student-teach-intern-handbook-cate-spr19-121718

University of Arkansas Professional Education Unit Student Teaching Handbook Career and Technical Education Spring 2019 A Message to the Candidates/Interns Greetings! On behalf of Dean Mike Miller and the College of Education and Health Professions, I want to welcome you to the career and technical education program at the University of Arkansas Grounded in theory, research, and best practices, this innovative, field-based teacher preparation program integrates pedagogical coursework with content-specific courses into a full one-semester student teaching experience Field-based experiences are based on the ScholarPractitioner Curriculum Model developed by public school and university faculty During the next few months you will have opportunities to demonstrate professional knowledge, skills, and dispositions in authentic settings with guidance and support from an instructional team This handbook is designed to serve as a guide for the student teaching experience and to provide information common to all areas of specialization You will receive supplemental programspecific information as appropriate throughout the semester Always feel free to contact me or a member of your instructional team whenever you have questions or need additional information We are most appreciative of all University and public school administrators and faculty who have spent many hours in planning, developing, and implementing the experiences that you will enjoy during the upcoming year The effectiveness of the program depends on collaboration between public school administrators and faculty, university administrators and supervisors, and candidates I want to challenge each of you to make the most of each activity and to join with us in making this a successful and rewarding experience Again, welcome! Betsy Orr, Ed.D Career and Technical Education Program Coordinator University of Arkansas Professional Education Unit Internship Handbook Spring 2019 Table of Contents Contact Information University Supervisor ………………………………………………………………………… Department Head ……………………………………………………………………………….1 Director of Field Placement …………………………… …………………………………………1 Arkansas Department of Education ……………………………………………………………2 Professional Licensure Contact Information ……………………………………………………2 Accessing Licensure Information …………………………………………………………… Checking Status of License ……………………………………………………………………… Important Web Sites and Phone Numbers College of Education and Health Professions ………………………………………………….3 Arkansas Department of Career Education Curriculum Frameworks ………………………… Arkansas Business Educators Website…………………………………………………………….3 Arkansas Business Educator’s List Serv ………………………………………………………… Introduction to the Program University of Arkansas: Vision and Goals …………………………………………………… College of Education and Health Professions: Mission and Goals …………………………… Career and Technical Education (CATE) Mission Statement ……………………………………4 Business Education Mission Statement ………………………………………………………4 Professional Education Unit: Philosophy and Goals ……………………………………………5 Instructional Team: Composition, Roles, and Responsibilities Expectations of the University Faculty ………………………………………………………… Expectations of the Mentor Teacher ……………………………………………………………6 Expectations of the Candidate …… …………………………………………………………… Teaching Schedule ……………………………………………………………………………… Guidelines for the Student Teaching Experience Introduction ……………………………………………………………………………………9 Factors Determining Placement ………………………………………………………………9 Length of Student Teaching ………………………………………………………………… Terminology …………………………………………………………………………………….9 Suggested Schedule …………………………………………………………………………… 10 Faculty Visits …………………………………………………………………………………….11 Professionalism ……………………………………………………………………………… 11 Portfolios ……………………………………………………………………………………….11 Policies and Procedures Code of Ethics of the Education Profession ………………………………………………….12 Dress Code ………………………………………………………………………………………12 Promptness and Attendance ……………………………………………………………………13 Teaching in the Absence of Certified Personnel ………………………………………………14 Corporal Punishment …………………………………………………………………………….14 Firearms and Restricted Items ………………………………………………………………… 14 Withdrawals ……………………………………………………………………………………14 Grievance or Appeal Procedures …………………………………………………………….15 Dismissal Policy ……………………………………………………………………………… 15 Conceptual Framework …………………………………………………………………… 17 Teaching Tips Teaching Tips from Other Candidates ………………………………………………19 Teaching Tips from U of A Business Education Candidates ……………………………………22 Teaching Tips from First-Year Teachers ……………………………………………………24 How to Survive Your First Year and … Come Out Smiling! ……………………………….27 I wish all teachers would …… ……………………………………………………………… 28 Candidate Corrective Action Form ………………………………………………… …… 29 Mentor Evaluation and Input ………………………………………………………………… 30 Mentor Teacher Evaluation Form to be completed by the Candidate 31 Observation Form …………………………………………………………………………… 32 Summative Evaluation Form ………………………………………………………………… 44 Formal Classroom Observation Post conference …………………………………………… 51 Contact Information – University of Arkansas University Faculty – Business Education Dr Betsy Orr Associate Professor University of Arkansas Peabody Hall, Room 315 Fayetteville, AR 72701 borr@uark.edu office phone: (479) 575-6430 cell phone: (479) 530-2455 (Please call this number first) University Faculty – Family and Consumer Science Education Mrs Sheri Deaton Clinical Instructor University of Arkansas Peabody Hall, Room 313 Fayetteville, AR 72701 sddeato@uark.edu University Faculty – Technology Education Dr Vinson Carter Assistant Professor University of Arkansas Peabody Hall, Room 314 Fayetteville, AR 72701 vcarter@uark.edu office phone: (479) 575-3076 Curriculum and Instruction Department Head Dr Cheryl Murphy Professor of Educational Technology University of Arkansas Peabody Hall, Room 215 Fayetteville, AR 72701 cmurphy@uark.edu office phone: (479) 575-5111 Director of Field Placement Mr Jake Ayo University of Arkansas Graduate Education Building, Room 339 Fayetteville, AR 72701 ayo@uark.edu office phone: (479) 575-4282 Contact Information – Arkansas State Department Arkansas Department of Education Licensure Contact Information and Procedures Professional Licensure Contact Information The Office of Educator Licensure of the Arkansas Department of is responsible for the licensure of all Arkansas educators and provides technical assistance to educators who are licensing for the first time through an Arkansas college/university, renewing their Arkansas educator license, adding additional areas of licensure to a current educator license and licensing by reciprocity from another state Darrick Williams, Director of Educator Licensure Office phone: (501) 682-4342 Fax Number: 501-682-4898 Darrick.Williams@arkansas.gov Location: The office is located in Room 106B of the Arch Ford Education Building, Four Capitol Mall, in Little Rock Mailing Address: Arkansas Department of Education Office of Educator Licensure Four Capitol Mall, Room 106B Little Rock, AR 72201 Accessing Licensure Information and to Check the Status of Your Application General licensure information on teachers and administrators may be accessed at the following Web site address: https://adeaels.arkansas.gov/ Click on the AELS Public Site link and search by the last four of the SSN and last name Background check status is listed as “approved” once all three components of the background check are cleared (Arkansas State Police, FBI, and Child Maltreatment Central Registry) If a specific portion of the background has not cleared, then the status will be listed as “Pending.” To check the approval date of a specific agency background check use the “educator log in” link in the upper right hand corner of the screen Use the first name, last name, date of birth and SSN Click “view current license information.” Background check approval dates will be listed by individual agency Important Web Sites and Phone Numbers Students may contact the following for questions regarding the status: Child Maltreatment Central Registry (Department of Human Services) Monica Pierson (501) 682-0405 Arkansas State Police (501) 618-8500 Arkansas Department of Education Clara Toney (501) 682-4342 ► College of Education and Health Professions http://coehp.uark.edu/ ► Arkansas Department of Career Education Curriculum Frameworks http://www.arcareereducation.org/ ► Arkansas Business Educators website This website has lesson plans, rubrics, pacing guides, EOC testing, useful links, resources http://www.arbusinesseducators.com/ ► Arkansas Business Educator’s List-Serv All business education students need to join this list serv Job opportunities will be posted to the list serv http://lists.state.ar.us/mailman/listinfo/voedbus ►Arkansas Family and Consumer Science Educator’s List-Serv All family and consumer science education students need to join this list serv Job opportunities will be posted to the list serv Contact Beth Wilson: facs-teachers@harding.edu University of Arkansas: Vision and Mission Vision By 2021, the University of Arkansas will be recognized as one of the nation’s top 50 public research universiti9es with nationally ranked departments and programs throughout the institution (Source: Catalog of Study, 2015 – 2016) Mission As a land-grant college and state university, the University of Arkansas strives to fulfill a threefold mission of teaching, research and service As the flagship campus of the University of Arkansas System, the University of Arkansas serves as the state’s major center of liberal and professional education and as the state’s main source of theoretical and applied research (Catalog of Study, 2013 – 2014) College of Education and Health Professions: Mission and Goals Goals The goals of the College of Education and Health Professions are as follows: Strengthen the academic quality and reputation of the College of Education and Health Professions by development and enhancing programs of excellence in teaching, research and service; • Improve the quality and diversity of our students, faculty and staff • Generate increased private and public support for the college’s research, academic and service initiatives (Source: Catalog of Study, 2015 – 2016) • Career and Technical Education Teacher Education Mission Statement The overall mission of the career and technical education teacher education program at the University of Arkansas is developing professional career and technical educators who are knowledgeable, skillful, caring and inquiring for Arkansas and the world Business Education Mission Statement The business education program at the University of Arkansas strives to become a cutting-edge, internationally renowned program with high standards for preparing tomorrow’s business educators (Developed by business education students, 2006) Professional Education Unit: Philosophy and Goals Philosophy The philosophy of the Professional Education Unit is based on a set of beliefs which guide faculty in program development: • • • • • • • Educational strategies recognize that teaching and learning are dynamic and developmental in processes The curriculum reflects contemporary knowledge-bases Diversity in practices, faculty, and students is a hallmark of exemplary educational programs Exemplary programs are responsive to changes in educational systems Professional standards and ethical principles direct practice Best practices guide and serve as models for the faculty and students Continuing assessment is essential to an effective professional education program In essence, the philosophy of the unit is based on the strong belief that educators must master knowledge-bases appropriate to their discipline; access and use knowledge; generate knowledge; use and model best practices; approach learning as developmental and life-long; be skillful in interpersonal relations; practice on the basis of professional standards and ethical conduct; and honor diversity Goals The preceding philosophy provides the foundation for the goals for the Professional Education Unit These goal statements reflect the importance of a commitment to organize knowledgebases and philosophies; to conduct inquiry and research; to operationalize this framework in course development and student interactions; to guide faculty development; and to assess the outcomes of the unit The goals are: • • • • • • • • To conduct courses that reflect the understanding of teaching and learning as dynamic processes To attract and retain diverse faculty and students To incorporate a variety of teaching methods and models into the curriculum To design the curriculum based on developmental perspective To offer a curriculum that incorporates contemporary findings about educational systems To recruit and retain faculty who are knowledgeable about their fields and regular contributors to the knowledge base To explicate professional standards and principles for each program of the unit To identify and model best practices in each program Scholar-Practitioner Curriculum Model Instructional Team: Composition, Roles, and Responsibilities Each instructional team consists of: licensed public school mentors, university supervisors and administrators from the teacher preparation program in the Professional Education Unit of the University of Arkansas Public school mentors must hold a standard teaching license in business education, have a minimum of a master’s degree, completed three years of successful public school teaching in business education, and be Pathwise trained Expectations of the University Faculty • • • • • • • • • • Provide feedback to candidates on a regular basis Share examples of lesson plans Review lesson plans and provide feedback Promote communication between public school and University faculty Facilitate/coordinate relationships between public school and the University of Arkansas Keep public school faculty informed of university activities and classes Provide final grade for the candidate Ensure actions decided upon during meetings are carried out Conduct three evaluations using the Charlotte Danielson model (see form in Appendix) Complete the Summative Evaluation Form (see form in Appendix) Expectations of the Mentor Teacher • • • • • • • • • • • Provide feedback to the candidate in a formal setting once a week, preferably after school and to last at least one hour Discuss both strengths and areas of concern Close the meeting with both a review of events recording strengths and also generate some items requiring attention for the next lesson, if appropriate Model effective instructional practices in order to maximize learning opportunities for candidates Share models of lesson and unit plans Review lesson plans prior to teaching by the candidate and provide feedback and suggestions Discuss expectations with the candidate Be specific Provide a desk and school supplies for the candidate Provide the candidate with a classroom seating chart for all classes by the end of the first week Discuss household duties with the candidate See if there are some activities the candidate could the first week Explain methods of classroom attendance Make clear your expectations When you leave the classroom, let the candidate know where you are in case an emergency occurs Leave the room sparingly during the first two weeks Prepare an information packet for the candidate that contains class schedules, emergency plans, alternate schedules, faculty handbook, student handbook, school discipline policy, 2E Organizing physical space • • Classrooms must be safe (no dangling wires or dangerous traffic patterns), and all students must be able to see and hear what’s going on so they can participate actively Both the teacher and students make effective use of computer (and other) technology Physical arrangement is appropriate for the learning activity Key “Look Fors” Items highlighted were evidenced from the observation          Class arrangement Use of space appropriate for learning Safety Access to instruction Lesson adjustments if needed Traffic pattern Pleasant, inviting atmosphere Accessibility for all students Furniture arrangement suitable for the learning activities 37 Domain 3: Instruction 3A Communicating with students • • • Score Comments Expectations for learning Goals are communicated clearly to students Directions for activities Explanations of content Explanations are clear and anticipate possible student misconceptions where appropriate Key “Look Fors” Items highlighted were evidenced from the observation  Written and verbal explanation of lesson purpose  Directions and procedures are clear to students  Explanation of content is appropriate and connects to student knowledge and experience  Clear and correct spoken and written language  Students understand the content  Absence of content errors 3B Using questioning and discussion techniques • • Questions of high quality cause students to think and reflect (Bloom’s) Discussion techniques (teacher poses a question, invites all students’ views to be heard, and establishing students to engage in discussion with one another, not always mediated by the teacher Key “Look Fors” Items highlighted were evidenced from the observation  Teacher’s questions are high quality (higher order thinking, Bloom’s upper level)  Adequate time provided for response  Genuine discussion among students  Teacher successfully engages all students in discussion Teacher uses a range of techniques to ensure that all students contribute to the discussion, and enlist the assistance of students to ensure this outcome  High levels of student participation in discussion 38 3C Engaging students in learning • • • • Lesson has a beginning, a middle and an end (old P.E.T model) Student tasks are organized to provide cognitive challenge, and then students are encouraged to reflect on what they have done and what they have learned There is closure to the lesson, in which students derive the important learning from their own actions In observing lesson, it is essential not only to watch the teacher, but also to pay close attention to the students and what they are doing Key “Look Fors” Items highlighted were evidenced from the observation  Assignments are appropriate and students are cognitively engaged  Instructional groups are productive and appropriate for the lesson  Materials and resources are appropriate and engage students mentally  Lesson has a clearly defined structure  Pacing is appropriate Keeping things moving Neither dragging nor rushed, with time for closure and student reflection  Students actively “working,” rather than watching their teacher “work.” 3D Using assessment in instruction • • • • • It is essential that students know the criteria for assessment At its highest level, students themselves have had a hand in articulating the criteria for, for example, a clear oral presentation Making mid-course corrections when needed, seizing on a “teachable moment.” Monitoring of student learning Planned carefully in advance Monitoring of student learning uses a variety of techniques Feedback to students must be timely, constructive, and substantive, and provide students the guidance they need to improve their performance Students monitor their own learning They can check their work against clear criteria Key “Look Fors” Items highlighted were evidenced from the observation  Teacher pays close attention to evidence of student understanding  Teacher poses specifically-created questions to elicit evidence of student understanding  Teacher circulates to monitor student learning and to offer feedback  Students assess their own work against established criteria  Teacher adjusts instruction in response to evidence of student understanding or lack of it (monitor and adjust) 39 3E Demonstrating flexibility and responsiveness • • Teacher makes adjustments in a lesson to respond to changing conditions When a lesson is well planned, there may be no need for changes during the course of the lesson On occasion a lesson will not go as planned and or a teachable moment has presented itself Teacher is ready for such situations Teachers seek alternate approaches to help their students be successful In these efforts, teachers display a keen sense of efficacy Key “Look Fors” Items highlighted were evidenced from the observation  Incorporation of student interests and events of the day into a lesson  Visible adjustment in the face of student lack of understanding  Teacher seizing on a “teachable moment.” 40 Domain 4: Professional Responsibilities 4A Score Comments Reflecting on teaching in terms of accuracy and use in further teaching • • As teacher gains experience, his/her reflections on practice become more accurate, corresponding to the assessments that would be given by an external and unbiased observer Not only are the reflections accurate, but teacher can provide specific examples from the lesson to support his/her judgments Reflecting on future teaching in analyzing instruction becomes a habit of mind, leading to improvement in teaching and learning Key “Look Fors”  Accurate reflections on a lesson  Citations of adjustments to practice, drawing on a repertoire of strategies  Teacher is able to suggest future adjustments to lesson 4B Maintaining accurate records • • Teacher is able to keep accurate records of both instructional and non-instructional events This includes student completion of assignments, student progress in learning, and records of noninstructional activities that are part of the day-today functions in a school setting, including such things as the return of signer permission slips for a field trip and money for school pictures, organization dues, etc In order to plan instruction, teacher knows where each student “is” in his or her learning This information is collected formally or informally, but is updated frequently Key “Look Fors”  Routines and systems that track student completion of assignments  System of information regarding student progress against instructional outcomes  Process of maintaining accurate non-instructional records 41 4C Communicating with families • • • • Teacher establishes relationships with families by communicating to them about the instructional program, about individual students and invite them to be part of the educational process itself Frequent information is provided to families, as appropriate, about the instructional program Frequent information is provided to families, as appropriate, about students’ individual progress Successful and frequent engagement opportunities are offered to families so they can participate in the learning activities Key “Look Fors”  Frequent and culturally appropriate information sent home regarding the instructional program, and student progress  Two-way communication between the teacher and families  Frequent opportunities for families to engage in the learning process 4D Participating in a professional community • • • Teacher works with colleagues to share strategies, plan joint efforts, and plan for the success of individual students Teacher contributes to and support larger school and district projects designed to improve the professional community Teachers contribute to and participate in a learning community that supports and respects its members’ efforts to improve practice Key “Look Fors”  Regular teacher participation with colleagues to share and plan for student success  Regular teacher participation in professional courses or communities that emphasize improving practice  Regular teacher participation in school initiatives  Regular teacher participation and support of community initiatives  Teacher attends school and district curriculum meetings, or engagement with the parent teacher organization  Teacher attends all professional development activities  Teacher participates in an action research project 42 4E Developing and growing professionally • • • • Continuing to stay informed and increasing skills Growth in content, pedagogy, and information technology Networking with colleagues through such activities as joint planning, study groups, and lesson study provide opportunities to learn from one another Teacher remains current by belonging to professional organizations, reading professional journals, attending educational conferences, and taking university classes Key “Look Fors”  Frequent teacher attendance in courses and workshops; regular academic reading  Participation in learning networks with colleagues; feedback freely shared  Participation in professional organizations supporting academic inquiry 4F Demonstrating professionalism • • • • • Teacher acts with honesty and integrity Student needs are known and teachers access resources to step in and provide help that may extend beyond the classroom Teacher consistently adheres to school and district policies and procedures Teachers put students first in all considerations of their practice Teachers solve problems with students’ needs as a priority Key “Look Fors”  Teacher has a reputation as someone who can be trusted and is often sought as a sounding board  During committee or planning work, teacher frequently reminds participants that the students are the utmost priority  Teacher consistently fulfills school district mandates regarding policies and procedures General Commendations Date of this observation Focus areas for next observation 43 SUMMATIVE EVALUATION This form is completed at the end of the student teaching experience by the student teacher and mentor teacher Intern/Student Teacher: Date: School: Observer: Grade: Rotation / Observation #: Mentor: Subject: Program: Domain 1: Planning and Preparation To be completed from responses to questions before and after a lesson Additional information may be obtained during classroom observation of teaching Score a: b: c: d: Demonstrating knowledge of content and pedagogy Demonstrating knowledge of students Selecting instructional outcomes Demonstrating knowledge of resources e: f: Designing coherent instruction Assessing student learning Key Proficient “Look Fors” Classroom Observation • Clear explanation of content • Accurate response to student questions • Questions build on prior k/s Teacher Lesson Plans/Interview • Explains how discipline is organized and has evolved • Identifies concepts to be taught • Shares relationship to other disciplines • Selects appropriate teaching strategies Teacher Lesson Plans/Interview • Age appropriate • References current research • Activities engage inquiry and reciprocal learning process • Activities/strategies based in formal / informal and ongoing assessment • Seeks input from parents • Interest surveys and interviews • Cultural sensitivity • Meets with key school personnel • Accommodations Teacher Plans/Interviews • Connects to national, state, and local standards • Represents big ideas • Scaffolded on prior and establishes foundation for future learning that represent the discipline • Written in terms of LEARN not DO • Are specific, doable, observable • Reflect different types of learning • Provide opportunities for coordination Criteria a Teacher is familiar with major concepts/skills of the subject he/she teaches Familiar with connections between subject and other disciplines - Knowledge of prerequisite relationships - Knowledge of content-related pedagogy Comments: b Teacher demonstrates knowledge of students - Knowledge of child and adolescent development - Knowledge of the learning process - Knowledge of students' skills, knowledge, and language proficiency - Knowledge of students' interest and cultural heritage - Knowledge of students with special needs Comments: c Teacher selects instructional outcomes - Value, sequence, and alignment - Clarity - Balance - Suitability for diverse learners Comments: 44 • Reflect actual and higher-order thinking • Reflect procedural knowledge • Reflect conceptual understanding • Reflect communication skills • Reflecting reasoning skills • Reflecting collaboration skills • Are suitable for all students Teacher Plans/Interviews • Utilizes several and differentiated resources • Stays abreast of subject(s) teaches • Aware of and familiar with resources in and out of school/district • Guest speakers • Field trips • Internet • Professional organizations • Media center, computer lab • Multidisciplinary resources • Artifacts Teacher Plans/Interviews • Suitable to students and learning outcomes • Represent significant cognitive challenge • Differentiated • Engaging • Varied grouping • Clearly defined structure • Reasonably timed Teacher Plans/Interviews • Assesses all outcomes • Adapts for groups/students • Identifies clear criteria/standards • Develops appropriate strategies • Uses to plan for future instruction d Teacher demonstrates knowledge of resources - Resources for classroom use - Resources to extend content knowledge and pedagogy - Resources for students Comments: e Teacher designs coherent instruction - Learning activities - Instructional materials and resources - Instructional groups - Lesson and unit structure Comments: f Teacher assesses student learning - Congruent with instructional outcomes - Criteria and standards - Design of formative assessments - Used for Planning Comments: Summary: Suggestions: 45 Domain 2: The Classroom Environment To be completed during observation of a lesson Score a: b: c: d: e: Designing an environment of respect and report Establishing a culture for learning Managing classroom procedures Managing student behavior Organizing physical space Criteria a: Teacher interactions with students Students’ interactions with one another Comments: b: The importance of the content Expectations of learning and achievement Student pride in work Comments: c: Routines are clearly established to minimize loss of instructional time Teacher has established procedures for group work making sure students understand what they are to and how they are to accomplish it There are clear procedures to manage transitions, distribution of materials and supplies Comments: d: Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards The teacher’s response to student misbehavior is appropriate and respects the students’ dignity Comments: e: Classroom is safe, and learning is accessible to all students; the teacher ensures that the physical arrangement is appropriate to the learning activities The teacher makes effective use of physical resources, including computer technology Comments: Key Proficient “Look Fors” • Teacher calls students by name • Teachers uses “we” statements to make students feel part of the group • Listens to students with care • Polite language is used in interaction between the students and the teacher • Teacher checks with students to find out how they feel about the class/lesson • Voice and body language convey enthusiasm • Student have a choice about how they show what they have learned • Teacher shares the learning goal for the lesson and explains the lesson’s importance and purpose • Teacher reinforces students’ development of conceptual understanding in order for students to demonstrate proficiency of content • • • • • • • • • • • • • • • • • • • • • • • • Guidelines for group work are specified Routines are established Roles are used when appropriate Group members listen respectfully Group works to meet learning goal Worked productively Used time well Voice level appropriate Materials and supplies are handled smoothly and efficiently Appropriate and clear standards of behavior Alert to student behavior at all times Consistency Clear consequences Demonstrate positive behavior Sense of respect Responds to serious behavior problems Rationale for standards Class arrangement Use of space appropriate for learning Safety Access to instruction Facilitates learning Lesson adjustments Traffic pattern 46 Summary: Suggestions: Domain 3: Instruction To be completed during observation of a lesson Score a: b: c: d: e: Key Proficient “Look Fors” • Written and verbal explanation of lesson purpose • Directions and procedures are clear to students • Explanation of content is appropriate and connects to student knowledge and experience • Clear and correct spoken and written language • Teacher’s questions are of high quality • Adequate time provided for response • Genuine discussion among students • Teacher successfully engages all students in discussion • Assignments are appropriate and students are cognitively engaged • Instructional groups are productive and appropriate for the lesson • Materials and resources are appropriate and engage students mentally • Lesson has a clearly defined structure • Pacing is appropriate • Students are fully aware of criteria Communicating with students Using questioning and discussion techniques Engaging students in learning Using Assessment in Instruction Demonstrating flexibility and responsiveness Criteria a: Expectations for learning Directions and procedures Explanations of content Comments: b: Quality of questions Discussion techniques Student participation Comments: c: Activities and assignments Grouping of students Instructional materials and resources Structure and pacing Comments: d: Assessment criteria Monitoring of student learning Feedback to students Student selfassessment and monitoring of progress 47 and performance standards by which work will be evaluated • Monitors the progress of groups making use of diagnostic prompts • Feedback to students is timely and high quality • Students frequently assesses and monitors quality of their own work against criteria Comments: •Makes minor adjustments to lesson in a smooth manner • Successfully accommodates for students’ questions and interests • Anticipates and responds to student differences • Persists in seeking approaches for students who are struggling e: Lesson adjustment Response to students Persistence Comments: Summary: Suggestions: Domain 4: Professional Responsibilities Score a: b: c: d: e: f: Reflecting on teaching in terms of accuracy and use in further teaching Maintaining accurate records Communicating with families Participating in a professional community Developing and growing professionally Demonstrating professionalism Domain D: Teacher Professionalism Key Proficient “Look Fors” • Accurately assess lesson's effectiveness in meeting outcomes • Generally supports judgments • Suggests future adjustments • Fully effective system for maintaining information on student completion of assignments Criteria a Reflecting on teaching - Accuracy - Use in future teaching Comments: b Maintaining accurate records - Student completion of assignments - Student progress in learning - Non-instructional records Comments: 48 • Provides frequent information to families • Communicates regularly about students' progress • Engages families frequently and successfully • Volunteers in school events making substantial contribution • Coordinates with specialists • Mutual support and cooperation • Grade-level/departmental meetings • Engages in analysis, reflection, discussion and debate with intent to improve • Actively participates in a culture of professional inquiry • Professional development • Action research • Collaboration • Seeks out opportunities for professional development to enhance content knowledge and pedagogical skill • Welcomes feedback and responds/asks for further feedback • • Displays high standards of honesty, integrity, and confidentiality in interactions with colleague, students, and the public • Volunteers to participate in before/after school programs • Ensures all students have fair opportunity to succeed • Open minded and participates in team/departmental decisionmaking • Consistent and on time in attendance • Consistent and on time in attendance at team and faculty meetings c Communicating with families - Information about the instructional program - Information about individual students - Engagement of families in the instructional program Comments: d Participating in a professional community - Participating in a professional community - Involvement in a culture of professional inquiry - Service to the school - Participation in school and district projects Comments: e Growing and developing professionally - Enhancement of content knowledge and pedagogical skill - Receptivity to feedback from colleagues - Service to the profession Comments: f Showing professionalism - Integrity and ethical conduct - Service to students - Advocacy - Decision making - Compliance with school and district regulations Comments: 49 • Dresses appropriately Summary: Suggestions: 50 Formal Classroom Observation Interview Protocol for a Postconference (Reflection Conference) This form is completed by the university supervisor during each post conference visit Student Teacher School _ Date _ In general, how successful was the lesson? Did the students learn what you intended for them to learn? How you know? If you were able to bring samples of student work, what those samples reveal about those students’ levels of engagement and understanding? Comment on your classroom procedures, student conduct, and your use of physical space To what extent did these contribute to student learning? Did you depart from your plan? If so, how and why? Comment on different aspects of your instructional delivery (e.g., activities, groups of students, materials and resources) To what extent were they effective? If you had an opportunity to teach this lesson again to the same group of students, what would you differently? 51