Teaching Internship(for individuals who hold a Non-Renewable/Non-Professional certificate)

COLUMBUS STATE UNIVERSITY

COLLEGE OF EDUCATION AND HEALTH PROFESSIONS

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Teaching Internship (for individuals who hold a Non-Renewable/Non-Professional certificate)

COLUMBUS STATE UNIVERSITY

COLLEGE OF EDUCATION AND HEALTH PROFESSIONS

ADA Compliance Statement If you have a documented disability as described by the Rehabilitation Act of 1973 (P.L. 933-112 Section 504) and Americans with Disabilities Act (ADA) and would like to request academic and/or physical accommodations please contact the Office of Disability Services in the Center for Academic Support and Student Retention, Schuster Student Success Center (706) 507-8755, as soon as possible. Course requirements will not be waived but reasonable accommodations may be provided as appropriate.

Retention of RecordsAll internship program files and materials will be kept in the Office of College of Education and Health Professions Student Advising and Field Experience Office for a period of five years. The intern is encouraged to retain copies of all pertinent information associated with his/her internship program.

The material in this guide has been prepared for information purposes and does not constitute a contract between the student and the university. The university reserves the right to make changes in policies, regulations, and programs without notice.

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Revised 5/14

Table of Contents

Page

4 Conceptual Framework

5 Program Overview, Description, Goals and Objectives

6 Eligibility

7 Support Team

9 Internship Plan

10 Certification Procedures

11 Course Syllabus

15 AppendicesA. Program Evaluations

B. The Code of Ethics for Educators

C. Program Forms

D. edTPA

E. Certification of Completion

F. Internship Checklist

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The College of Education and Health Professions

The College of Education and Health Professions Mission:

“To Achieve Excellence by Guiding Individuals as They Develop the Proficiency,

Expertise and Leadership Consistent With Their Professional Roles.”

The College of Education and Health Professions at Columbus State University prepares highly qualified teachers, counselors, and leaders who promote high levels of learning for all P-12 students by demonstrating excellence in teaching, scholarship, and professionalism. Teachers, counselors, and leaders continually acquire, integrate, refine, and model these qualities as they develop proficiency, expertise, and leadership. COEHP faculty guide individuals in this developmental process (See complete Conceptual Framework at: http://coehp.columbusstate.edu/conceptual_framework.php)

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Program OverviewEDCI 4698/6698: Teaching Internship is taken by students as an alternative to student teaching in a Teacher

Certification Program of study. The student is a fully employed beginning teacher in an accredited school within

the service area that has been determined by the College of Education and Health Professions (COEHP) and

approved by the Intern’s Program Coordinator. The student must be teaching in his/her field of certification. The

student enrolls in the Internship course for Post-Bac (5 hours) or Graduate (6 hours). In most cases, the Intern

holds a degree in the academic subject being taught or in a closely related area as defined by 25 or more

semester hours in that field as determined by the Professional Standards Commission (PSC). Additional

prerequisite coursework may be required to meet certification requirements of the PSC. If the student is not

successful in one semester of Internship then an additional semester may be required.

Program Goals To provide a successful teaching experience and on-the-job training as the Intern pursues full certification

To provide opportunities for the Intern to develop expertise in a certification field

To provide opportunities for the Intern to achieve mastery of teaching tasks outlined in the School System’s Evaluation Instrument and the Model of Appropriate Practice (MAP) Observation Scoring Rubric

To encourage, foster, and facilitate the professional development of the Intern

Program Objectives Demonstrate content knowledge appropriate to the selected field of certification

Demonstrate proficiency in instructional planning through the use of appropriate objectives from the Georgia Performance Standards (GPS)/ Common Core Georgia Performance Standards (CCGPS)

Demonstrate proficiency in the implementation of instruction

Demonstrate proficiency in the assessment of teaching and learning

Demonstrate proficiency related to promoting success for diverse learners

Demonstrate the ability to select and use appropriate materials, including technology, in the teaching and learning process

Demonstrate dispositions and behaviors indicative of a professional educator

Program Description

The Teaching Internship provides supervision and mentoring as the Intern develops proficiency in planning and

preparation, establishing an appropriate and productive classroom environment, instructing P-12 students and

adhering to professional responsibilities. It is an opportunity for the Intern to observe mentor teachers in their

professional roles, work closely with educator preparation university faculty, and receive consultation and

feedback tailored directly to the individual.

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Performance-based assessment instruments are used to specify, document, and verify proficiency in classroom

performance. Objective assessment instruments are used to assess the Intern’s progress toward mastery of

expected performance skills. These include, but are not limited to, the School System’s Evaluation Instrument and

the Model of Appropriate Practice Scoring Rubric. During the Teaching Internship, the Intern is visited a minimum

of four times during the semester by the Clinical Faculty Member, who consults and coordinates observations

with the On-Site School Administrator and/or the School System Mentor.

All candidates desiring eligibility for a clear renewable teaching certificate in the COEHP, regardless of their

certification major, specific program, or degree level, are assessed using the Model of Appropriate Practice

Scoring Rubric (MAP). Based on the work of Charlotte Danielson and COEHP’s Conceptual Framework, MAP

clearly stipulates the performance skills and dispositions considered appropriate for teachers. Generally, the

Clinical Faculty Member reviews the content of the MAP with the Intern and conducts assessments which serves

as a comprehensive process and assists the Intern in identifying instructional competencies in need of

remediation. Successful performance on this assessment instrument coupled with satisfactory completion of all

Teaching Internship requirements result in the completion of the Internship Program.

The plan is customized to foster and assess the Intern’s competencies in instructional planning and preparation,

classroom management, and professional responsibilities. Interns are expected to act in a professional and

ethical manner appropriate to the teaching profession and abide by the Georgia Code of Ethics for Educators. In

addition, Interns are assessed using the College of Education and Health Professions Evaluation of Student

Dispositions. This evaluation is entered into LiveText at the end of the semester by the Clinical Faculty Member.

If the Intern’s performance evaluations (MAP and/or School System’s Evaluation Instrument, and Dispositions) do

not demonstrate satisfactory growth and progress, a remediation plan (contract) will be implemented which will

identify weaknesses and provide additional activities and strategies that will contribute to the Intern’s

development. In some cases, a second semester of Internship may be required and/or the Intern will be

assigned the grade of “Incomplete” until documentation is provided which verifies successful completion of the

additional requirements as outlined in the Needs Assessment/contract.

Eligibility To qualify for a Teaching Internship, the applicant must:

Hold a Non-Renewable/Non-Professional certificate with the Professional Standards Commission.

Be employed full time in an accredited school within the discipline certification is being sought and be in the service area that has been determined by the COEHP and approved by the Intern’s Program Coordinator.

Be admitted to the Teacher Education Program in the College of Education and Health Professions.

Satisfactorily complete all, or nearly all, coursework in the program of study.

Meet requirements of the Student Teacher Program, with the exception of student teaching, including coursework in an introduction to special education, classroom management, and a course that fulfills the PSC Computer Competency requirement.

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Support Team

Members of the Support Team monitor and facilitate the progress and provide professional consultation and

assistance as needed to new teachers in Teaching Internships. The Support Team consists of some or all of the

following professionals:

County Representative (i.e., Director of Professional Learning)

System Mentor/Teacher Support Specialist (TSS)

On-site School Administrator

On-site, In-Field, Mentor/Teacher Support Specialist (TSS)

Clinical Faculty Member

University Director of Student Advising and Field Experiences

Intern Teacher

County Representative

The County Representative will:

Meet with all members of the Support Team if/as needed.

Collaborate with members of the Support Team to develop a Needs Assessment/Contract (if needed).

System Mentor/ Teacher Support Specialist (TSS)

The System Mentor/Teacher Support Specialist (TSS) will:

Monitor the Intern’s progress.

Meet with the Intern to offer assistance with instructional planning, classroom management, and other areas as needed.

Collaborate with members of the Support Team to develop a Needs Assessment/Contract (if needed).

On-site School Administrator (or Designee)

The On-Site School Administrator or Designee will:

Support the efforts of the Intern; the On-site, In-Field, Mentor (TSS); and the System Mentor (TSS).

Observe the Intern in the classroom a minimum of two times during the semester and provide feedback using the teacher evaluation system in use at that time and complete one Disposition report during the semester.

Attend all Support Team conferences (if needed).

Collaborate with members of the Support Team to develop a Needs Assessment/Contract (if needed).

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On-site, In-Field, Mentor/ Teacher Support Specialist (TSS)

The On-Site, In-Field Mentor/Teacher Support Specialist (TSS) will:

Meet regularly, including formally and informally, with the Intern and provide guidance through the daily operations of the school.

Provide assistance with instructional planning.

Be observed in the classroom by the Intern by implementing lessons that demonstrate a variety of instructional strategies and/or arrange an observation of another master teacher when appropriate.

Collaborate with members of the Support Team to develop a Needs Assessment/Contract (if needed).

Attend Support Team meetings (if needed).

Clinical Faculty

The Clinical Faculty member will:

Schedule and facilitate the Support Team meetings (if needed).

In collaboration with the System Mentor, supervise the Teaching Internship requirements in accordance with both university and school system guidelines.

Explain the Teaching Internship requirements to the Intern; the On-site School Administrator; and to the On-site, In-Field, Mentor (TSS).

Support the efforts of the Intern; System Mentor; On-site School Administrator; and the On-site, In-Field, Mentor (TSS).

Observe the Intern in the classroom a minimum of four times during the semester using the MAP instrument and provide constructive assistance as needed and as appropriate.

Complete one Disposition during the semester on the Intern.

Meet with the System Mentor (TSS) regarding the status of the Intern’s overall performance during the Teaching Internship (if needed).

Submit appropriate documentation of the completed Teaching Internship to the Director of Student Advising and Field Experience.

Director, Student Advising and Field Experiences

The Director of Student Advising and Field Experiences will:

Meet with all members of the Support Team if/as needed.

Review the supplied documentation of the completed Teaching Internship.

Collaborate with members of the Support Team to develop a Remediation Plan/Contract (if needed).

Document completion of the Internship Program.

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Internship Plan

The Internship Plan fosters and assesses teaching skills and competencies in instructional planning and

preparation, classroom management, and school policies and procedures. Interns are expected to work toward

mastery of all teaching tasks outlined in both the MAP and the system evaluation forms and to meet all Program

requirements by the conclusion of the second semester of the Internship Program.

Minimum components include the following:

Portfolio Development

Interns are expected to create a professional portfolio. This portfolio must be assessable at all times for Support Team members to review and all components must be completed by the deadline dates. This portfolio will contain artifacts which are collected during the Internship Program. The portfolio

should be organized in a manner that parallels the four domains of the MAP.

* Sections of the portfolio should be indexed to include the items denoted by bullet points.

Introduction

Interns’ Philosophy of Teaching

Resume: Personal Information, Education, Work History, Community Service, Honors/Awards, References

Domain 1: Planning and Preparation Include a class profile for one class period that you teach. The class profile is a narrative description that analyzes such information as students’ standardized test scores, ages, socioeconomic backgrounds, sex, race, student interests, exceptionalities, etc. and explains their relationships to performance in class.

Domain 2: Classroom Environment Include your written classroom management plan including general classroom routines and procedures as well as rules, consequences, rewards and your assessment plan.

Domain 3: Instruction Satisfactorily complete and submit in Livetext the edTPA Portfolio for the content area of certification.

Domain 4: Professional Responsibilities

Supplemental Requirements (if applicable) Supplemental activities may be stipulated by support team members as a result of the Remediation Plan or to assist the intern in completing all standardized requirements, activities, or objectives.

Required Forms (Professional Activities Record, Record of Observations, Certificate of Completion,

Internship Checklist, and all observation reports and disposition evaluations.

Professional Activities Record Interns are expected to participate in any and all workshops or courses provided within the school system

that are designed specifically for new teachers and are approved by the System Mentor (TSS). Interns

are required to record a minimum of 30 hours on the Professional Activities Record during the semester.

These hours should include at least 15 hours of academic activities such as training, parent contact,

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department meetings, faculty meetings etc. The remaining 15 hours can include school related sports

events, clubs, community service etc.

Classroom Observations Mandatory observations by the Clinical Faculty Member and On-site School Administrator will offer

guidance tailored to the specific Intern in order to assist in the development of instructional competencies

within the unique culture of the school system and classroom.

Final Grades

Grades will be assigned after the semester of the Internship Program. Students will receive a course grade of S (Satisfactory), U (Unsatisfactory) or a score of IP (In Progress). The *IP grade denotes that there are outstanding assignments and/or internship-related requirements that have not been satisfied. The U grade denotes unsatisfactory performance. If a student is assigned an unsatisfactory grade, he/she will need to complete an additional successful semester of Internship in order to complete his/her program of study.

Please note: (1) If a student receives a grade of IP after the first semester, he/she will not be eligible for certification until the grade of IP will be changed to a S when documentation is provided which indicates that the outstanding requirements have been met.

In order to earn a grade of Satisfactory, the Intern must:

Earn a satisfactory grade or higher on each domain on the MAP Observation Scoring Rubric for the semester

Receive overall satisfactory ratings on all Internship Program Observation Reports Submit observation log documenting professional observations Meets the expectations on the Rubric for the Evaluation of Dispositions Satisfactorily complete all elements of the edTPA Evaluation Instrument Participate in all meetings with the Clinical Faculty Member Submit log documenting attendance in professional development activities Earn satisfactory performance on evaluations conducted by the employing school system Earn a satisfactory rating on the Portfolio assignment

If an intern’s employment is terminated or non-renewed before completion of the Internship program, s/he will not be recommended for a clear renewable certificate and may be terminated from the program.

Certification Procedures

Each Intern is responsible for filing the appropriate certification paperwork with the employing school district and the Office of College of Education and Health Professions Student Advising and Field Experiences (Jordan Hall, Room 107).

The Program Coordinator will verify that the Intern has completed all courses in the individual’s program of study and the Director of Student Advising and Field Experiences will verify the Intern’s completion of all Teaching Internship requirements.

The CSU Certification Official will prepare and submit a recommendation to the Georgia Professional Standards Commission (PSC) for a clear, renewable teaching certificate in the appropriate field. Issuance of the teaching certificate is at the discretion of the PSC.

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Course Syllabus

“…To Achieve Excellence by Guiding Individuals as They Develop the Proficiency, Expertise, and Leadership Consistent with Their Professional Roles as Teachers, Counselors, and Leaders”

Course: EDCI 6698/4698: Teaching Internship

Semester: Fall and Spring

Instructor on record:

Jean PartridgeDirector

Time:

Location Jordan Hall, Room 107 Day(s):Phone: (706) 568-2200 Location:Fax: (706) 568-2231E-mail partridge_jean@colum

busstate.edu

The College of Education and Health Professions at Columbus State University prepares highly qualified teachers, counselors, and leaders who promote high levels of learning for all P-12 students by demonstrating excellence in teaching, scholarship, and professionalism. Teachers, counselors, and leaders continually acquire, integrate, refine, and model these qualities as they develop proficiency, expertise, and leadership. COEHP faculty guide individuals in this developmental process.

Teaching, scholarship, and professionalism encompass the highest standards represented in the ten (10) principles approved in 2011 by the Interstate New Teacher Assessment and Support Consortium (INTASC) and the five (5) core assumptions of accomplished teaching of the National Board of Professional Teaching Standards (NBPTS). The College of Education and Health Professions has adopted these principles, which are listed below, as standards for beginning and advanced teachers.  INTASC Principles:

Principle 1:  The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Principle 2:  The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. Principle 3:  The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to the diverse learner.

Principle 4:  The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. Principle 5:  The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Principle 6:  The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Principle 7:  The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Principle 8:  The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 

Principle 9:  The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

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 Principle 10:  The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

ADA STATEMENT:

If you have a documented disability as described by the Rehabilitation Act of 1973 (P.L. 933-112 Section 504) and Americans with Disabilities Act (ADA) and would like to request academic and/or physical accommodations please contact the Office of Disability Services in the Center for Academic Support and Student Retention, Schuster Student Success Center (706) 507-8755, as soon as possible. Course requirements will not be waived but reasonable accommodations may be provided as appropriate.

COURSE GOALS AND OBJECTIVESThe Intern will:

Demonstrate content knowledge appropriate to the selected field of certification.

Demonstrate proficiency in instructional planning through the use of appropriate objectives from the current state standards.

Demonstrate proficiency in the implementation of instruction.

Demonstrate proficiency in the assessment of teaching and learning.

Demonstrate proficiency related to promoting success for diverse learners.

Demonstrate the ability to select and use appropriate materials, including technology, in the teaching and learning process.

Demonstrate dispositions and behaviors indicative of a professional educator.

COURSE REQUIREMENTS:The Intern will:

Demonstrate proficiency in Planning and Preparation, the Classroom Environment, Instruction, and Professional Responsibilities through a minimum of 4 observations of the Clinical Faculty using the MAP Evaluation form.

Demonstrate overall satisfactory performance on the MAP observations Maintain a log of all observations by the Clinical Faculty and School Administrator. Demonstrate satisfactory dispositions through observations and evaluations by the Clinical Faculty and

Principal. A formal Disposition Evaluation form will be completed at the end of the term.

Satisfactorily complete the edTPA Evaluation Instrument for the content area of certification.

Participate in and document all professional development activities as reported on the Professional Activities Log.

Participate in any scheduled meetings with the Clinical Faculty.

Demonstrate satisfactory performance on evaluations conducted by appropriate personnel in the employing school system.

Complete the Portfolio assignment.

GRADES:

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Grades will be assigned at the end of the semester of the Internship Program. Students will receive a course grade of S (Satisfactory), U (Unsatisfactory) or a score of IP (In Progress). In order to earn a “Satisfactory” grade for the term, the Intern must:

Submit observation log documenting professional observations.

Earn a satisfactory grade or higher on each domain on the MAP Observation Scoring Rubric for the

semester

Meets the expectations on the Rubric for the Evaluation of Dispositions.

Satisfactorily complete the edTPA Evaluation Instrument for the content area of certification.

Participate in all meetings with the Clinical Faculty Member

Submit log documenting professional activities/staff development activities

Earn satisfactory performance on evaluations conducted by the employing school system Earn a satisfactory rating on the Portfolio assignment

If an intern’s employment is terminated or non-renewed, s/he will not be recommended for a clear renewable certificate and may be terminated from the program.

LIVETEXT:LiveText is used by the university to maintain assessment of our programs and to demonstrate the quality of our academic programs and to improve teaching and learning. As a student, you have the option to use your account to secure the online storage of your academic work and to create digital documents such as electronic portfolios or reflective journals which can be shared with prospective employers or other audiences. An active LiveText account is a required resource for this course because assignments must be submitted electronically using the online platform. You may purchase your account online with a credit or debit card at www.livetext.com. If you already have an active LiveText account, you do not need to purchase another one. Since LiveText will be a required resource throughout your program, you can use the same account for all courses up to five years; so you only need to purchase the account one time. After five years, you can extend your membership if you continue to need it for additional coursework or would like to maintain it for your personal use.

TEXTBOOK: Teaching Internship Handbook / Columbus State University.

CULTURAL DIVERSITY : In keeping with the Columbus State University Creed, membership in our community of scholars obligates us to practice personal and academic integrity; respect the dignity of all persons; respect the rights and property of others; celebrate diversity, striving to learn from differences in people, ideas, and opinions; demonstrate concern for others, their feelings, and their need for support in their work and development. Perspectives on the importance of cultural diversity on the various topics will be included in the discussions.

TECHNOLOGY : Interns will be encouraged to use the broad range of electronic technology available in the University's computer laboratories and library. Resources available include, but are not limited to, Peachnet, Galileo, and SilverPlatter; search engines include Inference Find, Metacrawler, MetaFind, Yahoo!, Infoseek, Alta Vista, and Northern Light, searchengines.com, beaucoup.com. The Intern will also be expected to integrate technology appropriately into daily teaching and learning opportunities in the classroom setting.

ATTENDANCE POLICY : Regular attendance is a student obligation.

CLASSROOM BEHAVIOR: Students and course instructors share the responsibility for maintaining an appropriate, orderly learning environment. Students who fail to adhere to the behavioral expectations outlined by the instructor may be subject to discipline described in the Student Handbook.

PLAIGIARISM: The appropriation of passages, either word for word or in substance, from the writing of another and the incorporation of those passages as one’s own in written work offered for credit. It is always assumed that

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the written work offered for credit is the student’s own unless proper credit is given the original author by the use of quotation marks and footnotes or other explanatory inserts.

This includes the copying of laboratory reports and homework, or the unchanged use of the essential ideas or conclusions of such work, as well as the footnoted use of other themes, theses, books, or pamphlets. NOTE: Plagiarism may come about through carelessness or ignorance. Every student, however, may free him/herself from uncertainties on this score by observing the special practice by each instructor for preparation of written work in his/her particular course. NOTE: Credit for this statement goes to Dr. Barbara Hunt.

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APPENDICES

A. Program EvaluationsMAP Observation Scoring Rubric

Rubric for the Evaluation of Dispositions

B. The Code of Ethics for EducatorsC. Program Forms

Professional Activities/Staff Development Record

Record of Classroom Observations

D. edTPA Documents E. Certification of Completion

F. Internship Checklist

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APPENDIX A:

Program Evaluations

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MODEL OF APPROPRIATE PRACTICEObservation Scoring Rubric

Domain 1: Planning and PreparationINDICATOR Unsatisfactory Emerging Satisfactory Accomplished Novice1A. Demonstrates Knowledge of Content

Candidate has little or no understanding of the content.

Candidate has some understanding of the content.

Candidate adequately understands the content.

Candidate thoroughly understands the content.

1B. Demonstrates Knowledge of Pedagogy

Pedagogy does not include the use of best practices.

Pedagogy is inconsistently comprised of best practices and makes little or no connections within and across the curriculum. Candidate makes little or no use of appropriate technology or uses it inappropriately.

Pedagogy includes some use of best practices and attempts to make appropriate connections within and across the curriculum. Candidate makes some attempts to use appropriate technology.

Pedagogy is consistently comprised of best practices and makes appropriate connections within and across the curriculum. Candidate embraces technology as an essential tool for teaching and learning, selecting and using appropriate technological tools that enhance student learning.

1C. Demonstrates Knowledge of Students and their Learning

Candidate does not build on students’ prior knowledge, background, learning styles and interest.

Candidate is able to meet the needs of some students by building on their prior knowledge, background, learning styles and interest.

Candidate meets the needs of most students by building on their prior knowledge, background, learning styles and interest.

Candidate consistently meets the needs of all students by building on their prior knowledge, background, learning styles and interest.

1D. Selects Appropriate Learning Goals

Does not state appropriate learning goals and outcomes

Attempts to state appropriate learning goals and outcomes

Clearly states appropriate learning goals and outcomes

Clearly states appropriate differentiated learning goals and outcomes

1E. Demonstrates Knowledge of Resources

Incorporates inappropriate or no resources for planning and teaching

Attempts to incorporate resources for planning and teaching

Incorporates appropriate resources, including technology, for planning and teaching

Consistently incorporates a variety of appropriate resources, including technology, for planning and teaching

1F. Designs Coherent Instruction

Components are not aligned and do not provide a clear structure.

Attempt is made to align components and provide structure.

Some components are aligned and some structure is evident.

Components are aligned and provide a clear structure of the lesson.

1G. Assesses Student Learning for Planning

Does not include appropriate assessments which are aligned with stated learning goals and outcomes; does not use assessment data in planning instruction

Attempt is made to include appropriate assessments but may not be aligned with instructional goals; use of assessment data is limited

Includes appropriate assessments which are partially aligned with instructional goals with clear assessment criteria and standards; makes some use of assessment data to plan instruction

Includes appropriate assessments which are aligned with instructional goals with clear assessment criteria and standards; consistently evaluates and uses assessment data to plan instruction

Domain 2: The Classroom EnvironmentINDICATOR Unsatisfactory Emerging Satisfactory Accomplished Novice2A. Creating an Environment of Respect and Rapport

Disrespectful classroom interactions are addressed inappropriately. Classroom interactions are inappropriate to support an environment for teaching and learning.

Disrespectful classroom interactions are not consistently addressed. Interactions create an environment with some conflict that is not always conducive to teaching and learning.

Classroom interactions are generally respectful and support an environment relatively free from non-productive conflict. Interactions create an environment that is conducive to teaching and learning.

Classroom interactions are respectful and mindful of cultural, cognitive, and ability differences. Interactions encourage an environment conducive to teaching and learning.   

2B. Establishing a Culture for Learning

Creates a climate that interferes with learning and positive social interactions by valuing some learners’ qualities over others, conveying low expectations of student achievement resulting in minimal student engagement. Excludes segments of the population in the learning process.

Attempts to create a climate that supports learning through: encouraging positive social interaction, conveying moderate expectations of student achievement resulting in inconsistent student engagement. Attempts to include ALL students in the learning process

Creates a climate that supports learning through: encouraging positive social interaction while reflecting an awareness of valuing differences, conveying high expectations of student achievement resulting in moderate student engagement that offers ALL students an equitable opportunity to participate in the learning process

Creates a climate that supports learning through: encouraging positive social interaction that values differences, conveying high expectations of student achievement resulting in high student engagement that offers ALL students an equitable opportunity to actively participate in the learning process.

INDICATOR Unsatisfactory Emerging Satisfactory Accomplished Novice2C. Managing the Classroom routines and Classroom routines and Classroom routines and Classroom routines and

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Learning Environment

procedures are either nonexistent or inefficient, resulting in the loss of much instructional time.

procedures exist but are applied inconsistently and have not been established as part of the classroom culture resulting in some loss of instructional time.

procedures have been established and function with little loss of instructional time.

procedures that promote learning have been established and function smoothly, maximizing instructional time.

2D. Managing Student Behaviors (attitude, conduct, and academic)

Has not established clear expectations, appears to be unaware of student behaviors, and does not respond to behaviors in appropriate and respectful ways.

Establishes some expectations and demonstrates emerging awareness by attempting to respond to some behaviors in appropriate and respectful ways.

Establishes clear expectations and demonstrates awareness by responding to most student behaviors in appropriate and respectful ways.

Establishes clear expectations and demonstrates awareness of student behaviors by responding in appropriate and respectful ways.

2E: Utilizing Classroom Space

Makes poor use of the physical environment, resulting in unsafe or inaccessible conditions for some students. There is a mismatch between use of furniture/equipment and the lesson activities.

Creates a physical environment that is safe, and some essential learning is accessible to all students. The use of furniture/equipment supports most learning activities.

Creates a physical environment that is safe, and learning is accessible to all students. Uses furniture and equipment effectively as a resource for learning.

Creates a safe, flexible physical environment that may extend beyond the classroom and enhances learning for all students through a variety of student- centered activities.

Domain 3: InstructionINDICATOR Unsatisfactory Emerging Satisfactory Accomplished Novice3A. Communicating Clearly and Accurately

When giving instructions, explanations, or learning objectives/goals the oral and written communication is not clear, with grammar and/or syntax errors, or inappropriate language usage.

When giving instructions, explanations, or learning objectives/goals the oral and written communication is often not clear, with some grammar and/or syntax errors, but no inappropriate language usage.

When giving instructions, explanations, or learning objectives/goals the oral and written communication is appropriate but at times requires further clarification.

When giving instructions, explanations, or learning objectives/goals the oral and written communication is consistently clear, accurate and appropriate for all situations.

3B. Using Questioning and Discussion Techniques

Makes poor use of questioning and discussion techniques, using only recall questions, little meaningful discussion, and limited student participation.

Attempts to use a variety of questioning techniques to probe student thinking and understanding but has difficulty guiding discussion based on students’ responses. Engages some students in meaningful discussion and inconsistently incorporates wait time.

Uses a variety of questioning techniques to probe student thinking and understanding to facilitate student-centered discussions. Most students are engaged in meaningful discussions.

Uses a variety of questioning techniques to probe student thinking and understanding to facilitate student-centered discussions. All students are engaged in meaningful discussions that challenge/expand their perspectives.

3C. Engaging Students in Learning

Uses inappropriate instructional strategies/pacing/technology which results in a lack of engagement and little learning for students throughout lesson.

Attempts to use a variety of instructional strategies/pacing/technology which results in sporadic engagement and learning for students throughout lesson.

Uses a variety of instructional strategies/pacing/technology which results in engagement and learning for students throughout much of lesson.

Understands and consistently uses a variety of instructional strategies/pacing/technology which results in engagement and learning for students throughout lesson. .

3D. Providing Feedback to Students

Feedback to students is very general in nature, and/or is not given in a timely manner. The quantity, frequency, and duration of feedback do not facilitate ongoing improvement.

Feedback to students is given intermittently and/or is often too general to provide students with meaningful, targeted information that encourages ongoing improvement.

Feedback to students is generally timely and is mostly targeted to specific components of work and is given frequently with consideration of ongoing improvement.

Feedback is always timely, relevant, targets specific aspects of students’ academic work, and is provided with a professional and supportive demeanor that encourages ongoing improvement.

3E. Demonstrating Flexibility and Responsiveness

Adheres to the instructional plan in spite of poor student understanding or of students’ lack of interest. Fails to appropriately respond to student questions. Assumes no responsibility for students’ failure to understand.

Attempts to modify the instructional plan as a result of some student misunderstanding or of students’ lack of interest. Is inconsistent in responding to student questions. Assumes some responsibility for students’ failure to understand.

Makes spontaneous adjustments as needed to instructional plan with adequate effectiveness by responding to students’ interest and questions and assumes responsibility for students’ failure to understand.

Makes effective spontaneous adjustments as needed to instructional plan and responds to student interests and questions and assumes responsibility for students’ failure to understand and uses reflection to make changes in instruction.

Domain 4: Professional ResponsibilitiesINDICATOR Unsatisfactory Emerging Satisfactory Accomplished Novice

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4A. Reflecting on Teaching

Reflection is not evident or limited to a summary of the lesson with no examples of how it can be improved. Effectiveness is based on impression of how well the objectives were achieved. Examples to improve future lessons are not provided.

Reflection is limited to general characteristics of the lesson and examples of how it can be improved. Effectiveness is based on impressions of how well the objectives were achieved. Examples to improve future lessons are subjective or not provided.

Reflection includes characteristics of the lesson and examples of how it can be improved. Improvements are general but are based on the effectiveness of the lesson and supported by evidence on how well the objectives of the lesson were achieved. General examples to improve future lessons are provided.

Reflection includes characteristics of the lesson and specific examples on how it can be improved. Improvements are based on the effectiveness supported by evidence on how well the objectives were achieved. Specific examples to improve future lessons are provided.

4B. Maintaining Accurate Records

System for maintaining information on student completion of assignments, progress in learning, and non-instructional activities is ineffective or non-existent.

Attempts to begin using a system for maintaining information on student completion of assignments, progress in learning, and/or non-instructional activities.

System for maintaining information on student completion of assignments, progress in learning, and non-instructional activities is usually effective.

System for maintaining information on student completion of assignments, progress in learning, and non-instructional activities is effective and efficient.

4C. Communicating with Families

Evidence of providing information to families or attempts to involve them in the instructional program is not provided.

Evidence of compliance with school procedures for communicating with families and efforts to minimally involve families in the instructional program are provided.

Evidence of regular communication with all families and successful involvement of most families in supporting the instructional program is provided.

Evidence of regular communication with all families in various ways, successful involvement in supporting the instructional program, and including them as resource persons within the curriculum is provided. Provides families with information on how to support the instructional program.

4D. Contributing to the School

Evidence of collaboration with others is not found or is insufficient and avoids involvement in school related activities.

Evidence of some collaboration with others is present and participates in some appropriate school related activities.

Evidence of consistent collaboration with others is present and participates in appropriate school related activities.

Evidence of actively seeking opportunities for collaboration is present and actively participates in appropriate school related activities.

4E: Growing and Developing Professionally

Evidence of participation in professional development activities is not present or is insufficient. No attempt is made to seek or use feedback to improve instructional skills.

Evidence of limited participation in professional development activities is present. Attempts to improve instructional skills based on feedback.

Evidence of participation in professional development activities is present. Improves instructional skills based on feedback.

Evidence of actively seeking opportunities for professional development activities is present. Uses feedback and self-reflection leading to continuous improvement in instructional skills.

4F. Showing Professionalism

Evidence of unprofessional behavior in regard to appearance and hygiene, punctuality in meeting teaching responsibilities, self-control, exhibiting sound judgment, ethical conduct, adhering to guidelines, professional relationships, seeking solutions to problems.

Evidence of inconsistent professional behavior in regard to appearance and hygiene, punctuality in meeting teaching responsibilities, self-control, exhibiting sound judgment, ethical conduct, adhering to guidelines, professional relationships, seeking solutions to problems.

Evidence of consistent professional behavior in regard to appearance and hygiene, punctuality in meeting teaching responsibilities, self-control, exhibiting sound judgment, ethical conduct, adhering to guidelines, professional relationships, seeking solutions to problems.

Evidence of role awareness as a professional and as a leader in the school and community

Candidate Signature Evaluator Signature

MODEL OF APPROPRIATE PRACTICE

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Observation NotesDomain 1: Planning and PreparationINDICATOR1A. Demonstrates Knowledge of Content

Comments:

1B. Demonstrates Knowledge of Pedagogy

Comments:

1C. Demonstrates Knowledge of Students and their Learning.Comments:

1D. Selects Appropriate Learning Goals Comments:

1E. Demonstrates Knowledge of Resources Comments:

1F. Designs Coherent Instruction

Comments:

1G. Assesses Student Learning for Planning

Comments:

Domain 2: The Classroom EnvironmentINDICATOR2A. Creating an Environment of Respect and Rapport

Comments:

2B. Establishing a Culture for Learning.

Comments:

2C. Managing the Learning Environment

Comments:

2D. Managing Student Behaviors (attitude, conduct, and academic)

Comments:

2E: Utilizing Classroom Space

Comments:

Domain 3: InstructionINDICATOR

3A. Communicating Clearly and Accurately

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Comments:

3B. Using Questioning and Discussion Techniques Comments:

3C. Engaging Students in Learning

Comments:

3D. Providing Feedback to Students Comments:

3E. Demonstrating Flexibility and Responsiveness

Comments:

Domain 4: Professional ResponsibilitiesINDICATOR Unsatisfactory Emerging Satisfactory Accomplished Novice4A. Reflecting on Teaching

Comments:

4B. Maintaining Accurate Records

Comments:

4C. Communicating with Families

Comments:

4D. Contributing to the School

Comments:

4E: Growing and Developing Professionally. Comments:

4F. Showing Professionalism

Comments:

Candidate Signature Evaluator Signature

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COLLEGE OF EDUCATION AND HEALTH PROFESSIONS RUBRIC FOR THE EVALUATION OF DISPOSITIONS

Directions: Please circle the appropriate indicators based on the student’s performance.Disposition Below Expectations Meets Expectations Exceeds Expectations

Exhibits sound judgment and moral reasoning, especially in relating to and safe-guarding students

Uses objectionable language; relates to P-12 students as peers; leaves the classroom without a qualified person in charge.

Uses no objectionable language; relates to P-12 students in an adult and professional manner; never leaves the classroom without a qualified adult in charge.

Always models language that is exemplary and deals individually with P-12 students who exhibit inappropriate language; maintains a warm but professional attitude with students; maintains control and assumes responsibility for classroom environment at all times.

Interacts appropriately and positively with others

Interactions with peers, colleagues, or authority figures are at times negative, demeaning, sarcastic, combative, or inappropriate.

Interactions with peers, colleagues, or authority figures are appropriate and positive.

Interactions with peers, colleagues, or authority figures are appropriate, positive, and respectful of differing opinions.

Treats others with courtesy, respect and open-mindedness

At times treats others rudely and with disrespect. Words or actions are insulting or show contempt for others

Treats others with courtesy and respect. Words and actions are polite and professional.

Treats others with courtesy, respect and open-mindedness. Listens to and shows interest in the ideas and opinions of others.

Displays the ability to work with diverse individuals

Communicates an inability or unwillingness to work with some students, other teacher candidates, or teachers.

Works harmoniously and effectively with diverse individuals.

Displays the ability to work with diverse individuals and may seek opportunities to include or show appreciation for those excluded.

Displays maturity and independence by following appropriate protocol when seeking solutions to problems

Enlists participation of family members or other individuals to seek solutions on his/her behalf; fails to identify the appropriate personnel with whom to address the problem; focuses on blaming others rather than seeking solutions.

If unable to resolve problem independently, enlists the help of faculty or staff in identifying the appropriate person to assist; follows through with that person to seek a resolution; uses discretion in discussing the problem; focuses on seeking solutions rather than assigning blame.

Seeks solutions independently and/or identifies the faculty or staff member who can assist; addresses the problem with the appropriate person and is prepared with any necessary documentation; uses discretion in discussing the problem; focuses on seeking solutions rather than assigning blame.

Accepts and uses constructive criticism (feedback)

Is not receptive to constructive comments and shows no sign of implementing change.

Is receptive to constructive comments and implements changes.

Is receptive to constructive comments, implements changes, and seeks feedback from others.

Demonstrates enthusiasm, confidence, and initiative

Lacks enthusiasm and confidence in teaching and does not take initiative.

Exhibits enthusiasm and confidence in teaching and takes initiative.

Is enthusiastic, confident, and takes initiative beyond what is expected.

Demonstrates appropriate self-monitoring and control of emotions and behavior

At times visibly demonstrates a lack of emotional control; may become upset, use put-downs or display anger.

Models appropriate emotional and behavioral responses.

Models appropriate emotional and behavioral responses in difficult situations.

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Disposition Below Expectations Meets Expectations Exceeds ExpectationsDemonstrates acceptable professional appearance and uses appropriate hygiene

Appearance, attire and/or hygiene are often inappropriate.

Appearance, attire, and hygiene are appropriate.

Is a role model of professionalism through personal appearance, attire, and hygiene.

Maintains confidentiality of records, correspondence and conversations

Does not maintain confidentiality of records; participates in gossip about P-12 students, faculty, other teacher candidates, or school personnel; does not respect confidentiality of professional correspondence or conversations.

Maintains confidentiality of P-12 student records and of professional correspondence and conversations; refrains from gossiping.

Maintains confidentiality of P-12 student records and of professional correspondence and conversations, and does not tolerate gossiping or abuses of confidentiality by others.

Prepares thoroughly and consistently

Seldom displays a thorough preparation of academic materials.

Consistently displays a thorough preparation of academic materials.

Always displays a thorough preparation of academic materials and goes beyond required criteria.

Meets deadlines Does not consistently abide by deadlines for assignments, including projects and presentations.

Consistently abides by deadlines for assignments, including projects and presentations.

Always abides by deadlines for assignments including projects and presentations.

Exhibits a strict code of honesty related to tests and assignments

Has knowingly plagiarized, cheated on a test, copied another’s work or allowed someone to copy.

Consistently demonstrates behaviors that exemplify honesty and integrity. Documents thoroughly.

Always demonstrates behaviors that exemplify honesty and integrity. Documents thoroughly.

Comments:

Clinical Faculty Signature: ________________________________________________ Date: _______________Cooperating Teacher Signature: ____________________________________________Date: _______________

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APPENDIX B:

The Code of Ethics for Educators

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Georgia Professional Standards Commission Educator Ethics Divisionwww.gapsc.com

Effective October 15, 2009 505-6-.01 THE CODE OF ETHICS FOR EDUCATORS (1) Introduction. The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Professional Standards Commission has adopted standards that represent the conduct generally accepted by the education profession. The code defines unethical conduct justifying disciplinary sanction and provides guidance for protecting the health, safety and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession. (2) Definitions (a) “Certificate” refers to any teaching, service, or leadership certificate, license, or permit issued by authority of the Professional Standards Commission. (b) “Educator” is a teacher, school or school system administrator, or other education personnel who holds a certificate issued by the Professional Standards Commission and persons who have applied for but have not yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also refers to paraprofessionals, aides, and substitute teachers.

(c) “Student” is any individual enrolled in the state’s public or private schools from preschool through grade 12 or any individual under the age of 18. For the purposes of the Code of Ethics and Standards of Professional Conduct for Educators, the enrollment period for a graduating student ends on August 31 of the year of graduation.

(d) “Complaint” is any written and signed statement from a local board, the state board, or one or more individual residents of this state filed with the Professional Standards Commission alleging that an educator has breached one or more of the standards in the Code of Ethics for Educators. A “complaint” will be deemed a request to investigate.

(e) “Revocation” is the invalidation of any certificate held by the educator. (f) “Denial” is the refusal to grant initial certification to an applicant for a certificate. (g) “Suspension” is the temporary invalidation of any certificate for a period of time specified by the Professional Standards Commission. (h) “Reprimand” admonishes the certificate holder for his or her conduct. The reprimand cautions that further unethical conduct will lead to a more severe action. (i) “Warning” warns the certificate holder that his or her conduct is unethical. The warning cautions that further unethical conduct will lead to a more severe action. (j) “Monitoring” is the quarterly appraisal of the educator’s conduct by the Professional Standards Commission through contact with the educator and his or her employer. As a condition of monitoring, an educator may be required to submit a criminal background check (GCIC). The Commission specifies the length of the monitoring period. (k) “No Probable Cause” is a determination by the Professional Standards Commission that, after a preliminary investigation, either no further action need be taken or no cause exists to recommend disciplinary action. 505-6-.02 (3) Standards

(a) Standard 1: Legal Compliance - An educator shall abide by federal, state, and local laws and statutes. Unethical conduct includes but is not limited to the commission or conviction of a felony or of any crime involving moral turpitude; of any other criminal offense involving the manufacture, distribution, trafficking, sale, or possession of a controlled substance or marijuana as provided for in Chapter 13 of Title 16; or of any other sexual offense as provided for in Code Section 16-6-1 through 16-6-17, 16-6-20, 16-6-22.2, or 16-12-100; or any other laws applicable to the profession. As used herein, conviction includes a finding or verdict of guilty, or a plea of nolo contendere, regardless of whether an appeal of the conviction has been sought; a situation where first offender treatment without adjudication of guilt pursuant to the charge was granted; and a situation where an adjudication of guilt or sentence was otherwise withheld or not entered on the charge or the charge was otherwise disposed of in a similar manner in any jurisdiction.

(b) Standard 2: Conduct with Students - An educator shall always maintain a professional relationship with all students, both in and outside the classroom. Unethical conduct includes but is not limited to:

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1. committing any act of child abuse, including physical and verbal abuse; 2. committing any act of cruelty to children or any act of child endangerment; 3. committing any sexual act with a student or soliciting such from a student;

4. engaging in or permitting harassment of or misconduct toward a student that would violate a state or federal law;

5. soliciting, encouraging, or consummating an inappropriate written, verbal, electronic, or physical relationship with a student;

6. furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student; or

7. failing to prevent the use of alcohol or illegal or unauthorized drugs by students who are under the educator’s supervision (including but not limited to at the educator’s residence or any other private setting).

(c) Standard 3: Alcohol or Drugs - An educator shall refrain from the use of alcohol or illegal or unauthorized drugs during the course of professional practice. Unethical conduct includes but is not limited to:

1. being on school premises or at a school-related activity while under the influence of, possessing, using, or consuming illegal or unauthorized drugs; and

2. being on school premises or at a school-related activity involving students while under the influence of, possessing, or consuming alcohol. A school-related activity includes, but is not limited to, any activity sponsored by the school or school system (booster clubs, parent-teacher organizations, or any activity designed to enhance the school curriculum i.e. Foreign Language trips, etc).

(d) Standard 4: Honesty - An educator shall exemplify honesty and integrity in the course of professional practice. Unethical conduct includes but is not limited to, falsifying, misrepresenting or omitting: 505-6-.02

1. professional qualifications, criminal history, college or staff development credit and/or degrees, academic award, and employment history;

2. information submitted to federal, state, local school districts and other governmental agencies; 3. information regarding the evaluation of students and/or personnel; 4. reasons for absences or leaves;

5. information submitted in the course of an official inquiry/investigation; and 6. information submitted in the course of professional practice.

(e) Standard 5: Public Funds and Property - An educator entrusted with public funds and property shall honor that trust with a high level of honesty, accuracy, and responsibility. Unethical conduct includes but is not limited to:

1. misusing public or school-related funds;

2. failing to account for funds collected from students or parents;

3. submitting fraudulent requests or documentation for reimbursement of expenses or for pay (including fraudulent or purchased degrees, documents, or coursework);

4. co-mingling public or school-related funds with personal funds or checking accounts; and

5. using school property without the approval of the local board of education/governing board or authorized designee.

(f) Standard 6: Remunerative Conduct - An educator shall maintain integrity with students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation. Unethical conduct includes but is not limited to:

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1. soliciting students or parents of students to purchase equipment, supplies, or services from the educator or to participate in activities that financially benefit the educator unless approved by the local board of education/governing board or authorized designee;

2. accepting gifts from vendors or potential vendors for personal use or gain where there may be the appearance of a conflict of interest;

3. tutoring students assigned to the educator for remuneration unless approved by the local board of education/governing board or authorized designee; and

4. coaching, instructing, promoting athletic camps, summer leagues, etc. that involves students in an educator’s school system and from whom the educator receives remuneration unless approved by the local board of education/governing board or authorized designee. These types of activities must be in compliance with all rules and regulations of the Georgia High School Association. 505-6-.02

(g) Standard 7: Confidential Information - An educator shall comply with state and federal laws and state school board policies relating to the confidentiality of student and personnel records, standardized test material and other information. Unethical conduct includes but is not limited to:

1. sharing of confidential information concerning student academic and disciplinary records, health and medical information, family status and/or income, and assessment/testing results unless disclosure is required or permitted by law;

2. sharing of confidential information restricted by state or federal law;

3. violation of confidentiality agreements related to standardized testing including copying or teaching identified test items, publishing or distributing test items or answers, discussing test items, violating local school system or state directions for the use of tests or test items, etc.; and

4. violation of other confidentiality agreements required by state or local policy.

(h) Standard 8: Abandonment of Contract - An educator shall fulfill all of the terms and obligations detailed in the contract with the local board of education or education agency for the duration of the contract. Unethical conduct includes but is not limited to:

1. abandoning the contract for professional services without prior release from the contract by the employer, and

2. willfully refusing to perform the services required by a contract.

(i) Standard 9: Required Reports - An educator shall file reports of a breach of one or more of the standards in the Code of Ethics for Educators, child abuse (O.C.G.A. §19-7-5), or any other required report. Unethical conduct includes but is not limited to:

1. failure to report all requested information on documents required by the Commission when applying for or renewing any certificate with the Commission;

2. failure to make a required report of a violation of one or more standards of the Code of Ethics for educators of which they have personal knowledge as soon as possible but no later than ninety (90) days from the date the educator became aware of an alleged breach unless the law or local procedures require reporting sooner; and

3. failure to make a required report of any violation of state or federal law soon as possible but no later than ninety (90) days from the date the educator became aware of an alleged breach unless the law or local procedures require reporting sooner. These reports include but are not limited to: murder, voluntary manslaughter, aggravated assault, aggravated battery, kidnapping, any sexual offense, any sexual exploitation of a minor, any offense involving a controlled substance and any abuse of a child if an educator has reasonable cause to believe that a child has been abused.

(j) Standard 10: Professional Conduct - An educator shall demonstrate conduct that follows generally recognized professional standards and preserves the dignity and integrity of the teaching profession. Unethical conduct includes but is not limited to any conduct that impairs and/or diminishes the certificate holder’s ability to function professionally in his or her employment position, or behavior or conduct that is detrimental to the health, welfare, discipline, or morals of students. 505-6-.02

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(k) Standard 11: Testing - An educator shall administer state-mandated assessments fairly and ethically. Unethical conduct includes but is not limited to: 1. committing any act that breaches Test Security; and 2. compromising the integrity of the assessment. (4) Reporting (a) Educators are required to report a breach of one or more of the Standards in the Code of Ethics for Educators as soon as possible but no later than ninety (90) days from the date the educator became aware of an alleged breach unless the law or local procedures require reporting sooner. Educators should be aware of legal requirements and local policies and procedures for reporting unethical conduct. Complaints filed with the Professional Standards Commission must be in writing and must be signed by the complainant (parent, educator, personnel director, superintendent, etc.). (b) The Commission notifies local and state officials of all disciplinary actions. In addition, suspensions and revocations are reported to national officials, including the NASDTEC Clearinghouse. (5) Disciplinary Action (a) The Professional Standards Commission is authorized to suspend, revoke, or deny certificates, to issue a reprimand or warning, or to monitor the educator’s conduct and performance after an investigation is held and notice and opportunity for a hearing are provided to the certificate holder. Any of the following grounds shall be considered cause for disciplinary action against the holder of a certificate: 1. unethical conduct as outlined in The Code of Ethics for Educators, Standards 1-10 (PSC Rule 505-6-.01); 2. disciplinary action against a certificate in another state on grounds consistent with those specified in the Code of Ethics for Educators, Standards 1-10 (PSC Rule 505-6-.01); 3. order from a court of competent jurisdiction or a request from the Department of Human Resources that the certificate should be suspended or the application for certification should be denied for non-payment of child support (O.C.G.A. §19-6-28.1 and §19-11-9.3); 4. notification from the Georgia Higher Education Assistance Corporation that the educator is in default and not in satisfactory repayment status on a student loan guaranteed by the Georgia Higher Education Assistance Corporation (O.C.G.A. §20-3-295);

5. suspension or revocation of any professional license or certificate; 6. violation of any other laws and rules applicable to the profession; and 7. any other good and sufficient cause that renders an educator unfit for employment as an educator.

(b) An individual whose certificate has been revoked, denied, or suspended may not serve as a volunteer or be employed as an educator, paraprofessional, aide, substitute teacher or in any other position during the period of his or her revocation, suspension or denial for a violation of The Code of Ethics. The superintendent and the superintendent’s designee for certification shall be 505-6-.02 responsible for assuring that an individual whose certificate has been revoked, denied, or suspended is not employed or serving in any capacity in their district. Both the superintendent and the superintendent’s designee must hold GaPSC certification. Authority O.C.G.A. § 20-2-200; 20-2-981 through 20-2-984.5

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APPENDIX C:

Program Forms

30

Professional Activities/Staff Development Record

Staff Development Courses / Workshops / Activities

Course / Workshop / Activity Date Number of Clock Hours

Verification

Total column: _________

31

Record of Classroom Observations (Please sign and date) School Administrator 1.2.

Clinical Faculty1st semester1.2.3.4. Comments:

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APPENDIX D:

edTPA

33

edTPA-Teacher candidates in all disciplines will complete edTPA’s (Teacher Performance Assessment) during the Internship experience. edTPA is an authentic assessment of pre-service teachers developed by Stanford University in collaboration with the Teacher Performance Assessment Consortium.

Task 1 (Context for Learning, Learning Segment/3-5 Lesson Plans which include additional resources/assessments, and Commentary)

Task 2( Commentary) Task 3 (Student Work Samples and Commentary)

Refer to LiveText for the handbook and templates specific to your discipline.edTPA Resource: http://edtpa.aacte.org/about-edtpa

edTPA Spring 2015 CalendarInternshipcalendarspring2015.docx

Video Permission FormsThere are two forms that must be completed prior to beginning your videotaping. The first form is to receive permission from your school’s principal and must be completed prior to sending the second form. The second form is to receive permission from your students’ parents. Most schools have video permission forms on file; however, you will need to receive permission by completing these forms prior to videotaping.

edTPA Candidate FormedTPA Parent Form

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APPENDIX E:

Certification of Completion

35

Certification of Completion

(Please complete this form at the end of the semester and submit it to the Director of Student Advising and Field Experiences at Columbus State University.)

Columbus State UniversityCollege of Education and Health Professions

Teaching Internship(for individuals who hold a Non-Renewable/Non-Professional certificate)

Intern: School System:

Teaching Assignment: School:

Teaching Field: Date of Completion:

Based on my observations of classroom performance, professional dispositions, and stated Internship Program requirements, the above student has met all of the components of the Internship Program which are outlined in this handbook.

_____________________________________________ ________________________Signature of On-site School Administrator Date

_____________________________________________ ________________________Signature of Clinical Faculty Date

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APPENDIX F:

Internship Portfolio Checklist

37

INTERNSHIP PORTFOLIO CHECKLIST _____ Introduction

_____ Philosophy of Teaching

_____ Resume _____ Domain 1: Class Profile

Domain 2:

_____ Management Plan to include general routines, procedures, rules, consequences, rewards and assessment plan Domain 3:

_____ edTPA submitted into LiveText

Domain 4: _____ Professional Activities/Staff Development Record (30 hours)

_____ Record of Observations

_____ Certificate of Completion (Blank copy for Clinical Faculty’s use.)

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