Collaboration- Student TeachingHandbook-revF18_0

Collaboratio n in Teacher Education A Guide for PK-12 Student Teachers, Cooperating Teachers and University Supervisors [Revised June 2018 ] Vacca Office of Student Services 304 White Hall, Kent, OH 44242 Phone: (330) 672-2870 Fax: (330) 672-6277 Website: www.kent.edu/ehhs/services/voss TEACHER EDUCATION DIRECTORY College of Education, Health, and Human Services Dean's Office 408 White Hall 330-672-2202 Vacca Office of Student Services 304 White Hall 330-672-2862 Dr Alicia Crowe, Associate Dean for Student Services and Undergraduate Education/Director of Teacher Education Admission to Advanced Study, Licensure, Advising, Praxis Dr Jennifer Walton-Fisette, Director Education Preparation 404 White Hall 330-672-0230 304 White Hall 330-672-0541 Graduate Student Services 418 White Hall 330-672-2576 Dr Stephen Mitchell, Associate Dean of Graduate Education and Administrative Affairs MAT (Master of Arts in Teaching) 404 White Hall 330-672-0670 100 Nixson Hall 330-672-2197 405 White Hall 330-672-2294 404 White Hall 330-672-2580 263 MACC Annex 330-672-0230 Satterfield Hall 330-672-1825 330-672-1725 Dr James Hannon, Dean Michael T Englert, Director of Clinical Experiences Student Teaching & Field Experiences Lisa Testa, MAT Coordinator School of Health Sciences Lynne Rowan, School Director Susan Grogan-Johnson, Program Coordinator, Speech Pathology Cynthia Symons, Program Liaison School Health Education School of Lifespan Development and Educational Sciences Mary Dellman-Jenkins, School Director Sonya Wisdom & Kristi Pretti-Frontczak, Program Coordinators Special Education School of Teaching, Learning, and Curriculum Studies Alexa Sandmann, School Director Melanie Kidder-Brown, Program Coordinator Early Childhood Steve Turner, Program Coordinator Middle Childhood Lisa Borgerding, Program Coordinator Adolescent-Young Adult Patrick O'Connor, Program Coordinator–Career Technical Teacher Education (CTTE) Jennifer Walton-Fisette, Program Coordinator Physical Education College of Arts & Sciences Rebecca Chism, Program Liaison Modern & Classical Languages Sarah Rilling, Program Liaison-TESOL Satterfield Hall College of the Arts Linda Hoeptner-Poling, Program Coordinator Art Education Jay Dorfman, Program Coordinator Music Education Erin LaSala, Program Coordinator Dance Education Art Bldg MACC Annex 330-672-7866 330-672-2172 330-672-2069 117B VanDeusen 330-672-7064 Music & Speech Ctr College of Engineering, Sustainability and Technology Roberto Uribe Rendon ,Program Coordinator Technology ii TABLE OF CONTENTS Section I: General Information What is a High Quality Professional Educator? Roles and Responsibilities Statement of Philosophy Student Teaching Triad Teacher Performance Assessment (TPA) Student Teaching (Clinical Experience) Placement Process Background Checks 10 Policies and Procedures During Student Teaching 11 Alcohol and Drug Use 11 Attendance/Time Commitment 11 Calamity Days/Inclement Weather 12 Conflicts Between School Districts and Their Teachers/Staff 12 Corporal Punishment 13 Documentation 13 Health-Related Issues 13 Liability Insurance 13 Medications 13 Obligations Beyond Student Teaching 13 Professional Conduct and Appearance 13 School Policies 14 Substitute Teaching 14 Assessment of Student Teachers 14 Performance Assessment 14 Rationale for the Student Teaching Assessment Instruments 15 Observation 15 Midterm Assessment 16 Summative Assessment 16 Additional Assessments 17 Disposition Assessment 17 Teacher Work Sample 17 Supplemental Assessments for Specific Program Areas 18 The Teacher Performance Assessment (TPA) 18 Conflict Resolution 19 Procedures for Addressing Problems 19 Grade for Student Teaching 20 Section II: Student Teacher Role of the Student Teacher 22 The Teacher Performance Assessment (TPA) 23 Reflective Teaching 23 Opportunities to Engage in Reflection 23 iii Life After Student Teaching 24 Career Services Center 24 National Board for Professional Teaching Standards Certification 26 Section III: Cooperating Teacher _ Role of the Cooperating Teacher 29 The Teacher Performance Assessment (TPA) 30 Guidelines for the Cooperating Teacher 30 Section IV: University Supervisor Role of the University Supervisor 35 The Teacher Performance Assessment (TPA) 35 Assessment Deadlines 36 Guidelines for the University Supervisor 36 Lesson Planning 38 Professionalism & Reflective Practice Through Conferencing 38 Student Teacher Conferences 40 Section V: Student Teaching Sample Forms Instructions for University Supervisors to use the Student Teaching Observation Form 42 Student Teaching Observation Form 44 Student Teaching Evaluation 47 Professional Disposition Assessment 54 Cooperating Teacher Evaluation of University Supervisor 55 Student Teacher Evaluation of University Supervisor 56 Permission for Photographs/Videotapes/Audiotapes of Children (non-TPA) 57 Student Teacher Absence Form 58 Teacher Performance Assessment Parent/Guardian Permission Letter 59 Teacher Performance Assessment Permission Form………………………………………………60 iv v SECTION I: GENERAL INFORMATION SECTION I: GENERAL INFORMATION What is a High Quality Professional Educator? -The conceptual framework for the teacher education unit at Kent State University is based upon the University Mission that we prepare students for responsible citizenship and productive careers, broaden intellectual perspectives, and foster ethical and humanitarian values In-Depth Content Knowledge  Knows and understands discipline-specific content and pedagogy  Places knowledge in a broader context and integrates it with other content areas  Seeks out and uses innovative, content-appropriate teaching methods Learner-Centered Pedagogy  Understands how students learn  Facilitates inquiry-based learning and authentic assessment  Creates a learning environment that helps students build on prior knowledge  Uses technology in an ethical, critical, and competent manner as a means to acquire, provide, organize, and communicate knowledge Informed Reflective Practice  Draws on research, theory, and multiple fields of knowledge for the development of curriculum, pedagogy, and educational programs  Employs the iterative process of action, observation, and reflection as the basis of improving practice  Uses multiple sources of data to plan, revise, and enact curriculum and educational programs Ethical and Culturally-Responsive Practices  Exemplifies the highest ethical standards of the teaching profession  Values richness of human differences  Adapts assessment, pedagogy, and educational programs to individual differences  Understands the role of public education in a democracy  Advocates for students and families Professional Collaboration  Understands the role of other professional educators  Demonstrates leadership for educating all children in collaboration with educators, agencies, families and communities  Values and demonstrates commitment to ongoing professional development During capstone student teaching experiences, student teachers are assessed in areas related to the above values and behaviors, specifically in the standards of teaching related to content knowledge, implementation of strategies to ensure teaching for learning, establishing effective learning environments, and commitment to professional practice These standards are themselves connected to the strategic directions of Kent State University seeking to: a) b) c) d) create innovations in learning, engage the world, focus on those we serve and build and sustain partnerships Roles and Responsibilities -Statement of Philosophy The clinical experience should represent a pivotal point in students’ preparations to becoming teachers It is the time when theory and practice meet and when student teachers discover whether they can or even want to teach Traditional field experience supervision models are comprised of a triad consisting of the student teacher, cooperating teacher, and university supervisor (see below) Each make contributions categorized by specific features relevant to the field experience such as focus, priorities, special expertise, scope, professional concerns, and qualifications In terms of focus, the university supervisor is primarily concerned with student teachers and how they are fulfilling the college program’s expectations The cooperating teacher’s focus is on how the student teachers are functioning in the classroom However, the emerging trend is a movement toward mutual responsibility, including faculty and administrators from the teacher education unit and members from the local school (Burret & Slick, 1995) Accordingly, an additional area of focus should come from the building principal who would be concerned with how the student teachers become knowledgeable and function within the larger context of teaching from a school, community, and global perspective A new model of collaboration in teacher preparation that includes the building principal is provided in the following chart listing specific roles and responsibilities of the student teacher, the cooperating teacher, and university supervisor Student Teacher Building knowledge of students and teaching, constructing personal identity as a teacher, and developing standard procedural routines for class management and effective instruction University Supervisor Ensuring teacher preparation program philosophy is met while creating balance and support for the student teacher, cooperating teacher, and building principal Cooperating Teacher Supporting authentic practices through a variety of rich opportunities for the student teacher to build a context for understanding and facilitating the complex relationship between teaching and learning Principal Providing the connection between teacher preparation coursework and the educational context that includes how classroom practices interact with district/school mission and goals, the conditions and dynamics of a diverse community, and the global issues and forces affecting teaching and learning (Varrati, LaVine, & Turner, 2007) Student Teaching Triad The relationship between the university supervisor, the cooperating teacher, and the student teacher is an important one Therefore, it is expected that communication occurs frequently as a team The student teacher should be informed of his/her progress (strengths as well as weaknesses) on a regular basis All evaluation forms should be discussed with the student teacher during conferences Because the university supervisor and the cooperating teacher view the student teaching experience from unique and different perspectives, each perspective should be thoroughly represented Therefore, the university supervisor and the cooperating teacher will independently complete a paper copy of the unofficial Student Teaching Assessment at midterm and end of the placement and present to the student teacher during a conference The supervisor will then enter both assessments online Once the form is completed, an automatic email will be sent to the student teacher containing a link with the completed assessment for electronic signature Once signed by the student teacher, the assessment is official and can be downloaded for printing Teacher Performance Assessment (edTPA) **Go to www.edtpa.com for more details All student teachers will also complete the Teacher Performance Assessment by the deadline set by the Teacher Education Coordinator or your program (whichever is earlier) The general deadline will be the Friday of the 10th week of the semester However, please check with your program if they require it to be submitted earlier The Teacher Performance Assessment (edTPA) is a subject area specific, performance-based assessment for preservice teacher candidates, focused on student learning Developed at Stanford University and administered by Pearson, this portfolio process will evaluate a teacher candidate’s ability to create and assess an effective lesson sequence, teach all students, and reflect on the teaching process Each teacher candidate will develop a portfolio of artifacts, including lesson plans, video clips of instruction, student work samples, teacher assignments, analyses of student learning and reflective commentaries Specifics necessary for each portfolio are clearly designated in edTPA handbooks Materials, including all handbooks and templates for each portion, guides on making good choices and others items to support your completion of your edTPA portfolio, will be available online for all student teachers via Blackboard (see the edTPA Student Teaching page) and all can also access materials via the student site of www.edtpa.com In the early weeks of the student teaching semester, the teacher candidate will distribute a letter to inform students and parents of the edTPA process, including the video clips necessary for the portfolio (see the sample Permission Letter on page 59) A consent form will be collected by the teacher candidate to obtain parent/student permission to participate in the edTPA process (see sample Permission Form on page 60) The final deadline for all program submission in the end of the 10 th week, however, if a program or has an earlier due date specified by the Inquiry Seminar instructor, the earlier date is the due date for that program Beginning in the Fall 2016, all edTPA portfolios were sent for national scoring To pay for this and other supports for the process, a fee of $100 is assessed for undergraduates to your student account each semester during your junior and senior years, with the maximum charge capped at $400 Graduate students are assessed the fee beginning in the first term until the cap is met Completion of the edTPA is one of the requirements for passing student teaching **There is no ‘cut score’ for passing in general, the only requirement is completion The College of EHHS defines ‘completion’ as submission with no condition/error codes, with the opportunity to remediate However, some programs may use scores in course grading, so students should check their inquiry syllabus to be sure Student Teaching (Clinical Experience) Placement Process The Vacca Office of Student Services (304 White Hall) will request an appropriate student teaching placement during the semester prior to the student teaching experience The following two conditions must be met before a placement will be requested: Student teacher candidates must maintain eligibility according to College policy, including all coursework, GPA, dispositional standards, student teaching prerequisite trainings such as Child Safety, CPR and ALICE, and any other criteria as specified by their Program Area Faculty and/or College Student Teacher candidates are required to enter the ‘student portal’ to complete an on-line application, using the Clinical Experience link, prior to participating in their Student Teaching semester Students are assigned to a designated ‘application period’ to complete their forms based on their program major Information on program timelines is available each semester on the Clinical Experience website Placements are generally made within a 50 mile radius of the Kent Campus and/or your residence Requests for specific placements within our contracted districts are taken into consideration, however; there is no guarantee that a request can be met Student teachers are responsible for having reliable transportation, and for any and all travel arrangements to and from their placement site The Vacca Office of Student Services adheres to the following guidelines for placements: Our accrediting agency, the National Council for Accreditation of Teacher Education (NCATE), will be transitioning to the Council for the Accreditation of Educator Preparation (CAEP) which requires that “student teachers develop and demonstrate proficiencies that support learning by all students as shown in their work with students with exceptionalities and those from diverse ethnic, racial, gender, and socioeconomic groups.” In accordance with the College’s Conceptual Framework which values diversity and global awareness in teacher preparation, student teachers are required to participate in field experiences and clinical practice within the partnership districts that include students with exceptionalities and students from diverse backgrounds, including but not limited to ethnic, racial, gender, linguistic, and socioeconomic diversity Experiences with diversity are linked to course-related field experiences If a student teacher has not experienced diversity in prior field experiences, then the Vacca Office of Student Services will attempt to locate a school/district that fulfills this requirement Placements will be requested in our 200+ partnership schools and districts in NE Ohio Additional opportunities for student teaching can be arranged in our current established programs in Florida, Arizona, and Texas Applications for out-of-state placements (nonSPED) should be submitted by October 1st for Spring semester, and March 1st for Fall semester Students interested in overseas opportunities should contact the office of 10 Disciplinary connections with other content areas (OSTP 2.4) and relevant life experience (OSTP 2.5) InTASC Alignment: - Content Knowledge, - Application of Content, - Planning for Instruction, - Instructional Strategies Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description University Supervisor The candidate does not link relevant content connections between disciplines and relevant real-life/real-world experiences The candidate links relevant content connections between disciplines or relevant real-life/real-world experiences The candidate links relevant content connections between disciplines and relevant real-life/real-world experiences by engaging students in activities such as authentic problem-solving or discussion Met” and… The candidate incorporates local and global issues or engages students in generating and evaluating new ideas or approaches Communicates clear learning goals (OSTP 4.3) and plans instruction for the achievement of those specific goals (OSTP 4.3, 4.4) InTASC Alignment: – Learning Environments, - Content Knowledge, - Planning for Instruction, - Instructional Strategies Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description University Supervisor The candidate does not communicate learning goals to students and does not plan instructional activities specific to the achievement of those goals The candidate communicates learning goals to students and plans instructional activities for the achievement of those specific goals The candidate communicates learning goals to students, plans instructional activities for the achievement of those specific goals, and articulates why he or she selected the specific activities “Met” and… The candidate utilizes research-based strategies and addresses the needs of each student in achieving those specific goals Applies knowledge of how students think and learn to instructional design (OSTP 4.4) and creates/selects activities designed to help students develop as independent learners and complex problem-solvers (OSTP 4.6) InTASC Alignment: – Learning Environments, – Application of Content, - Planning for Instruction, - Instructional Strategies Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description The candidate does not select and create learning activities appropriate for his or her students’ cognitive or developmental maturity The candidate selects and creates learning activities appropriate for his or her students’ cognitive or developmental maturity or sequences instruction thoughtfully to provide a foundation for future learning The candidate selects and creates learning activities appropriate for his or her students’ cognitive or developmental maturity and sequences instruction thoughtfully to provide a foundation for future learning “Met” and… The candidate implements open-ended and reflective learning opportunities for students 46 University Supervisor Recognizes (OSTP 1.5) and differentiates (OSTP 4.5) instruction to meet needs of all students, including gifted students, students with disabilities and at-risk students InTASC Alignment: – Learner Development, – Learning Differences, - Planning for Instruction, - Professional Learning and Ethical Practice Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description University Supervisor The candidate does not identify gifted students, students with disabilities, or at-risk students (1.5) nor they employ strategies to differentiate instruction to support the learning needs of all students (4.5) The candidate identifies gifted students, students with disabilities, or at-risk students (1.5) but applies only moderately effective strategies to differentiate instruction to support the learning needs of all students The candidate identifies gifted students, students with disabilities, or at-risk students (1.5) and applies effective strategies to differentiate instruction by using grouping and pacing as appropriate (4.5) “Met” and… The candidate identifies ways to advocate for the needs of students with disabilities, students at risk, and gifted students Uses resources effectively, including technology, to enhance student learning (OSTP 4.7, CAEP 1.5) InTASC Alignment: - Application of Content, - Instructional Strategies, 10 - Leadership and Collaboration Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description University Supervisor The candidate does not use resources and technology appropriate to his or her discipline(s) The candidate uses resources and technology appropriate to his or her discipline(s) to enhance student learning, but does not explain how the selected technology enhances learning (ISTE Standard 5), empowers students (ISTE Standard 2), or improves student achievement (ISTE Standard 6) The candidate uses resources and technology appropriate to his or her discipline(s) to enhance student learning, and explains how the selected technology enhances learning (ISTE Standard 5), empowers students (ISTE Standard 2), and improves student achievement (ISTE Standard 6) “Met” and… The candidate effectively uses technology to collaborate with colleagues and students to improve practice, discover, and share resources and ideas (ISTE Standard 4) Assessment and Instruction Knowledge of assessment types, purposes and the data they generate (OSTP 3.1) and selection of appropriate types of diagnostic, formative, and summative assessment (OSTP 3.2) (CAEP 1.2) InTASC Alignment: - Assessment Performance Level Not Met Partially Met Met Standard Exceeded Description This element can be evaluated through conversation with the candidate if not permitted by the cooperating teacher to select/design their own tools The candidate does not connect assessment types and data they generate for evaluation of student learning (3.1) and does not select appropriate diagnostic, formative, and summative assessments (3.2) The candidate connects assessment types and data they generate for evaluation of student learning (3.1), and uses a limited variety of assessment types (diagnostic, formative, and summative assessment) (3.2) The candidate connects assessment types and data they generate for evaluation of student learning (3.1), and uses a variety of assessment types (diagnostic, formative, and summative assessment) (3.2) “Met” and… The candidate designs tools likely to collect valid and reliable data (3.2) and uses those data to adjust instruction (3.1) Cooperating Teacher University Supervisor Analyzes data to monitor student learning and plans to modify instruction (OSTP 3.3, 4.2) (CAEP 1.2) InTASC Alignment: - Learner Development, - Learning Differences, – Assessment, - Planning for Instruction, Instructional Strategies, - Professional Learning and Ethical Practice 47 Performance Level Not Met Partially Met Met Standard Exceeded Description Cooperating Teacher University Supervisor Cooperating Teacher University Supervisor Cooperating Teacher University Supervisor The candidate does not analyze data collected from assessment tools, nor does he or she identify how the data were used to modify instruction The candidate analyzes data collected from assessment tools, but does not connect data to planning or differentiating instruction The candidate analyzes data collected from assessment tools, connects data to planning and differentiating instruction, and monitors progress on learning goals “Met” and…The candidate analyzes data to identify trends and reflects on how to close student learning gaps and improve his or her teaching practice Collaborates with students, parents, and colleagues on student progress (OSTP 3.4) InTASC Alignment: - Learning Environments, – Assessment, 10 - Leadership and Collaboration Performance Level Not Met Partially Met Met Standard Exceeded Description The candidate does not connect assessment to standards and criteria, nor does he or she provide feedback to students, parents, or other school personnel while maintaining confidentiality The candidate connects assessment to standards and criteria or provides feedback to students, parents, or other school personnel while maintaining confidentiality The candidate connects assessment to standards and criteria and provides feedback to students, parents, or other school personnel while maintaining confidentiality “Met” and…The candidate communicates thoughtfully and professionally Students and Learning Environments Developmental and learning characteristics of age groups (OSTP 1.1) InTASC Alignment: - Learner Development, - Learning Differences Performance Level Not Met Partially Met Met Standard Exceeded Description The candidate does not demonstrate an understanding of how learners construct knowledge, acquire skills, and develop thinking processes The candidate does not draw connections between cognitive, linguistic, social, emotional, and physical development influences on learning The candidate demonstrates an understanding of how learners construct knowledge, acquire skills, and develop thinking processes The candidate draws limited connections between cognitive, linguistic, social, emotional, and physical development influences on learning, and uses somewhat developmentally appropriate instructional strategies The candidate demonstrates an understanding of how learners construct knowledge, acquire skills, and develop thinking processes, and articulates connections between cognitive, linguistic, social, emotional, and physical development influences on learning; he or she uses developmentally appropriate instructional strategies to promote student learning “Met” and… The candidate articulates their students’ needs to implement developmentally appropriate instructional strategies, and can connect selections to relevant research 48 Knowledge of student needs and use of students’ prior knowledge to meet needs (OSTP 1.2) InTASC Alignment: - Learner Development, - Learning Differences, - Learning Environments, - Application of Content, - Planning for Instruction Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description University Supervisor The candidate does not incorporate what students know nor they use it to inform instruction The candidate incorporates what students know, but does not meet their needs effectively through instruction The candidate incorporates what students know and meets their needs effectively through instruction “Met” and… The candidate identifies and utilizes relevant pedagogical or instructional research to plan and implement differentiated instruction Models respect for students’ diverse cultures, language skills and experiences (OSTP 1.4) InTASC Alignment: - Learning Differences, - Application of Content, - Professional Learning and Ethical Practice, 10 Leadership and Collaboration Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description University Supervisor The candidate does not model respect for the diverse cultures, language skills, and experiences of students The candidate models respect by displaying knowledge of interests or cultural heritage of groups, but does not intentionally foster a community of appreciation The candidate models respect by displaying knowledge of interests or cultural heritage of groups and intentionally fosters a community of appreciation “Met” and… and builds relationships with students and colleagues to ensure all students are recognized and valued Creates a classroom environment that is respectful, supportive and caring (OSTP 5.1), physically and emotionally safe (OSTP 5.2), and conducive to learning for all students (OSTP 5.5) InTASC Alignment: - Learning Differences, - Learning Environments, - Professional Learning and Ethical Practice, 10 Leadership and Collaboration Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description The candidate does not create a classroom environment that is respectful and supportive, physically and emotionally safe, and conducive to learning for all students The candidate regularly creates a classroom environment that is respectful and supportive, physically and emotionally safe, and conducive to learning for all students The candidate constantly creates a classroom environment that is respectful and supportive, physically and emotionally safe, and conducive to learning for all students The candidate maintains a productive environment and uses time effectively “Met” and… The candidate enforces age-appropriate expectations for behavior within and outside the classroom, makes standards of conduct clear, and uses a variety of strategies to respond to appropriate and inappropriate behavior The candidate promotes positive relationships, cooperation, and collaboration among students 49 University Supervisor Motivates students to be productive (OSTP 5.3), creates environments with collaborative and individual work (OSTP 5.4), and encourages students to take responsibility for their own learning (OSTP 5.3) InTASC Alignment: - Learning Environments, - Instructional Strategies, 10 - Leadership and Collaboration Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description University Supervisor The candidate does not utilize strategies to increase student motivation and interest and does not create learning situations in which students work independently, collaboratively, and as a whole class The candidate utilizes strategies to increase student motivation and interest and creates learning situations in which students work independently, collaboratively, or as a whole class The candidate utilizes strategies to increase student motivation and interest and creates learning situations in which students work independently, collaboratively, and as a whole class “Met” and… The candidate recognizes student success, encourages students to set goals and take responsibility for productivity in the classroom environment Collaboration, Communication, and Professional Responsibility Uses effective language (written and oral) and appropriate technology for communication (OSTP 6.1, CAEP 1.5) InTASC Alignment: - Professional Learning and Ethical Practice Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description University Supervisor The candidate does not communicate clearly with students and does not leverage technology for communication (ISTE Standard 4) The candidate’s communication with students is moderately clear Written and oral vocabulary is effective for the age group The candidate uses technology to a limited degree for communication (ISTE Standard 4) The candidate’s communication with students is clear Written and oral vocabulary is effective for the age group, and nonverbal communication is appropriate The candidate uses technology effectively for communication (ISTE Standard 4) “Met” and… The candidate adjusts their language (written, oral) and technology use to ensure audience understanding (parents, students, community) and topic Shares responsibility with parents and caregivers to support student learning, emotional and physical development and mental health (OSTP 6.2) InTASC Alignment: - Learning Environments, 10 - Leadership and Collaboration Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description The candidate does not engage in ongoing communication with parents and caregivers about student learning, emotional and physical development, and mental health The candidate supports student learning, emotional and physical development and mental health by engaging in ongoing communication with parents and caregivers about student learning The candidate supports and shares responsibility with parents and caregivers to support student learning, emotional and physical development and mental health and engages in ongoing and appropriate communication with them about student learning “Met” and… The candidate encourages parents and caregivers to take an active role by sharing resources and empowering them to be involved in their student’s learning and achievement Collaborates effectively with other teachers (OSTP 6.3) engages in co-teaching InTASC Alignment: - Learning Environments, - Planning for Instruction, 10 - Leadership and Collaboration 50 University Supervisor Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description University Supervisor The candidate does not work effectively with other teachers, through coteaching or other collaborative opportunities The candidate works somewhat effectively with other teachers, through coteaching or other collaborative opportunities The candidate works effectively with other teachers, through co-teaching or other collaborative opportunities “Met” and… The candidate seeks to improve their practice and their school setting through peer observation, coaching, and a team approach Collaborates effectively with other teachers, administrators and school and district staff (OSTP 6.3) as well as the local and community agencies, to promote a positive environment for student learning (OSTP 6.4) InTASC Alignment: - Learning Environments, - Planning for Instruction, - Professional Learning and Ethical Practice, 10 Leadership and Collaboration Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description University Supervisor The candidate does not collaborate with other teachers, school and district staff, administrators, the local community, and community agencies to promote a positive environment for student learning The candidate collaborates with other teachers, school and district staff, administrators, the local community, and community to promote a positive environment for student learning, but collaboration may occur at inopportune times or via ineffective channels The candidate collaborates with other teachers, school and district staff, administrators, the local community, and community, at appropriate times and settings to promote a positive environment for student learning “Met” and… The candidate advocates for increased collaborative opportunities (i.e partnerships) across the school or district with appropriate personnel and/or local and community agencies Understands, uphold and follow professional ethics, policies and legal codes of professional conduct (OSTP 7.1) (CAEP 1.2) InTASC Alignment: - Professional Learning and Ethical Practice Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description The candidate does not understand or uphold professional ethics, policies and legal codes of professional conduct in their practice The candidate understands and follows professional ethics, policies and legal codes of professional conduct, but does not clearly link practice to these elements The candidate understands, upholds and follows professional ethics, policies and legal codes of professional conduct, and clearly links practice to these elements “Met” and… The candidate serves as a model for in-service teachers 51 University Supervisor Takes responsibility for engaging in continuous, purposeful professional development (OSTP 7.2), including new technologies and practices with technology to enhance student learning (CAEP 1.5) InTASC Alignment: - Professional Learning and Ethical Practice Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description University Supervisor The candidate does not plan for engaging in continuous, purposeful professional development including exploring new technologies to improve student learning (ISTE Standard 1) The candidate plans for engaging in continuous, purposeful professional development but does not include exploring new technologies to improve student learning (ISTE Standard 1) The candidate plans for engaging in continuous, purposeful professional development and includes exploring new technologies to improve student learning (ISTE Standard 1) in those plans “Met” and… connects specific professional development opportunities (technology and otherwise) to specific personal development goals Seeks opportunities to positively impact teaching quality and student achievement (partial alignment to OSTP 7.3) through use research and evidence to develop an understanding of the teaching profession (CAEP.1.2) InTASC Alignment: - Professional Learning and Ethical Practice, 10 – Leadership and Collaboration Performance Level Not Met Partially Met Met Standard Exceeded Cooperating Teacher Description The candidate does not seek opportunities to positively impact teaching quality, school environments, and student achievement The candidate evidences a commitment to seek opportunities to positively impact teaching quality, school environments, and student achievement The candidate identifies opportunities through research and collected evidence to positively impact teaching quality, school environments, and student achievement “Met” and… The candidate engages in activities to accomplish change Overall Comments  Cooperating Teacher Comments  University Supervisor Comments 52 University Supervisor Professional Disposition Assessment Kent State University Teacher Education Revised 3-4-2011 Rating: Not observed; Needs improvement; Acceptable (*Review “instructions” in the Faculty Portal) Professional Dispositions: Professional attitudes, values, and beliefs, demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, faculty, and communities These positive behaviors support student learning and development We expect educators to demonstrate:     Fairness in striving to meet the educational needs of all students in a caring, non-discriminatory, and equitable manner Belief that all students can learn Responsibility Professionalism Strives to create a safe environment to meet the educational needs of all students in a caring, nondiscriminatory, and equitable manner, based on the belief that all students will achieve to their full potential Demonstrates discretion when discussing students, peers, faculty, school/center by not participating in disparaging conversations and/or works to diffuse such language Establishes and maintains respectful and professional collaborative relationships with others Displays open mindedness, flexibility, and willingness to learn from others whose perspectives differ Respects and protects differences among groups of people and individuals based on ethnicity, race, socieoeconomic status, gender, ability, language, political and religious orientation, sexual orientation, appearance and geographical area Consistently demonstrates initiative, interest in and enthusiasm for teaching and learning Accepts constructive criticism and adjusts behavior accordingly Is disposed toward inquiry, problem-solving, and reflection as demonstrated in meaningful and appropriate discussions Accepts and fulfills responsibility for decisions and actions 10 Projects an appropriate professional appearance and demeanor in professional settings 11 Demonstrates organizational skills 12 Follows attendance policies for class and field experience/students teaching, including punctuality 13 Prepares for class and field experience/student teaching and completes work in a timely manner 14 Works with students and their families in appropriate ways 15 Demonstrates appropriate and culturally sensitive verbal and nonverbal communication 16 Understands and maintains confidentiality related to student records, personal family information, and student ability/disability in educational programming in order to protect the child’s and family’s privacy, unless disclosure serves a professionally compelling purpose or is required by law 17 Obtains and uses audio recording, video recording, and still images of minors solely for course-related purposes only after having obtained written consent from the parent/guardian and the school/center At all times, the educator protects the identities of individuals portrayed, never engaging in the public sharing of any digital images on social media sites, in public or private discourse, or for personal gain without explicit parent/guardian and school/center permission 18 Observes all federal, state, local, and school board mandates, policies, and procedures pertinent to the teaching profession 19 Understand, upholds, and follows professional ethics, policies and legal codes of professional conduct 53 Cooperating Teacher Evaluation of University Supervisor Thank you for your feedback Your response will be anonymous This evaluation will be made available to supervisors after the semester is completed Supervisor Name: Program Area: _ Semester/Year: Key: A = Agree B = Tend to Agree C = Tend to Disagree D = Disagree E = Not Applicable THE UNIVERSITY SUPERVISOR: Circle One Was knowledgeable and current in area of supervision A B C D E Was courteous and responsive in all aspects of our relationship A B C D E Was an enthusiastic and reassuring representative of Kent State University and the College of Education, Health and Human Services Made me feel that he/she was available and willing if and when I wanted to confer with them Impressed me as being competent to handle any matters, including problems that might arise regarding student teaching Made clear his/her role and the nature of his/her intended contribution to the student teaching situation Was sincerely attentive to the particular concerns of my situation A B C D E A B C D E A B C D E A B C D E A B C D E Aided me in defining my tasks as a cooperating teacher and helped me to feel competent and comfortable in the role Provided appropriate observation, analysis, and assessment materials for use in guiding the student teacher 10 Made informed and helpful comments and suggestions in our conferences A B C D E A B C D E A B C D E 11 Followed through with proposed course of action A B C D E 12 Supervised the student teacher regularly A B C D E COMMENTS: Vacca Office of Student Services Clinical Experience – 304 White Hall Kent, OH 44242 54 Student Teacher Evaluation of University Supervisor Your responses will be anonymous Results and comments for this evaluation will be made available to supervisors after the semester is completed Supervisor Name: Program Area: _ Semester/Year: Key: A = Agree B = Tend to Agree C = Tend to Disagree D = Disagree E = Not Applicable THE UNIVERSITY SUPERVISOR: Circle One Made his/her role clear in relation to me A B C D E Was sincerely interested in me as a person and fellow professional A B C D E Helped me to adjust to my role as a student teacher A B C D E Facilitated communication between me and the cooperating teacher, when needed A B C D E Kept appointments and made me feel they were available if/when I wanted to confer with them Observed my teaching performance regularly A B C D E A B C D E Met with me regularly to provide feedback on my teaching performance A B C D E Made specific suggestions to improve my teaching methods and strategies A B C D E A B C D E A B C D E Encouraged self-assessment of my teaching skills and supported my building selfconfidence 10 Impressed me as being capable of dealing with my concerns 55 COMMENTS: Vacca Office of Student Services Clinical Experience – 304 White Hall Kent, OH 44242 Permission for Photographs/Videotapes/Audiotapes of Children (non-TPA) Student Teacher Name: Email Address: Phone No.: _ Student’s Name: _ School: Teacher’s Name: Name of Parent(s)/Guardian(s): ====================================================================================================== Dear Parent(s)/Guardian(s) of : I am in the program at Kent State University One of the requirements for my coursework is to document my work in the classroom I would like to work with your child this semester and document our work through photographing, videotaping and/or audiotaping, when necessary Please review this permission form, and if you agree, sign and return the form to me The photographs and/or tapes will not be used in any publication or other public usage such as posters, advertising, or other media All tapes, prints, and/or negatives will be destroyed after the purpose for the photographing and/or taping has been completed except for personal portfolio use If you have any further questions about the requirements, you may contact my course instructor, _ at 56 _ Yes, I give permission for my child to participate in this work _ No, I not give permission for my child to participate in this work _ Please return any photographs, negatives and/or tapes to me _ Parent/Guardian Signature Date _ Student Teacher Signature Cooperating Teacher Signature 57 Date Date Student Teacher Absence Form This form must be completed and signed by the student teacher, the cooperating teacher, and the university supervisor The university supervisor will return this form to the Vacca Office of Student Services, 304 White Hall, Kent State University, Kent, OH 44242 Student Teacher: District: Date: School: Student teacher was absent from Total school days missed: _ to _ Total school days missed for the student teaching term: Reason for absence: _ _ _ _ _ _ _ Date: _ Date: _ Date: _ (Signature of Student Teacher) (Signature of Cooperating Teacher) (Signature of University Supervisor) 58 Dear Parent/Guardian: As a student teacher in your child’s classroom, I will be evaluated using the Teacher Performance Assessment (edTPA), an instrument that is currently being developed for use in Ohio and other states The primary purpose of this assessment is to develop a valid and reliable assessment that can measure the performance of future teachers and lead to improvement of the programs that prepare them Although the purpose of the assessment is to evaluate my teaching, the project will include short video recordings of lessons taught in your child’s class, as well as samples of student work In the course of taping, with your permission, your child may appear on the video recordings If you choose not to give your permission, then your child will still participate in the classroom instruction as usual S/He will just be seated out of camera range Also, I will submit anonymous samples of student work as evidence of teaching practice, and that work may include some of your child’s work, with permission The video recordings and student work will be used solely for purposes of evaluating my instruction and for improving teacher preparation programs The only people who see them will be teachers at the school and university faculty and supervisors The recordings and/or student work will not appear on the Internet or in other public settings Any samples of student work that I collect for this assessment will not contain the student’s last name Sincerely, Teacher Candidate Kent State University 59 TEACHER PERFORMANCE ASSESSMENT PERMISSION FORM Student Name School/ Classroom Teacher I am the parent/legal guardian of the child named above I have received and read your letter regarding the video and materials submission procedures to be used this semester as part of your student teaching assessment requirement, and agree to the following: (Please check the appropriate box below)  I DO give permission to you to video record my child and reproduce materials that my child may produce as he or she participates in a class conducted at by (Name of school) (Student teacher name) as part of classroom activities No last names will appear on any materials submitted by the student teacher to his/her teacher preparation program or its agents  I DO NOT give permission to you to video record my child or reproduce materials as he or she participates in a class conducted at by (Name of school) (Student teacher name) Should you not grant permission for us to video record your child, your child will be seated at the back or side of the classroom so that he or she is not visible in the recording Your child’s grade on this lesson will NOT be affected  I DO give permission to you to reproduce materials my child may produce; however, I DO NOT give permission to you to video record my child as he or she participates in a class conducted at by (Name of school) (Student teacher name) Should you not grant permission for us to video record your child, your child will be seated at the back or side of the classroom so that he or she is not visible in the recording No last names will appear on any materials submitted by the student teacher to his or her teacher preparation program or its agents Signature of Parent or Guardian Date I am the student named above and am more than 18 years of age I have read and understand the student teacher performance assessment requirements I understand that my performance is not being evaluated and that my last name will not appear on any materials that may be submitted  I DO give permission to you to video record my participation in this class and reproduce materials that I may produce as part of classroom activities  I DO NOT give permission to you to video record my participation in this class or to reproduce materials that I may produce as part of classroom activities  I DO give permission to you to reproduce materials that I may produce as part of classroom activities but I DO NOT give permission to you to video record my participation in this class Signature of Student Date Please return form to me by 60 ... classes ONLY if student is registered for the Student Teaching course Medications Student teachers are NOT permitted to administer medications to students Obligations Beyond Student Teaching... will receive a “U” in student teaching 20 Section II: Student Teacher 21 Section II: Student Teacher Role of the Student Teacher Successful student teaching is... reviewing student records and/or IEPs, student teachers must adhere to professional ethics on confidentiality Health-Related Issues Issues relating to the health of student teachers and/or students