource personnel.

Become familiar with textbooks, units, materials, and technology available at the school site and begin thinking about how to integrate technology appropriately into instruction.

Learn the classrooms’ student profile: learn students’ names and learning needs (e.g., CELDT levels of English learners, any special needs, and so on) and classroom social dynamics.

Become acquainted with lesson planning used by cooperating teacher, observe instruction, and begin teaching.

If in a primary grade placement (K-2), have cooperating teacher identify the beginning reader.

If in a primary grade placement (K-2), administer literacy assessments (from 108A) to beginning reader and teach the first Teaching Beginning Reading lesson.

As soon as possible participate in classroom routine (roll taking, recording grades, handing out/collecting material, supervising outside classroom) and learn daily schedule.

Participate in school activities, e.g. faculty meetings, athletic events, and student clubs.

105

Complete Task 1: Context for Learning with commentary (PACT Teaching Event)

Complete one observation with cooperating teacher and submit Cooperating Teacher Observation Form to supervisor.

Complete one formal observation with supervisor, including lesson plans prepared with the Lesson Plan Checklist.

Set calendar with cooperating teacher for assuming teaching responsibilities. Keep a professional portfolio as directed by supervisor. Update Program Planning Form, attach unofficial transcript and turn in to

supervisor. PART II: Weeks 6-10

Complete Task 2: Planning Instruction and Assessment with commentary (PACT Teaching Event).

Plan first week of solo teaching with cooperating teacher. Before the solo week, as specified by the supervisor, submit the weekly plans (e.g., what is in the cooperating teacher’s planning book) for the first solo teaching week.

Gradually assume larger responsibility for instruction by accumulating teaching responsibilities, adding one subject, period, or preparation every one to two weeks as teaching proficiency increases.

Assume responsibility for doing assessment (grades and evaluation) of student progress with consent of cooperating teacher.

If scheduled, participate in parent-teacher conferences and/or SST meetings with cooperating teacher.

If in a primary grade placement (K-2), based on previous assessments and lessons, teach the second Teaching Beginning Reading lesson. P

Teach series of PACT lessons (Teaching Event) Complete Task 3: Instructing Students and Supporting Learning with

commentary to include video (PACT Teaching Event). Complete one observation with cooperating teacher and submit Cooperating

Teacher Observation Form to supervisor. Complete one formal observation with supervisor, including lesson plans

prepared with the Lesson Plan Checklist. Successfully complete first solo week, including one formal observation with

supervisor, including lesson plans prepared with the Lesson Plan Checklist. P Complete Formative Assessment with cooperating teacher (meet and

discuss). PART III: Weeks 11-15

Plan second week of solo teaching with cooperating teacher. Before the solo week, as specified by the supervisor, submit the weekly plans (e.g., what is in the cooperating teacher’s planning book) for the first solo teaching week.

If in a primary grade placement (K-2), based on previous assessments and lessons, teach the third Teaching Beginning Reading lesson. P

Complete one observation with cooperating teacher and submit Cooperating Teacher Observation Form to supervisor.

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Successfully complete second solo week, including one formal observation with supervisor, including lesson plans prepared with the Lesson Plan Checklist. P

Complete Task 4: Assessing Student Learning with commentary (PACT Teaching Event)

Complete Task 5: Reflecting on Teaching and Learning with commentary (PACT Teaching Event)

Submit complete PACT Teaching Event (all 5 tasks) to PACT office, SH 108, by required deadline.

Complete Summative Assessment with cooperating teacher. Complete CSU Exit Survey (www.csuexitsurvey.org) Participate in Exit Conference with supervisor. Review Professional Portfolio

and Summative Assessments (cooperating teacher, student and supervisor). Submit certificate for completion of CSU Exit Survey.

Note: Cooperating teachers’ and supervisors’ observations must include a variety of content areas.

http://www.csuexitsurvey.org/

107

Suggested Schedule of Experiences and Role Guidelines Cooperating Teacher PART I: Weeks 1 - 5

Introduce the teacher candidate to the school facilities, resources, and faculty. Acquaint the teacher candidate with the safety procedures of the school in

case of fire, earthquake, or student accident. Maintain primary responsibility for planning and conducting class and involve

teacher candidate in discussion of plans; share long-range plans/goals for semester.

Establish schedule for weekly planning time (45-60 minutes) with teacher candidate.

If in a primary grade (K-2) classroom, select a student for the Teaching Beginning Reading Project.

Model a variety of instructional strategies used to help diverse learners in your classroom.

Involve teacher candidate in observation, routine procedures, preparation of materials, and interaction with students.

If in a primary grade (K-2) classroom, use Evaluation of Candidate’s Teaching of Beginning Reading form to observe and evaluate candidate’s first Teaching Beginning Reading lesson. (Note: The cooperating teacher will observe two Teaching Beginning Reading lessons during the semester).

Observe a non-literacy lesson and provide feedback using the Cooperating Teacher Observation Form.

Confer with supervisor about candidate’s progress. Help teacher candidate prepare for one formal observation by supervisor. According to PACT guidelines, support teacher candidate’s completion of

Task 1: Context for Learning (PACT Teaching Event). PART II: Weeks 6-10

Observe a non-literacy lesson and provide feedback using the Cooperating Teacher Observation Form.

Confer with supervisor about candidate’s progress. Help teacher candidate prepare for one formal observation by supervisor. According to PACT guidelines, support teacher candidate’s completion of

Task 2: Planning Instruction (PACT Teaching Event). According to PACT guidelines, support teacher candidate’s completion of

Task 3: Instructing Students and Supporting Learning to include video (PACT Teaching Event).

Schedule opportunities for teacher candidate to observe/participate in parent/teacher conferences and/or SST meetings.

If in a primary grade (K-2) classroom, use Evaluation of Candidate’s Teaching of Beginning Reading form to observe and evaluate candidate’s second Teaching Beginning Reading lesson. (Note: The cooperating teacher will observe two Teaching Beginning Reading lessons during the semester).

Help teacher candidate to plan for and implement “solo” teaching.

108

Remain on site during solo week. Complete Formative Assessment and discuss with teacher candidate.

PART III: Weeks 11-15 Observe a non-literacy lesson and provide feedback using the Cooperating

Teacher Observation Form. Confer with supervisor about candidate’s progress. According to PACT guidelines, support teacher candidate’s completion of

Task 4: Assessing Student Learning (PACT Teaching Event). According to PACT guidelines, support teacher candidate’s completion of

Task 5: Reflecting on Teaching and Learning (PACT Teaching Event). If in a primary grade (K-2) classroom, use Evaluation of Candidate’s

Teaching of Beginning Reading form to observe and evaluate candidate’s third Teaching Beginning Reading lesson (if you haven’t already observed two).

Plan second week of solo teaching with candidate. Remain on site during solo week. Complete Summative Assessment and discuss with teacher candidate.

109

Suggested Schedule of Experiences and Role Guidelines University Supervisor PART I: Weeks 1 – 5

Orient teacher candidate to the PACT Teaching Event. Become acquainted with school principals. Hold orientation meeting with cooperating teachers and teacher candidates at

each school site to review responsibilities and schedule classroom rotation schedule, along with field activities within classrooms. Provide cooperating teachers with all evaluation forms and review guidelines presented in EDEL 143A/B Field Experience Guide.

Observe and conference with each teacher candidate regularly. Note: At least two of the four supervisors’ formal observations are made during solo teaching weeks. Observations must include a variety of content areas.

If candidate is in a primary grade (K-2) classroom, use Evaluation of Candidate’s Teaching of Beginning Reading form to observe and evaluate candidate’s first Teaching Beginning Reading lesson. (Note: The supervisor will observe one Teaching Beginning Reading lessons during the semester).

Conduct 7 seminars with all teacher candidates (during the semester). Be available for questions from cooperating teachers or teacher candidates

either in person, by email, or by telephone. Review first Cooperating Teacher Observation Form. Confer with cooperating teacher about candidate’s progress. Conduct one formal observation with each teacher candidate, including

lesson plans (use Lesson Plan Checklist) and supervisor observation notes and comments. At least one of these lessons must be a literacy lesson.

Monitor completion of Task 1: Context for Learning with commentary (PACT Teaching Event).

Review (GPA & passing grades), sign, and submit Program Planning Forms to Elementary Ed. Office.

PART II: Weeks 6-10 Monitor completion of Task 2: Planning Instruction and Assessment with

commentary (PACT Teaching Event). Review second Cooperating Teacher Observation Form. Confer with cooperating teacher about candidate’s progress. Conduct two formal observations with teacher candidates, including lesson

plans (use Lesson Plan Checklist) and supervisor observation notes and comments.

If candidate is in a primary grade (K-2) classroom, use Evaluation of Candidate’s Teaching of Beginning Reading form to observe and evaluate candidate’s first Teaching Beginning Reading lesson. (Note: The supervisor will observe one Teaching Beginning Reading lessons during the semester).

Support teacher candidate and cooperating teacher in completing and discussing Formative Assessment, and confer with teacher candidate afterward.

110

Monitor completion of Task 3: Instructing Students and Supporting Learning with commentary to include video (PACT Teaching Event)

Review each teacher candidate’s weekly plans (e.g., what is in the cooperating teacher’s planning book) for the first solo teaching week.

PART III: Weeks 11-15 Review third Cooperating Teacher Observation Form. Confer with cooperating teacher about candidate’s progress. Monitor completion of Task 4: Assessing Student Learning with commentary

(PACT Teaching Event). Monitor completion of Task 5: Reflecting on Teaching and Learning with

commentary (PACT Teaching Event). Review each teacher candidate’s weekly plans (e.g., what is in the

cooperating teacher’s planning book) for the first solo teaching week. Conduct one formal observation (during Solo Week) with teacher candidates,

including lesson plans (use Lesson Plan Checklist) and supervisor observation notes and comments.

If candidate is in a primary grade (K-2) classroom, use Evaluation of Candidate’s Teaching of Beginning Reading form to observe and evaluate candidate’s first Teaching Beginning Reading lesson (if you haven’t already observed one).

Hold Exit Conferences with teacher candidates. Review Professional Portfolio and Summative Assessments (cooperating teacher, student and supervisor). Collect certificate for completion of CSU Exit Survey.

Complete EDEL 143B Exit Checklist Turn in the entire Teacher candidate Folder, including all records from EDEL

143A and EDEL 143B, to Field Experience Office. Complete Grade Roster and enter Summative Evaluation and Diversity

Rubric scores into the College of Education’s online assessment database. Placement School Principal

Ensure that teacher candidates are placed with cooperating teachers who will provide them with an enriching experience.

Orient all teacher candidates to school policies/activities. Observe teacher candidate during solo week.

Rev: 2013 BJ, DW & JS

111

Timeline of Assignments and Assessments: EDEL 143B P = materials to be placed in Professional Portfolio Beginning of Placement/Weeks 1-5:

Complete Task 1. Context for Learning with commentary (Teaching Event) P If in a primary grade placement (K-2), have cooperating teacher identify the

beginning reader. If in a primary grade placement (K-2), administer literacy assessments (from

108A) to beginning reader and teach the first Teaching Beginning Reading lesson. P

Complete one observation with cooperating teacher and submit Cooperating Teacher Observation Form to supervisor. P

Complete one formal observation with supervisor, including lesson plans prepared with the Lesson Plan Checklist. P

Update Program Planning Form, attach unofficial transcript, and turn in to supervisor. (Supervisor to review for GPA & passing grades, then sign Program Planning Form and submit to SH 305 by due date reflected on Student Teaching calendar.)

Weeks 6-10: Complete Task 2. Planning Instruction and Assessment with commentary

(Teaching Event) Plan first week of solo teaching with cooperating teacher. Before the solo week,

as specified by the supervisor, submit the weekly plans (e.g., what is in the cooperating teacher’s planning book) for the first solo teaching week.

If in a primary grade placement (K-2), based on previous assessments and lessons, teach the second Teaching Beginning Reading lesson. P

Teach series of PACT lessons (Teaching Event) Complete Task 3: Instructing Students and Supporting Learning with

commentary to include video (PACT Teaching Event). Complete one observation with cooperating teacher and submit Cooperating

Teacher Observation Form to supervisor. P Complete one formal observation with supervisor, including lesson plans

prepared with the Lesson Plan Checklist. P Successfully complete first solo week, including one formal observation with

supervisor, including lesson plans prepared with the Lesson Plan Checklist. P Complete Formative Assessment with cooperating teacher (meet and discuss).

Weeks 11-15: Plan second week of solo teaching with cooperating teacher. Before the solo

week, as specified by the supervisor, submit the weekly plans (e.g., what is in the cooperating teacher’s planning book) for the first solo teaching week.

If in a primary grade placement (K-2), based on previous assessments and lessons, teach the third Teaching Beginning Reading lesson. P

Rev: 2013 BJ, DW & JS

112

Complete one observation with cooperating teacher and submit Cooperating Teacher Observation Form to supervisor. P

Successfully complete second solo week, including one formal observation with supervisor, including lesson plans prepared with the Lesson Plan Checklist. P

Complete Task 4. Assessing Student Learning with commentary (Teaching Event)

Complete Task 5. Reflecting on Teaching and Learning with commentary (Teaching Event)

Submit complete PACT Teaching Event (all 5 tasks) to PACT office, SH 108, by required deadline.

Complete Summative Assessment with cooperating teacher. P Complete CSU Exit Survey (www.csuexitsurvey.org) Participate in Exit Conference with supervisor. Review Professional Portfolio and

Summative Assessments (cooperating teacher, student and supervisor). Submit certificate for completion of CSU Exit Survey.

Note: Cooperating teachers’ and supervisors’ observations must include a variety of content areas.


113

Procedures for Evaluation of Candidate Performance EDEL 143B Cooperating teacher observes teacher candidate formally three times and

provides feedback using the Cooperating Teacher Observation Form. University supervisor completes four formal observations of the teacher

candidate, including at least one during each week of solo teaching, and provides feedback. Observations must include a variety of content areas.

Cooperating teacher completes Formative Assessment mid-semester and provides feedback to the teacher candidate, including on the first week of solo teaching.

Cooperating teacher and university supervisor indicate in writing any areas needing improvement as well as suggestions to support improvement.

Cooperating teacher completes Summative Assessment at the end of the semester and provides feedback to the teacher candidate, including on the second week of solo teaching.

University supervisor reviews teacher candidates Professional Portfolio. University supervisor conducts exit interview with teacher candidate and

completes Summative Assessment of candidate. Determination of Candidate Competence

According to the California Commission on Teacher Credentialing (CCTC), candidates must attain competency in all areas of relevant content and communication outlined in the CCTC standards. The Elementary Education Department has thus adopted procedures to ensure such competence. Should a candidate perform unsatisfactorily in either phase of the practicum by failing to achieve the expected level of performance, the Process for Remediation (articulated above) would be enacted. If the process of remediation is unsuccessful, or if the candidate is removed from a practicum placement, she or he will not receive credit for that phase of the practicum. The candidate may have two opportunities to successfully complete either EDEL 143A or EDEL 143B. If time allows, the second opportunity may occur within the same semester. If there is not adequate time left in the semester, the second opportunity may occur in a subsequent semester. Two unsuccessful experiences in either EDEL 143A or EDEL 143B will disqualify a candidate from the SJSU Multiple Subject Credential Program. Any candidate who has been required to retake either EDEL 143A or EDEL 143B must meet with the Chair of the Department of Elementary Education and the Director of Field Placement, who will determine whether or not the candidate will be allowed to re-enroll. San José State University reserves the right to remove from the multiple subject credential program any candidate who demonstrates unprofessional behavior, including but not limited to prevarication, slander, negligence, or child endangerment.

115 Revised November 2012

PACT Office Connie L. Lurie College of Education

THE PERFORMANCE ASSESSMENT FOR

CALIFORNIA TEACHERS (PACT)

POLICIES

FOR

CANDIDATES IN MULTIPLE AND SINGLE SUBJECT TEACHER PREPARATION PROGRAMS


TABLE OF CONTENTS

INTRODUCTION ................................................................................................................................................... 113 AN OVERVIEW OF THE PACT ASSESSMENT SYSTEM .........................................................................................................113 THE PACT AND CANDIDATE EVALUATION ..........................................................................................................................113 INTRODUCTION: KEY POINTS .................................................................................................................................................11 4

THE PACT TEACHING EVENT: OVERVIEW ...................................................................................................114

PACT SUPPORT ....................................................................................................................................................116

PACT‐SPECIFIC QUESTIONS: ................................................................................................................................................11 6 TECHNOLOGY:............................................................................................................................................................................116 SUPPORT FROM FACULTY, SUPERVISORS, AND COOPERATING TEACHERS:.....................................................................116

Acceptable forms of support............................................................................................................................................117 Unacceptable forms of support ......................................................................................................................................117

FOR CANDIDATES WITH DISABILITIES ..................................................................................................................................117

SUBMITTING THE PACT ....................................................................................................................................118

PASSING THE PACT.............................................................................................................................................119

REMEDIATING THE PACT (OR, WHAT HAPPENS IF I DON’T PASS THE PACT ON MY FIRST TRY?)......................................................................................................................................................................119

REMEDIATION PROCEDURES ................................................................................................................................................ 120 DISQUALIFICATION POLICY ................................................................................................................................................... 121 APPEALS PROCEDURE............................................................................................................................................................. 121

APPENDIX A: CALIFORNIA TEACHING PERFORMANCE EXPECTATIONS .........................................122

APPENDIX B: FREQUENTLY ASKED QUESTIONS ABOUT THE PACT....................................................125

APPENDIX C: INFORMATION ABOUT THE VIDEO PORTION OF THE PACT .....................................126 VIDEOTAPING TIPS ................................................................................................................................................................. 125

Preparation and Practice ................................................................................................................................................ 125

APPENDIX D: SJSU FORMATTING AND SUBMISSION GUIDELINES FOR THE TEACHING EVENT ...................................................................................................................................................................................126


INTRODUCTION

Welcome to the Lurie College of Education at San Jose State University! The policies and guidelines here

are for candidates in the multiple and single subject programs. This handbook is intended to orient

students to the Performance Assessment for California Teachers (PACT).

In fall 1998, the California Senate passed SB2042 to outline a uniform set of standards for teacher

preparation programs throughout the state. Among other provisions, it established a requirement for

all California candidates for a preliminary teaching credential to pass a state‐approved teaching

performance assessment with demonstrated validity and reliability to supplement training, course

assignments, and supervisor evaluations. Over the next four years, a job analysis of teaching was

conducted and a set of standards for prospective teachers, called Teaching Performance Expectations or TPEs, was developed (see Appendix A for an overview of the TPEs). Assessment Design Standards for

the Teaching Performance Assessments or TPAs were also developed.

The PACT was designed and has been piloted and refined by a consortium of 33 teacher preparation

programs throughout California. The consortium includes public and private universities and some

school districts that offer state‐funded intern programs. The PACT meets the assessment standards of

SB2042. It is an authentic, summative performance assessment administered to candidates in the final

stage of their teacher preparation program.

AN OVERVIEW OF THE PACT ASSESSMENT SYSTEM

Within the PACT system, the Teaching Event is the common assessment of teaching skills that is

standardized across programs. Candidates document a learning segment, a sequence of 3‐5 lessons

(Multiple Subject candidates) or hours of instruction (Single Subject candidates), for one class of

students taught. The learning segment is defined by its central focus, and not a time period, so

candidates are expected to omit instruction that is not relevant to the central focus. The candidate

selects the learning segment to be documented according to specifications unique to the

credential/subject area. The Teaching Events are designed to be subject‐specific, but with a parallel

structure and similar commentary prompts across all content or credential areas.

The Teaching Event is designed to be administered during student/intern teaching when the student has

primary responsibility for classroom instruction for at least the learning segment being documented.

The teaching event is made up of five tasks: Context for Learning, Planning Instruction & Assessment,

Instructing Students & Supporting Learning, Assessing Student Learning, and Reflecting on Teaching &

Learning. Each task is designed to capture different aspects of a learning segment. In constructing the

Teaching Event, candidates create lesson plans, teach and videotape their instruction, collect and

analyze a whole class assessment, and reflect on the learning segment. Completing the teaching event

allows candidates to assess and modify their instruction to enhance their teaching practices.

THE PACT AND CANDIDATE EVALUATION

Teaching event scores are used with multiple sources of information, including course grades, student

teaching evaluations, and information from other SJSU assessments to determine when a teacher


candidate should be recommended for a preliminary credential. A candidate who has not successfully

completed other program requirements will not be awarded a preliminary credential on the sole basis

of having completed and passed the PACT Teaching Event. Passing the PACT Teaching Event alone is

not sufficient to demonstrate one’s qualifications to become a credential teacher. Similarly, if a

candidate meets all other requirements of the program but does not pass the PACT Teaching Event, a

preliminary credential will not be recommended.

Candidates’ teaching event scores are confidential and will not be released to employers or induction

programs. However, you can share your scores with them, if you choose to. Schools and districts cannot

use your scores for hiring/salary purposes.

In addition, the PACT consortium will use the materials in your Teaching Event as data to study the

technical quality of the Teaching Event/PACT as an assessment tool. The study of technical quality will

have no effect on you as an individual but may contribute to future revisions of the Teaching Event

materials and/or scoring process. Specifically, your Teaching Event materials will be used to: • Conduct research related to the validity and reliability of the Teaching Event as an assessment;

• Train scorers, including faculty and distinguished classroom teachers;

• Inform potential professional development of supervisors and cooperating teachers to prepare

them to better assist teacher candidates in completing Teaching Events; and

• Improve the fit between the Teaching Event, coursework within the teacher preparation program,

and the context of the student or intern teaching assignments. INTRODUCTION: KEY POINTS

1. California has defined basic competencies for novice teachers. These are called the Teaching

Performance Expectations (TPEs).

2. Candidates will have many opportunities to demonstrate progress towards the TPEs. One of these is

through a Teacher Performance Assessment (TPA).

3. A TPA is required for all California candidates for a preliminary credential. Teacher preparation programs can select the TPA they use. San Jose State University uses the PACT.

4. A passing score on the PACT is required, along with passing all other program elements, to be

recommended for a preliminary credential in your content area.

5. PACT scores are confidential and will not be released to an employer and/or induction program.

6. PACT scores are used for program evaluation – and to refine the assessment and scoring process.

THE PACT TEACHING EVENT: OVERVIEW The Teaching Event is scored in five categories. Four of the categories (Planning, Instruction, Assessment,

and Reflection) correspond to Teaching Event tasks. The fifth scoring category, Academic Language,

draws upon evidence that appears across tasks. Although the Context for Learning task is not scored, it is

an important part of your PACT is it orients the scorer to your teaching context. Two types

of evidence are collected: 1) artifacts of teaching (e.g., lesson plans, instructional materials, video,

student work); and 2) commentaries, that either set a context for understanding, explain artifacts and

teaching decisions, or are reflections. See table below for a summary.

Evidence Provided in Teaching Event Context for Learning (not scored) Instructional Context form; Context for Learning commentary Planning Lesson Plans Handouts, overheads, etc. Planning Commentary Academic Language

Instruction Video clip(s) Instruction commentary

Assessment 3 student work samples Assessment commentary

Reflection Daily reflections Reflective commentary

(Evidence gathered across tasks)

The scoring framework consists of 12 Guiding Questions. The Planning and Assessment categories have

three Guiding Questions, and the rest of the tasks have two. Each Guiding Question poses a question

about the candidate’s performance in a specific area of teaching, and a scoring rubric answers the

question through its level descriptors. For example, the first Guiding Question for Elementary Literacy is,

“How do the plans support student learning of skills and strategies to comprehend and/or compose

text?” The Level 3 (solid) response is: • Learning tasks or the set of assessment tasks focus on multiple dimensions of literacy learning

through clear connections among facts/conventions/skills, and strategies for comprehending and/or

composing text.

• A progression of learning tasks and assessments is planned to build understanding of the central

literacy focus of the learning segment.

The areas of teaching addressed by the twelve Guiding Questions appear are:

PLANNING — Establishing a Balanced Instructional Focus — Making Content Accessible — Designing Assessments INSTRUCTION — Engaging Students in Learning — Monitoring Student Learning During Instruction ASSESSMENT — Analyzing Student Work From an Assessment — Using Assessment to Inform Teaching — Using Feedback to Promote Student Learning REFLECTION — Monitoring Student Progress — Reflecting on Teaching ACADEMIC LANGUAGE — Understanding Language Demands — Supporting Academic Language Development



PACT SUPPORT Our programs offer multiple support systems for the PACT process, as described below:

PACT‐SPECIFIC QUESTIONS: Please direct these questions to your Ed 143B or Ed 184Y/Z instructor. We strongly suggest that

candidates download and read the different resources which are available on the SJSU PACT website

(http://www.sjsu.edu/education/pact): especially, “Making Good Choices”, “Selecting a Learning

Segment”, and the handbook and rubric for your subject area. You can also email the PACT Coordinator,

Dena Sexton, at [email protected].

Content‐specific questions: Please direct these to your Ed 143B or Ed 184Y/Z instructor; you can also

consult with your supervisor and/or cooperating teacher.

TECHNOLOGY: In addition to the pedagogical tasks required for PACT, you will also need to learn and demonstrate

some technological skills. These include – using a digital recorder, transferring a digital recording to a

computer file and editing it, scanning student work and other artifacts, and saving electronic copies of

your video segments and writing to a thumb drive and/or DVD. Here are some technology‐related

resources:

Download and print the appropriate consent forms for your class early in the semester. You can find them here: http://www.sjsu.edu/education/pact/forms_rubrics/index.htm

• For general information, equipment checkout, as well as PACT equipment and editing tutorials,

check the PACT Tech Support website: http://www.sjsu.edu/education/pact/PACT_Tech_Support_/

• We have cameras and some wireless microphones that are available for checkout. Check the link

above for information about checking out equipment. Please note: equipment requests are

answered by a person (not automated) so you will need to submit your request well in advance of

when you anticipate needing a camera and/or microphone.

• The Lurie College of Education will hold technical assistance labs, typically just prior to the PACT due

date for that semester. Please check the site above for the current semester’s lab hours.

• We will hold open office hours for you to use the high‐speed scanner in the PACT office (Sweeney Hall

107), also just prior to the due date. This will be posted on the PACT website and will be emailed to

you closer to the PACT deadline.

• Requirements for the content and length of the video clips are in your subject matter PACT

handbook (e.g. Math, Elementary Literacy, etc.).

• Reminder: you need to submit electronic copies of everything. Please acquaint yourself with the

submission guidelines early.

SUPPORT FROM FACULTY, SUPERVISORS, AND COOPERATING TEACHERS: The Teaching Event is an important way that we assess a candidate’s competence as a novice teacher.

Therefore, it is important that it be the result of the candidate’s work alone. Because of this, faculty,

http://www.sjsu.edu/education/pact)

mailto:[email protected]

http://www.sjsu.edu/education/pact/forms_rubrics/index.htm

http://www.sjsu.edu/education/pact/PACT_Tech_Support_/


supervisors, and cooperating teachers must follow strict guidelines about providing support to

candidates as they prepare their Teaching Events. See the guidelines below. ACCEPTABLE FORMS OF SUPPORT FOR CONSTRUCTING THE TEACHING EVENT INCLUDE: • Explaining the general design of curriculum materials or instructional and assessment strategies,

leaving it to candidates to make selections and/or adaptations based on perceptions of their

students’ strengths and needs and on the content to be taught • Making referrals to curriculum materials, professional and research articles on issues the candidate is

thinking about, experienced teachers, and PACT support documents. Many, if not most, candidates

will use or adapt curriculum materials developed by others; they should just cite the source, including

materials from experienced teachers. It is up to each candidate to explain how the materials are

appropriate for their students and the relevant learning objectives and standards. • Asking probing or clarifying questions that encourage candidates to deepen their analysis of and

reflection on the artifacts, commentary prompts, and/or their responses and to communicate these

analyses and reflections more clearly

UNACCEPTABLE FORMS OF SUPPORT FOR CONSTRUCTING THE TEACHING EVENT INCLUDE: • Making choices of curriculum materials or instructional strategies (other than those required by the

cooperating teacher/school/district) for the candidate • Providing your own analysis of the candidate’s students or artifacts or offering alternative responses

to commentary prompts • Suggesting specific changes to be made in a draft Teaching Event rather than asking questions aimed

at helping candidates reflect on a draft and reach their own conclusions about needed changes • Providing intensive coaching for candidates perceived to be weak that is aimed at helping them pass

the Teaching Event rather than at improving their teaching competence, e.g., extensive focused

feedback on repeated drafts leading to the final submission • Editing the Teaching Event

FOR CANDIDATES WITH DISABILITIES

All candidates with disabilities should register with SJSU’s Disability Resource Center (DRC). The DRC

provides a wide array of support services for students with disabilities. You can contact the DRC by

phone at (408) 924‐6000, email drc‐[email protected], and/or their website: http://www.drc.sjsu.edu/.

We provide reasonable accommodations for candidates with documented disabilities recognized under

the Americans with Disabilities Act, which mandates that test accommodations be individualized,

meaning that no single type of test accommodation may be adequate or appropriate for all individuals

with any given type of disability. The assessment accommodations provided should be consistent with

mailto:[email protected]

http://www.drc.sjsu.edu/


the accommodations that disabled candidates were entitled to have during the course of the credential

program. It is the student’s responsibility to provide evidence of a disability, well in advance of the PACT

due date. Examples of accommodations include: • An extension on deadlines for submission • Reader

• Recorder/writer of answers • Sign language interpreter (for spoken directions provided in classes)

• Technical assistance with videotaping for the Instruction task • Braille • Large print handbooks

• Large‐print rubrics • Audio recording

• Audio recording with large‐print figure supplement • Audio recording with raised‐line (tactile) figure supplement

SUBMITTING THE PACT The deadline for PACT submission is usually during the 12th week of instruction. It is posted at the beginning of each semester on the SJSU PACT website: http://www.sjsu.edu/education/pact.

• The PACT Teaching Events will be scored during the two weeks following the due date.

• Any candidate who submits their Teaching Event by the posted deadline and doesn’t pass (e.g.

requires a second of third score) will receive a personal communication from the PACT Coordinator.

Please make sure your contact information (email, phone number) is current on MySJSU.

• Candidates who pass will receive a verification letter, listing their passing status and scores only, by

email. You will print this letter and include it with your paperwork to bring to the credential office

when you apply for your credential.

• Candidates who do not pass will meet and work with the PACT Coordinator to develop a

remediation plan. Please see “Remediating the PACT” below for more information about this.

NOTE: Late submissions are only accepted with documentation of extenuating circumstances and may

delay your credential up to one semester. Requests for a late submission must be submitted, along with

appropriate documentation, to the PACT Coordinator at least two weeks before the posted deadline. If

the candidate does not submit their Teaching Event by the publicized deadline and does not have an

approved extension, this failure to submit will constitute the candidate’s first failed Teaching Event. In

order to submit a second and final Teaching Event, the candidate will need to meet with the PACT

Coordinator to discuss a remediation plan and due date. If this Teaching Event is passed, the candidate

will have satisfied the TPA requirement for a preliminary credential. If this Teaching Event is not passed,

the candidate will be disqualified from the program. You are strongly encouraged to make every effort to

meet the posted deadline as the consequences for not doing so are serious.

http://www.sjsu.edu/education/pact


PASSING THE PACT The PACT Teaching Event is evaluated by trained scorers, which include faculty at SJSU and elsewhere,

as well as distinguished supervisors and classroom teachers. Scorers are calibrated annually to ensure

fair and reliable scoring. For the teaching event, 12 rubrics are used for scoring.

The passing standard follows:

• A Teaching Event passes if at least 10 of the 12 rubrics scores are at a level “2” or higher and each

rubric category (e.g. planning) has a majority (at least half) passing scores. In Planning and

Assessment, two of the three scores must be a “2” or higher; in Instruction, Reflection, and

Academic Language, one out of two scores must be a “2” or higher.

• If a candidate fails the Teaching Event because they fail more than one task, or have more than 2

“1’s” across tasks, an entirely new Teaching Event must be re‐taught and re‐submitted.

• Any Teaching Event that fails will automatically receive an anonymous second reading. If the second

score is also a non‐pass, the candidate will fail. If the second scorer’s score is a pass, a qualified

arbiter will assess the disputed Teaching Event and that decision will stand.

• There are cases where a candidate will fail one category; these candidates can resubmit specific

tasks (in lieu of re‐submitting an entirely new PACT Teaching Event). With the exception of the

Reflection task, resubmitting a task involves more than simply re‐writing/revising the commentary

for an individual task. Please see “Remediating the PACT” below for more information about this.

REMEDIATING THE PACT (OR, WHAT HAPPENS IF I DON’T PASS

THE PACT ON MY FIRST TRY?) The PACT is a summative assessment. The initial failure to pass the PACT will delay recommendation of

the candidate for the credential. A second failed Teaching Event will result in disqualification from the

program.

Outcome of initial Teaching Event Process for Remediation

A candidate fails the Teaching Event because they failed more than one task (e.g. 2 or more scores of ”1” on rubrics in Assessment and Reflection )

An entirely new Teaching Event must be re‐taught and re‐submitted.

A candidate has failed with more than two “1”s across tasks (e.g. a score of “1” on rubrics from the Planning, Assessment, and Reflection tasks)

An entirely new Teaching Event must be re‐taught and re‐submitted.


Candidates who fail the Teaching Event because they failed only one task of the Teaching Event

Candidates can resubmit specific individual tasks for a higher score. With the exception of the Reflection task, resubmitting a task involves more than simply re‐ writing/revising the commentary for an individual task. See chart below for specific information by task.

Candidates who fail the Teaching Event because they failed only one task of the Teaching Event have the

opportunity to resubmit specific individual tasks for a higher score. With the exception of the Reflection

task, resubmitting a task involves more than simply re‐writing/revising the commentary for an individual

task. The chart below shows what would need to be resubmitted for each task that is failed.

Task Failed Components to be resubmitted Planning Instructional context task; New series of lesson plans and instructional

materials on a new topic; Planning commentary Instruction Instructional context task; New video clips; New lesson plans for the

lessons from which the video clips are drawn; Instruction commentary Assessment Instructional context task; New student work samples; Assessment

commentary Reflection Revision of reflection commentary for previously taught Teaching

Event; Daily reflections cannot be revised.* Academic Language Instructional context task; New Planning Task + New Instruction Task

(See above for components to be resubmitted)

REMEDIATION PROCEDURES

• All failing Teaching Events are scored a second time • If the two scorers agree that the Teaching Event (TE) does not meet standards for passing, a plan will be developed for remediation according to the table above. • If the two scorers disagree either a third scorer scores the entire TE or just the non‐passing task(s) depending on the degree of agreement and the number of non‐passing tasks as determined by the PACT Coordinator. • For all non‐passing TE’s, the PACT Coordinator will consult with a department representative (the Program Coordinator, Department Chair or an Assessment Committee member), and/or a field representative (the cooperating teacher, assigned university supervisor, or an alternate supervisor) before meeting with the candidate to see if there are any extenuating circumstances. A remediation plan will be developed based on the guidelines in the table above. This meeting with the candidate will be planned within 7 calendar days of the second scoring of a “failed” Teaching Event. The meeting will be cancelled if the double/triple scoring results in a pass. • Students who do not pass only one task will be required to submit PACT components according to the chart above. The timeline will be as follows:

o A written remediation plan will be reviewed in a meeting with the PACT Coordinator o The revised components are due two weeks after this meeting. o The PACT will be scored within two weeks after the remediated Teaching Event is

submitted.


o If the remediated Teaching Event is passed, then the TPA requirement for a preliminary credential will have been met.

o If the task(s) are again scored as non‐passing, they are again double‐scored. If the remediated Teaching Event is failed, then the candidate will be disqualified from the program (candidates are allowed to submit the Teaching Event twice; a remediated Teaching Event constitutes a second submission).

• Students who do not pass more than 1 task or have 3 or more 1’s across the PACT will be required to submit an entirely new PACT. The timeline will be as follows:

o A written remediation plan will be reviewed in a meeting with the PACT Coordinator o Candidates will enroll in 2 units of Ed 180. o Candidates will be placed in a student teaching placement. o Candidates will follow the timeline for Teaching Event preparation, submission and

scoring in effect for that semester. o If the second Teaching Event is passed, then the candidate has met the TPA requirement

for the preliminary credential. o If the task(s) are again scored as non‐passing, they are again double‐scored. If the

second Teaching Event is failed, then the candidate will be disqualified from the program (candidates are allowed two attempts to complete and pass the Teaching Event).

DISQUALIFICATION POLICY

• If the candidate either (1) does not pass after submitting the Teaching Event a second time or (2) does not submit the 2nd/remediation PACT on time, the candidate does not pass the Teaching Event requirement and will be disqualified from the program under SJSU’s administrative academic disqualification policy (c.f. Senate Policy S10‐6).

APPEALS PROCEDURE

Candidates whose Teaching Events do not meet the passing standard and who choose not to remediate the score by resubmitting a task or an entire Teaching Event will have the right to appeal the failing score within one week of being notified in writing from the PACT Coordinator. All Teaching Events not meeting the passing standard will have already been scored at least twice by trained scorers, and the evidence reviewed by the PACT Coordinator (a “read‐behind”), to ensure the reliability of scores. If the original double scores were conflicting, then the chief trainer will have independently scored the Teaching Event a third time to adjudicate the scores. If a candidate appeals the failing score, an investigation of the scorer training and scoring procedures at the local campus will be triggered. The investigation will be carried out under the auspice of the Associate Dean or her/his designee. If the investigation finds that the scorer training process at a local campus or scoring procedures were not in accordance with the scoring system as designed, the candidate then has the right to ask for a re‐scoring of the Teaching Event by trained scorers external to the local program. The re‐scoring of the Teaching Event must occur within two weeks of the original appeal to allow the candidate time to re‐submit a task or an entire Teaching Event should the re‐scoring of the Teaching Event result in a failing score. Deadline for resubmission will be handled on a case‐by‐case basis.


APPENDIX A: CALIFORNIA TEACHING PERFORMANCE

EXPECTATIONS TPEs At‐A‐Glance with Salient Features

A. Making Subject Matter Comprehensible to Students

TPE 1 – Specific Pedagogical Skills for Subject Matter Instruction

I. Subject‐Specific Pedagogical Skills for Multiple Subject Teaching Assignments — Understanding the state‐adopted academic content standards — Understanding how to teach the subject matter in the standards — Planning instruction that addresses the standards — Demonstrating the ability to teach to the standards

II. Subject‐Specific Pedagogical Skills for Single Subject Teaching Assignments — Understanding the state‐adopted academic content standards — Understanding how to teach the subject matter in the standards — Planning instruction that addresses the standards — Demonstrating the ability to teach to the standards

B. Assessing Student Learning

TPE 2 – Monitoring Student Learning During Instruction

— Determining student progress toward achieving the state‐adopted academic content

standards — Using instructional strategies and techniques to support students’ learningHandbook for the

Performance Assessment for California Teachers

TPE 3 – Interpretation and Use of Assessments

— Understanding a range of assessments — Using and interpreting a range of assessments — Giving feedback on assessment results

C. Engaging and Supporting Students in Learning

TPE 4 – Making Content Accessible

— Addressing state‐adopted academic content standards — Prioritizing and sequencing content — Selecting and using various instructional strategies, activities, and resources to facilitate

student learning

TPE 5 – Student Engagement

— Understanding of academic learning goals — Ensuring active and equitable participation


— Monitoring student progress and extending student thinking

TPE 6 – Developmentally Appropriate Teaching Practices

I. Developmentally Appropriate Practices in Grades K‐3 — Understanding important characteristics of the learners — Designing instructional activities — Providing developmentally appropriate educational experiences

II. Developmentally Appropriate Practices in Grades 4‐8 — Understanding important characteristics of the learners — Designing instructional activities — Providing developmentally appropriate educational experiences

III. Developmentally Appropriate Practices in Grades 9‐12 — Understanding important characteristics of the learners — Designing instructional activities — Providing developmentally appropriate educational experiences

TPE 7 – Teaching English Learners

— Understanding and applying theories, principles, and instructional practices for English Language Development

— Understanding how to adapt instructional practices to provide access to the state‐adopted student content standards

— Drawing upon student backgrounds and language abilities to provide differentiated instruction

D. Planning Instruction and Designing Learning Experiences for Students

TPE 8 – Learning about Students

— Understanding child and adolescent development — Understanding how to learn about students — Using methods to learn about students — Connecting student information to learning

TPE 9 – Instructional Planning

— Establishing academic learning goals — Connecting academic content to the students backgrounds, needs, and abilities — Selecting strategies/activities/materials/resources

E. Creating and Maintaining Effective Environments for Student Learning

TPE 10 – Instructional Time

— Allocating instructional time — Managing instructional time


TPE 11 – Social Environment

— Understanding the importance of the social environment — Establishing a positive environment for learning — Maintaining a positive environment for learning

F. Developing as a Professional Educator

TPE 12 – Professional, Legal, and Ethical Obligations

— Taking responsibility for student academic learning outcomes — Knowing and applying professional and ethical obligations — Knowing and applying legal obligations

TPE 13 – Professional Growth

— Evaluating teaching practices and subject matter knowledge — Using reflection and feedback to improve teaching practice and subject matter knowledge

Copyright © 2003 by the California Commission on Teacher Credentialing. All rights reserved.


APPENDIX B: INFORMATION ABOUT THE VIDEO PORTION OF

THE PACT

VIDEOTAPING TIPS

These procedures are provided to help you produce video clips that clearly represent the teaching and learning in your classroom. In order to capture elements of instruction and student learning, you will need to produce video clips of high audio and video quality. The procedures below will help you successfully produce video clips with minimum problems.

PREPARATION AND PRACTICE

First, we do NOT expect a Hollywood production. It is important, however, that the quality of the videotaped activities be sufficient for scorers to understand what happened in your classroom. As a general rule of thumb, sound quality is generally more important than video quality to understanding the teaching and learning being captured (though you should certainly strive for clear audio and video).

Download and print the appropriate consent forms for your class early in the semester. You can find them here: http://www.sjsu.edu/education/pact/forms_rubrics/index.htm

• If you are not familiar with the videotaping process and/or do not have access to video equipment, consider the following resources for equipment and videotaping assistance.

o Equipment: digital recorders and wireless microphones are available from the SJSU PACT Tech support

o Videotaping assistance: your cooperating/master teacher; your university supervisor; another student teacher who has done or is doing videotaping

• Schedule/reserve the necessary video/audio equipment well in advance. • If you use a camera operator, look to people who already have approval to be in classrooms, e.g.,

your cooperating teacher, your university supervisor, designated student helpers; Meet with them to plan the taping prior to videotaping your lesson. Share your lesson plan and discuss your plans to capture the teaching and learning.

• Think about where you and your students will be during the activities to be portrayed on the videotape. Will different activities require students to regroup and move around the classroom? How will the use of instructional materials be recorded? What will the camera need to capture? If applicable, when should the camera operator zoom in or rotate the camera to a new position?

• Use a sturdy tripod to avoid shaking images which often stem from shots from a hand‐held camera. • Practice the videotaping process. This will provide a chance to test the equipment and give your

students an opportunity to grow accustomed to the camera. • Adjust, if necessary, for the light source each time a recording is made. Newer cameras may have a

switch for recording in incandescent, florescent, or daylight or may be completely automatic. Do not place the camera facing the window or other bright sources of light.

• If you are having trouble hearing yourself and/or the students, try placing the camera closer to the action AND/OR use an external microphone. If the camera operator wears headphones plugged into the camera, the sound quality can be monitored during taping.

• For safety reasons, as much as possible, tape extension cords to the floor with duct tape. • During videotaping, don’t worry about calling students by name, or having them address you by

name. Note that names or other identifying information heard on the videotape will remain confidential to the scorers.

http://www.sjsu.edu/education/pact/forms_rubrics/index.htm


APPENDIX C: SJSU FORMATTING AND SUBMISSION

GUIDELINES FOR THE TEACHING EVENT The following guidelines should be used to prepare all parts of your Teaching Event. This format will allow scorers to efficiently review and score all Teaching Events. FAILURE TO FOLLOW THESE GUIDELINES MAY RESULT IN YOUR TEACHING EVENT BEING RETURNED UNSCORED OR SIGNIFICANTLY DELAY THE SCORING PROCESS. In order to assist you in completing this process, there is a PACT Resource Room located in Sweeney Hall Room 445. Please visit the College of Education website to view Resource Room hours of operation.

Where to Submit the Teaching Event Teaching Events should be submitted by THE POSTED DUE DATE at 4pm Sweeney Hall 107 or into the drop box in Sweeney Hall Room 108. Be sure to sign the check-off list when you drop off your PACT. If the office is closed when you drop off your PACT, send an email to the PACT Coordinator to get a confirmation of submission. Late submissions will only be accepted with documentation of extenuating circumstances and may delay your credential by up to a semester.

What Will Be Submitted

• ONE hard copy of the commentaries and student work/lesson documentation as described below along with the Checklist for Assembling Your Teaching Event, and the Teaching Event Authenticity Sign-off Form

• a CD or DVD or a thumb drive that contains the lesson video, an e-version of the commentaries, student work/lesson documentation, and scanned copies of consent forms as described below. All commentaries should be saved in a single file.

• All of the above should be submitted in a large envelope with your student ID written in the upper right corner. The hard copy should be bound with a binder clip. Please no binders, folders or dividers.

Commentaries Submitted on Paper Commentaries are your written descriptive, analytic, and reflective responses to specific prompts as directed in the Teaching Event Handbook. Commentaries should be in the following format.

Typed or word processed on 8.5" by 11" white paper in black ink Font size should be at least 12 point size and an easily readable font (e.g., Times, Times New

Roman, or Arial; not italics) Length kept within suggested page limits, which are based on previous experience with Teaching

Event submissions. Suggested page lengths are based on single spaced text, with a blank line between paragraphs, 1" margins, and include copies of the prompts.

Individual pages should not be enclosed in plastic page protectors. Student Work Samples Student work samples will be submitted in Task 4. Assessing Student Learning. Student work samples should be submitted in the following format.

Select samples to meet the criteria indicated by the Teaching Event Handbook directions. Work samples should be written by the students (with some exceptions for kindergarten). Names of students, yourself, and the school should be removed with correcting fluid, tape, or

marker prior to copying/scanning. Label work samples as Work Sample 1, 2, or 3.


Documentation of Lessons Documentation of lessons such as lesson plans, handouts, assessments, rubrics, overhead transparencies, or other instructional materials will be submitted with various Teaching Event tasks to demonstrate the events that occurred in the learning segment. Please label all documents with a number corresponding to the relevant lesson plan(s).

Page Numbering Number every page of the paper copy of your Teaching Event sequentially from beginning to end, including pages of student work and documentation of lessons. Page numbers may be handwritten on paper copies.

SJSU Identification Number Label all pages of the paper copy of your Teaching Event (commentaries, student work samples, and lesson documentation) with your SJSU Student ID number. If you use a word processor, include your SJSU Student ID number as a running header or footer on every page. You may find it saves time to print a sheet of labels containing your SJSU ID number and apply the labels in the top or bottom margin of student work samples and lesson documentation.

Video Clips Video clip(s) are submitted as part of Task 3. Instructing Students & Supporting Learning. Video should be submitted in the following format.

All videos should be saved to a CD or DVD disc or on a thumb drive in a format that will play in

Quicktime or Windows Media Player. Other formats (such as dvd, RealOne) will be accepted but if the scorer cannot open your video file, you may be asked to resubmit the same video in a different format which can delay scoring of your event.

The time length of the video to be submitted is specified in the Teaching Event Handbook. You and your students should be clearly visible and audible. Individual video clips should be continuous and unedited, with no interruption in events. If possible, use a tripod to avoid wobbling. Further recommendations for videotaping your class are available in Procedures for Classroom

Videotaping, located on the SJSU College of Ed website. Electronic Format for Teaching Events SJSU is not using an online submission process for Fall 10. For now students will submit ONE hard copy of the complete event along with a cd or DVD that contains the Quicktime video, the commentaries, student work and lesson materials, and scanned copies of consent forms.

Use of Submitted Materials Your Teaching Event and related materials may be used for training scorers or university faculty/supervisors or for purposes of research for validating the assessment. Your name, school, and students’ names will be kept absolutely confidential. Please remember to check the box on the Authenticity Form so that the College of Ed will have a supply of Teaching Events to use as models for future candidates.

Please respect the privacy of your students and their families. Candidates must not misuse the video or data they have collected. Do not share, post on the internet or play the video in any venue that may

compromise the privacy and/or the identities of your students.


Submitting Your Teaching Event Teaching Events should be submitted by THE POSTED DUE DATE at 4pm

Sweeney Hall 107 or into the drop box in Sweeney Hall Room 108. For any questions regarding your drop off please contact the PACT Coordinator.

Organizing your Teaching Event for Submission Organize the commentaries and paper documentation in the order shown

in the Checklist for Assembling Your Teaching Event. The electronic version of the commentaries should be consolidated to one file (i.e. Tasks 1-5 all in one file, not separate)

Fasten all pages together in order using a binder clip. Do not submit

pages in plastic protectors. Place all materials (Teaching Event documentation, and CD or DVD or

thumb drive) into a large envelope. Complete the Teaching Event Authenticity Sign-Off Form.

Write your SJSU ID number on the outside of the envelope. Make sure

your SJSU ID is on every page of the commentary. Retain for your own records a complete copy of your

Teaching Event, including: 1) Computer file copies of all commentaries and other materials created

by you 2) Paper copies of materials from other sources (e.g., student work,

assessment instruments) 3) A copy of the videotape or file(s) with the video clip(s)


Checklist for Assembling Your Teaching Event For the paper copy of your Teaching Event, place the following materials in the order listed. If you are constructing an electronic Teaching Event, make sure that all of the following are included. Your program will give you instructions for submitting the Teaching Event Authenticity Sign-Off Form. In addition, you should complete the online PACT Demographic Survey after you turn in your Teaching Event. A link will be emailed to you.

Required Forms (these can be downloaded from the SJSU College of Ed website) Teaching Event Authenticity Sign-Off Form Checklist for Assembling Your Teaching Event

Task 1. Context for Learning Context for Learning Form Commentary on your instructional context

Task 2. Planning for Instruction & Assessment Lesson Plans for learning segment Instructional materials, e.g., class handouts, overheads, and formal assessments

(including evaluation criteria) labeled by the lesson number(s) (e.g., Lesson 1, Lessons 2-3) for which each document will be used

Commentary explaining your thinking behind your instruction and assessment plans

Task 3. Instructing Students & Supporting Learning Video clip(s) Video Label Form (found in the handbook) Commentary explaining and analyzing the teaching and learning portrayed in the

video Task 4. Assessing Student Learning Work samples from three students to illustrate what students generally understood

and what a number of students were still struggling to understand Evaluative criteria or rubrics used to assess student performance on the

assessment Commentary analyzing student learning and identifying next steps in instruction

Task 5. Reflecting on Teaching & Learning Daily reflections for each lesson taught within your learning segment Commentary analyzing what you learned about your students and your teaching

practice from teaching the learning segment and identifying changes you might make in your teaching practice based on this analysis


Teaching Event

Authenticity and Consent Sign-Off Form

(Submit this form with your completed Teaching Event.)

This Teaching Event has been submitted as part of an assessment whose passage will be required for completing the requirements for a California Multiple/Single Subject(s) Teaching Credential under S.B. 2042. This attestation is acknowledgement that the ultimate responsibility for compiling the documentation (including writing the commentaries) lies with the credential candidate. However, credential candidates are encouraged to seek assistance, input and feedback from their university supervisors, cooperating/master teachers, university instructors, or other credential candidates during the Teaching Event development process.

Attestation by Credential Candidate

• I have primary responsibility for teaching the students/class during the learning segment profiled in this Teaching Event;

• The video clip(s) submitted show me teaching the students/class profiled in this Teaching Event and the students who appear in the video clip have submitted signed parental authorization permitting them to appear;

• The student work included in the documentation is that of my students who are profiled in the learning segment documented in this Teaching Event;

• I am sole author of the teacher commentaries and other written responses to prompts and forms in this Teaching Event;

• Appropriate citations have been made for all materials in the Teaching Event whose sources are from published text, the Internet, or other educators.

By checking this box, I give permission for my teaching event to be used anonymously in the future for instructional purposes as well as for departmental professional development.

Teacher Candidate’s Signature Teacher Candidate’s Name (printed) Date

Teacher Candidate ID #

Attestation by University Supervisor

To the best of my knowledge, the statements above are accurate.

University Supervisor’s Signature University Supervisor’s Name (printed) Date


vi. Glossary GENERAL TERMS

Assessment Design Standards: Standards adopted by the California Commission on Teacher

Credentialing that all teaching performance assessments approved for use by credential

programs must meet.

Calibration: the process of checking to see if a scorer is accurately applying scoring criteria or

rubrics. In PACT, scorers calibrate when their scores closely approximate the scores on pre‐

scored Teaching Events.

Guiding Question: Questions used by PACT to identify the focus of each rubric, i.e., what it

measures about the candidate’s teaching practice as documented in the Teaching Event. Each

rubric level descriptor provides an answer to the related guiding question at a different level of

performance. (See Rubric level descriptor) Specific Guiding Questions are referred to as GQ1,

GQ2,…GQ11 when talking across subject areas. However, on the scoring forms, they are labeled

with the abbreviation of the subject area instead of with GQ, e.g., E1‐E11 for English‐Language

Arts or EM1‐EM11 for Elementary Mathematics.

Inter‐rater reliability: This is a measure of agreement between different scorers scoring the

same individual’s assessment.

Learning segment: A set of lessons that build one upon another toward a central purpose, with

a clearly defined beginning and end.

Moderation process: Moderation processes in assessments are methods of checking the

accuracy of scores. For PACT, these include double scoring a sample of Teaching Events,

mandatory double scoring of all Teaching Events for failing candidates and candidates just above

the passing standard, random read‐behinds of scoring evidence by the trainers, and the audit of

local scores.

Psychometric properties: These are assessment properties that have been determined by the

American Psychological Association and the National Council of Measurement in Education to be

required for assessments used for high‐stakes decisions, such as credentialing.

Rubric level descriptor: The text that describes performance at a particular rubric level.

SB 2042: the law passed in 1998 that established the Teaching Performance Assessment as a

required element of teacher preparation programs. This requirement was suspended by the

Commission on Teacher Credentialing due to the state’s fiscal constraints in 2003, and

reinstated by the legislature in 2006.

SB 1209: the law passed in 2006 that reinstated the Teaching Performance Assessment as a

required element of teacher preparation programs.


Scoring Category: Areas of teaching that are measured by the Teaching Event. These are

Planning, Instruction, Assessment, Reflection and Academic Language, sometimes abbreviated

as PIARL.

Student academic content standards: A set of knowledge, skills, and abilities that students are

to learn by the end of a particular grade, grade level, or course. California’s student academic

content standards are published by the California Department of Education. They guide

curriculum and instruction in California public schools.

Teaching Event: A performance assessment used to measure student teaching performance. It

is composed of five tasks: Context for Learning, Planning Instruction and Assessment, Instructing

Students and Supporting Learning, Assessing Student Learning, and Reflecting on Teaching and

Learning. It is scored with 11 rubrics.

TPA: Teaching Performance Assessment.

TPEs: Teaching Performance Expectations. These are the content standards for student

teachers (see Appendix A) TERMS USED IN THE TEACHING EVENT

Academic Language: Academic language is the language needed by students to understand and

communicate in the academic disciplines. Academic language includes such things as specialized

vocabulary, conventional text structures within a field (e.g., essays, lab reports) and other

language‐related activities typical of classrooms, (e.g., expressing disagreement, discussing an

issue, asking for clarification). Academic language includes both productive and receptive

modalities.

Assessment: Evidence teachers collect of student prior knowledge, thinking, or learning in order

to evaluate what students understand and how they are thinking. Informal assessments include

such things as student questions and responses during instruction and teacher observations of

students as they work. Formal assessments may include such things as quizzes, homework

assignments, lab reports, papers, journals, and projects.

Central focus: The target of the student learning that the standards, learning objectives,

instructional tasks, and assessments within a learning segment are intended to produce. A

central focus can be expressed by a theme, overarching concept, or essential question.

Curriculum content: The student learning that is expected to occur, including various areas of

knowledge, e.g., facts, concepts, procedures, methods of inquiry and making judgments.


Engaging students in learning: When students are actively increasing their knowledge, skills,

and abilities related to the learning objectives for the lesson. This is in contrast to participating

in learning tasks where the students complete the activities, but little learning takes place

because the tasks are not well‐designed and/or implemented.

English Language Development standards: The standards in the English‐Language Development

Standards for California Public Schools (California Department of Education). This document

organizes standards for English Learners in reading, writing, speaking, and listening in English

according to sequential stages of development of English proficiency. It is intended to identify

what English Learners must know and be able to do as they move toward full fluency in English.

Guiding question: Questions used by PACT to identify the focus of each rubric, i.e., what it

measures about the candidate’s teaching practice as documented in the Teaching Event. Each

rubric level descriptor provides an answer to the related guiding question at a different level of

performance. (See Rubric level descriptor)

Language Demands: In the context of learning in classrooms, language demands are descriptions

of the language students need to effectively participate in classroom tasks. This includes

demands related to listening, speaking, reading, writing, and shifting between those modalities.

These demands can be vocabulary, features of text‐types, and other language demands (e.g.,

sharing ideas with a partner, listening to instructions). The degree of language demand also

varies with the cognitive complexity of the content, a student’s current language development, a

student’s relevant knowledge and experience, and the context in which the language demand

occurs (e.g., participating in a discussion with or without notes). Teachers can draw upon

students’ language strengths (including language abilities in another language or context) and

supply scaffolds to enable students to understand or produce language beyond their current level

of mastery.

Learning Objectives: Student learning outcomes to be achieved by the end of the lesson.

Learning Segment: A set of lessons that build one upon another toward a central purpose, with

a clearly defined beginning and end.

Learning Tasks: Purposefully designed activities in which students engage (not just participate –

see Engagement in Learning) to meet the learning objectives for the lesson.

Productive modalities: Ways that students communicate to others, e.g., speaking, writing,

drawing. Assessment of productive modalities focuses on student communication of their own

understanding or interpretation. Examples of students’ demonstration of productive abilities

with respect to understanding curriculum content are writing an analysis, drawing and labeling a

scale model, sculpting a figure from clay.


Receptive modalities: Ways that students receive communications from others, e.g., listening,

reading, viewing. Assessment of receptive modalities focuses on student communication of

their understanding of the meaning of communications from others. Because this is done

through a productive modality, assessment of students’ skills and abilities with respect to

receptive modalities is not as straightforward as that of productive modalities. Examples of

students’ demonstration of receptive abilities with respect to curriculum content are using tonal

qualities of voice to help convey meaning from a passage read aloud, restating a classmate’s

comment, describing how the key and tempo of a piece of music set a mood.

Redesignated English Learners: Students whose primary language is other than English and

who have been reclassified from English Learners to Fluent English Proficient (FEP) by meeting

district criteria for English proficiency.

Routines and working structures: Regular processes for conducting activities within a

classroom. Once they are established, the rules and norms for routines and working structures

are understood by the teacher and students and help classroom activities flow efficiently.

Examples are roles during groupwork, how students signal that they have a question,

procedures for taking turns during discussions, norms for what the rest of the class does when

the teacher is working with a small group, types of questions expected to be asked when

exploring a problem.

Rubric level descriptor: The text that describes performance at a particular rubric level.

Scaffolding: A special type of instructional support to allow students to do a task that they

cannot yet do independently. Like scaffolding for buildings under construction, the support is

designed to be temporary and to be removed or gradually reduced as students learn to do the

task by themselves.

Student academic content standards: A set of knowledge, skills, and abilities that students are

to learn by the end of a particular grade, grade level, or course. California’s student academic

content standards are published by the California Department of Education. They guide

curriculum and instruction in California public schools.

141

EDEL 143B Teacher Candidate Professional Portfolio The purpose of this Professional Portfolio is not to create the exact one that a teacher candidate will use to get a job, although some of the contents may be used for that purpose. Rather, each candidate will compile a portfolio to provide documentation of:

Strengths as a teacher Growth as a teacher Areas of need as a teacher

Compiling the Professional Portfolio provides an opportunity for teacher candidates to deepen reflection and analysis throughout the student teaching experience while documenting evidence of growth. Portfolio Contents Note: All lesson plans listed below are to be prepared using the Lesson Plan Checklist (LPC). Observations must include a variety of content areas.

Lesson plans (using LPC) and supervisor observation notes from four formal observations.

Cooperating Teacher Observation Forms from three lessons in a content area other than literacy. Include lesson plans (using LPC).

Summative Assessments (candidate’s, cooperating teacher’s, and supervisor’s).

Any other documentation related to your strengths, growth, and needs as a teacher.

Complete descriptions of formal observation assignments can be found below.

143

Cooperating Teacher (CT) Observation Form

Directions For CT use when observing teacher candidate’s lessons other than literacy (e.g., mathematics, science, social studies, art, music, PE, etc.). Please complete this form as you observe the lesson. During your conversation with the teacher candidate after the lesson, you may add notes. Please give the completed form to the teacher candidate after your conversation.

Teacher Candidate: Date:

Cooperating Teacher: Grade Level:

Content focus of lesson (check one): ___ Math ___ Science ___ Social Studies ___ (Other-specify): _________

What's Working:

Current Focus/Challenges/Concerns:

Teacher Candidate's Next Steps:

Cooperating Teacher's Next Steps:

(For additional comments, use back.) Cooperating Teacher's signature: ____________________________________


145

San Jose State University EDEL 143B Summative

Assessment Form

Teacher Candidate: Sem./Year

School: District:

Cooperating Teacher: University Supervisor:

Grade level: Program option (check one): Flex MLE T.E. CRA BCLAD

PURPOSES: The Summative Assessment can be used within a semester to document a candidate’s teaching performance and at the conclusion of the placement. In 143B, the Summative Assessment evaluates the candidate’s readiness to be recommended for a credential.

RATING SCALE AND DESCRIPTORS:

Rating Scale: N/O = Not Observed; *I = Ineffective; N = Needs Improvement; E = Effective; *H = Highly Effective *Evidence statements are required on the “Notes” lines for checks in the ineffective and highly effective boxes. “Effective” is defined as “ready to teach on one’s own”.

I = Ineffective Candidate is struggling to demonstrate practices described in the criteria.

N= Needs Improvement

Candidate performs within criteria. May be inconsistent. Needs improvement.

E= Effective Candidate consistently demonstrates practice described in criteria. Ready to teach on one’s own within an induction program.

H= Highly Effective

Candidate’s performance consistently demonstrates integrated, nuanced, and sophisticated elements of the criteria.

For EACH category (A-E) in the Formative/Summative Assessment completed by the University Supervisor, a candidate must meet the following performance standards to receive credit:

143B – at least 85% of marks in “Effective” or above


146

A. PLANNING AND PREPARATION: THE TEACHER CANDIDATE DEVELOPS PLANS THAT…

1. Demonstrate a command of subject matter knowledge. NOTES:

N/ O

I P E H TPE

1

2. Organize and sequence curriculum to support student learning of subject matter standards. NOTES:

9

3. Use a variety of instructional strategies that respond to students’ diverse backgrounds, experiences, interests, and needs. NOTES:

6

4. Demonstrate knowledge of student developmental characteristics and learning styles. NOTES:

6

5. Address students' language acquisition and promote academic language development. NOTES:

7

6. Utilize materials, resources, and technologies to make subject matter accessible. NOTES:

4

B. LEARNING ENVIRONMENT: THE TEACHER CANDIDATE …

1. Uses clear, consistent expectations for student behavior that maintain a classroom that is safe, efficient, and conducive to learning. NOTES:

11

2. Maintains a climate that promotes fairness, respect, and equity. NOTES:

11

3. Promotes student responsibility, collaboration, and self-directed learning. NOTES:

11


147

C. INSTRUCTION: THE TEACHER CANDIDATE …

1. Establishes and supports high academic expectations for all students aligned with state and district standards. NOTES:

N/O I N E H TPE

1

2. Assists students in developing positive attitudes about learning. NOTES:

11

3. Builds on students' prior knowledge and scaffolds learning by responding to students' questions and comments. NOTES:

4

4. Selects and uses activities such that students make connections, pose questions, and solve problems. NOTES:

5

5. Uses instructional strategies that promote active learning and intellectual engagement to better respond to students’ interests and needs, including those related to language and/or special needs

NOTES:

5

6. Uses instructional time effectively. NOTES:

10

7. Communicates to students the content standards, the grading practices, and the explicit goals and expectations of the course. NOTES:

9

D. ASSESSMENT: THE TEACHER CANDIDATE …

1. Collects and uses multiple sources of information and data regularly to assess student learning and to modify and guide instruction as needed. NOTES:

N/O I N E H TPE

3

2. Provides opportunities for students to assess their own progress. NOTES:

2

3. Checks for understanding by listening, observing, and questioning during instruction and modifies instruction accordingly. NOTES:

2

4. Uses student work to assess the effectiveness of the lesson and the extent to which students reach the instructional goal. NOTES:

2

5. Evaluates student progress against state and district standards and course objectives. NOTES:

3

6. Provides ongoing feedback to students. NOTES:

3


148

E. PROFESSIONAL RESPONSIBILITIES: THE TEACHER CANDIDATE …

1. Demonstrates professional conduct. NOTES:

N/O I N E H TPE

12

2. Honors legal/professional obligations and follows regulations. NOTES:

12

3. Exhibits regular attendance and punctuality in the performance of assigned duties. NOTES:

12

4. Collaborates with school-site colleagues and SJSU classmates. NOTES:

12

5. Uses privileged information in a discreet, confidential manner. NOTES:

12

6. Is competent in oral and written communication. NOTES:

12

7. Maintains a professional appearance. NOTES:

12

8. Uses self-selected technologies that assist in areas such as reporting grades, preparing assignments and assessments, using data, and communicating with others. NOTES:

13

9. Articulates a conceptual and practical rationale for instructional decision-making. NOTES:

13

10. Recognizes when a lesson has not gone well and attempts to revise and improve. NOTES:

13

Form Completed by (check one)

Teacher Candidate University supervisor Cooperating Teacher

Teacher Candidate University Supervisor Cooperating Teacher Signature/Date Signature/Date Signature/Date

149


EDEL 143B Exit Checklist

San José State University

Elementary Education Program Sweeney Hall 305 - (408) 924-3771

Candidate’s Name: __________________________________ SJSU ID#: _______________ Street Address: ______________________________________________________________ City: ________________________________________ State: _______ Zip: _____________ Telephone: _________________ Email: __________________________________________ Evaluation for (check one): Fall semester Spring semester Year: ________ Program Option: Flexible Bilingual MLE Critical Research T.E. Collaborative

Student Teaching Arrangement: With cooperating teacher Responsible for own classroom

EDEL 143B Placement School: _______________________________________________________ School District: _______________________________________________________ Cooperating Teacher: _______________________________________________________ Grade Level: _______________________________________________________ University Supervisor: _______________________________________________________

150

Professional Portfolio Comments Cooperating Teacher Observation Forms (3), ________________________________ including lesson plans prepared using Lesson Plan Checklist (LPC) Lesson plans (LPC) and supervisor’s notes from four formal observations ________________________________ 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

5. Teaching Beginning Reading (if not completed in 143A)

ASC/Forms/Evaluations/143B Exit Rev. 07/12


student teaching field experience guide

Documents