Secondary Education Program Field Experience Guide

Transcription

1 Secondary Education Program Field Experience Guide For Pre-Service Teachers (& Supervising Practitioners and University Supervisors) 1 1 Portions of this handbook have been closely adapted from the University of Buffalo Guide to Field Experience and Student Teaching; University of Arizona College of Fine Arts Student Teaching Guidebook; and Pennsylvania State University Student Teaching Handbook i

2 Mission Boston University School of Education The School of Education is a diverse, scholarly community engaged in transforming lives through teaching, learning, and service. We prepare professionals to lead in education, to practice civic responsibility, and to exemplify intellectual curiosity. We conduct research and scholarship that advances knowledge and refines practice. We collaborate with local and global partners to forge more caring, just, and sustainable societies. History From its founding in 1918, the Boston University School of Education has been committed to both the preparation of educators and the advancement of research and scholarship. Our graduate programs reflect this dual commitment. We offer programs leading to initial licensure as a teacher, counselor, or administrator, as well as programs of advanced studies for practitioners and scholars. This dual commitment is also reflected in our faculty, who combine practical classroom expertise and scholarly attainments. We see these two aspects of our work as a natural and necessary combination: either would be diminished by the absence of the other. The scholarly work deepens and enriches the preparation of educators; and the preparation of educators tethers scholarship to the realities of practice. The School of Education is a small school within a large university. As a small school about 400 undergraduates and 500 graduate pre-service teachers we sustain a strong sense of community. Pre-service teachers and faculty get to know one another, and we all take an interest in one another s well-being. But we also have available to us the resources of a major university: libraries, laboratories, lectures, concerts, and an abundance of courses and faculty in a wide range of academic disciplines and professional fields. And we are situated in the heart of one of the world s great cities, with a rich history and a wealth of cultural institutions: the Boston Public Library, the Museum of Fine Arts, the Science Museum, the Boston Symphony Orchestra, as well as theatre, dance, opera, film, and, of course, the Red Sox two blocks away! The connection of theory and practice is a defining characteristic of the School of Education and of Boston University. Perhaps no other university in America has a stronger and more enduring involvement in education at all levels. For more than fifteen years, Boston University managed an entire urban school district under a contract with the School Committee of Chelsea, Massachusetts. Boston University also has had a long-standing involvement with the Boston Public Schools. Over the past quarter century, faculty from the School of Education and other parts of the University have worked with Boston teachers and administrators to strengthen curriculum and instruction in a number of Boston schools with special partnerships at English High School, Boston Green Academy and the Trotter Elementary School. ii

3 Secondary Education Program Directors English Education Christina Dobbs Christina Dobbs is an assistant professor of education at Boston University. She is a former high school teacher, literacy coach and reading specialist. Her research interests include academic language development, the argumentative writing of students, and writing instruction. She can be reached at cdobbs@bu.edu or (617) Language Education Julie Coppola Julie Coppola is clinical associate professor of Education at Boston University where she teaches courses in first and second language and literacy development, assessment, and instruction, and coordinates the programs in bilingual education, teaching English as a second language and modern foreign language education. Dr. Coppola researches literacy teaching and learning in urban settings with a particular focus on children learning English as an additional language. She can be reached at jcoppola@bu.edu or (617) Math Education Ziv Feldman Ziv Feldman is a clinical assistant professor of mathematics education at Boston University. His broad interest is in working with pre-service teachers to develop their mathematical knowledge for teaching. Prior to his doctoral studies at Boston University, Dr. Feldman taught middle school and high school mathematics for five years. He can be reached at zfeld@bu.edu or (617) Science Education Donald DeRosa Donald DeRosa is a clinical associate professor of Education at Boston University where he teaches courses in pre-service teacher science education. He has worked in the field of science education for twenty years as a classroom teacher; teacher educator; and director of CityLab, a biotechnology-learning laboratory for teachers and students at the Boston University School of Medicine. Dr. DeRosa has co-authored several curriculum supplements in biotechnology and has consulted in the development of biotechnology programs throughout the United States and Europe. He can be reached at donder@bu.edu or (617) Social Studies Education Charles White Charles White is a former high school social studies teacher and an associate professor of education at Boston University. Dr. White s central interest is in civic education and engagement, and he was appointed by Massachusetts Gov. Deval Patrick to the state s Special Commission on Civic Engagement and Learning as its civic education scholar. He can be reached at cswhite@bu.edu or (617) iii

4 Practicum Experience Acronyms For convenience, the following acronyms will be used throughout this document: pre-service teachers (PST), supervisor practitioner (SP) and university supervisor (US). It is often the case that a pre-service teacher will have multiple supervising practitioners, but we use the singular to refer to the SP in this document for convenience. Dates The practicum experience occurs for the duration of Boston University s fall semester (approximately September mid-december) or spring semester (approximately mid-january through early May). Any alterations to the practicum schedule should be discussed with the pre-service teacher, supervising practitioner and program faculty. Hours For the duration of the practicum, pre-service teachers will be at the school site five days a week for the entire school day (excluding illness, emergencies, or the occasional job interview). Pre-service teachers will have course responsibilities at Boston University approximately two afternoons per week, but they are expected to be available after school on other days of the week to meet with their supervising practitioner or secondary students, as necessary. The pre-service teacher will spend 350 hours at the school site over the course of the student-teaching practicum. Of that amount, the pre-service teacher must assume full responsibility of the classroom for hours. Full responsibility entails the PST assuming full control of all classroom duties regularly fulfilled by the supervising practitioner; and overseeing responsibilities related to the education of all students on the classroom roster (MA DESE Pre-service Performance Assessment () Guidelines for Teachers, 2013). Pre-service teachers are expected to spend five full school days each week at their school site for the full semester regardless of the point at which the required practicum hours are completed, with necessary modifications for particular circumstances and school calendars. Overview Over the course of the practicum, the pre-service teacher will be involved in teaching three of the supervising practitioner s classes (see note below for exceptions). There are two different models of involvement in these classes: ramping up vs. co-teaching. We believe that both types of practicum experiences have significant value for the pre-service teacher, and so we leave it to the supervising practitioner, pre-service teacher and department head to determine which model is better suited to the particular school context. iv

5 Note: pre-service teachers in the English Education program will be involved in teaching two of the supervising practitioner s classes. Additionally, these PSTs take on a third responsibility within the school. This third responsibility may involve teaching a third class, taking over a study hall, or coaching a sports team to name a few examples. The goal is for this third responsibility to be a useful learning experience for the pre-service teacher and a useful endeavor for the school site. This third responsibility is typically decided upon collaboratively by the supervising practitioner, pre-service teacher, and school department head a few weeks into the practicum experience. Ramping Up In this traditional student-teaching model, the pre-service teacher gradually assumes responsibility for the supervising practitioner s designated courses. The metaphor of a ramp is an appropriate one to use as a guideline for pre-service teachers and supervising practitioners in working within this model. Typically, preservice teachers spend the first 1-2 weeks of their practicum assisting their supervising practitioner (orientation); they begin co-teaching (assuming partial responsibility) during week 3; assume primary responsibility for one of their SP s classes during week 4; and then assume primary responsibility for additional courses (maximum responsibility) during week 6. Within this model, the pre-service teacher serves as the lead teacher of the SP s classes for the final 5-8 weeks of the practicum experience. A more detailed ramping up guide is offered below, though it is intended as a guide rather than a blueprint. Co-Teaching As noted above, the typical trajectory for BU pre-service teachers has been a gradual assumption of responsibility for the SP's courses. However, as co-teaching becomes increasingly prevalent in public secondary schools, another appropriate student-teaching model is one that involves extensive co-teaching and co-planning throughout the semester rather than the more traditional trajectory described above. In this model, pre-service teachers will, from Day 1, co-teach lessons alongside their mentor; solo-teach portions of lessons; solo-teach entire lessons; and observe the supervising practitioner solo-teach entire or portions of lessons. Notably, within this model, there is no official point at which the pre-service teacher has taken over and the supervising practitioner has officially stepped back. Rather, the supervising practitioner and pre-service teacher are collaborating in different permutations from the first day of the practicum through to its conclusion. PST and SP pairs that are interested in a co-teaching model should communicate that interest to their BU program director or practicum director prior to the start of the student-teaching experience. Curriculum Development In both the ramping up and co-teaching models, the supervising practitioner will naturally share his or her curriculum materials with the pre-service teacher. The Secondary Education program endorses the practice of pre-service teachers having the opportunity to draw upon existing (and effective) curriculum and activities as well as to design and assemble original curriculum materials (or materials drawn from sources beyond the supervising practitioner). Opportunities to both utilize existing curriculum materials and pre-service teacherdesigned materials should be present in both the ramping up and co-teaching models. v

6 Other Responsibilities and Expectations Pre-service teachers are expected to participate in the life of the school community by tutoring students, attending school events, and assisting with extracurricular activities. Furthermore, PSTs are expected to attend parent-teacher meetings and encouraged to participate in IEP meetings, as appropriate. Pre-service teachers are expected to complete any background clearances (e.g. CORI forms) required by their school site prior to the start of their field experience. Pre-service teachers are expected to maintain a record of their contact hours over the course of the practicum and to complete a draft of the DESE PPA grid prior to their final formal observation/conference with their supervising practitioner and university supervisor. vi

7 Recommended Ramping Up Pacing Guide Phase I Orientation (Weeks 1-2) Pre-service teacher 1. Becomes familiar with rules, regulations, procedures, and curriculum guides 2. Becomes acquainted with and learn names of students 3. Observes instruction of supervising practitioner 4. Participates in classroom routines 5. Helps individual students and small groups during and outside of class sessions 6. Begins recording contact hours and becomes familiar with the PPA form Supervising Practitioner 1. Involves pre-service teacher in planning and conducting class 2. Involves pre-service teacher in observations, routine, procedures, preparation of materials and interactions with students 3. Oversees pre-service teacher s contact hours sheet 4. Attends initial meeting with preservice teacher and university supervisor and schedules future meetings Phase II Partial Responsibility (Week 3) Pre-service teacher 1. Works with whole groups and small groups 2. Teaches increasingly larger portions of lessons 3. Assumes gradually increasing responsibilities for lesson planning and assessing 4. Begins collecting evidence for the PPA form and continues recording contact hours Supervising Practitioner 1. Plans cooperatively with the preservice teacher to execute instruction 2. Continually assesses (and provides feedback to) pre-service teacher on his/her competence in instruction and management 3. Models a variety of instructional techniques for pre-service teacher 4. Oversees pre-service teacher s contact hours sheet vii

8 Phase III Full Responsibility for One Class (Week 4) Pre-service teacher 1. Assumes primary responsibility for planning, preparing materials, instructing, and assessing student progress for one assigned class 2. Continues collecting evidence for the PPA form and recording contact hours Supervising practitioner 1. Examines, critiques, and provides approval of pre-service teacher s lesson plans 2. Observes and assesses pre-service teacher s lessons and provides appropriate feedback several times a week 3. Oversees pre-service teacher s contact hours sheet Phase IV Maximum Responsibility (Week 6) Pre-service teacher 1. Assumes primary responsibility for planning, preparing materials, instructing, and assessing student progress for all assigned classes 2. Continues collecting evidence for the PPA form and recording contact hours Supervising practitioner 1. Examines, critiques, and provides approval of pre-service teacher s lesson plans 2. Observes and assesses pre-service teacher s lessons and provides appropriate feedback several times a week 3. Conducts formal observation with the university supervisor while the pre-service teacher assumes full responsibility of his/her classroom. 4. Oversees pre-service teacher s contact hours sheet Phase V Transfer of Responsibility Back to Supervising Practitioner (Week 12) Pre-service teacher 1. Completes record keeping evaluation for portion of curriculum Supervising practitioner 1. Identifies appropriate transition point for transfer of responsibility viii

9 taught 2. Returns all materials to supervising practitioner 3. Completes licensure paperwork with university supervisor 2. Assists in pre-service teacher s establishment of closure with preservice teachers 3. Completes licensure paperwork with university supervisor Disability Accommodations Pre-service teachers with disabilities who, with or without reasonable accommodation, can complete the essential requirements of the program will not be discriminated against because of their disabilities. ix

10 Pre-Service Teacher Responsibilities Prior to Practicum Submit resume to Secondary Education program director Travel to potential school site to interview with supervising practitioner and department chair Make visits to school site during the preceding semester in order to gain greater familiarity with school site, supervising practitioner, pre-service teachers and community Engage in reflection around pre-practicum experiences in content methods courses Become familiar with the school s policies and procedures. Obtain and read faculty and student handbooks Request curriculum materials from the supervising practitioner to read ahead of beginning the practicum Agree to abide by the regulations, procedures, instructional practices, professional and personal expectations of the particular school and district Understand that the practicum experience will be terminated if pre-service teacher s personal or professional behavior or ability to work as an effective prospective teacher is not compatible with the expectations of the school district or supervising practitioner During the Practicum Adhere to the daily schedule and calendars of their assigned schools (including vacations) Attend all scheduled teaching days and staff development days and may only miss a day for illness, emergency or a job interview. Extended absences may result in the extension of student teaching. Be open to critique from supervising practitioner and university supervisor and adjust in response to the provided critique Be on time each school day In the event of an absence, contact the supervising practitioner as far in advance as possible and provide a plan for the day Adhere to all school and classroom policies including the school s professional code of conduct Dress professionally o Men: khaki or dress pants, collared shirts, tie, shoes o Women: khaki or dress pants, moderate-length dress or skirt, collared shirt or sweater, shoes Do not send or receive phone calls, text messages, etc. while on school grounds Report all suspected cases of child abuse and/or neglect to the supervising practitioner Engage in reflection around the practicum experience in the corresponding BU practicum seminar Over the course of the practicum semester, develop a portfolio (electronic or hard-copy) of lesson plans developed, handouts created, and samples of student work (with the names of the students blinded) Determine school district s policy regarding videotaping class sessions Following the Practicum Complete all work and submit all student grades Return all borrowed materials to the supervising practitioner/school Complete and submit licensure paperwork, including the PPA form and contact hours sheets Write thank you cards to supervising practitioner, supervisor and department head x

11 Supervising Practitioner Responsibilities The supervising practitioner plays an integral role in the preparation of secondary pre-service teachers. Throughout the student-teaching experience an essential priority is the beginning professional development of the pre-service teacher. However, the leading priority for the supervising practitioner is the learning of the secondary students in the classroom. Therefore, it is expected that the supervising practitioner remains intimately involved in his/her classroom in order to monitor and support the learning of his/her students while doing the same for the pre-service teacher. The supervising practitioner must have 1) at least three years of teaching experience; 2) a Massachusetts initial or professional license for the subject matter and grade level in which the pre-service teacher is seeking licensure; and 3) a summative evaluation rating of proficient or higher. The following subsections provide information to guide the supervising practitioner in his/her work with a preservice teacher. Prior to Practicum Review pre-service teacher s resume Meet/interview pre-service teacher Give pre-service teacher an opportunity to observe a class Alert pre-service teacher to any district-required background checks (e.g. CORI) Orientation to School Review Boston University Field Experience Handbook Inform colleagues about arrival of pre-service teacher Have additional texts and materials available for the pre-service teacher If possible, make a workspace available for the pre-service teacher Introduce pre-service teacher to colleagues and administrators Complete the Expectations Negotiation survey with the pre-service teacher What information does pre-service teacher need? Faculty and student handbooks Curriculum guides Community information & school calendar Supervising practitioner s class schedule and duties Classroom seating charts School and classroom policies for attendance, parking, signing in/out of building, photocopier use, supplies, fire and emergency drills, attendance at faculty meetings, food/drink policies outside cafeteria, progress reports, communication with parents/guardians, discipline procedures, bathroom and hallway use by pre-service teachers, and cell phone policy Information regarding pre-service teachers access to and use of students IEPs Required school or district permissions regarding videotaping classes Any additional unique features of the school xi

12 During the Practicum What expectations does BU have for pre-service teachers regarding lesson planning? All quality teachers plan their instructional efforts. For experienced teachers, these plans range from elaborate, minute-by-minute lesson plans to a few words scrawled on a Post-It. For pre-service teachers, however, it is essential that they write detailed lesson plans as a means of organizing their thoughts, to be prepared to teach, and to serve as a catalyst for reflection. Supervising practitioners should require their per-service teachers to have lesson plans for each lesson taught. It is up to the supervising practitioner whether to require the pre-service teacher to submit lesson plans at the start of each week or prior to a particular lesson being taught. It is absolutely fine for the supervising practitioner to share curriculum materials with the pre-service teacher. Pre-service teachers do not have to reinvent the wheel by creating all of their materials from scratch. In fact, we encourage our pre-service teachers to utilize materials from their supervising practitioners as well as to explore websites such as BetterLesson.com and ShareMyLesson.com in search of lesson and unit plans that have already proven successful in other classrooms. What type of informal feedback does the pre-service teacher need? Throughout the practicum experience, providing feedback to the pre-service teacher is central to the role of being the supervising practitioner. This feedback is an essential part of supporting the pre-service teacher s growth and development. While it is not expected that the supervising practitioner observe every lesson that the pre-service teacher teaches, the mentor should be observing and providing detailed feedback to the pre-service teacher several times a week. We recommend a feedback loop in which the supervising practitioner: 1) asks the pre-service teacher to share his or her thoughts on the lesson and the pre-service teachers learning; 2) offers 1-3 observed areas of strength in the lesson; 3) offers 1-2 suggestions for growth that will be applicable to upcoming lessons; and 4) offers the pre-service teacher an opportunity to ask any questions he or she might have about the lesson or the feedback. We have found that such a targeted approach to feedback is most effective for reinforcing pre-service teacher s strengths and building new skills. Additionally, we recommend that supervising practitioners: 1) be open, honest and consistent so that there are no surprises on later formal evaluations; and 2) unless necessary, offer critique privately and refrain from interrupting the class while the pre-service teacher is teaching. What type of formal feedback does the pre-service teacher need? A university supervisor (typically a retired teacher in the content area or a doctoral student) will make 4-5 visits to the school site to observe the pre-service teacher. At least one of these formal observations must occur during the hours a pre-service teacher assumes full responsibility of his/her classroom. The timing of these visits will be coordinated to fit the schedule of the pre-service teacher and supervising practitioner. Both the university supervisor and supervising practitioner should observe the lesson taught by the pre-service teacher for each visit. Within one week after each of these visits, the university supervisor, supervising practitioner and pre-service teacher should meet to formally debrief the lesson. Typically, the pre-service teacher should be given the opportunity to offer his/her assessment of the lesson, and then the supervising practitioner and xii

13 university supervisor can offer positive feedback and constructive criticism. These debriefings should last approximately minutes. What types of support do pre-service teachers receive during their practicum experience? The supervising practitioner represents the day-to-day guide for the pre-service teacher; however, there are a number of other supports for the pre-service teacher as well. All pre-service teachers participate in a bi-weekly guided reflection seminar in which pre-service teachers come together in small groups to reflect with a BU instructor upon their experiences and to provide support and ideas to one another. Additionally, a university supervisor will make 3-5 visits to the school site to offer feedback to the pre-service teacher as well as to oversee the licensing process. Finally, BU s Secondary Education faculty will informally observe pre-service teachers over the course of the semester, meet regularly with the pre-service teachers in their academic courses, and hold one-on-one meetings with pre-service teachers as their academic advisors. How many academic classes are pre-service teachers taking in addition to their practicum? Although there is a bit of variation, pre-service teachers generally take the equivalent of two academic courses. One of these courses may be a content-specific methods course that offers pre-service teachers opportunities to engage in added reflection upon their work at their practicum site. Others may be content courses that focus on further deepening pre-service teachers subject-matter knowledge. What if the supervising practitioner feels the pre-service teacher could benefit from additional support? Secondary Education faculty are always open to fielding questions, concerns or suggestions about a pre-service teacher s development or facets of BU s program at any point during the semester. What if the supervising practitioner has a significant concern about a pre-service teacher or the BU program? The following is a suggested path for dealing with a serious concern (though, of course, the particular circumstances of the concern may necessitate adaptations): First express the specific concern to the pre-service teacher, and identify an action plan for the preservice teacher to make improvements If the concern persists, the supervising practitioner should reiterate the concern to the pre-service teacher and also notify his/her department chair and the university supervisor and/or BU program director. If necessary, a meeting with the supervising practitioner, pre-service teacher, department chair and program director will take place, and an improvement plan for the pre-service teacher will be developed. If a substantial concern continues, and if there is no evidence that the pre-service teacher is able or willing to address the concern, depending on the timing, the supervising practitioner can recommend termination of the practicum to the BU program director. Following the Practicum What paperwork is the supervising practitioner responsible for completing? The supervising practitioner must initial the record of three official observations/debriefings. This document will be maintained by the university supervisor, but requires the initials, signature and license number of the supervising practitioner. xiii

14 The supervising practitioner must sign the contact hours sheet that has been maintained by the preservice teacher that documents his/her hours at the school site. In collaboration with the university supervisor, the supervising practitioner must sign and offer a numerical evaluation of the pre-service teacher on each competency listed on the Pre-service Performance Assessment (PPA) grid. The evidence requested on the grid can be completed by the preservice teacher; however, the supervising practitioner and university supervisor are jointly responsible for a summary statement at the conclusion of each competency and at the conclusion of the document. o The pre-service teacher must demonstrate proficiency or exceed proficiency in all five domains of the Pre-Service Performance Assessment (PPA) in order to earn licensure How are pre-service teachers graded on their student teaching? Pre-service teachers receive a letter grade for their eight credit practicum experience. The grade for the practicum is ultimately awarded by the Secondary Education practicum director based on the recommendations of the supervising practitioner, university supervisor and reflection seminar leader. Are supervising practitioners required to write a letter of recommendation for the pre-service teacher? It is not required that the supervising practitioner write a letter of recommendation for the pre-service teacher, but, assuming the pre-service teacher has worked diligently throughout the practicum experience, the supervising practitioner will generally author a letter of recommendation for the preservice teacher to utilize in his/her subsequent job search. For fall semester pre-service teachers, the letter of recommendation can generally be written at the conclusion of the practicum experience. For spring semester pre-service teachers, the job search sometimes necessitates an initial letter being written in March or April and then updated at the conclusion of the practicum. How can supervising practitioners offer feedback to the BU Secondary Education program? The Secondary Education practicum director will send out a brief survey at the conclusion of the practicum soliciting supervising practitioners feedback on the strengths and weaknesses of their respective pre-service teachers as well as the broader experience of working with the Boston University Secondary Education program. Do supervising practitioners receive compensation for mentoring a pre-service teacher? As a small token of appreciation from Boston University, supervising practitioners receive a scholarship for a four-credit course at Boston University s School of Education (or an equivalent course at another school within the university). These vouchers may be utilized during the subsequent calendar year or over the summer and are transferable to another party. In cases where a pre-service teacher works with two supervising practitioners, each supervising practitioner can receive a two-credit field scholarship or, alternatively, one supervising practitioner can be designated as the primary supervising practitioner and receive a four-credit voucher. xiv

15 University Supervisor Responsibilities The university supervisor is a key link between the pre-service teacher, supervising practitioner and Boston University. As a partner with the supervising practitioner, the university supervisor provides feedback and evaluation to support the beginning professional development of pre-service teachers. The university supervisor has the following professional responsibilities: Prior to Practicum Review any updates to the Secondary Education Field Guide Receive contact information for assigned pre-service teachers and reach out to them via or phone During the Practicum Visit the school and observe the pre-service teacher during a lesson on 4 different days spread evenly throughout the semester plus complete one additional responsibility that varies by program (e.g. attend reflection seminars, complete a fifth observation, etc.). At least one of these formal observations must occur during the period in which the PST has assumed full responsibility of his/her classroom. Coordinate with the pre-service teacher and supervising practitioner to arrange visits to the school site that are conducive to pre-service teacher and supervising practitioner s schedules and that allow for at least three visits in which all three parties formally debrief together after each observation Engage in a formal debriefing with the pre-service teacher and supervising practitioner following the observed lesson for three or more of the visits Maintain the documentation of these formal observations and debriefings Sign off on each competency of the pre-service performance assessment grid that has been completed by the pre-service teacher and evaluated by the supervising practitioner Immediately inform the practicum director if the supervising practitioner expresses concerns about the pre-service teacher Immediately inform the practicum director if the supervisor has concerns about the pre-service teacher Following the Practicum Collect completed contact hours sheet and PPA grid from pre-service teacher. Send both documents, along with record of observations and mileage reimbursement form, to the practicum/program director Recommend a practicum grade for the pre-service teacher to the practicum/program director Write a letter of recommendation for the pre-service teacher (if requested) Recommended Feedback Cycle We recommend a feedback loop in which the supervisor: 1) asks the pre-service teacher to share his or her thoughts on the lesson and the pre-service teachers learning; 2) offers 1-3 observed areas of strength in the lesson; 3) offers 1-2 suggestions for growth that will be applicable to upcoming lessons; and 4) gives the preservice teacher an opportunity to ask any questions he or she might have about the lesson or the feedback. Feedback should be aligned with the professional standards indicated on the PPA form. We have found that such a targeted approach to feedback is most effective for reinforcing pre-service teacher s strengths and building new skills. xv

16 Appendix A: Expectations Negotiation xvi

17 xvii

18 Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, Massachusetts Telephone: (781) TTY: N.E.T. Relay Pre-service Performance Assessment Form for Teachers 603 CMR 7.08 Professional Standards for Teachers Part 1 To be completed by the candidate Practicum Practicum Equivalent First Name: Last Name: Street Address: City/Town: State: Zip: Sponsoring Organization: MEPID: OR License #: AND BU ID# Program & Level: Practicum/Equivalent Course Number: Credit hours: Practicum Course Title: Practicum/Equivalent Site: Total Number of Practicum Hours: Grade Level(s) of Pre-service teachers: Number of hours assumed full responsibility in the role: Other Massachusetts licenses held, if any: Have any components of the approved program been waived? 603 CMR 7.03(1)(b) Yes No Part 2- To be completed by the Program Supervisor Name: The Candidate completed a Practicum / Practicum Equivalent designed by the Sponsoring Organization as partial preparation for the following license: Candidate s License Field: Grade Level: To the best of my knowledge (per the Supervising Practitioner s Principal/Evaluator) the Supervising Practitioner has received a summative evaluation rating of proficient or higher in his/her most recent evaluation. Yes No xviii

19 Part 3- To be completed by the Supervising Practitioner Name: Position: School District: License: Initial Professional # of years of experience under license: MEPID: or License #: License Field(s): Part 4 Initial 1, 2, 3 1. Initial meeting held at which the Professional Standards and the procedures for evaluation were explained to the candidate. Date: Candidate: Program Supervisor: Supervising Practitioner: 2. Meeting held midway through the practicum at which the Candidate s progress toward the Professional Standards was discussed. Date: Candidate: Program Supervisor: Supervising Practitioner: 3. Final meeting held to complete evaluation and to allow the Candidate the opportunity to raise questions and make comments. Date: Candidate: Program Supervisor: Supervising Practitioner: Part IV Candidate has successfully completed the Pre-service Performance Assessment 603 CMR 7.03(2)(a)(4) &7.04(2)(4)(b) Yes No Program Supervisor: Date Supervising Practitioner: Date Mediator (if necessary see: 603 CMR 7.04(4) Date 19

20 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08 Name: BU ID# Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08 Please use this assessment in conjunction with the Pre-service Performance Assessment for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates must complete the Evidence column for evaluation by the program supervisor and supervising practitioner. Standard A - Plans Curriculum and Instruction Indicators Evidence 1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance pre-service teachers level of content knowledge. (Specify Curriculum Framework title, learning standards, and concept and skills used [attach list if necessary]). 2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught. Page 20 of 45

21 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of preservice teachers within the classroom. 4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills. 5. Plans lessons with clear objectives and relevant measurable outcomes. 6. Draws on resources from colleagues, families, and the community to enhance learning. 7. Incorporates appropriate technology and media in lesson planning. 8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating pre-service teachers with disabilities into general education classrooms. Page 21 of 45

22 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR Uses instructional planning, materials, and student engagement approaches that support pre-service teachers of diverse cultural and linguistic backgrounds, strengths, and challenges. Rating: Explanation of Rating for Standard A - Plans Curriculum and Instruction: Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Candidate s Name: Program Supervisor (initial): Supervising Practitioner (initial): License: Date: Date: Page 22 of 45

23 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08 Standard B Delivers Effective Instruction Indicators Evidence 1. Communicates high standards and expectations when beginning the lesson. a. Makes learning objectives clear to pre-service teachers. b. Communicates clearly in writing, speaking and through the use of appropriately designed visual and contextual aids. c. Uses engaging ways to begin a new unit of study or lesson. d. Builds on pre-service teachers prior knowledge and experience. Page 23 of 45

24 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR Communicates high standards and expectations when carrying out the lesson. a. Uses a balanced approach to teaching skills and concepts of elementary reading and writing. b. Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others). c. Demonstrates an adequate knowledge of and approach to the academic content of lessons. (Please attach documentation that license-specific questions were used to evaluate candidate knowledge) d. Employs a variety of reading and writing strategies for addressing learning objectives. e. Uses questioning to stimulate thinking and encourages all preservice teachers to respond. f. Uses instructional technology appropriately. Page 24 of 45

25 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08 g. Uses effective strategies and techniques for making content accessible for English language learners. h. Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy. 3. Communicates high standards and expectations when extending and completing the lesson. a. Assigns homework or practice that furthers student learning and checks it. b. Provides regular and frequent feedback to pre-service teachers on their progress. c. Provides many and varied opportunities for pre-service teachers to achieve competence. 4. Communicates high standards and expectations when evaluating student learning. a. Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction. Page 25 of 45

26 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08 b. Translates evaluations of student work into records that accurately convey the level of student achievement to preservice teachers, parents or guardians, and school personnel. Rating: Explanation of Rating for Standard B Delivers Effective Instruction: Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Candidate s Name: Program Supervisor (initial): Supervising Practitioner (initial): License: Date: Date: Page 26 of 45

27 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08 Standard C Manages Classroom Climate and Operation Indicators Evidence 1. Creates and maintains a safe and collaborative learning environment that values diversity and motivates pre-service teachers to meet high standards of conduct, effort and performance. 2. Creates a physical environment appropriate to a range of learning activities. 3. Maintains appropriate standards of behavior, mutual respect, and safety. 4. Manages classroom routines and procedures without loss of significant instructional time. Rating: Explanation of Rating for Standard C - Manages Classroom Climate and Operation: Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Candidate s Name: Program Supervisor (initial): Supervising Practitioner (initial): License: Date: Date: Page 27 of 45

28 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08 Standard D Promotes Equity Indicators Evidence 1. Encourages all pre-service teachers to believe that effort is a key to achievement. 2. Works to promote achievement by all pre-service teachers without exception. 3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary. 4. Helps all pre-service teachers to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and pre-service teacherational civic community. 5. Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school. Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; 4=NA/Not Applicable. Rating: Explanation of Rating for Standard D- Promotes Equity: Page 28 of 45

29 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08 Standard E Meets Professional Responsibilities Indicators Evidence 1. Understands his or her legal and moral responsibilities. 2. Conveys knowledge of and enthusiasm for his/her academic discipline to pre-service teachers. 3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice. 4. Collaborates with colleagues to improve instruction, assessment, and student achievement. 5. Works actively to involve parents in their child s academic activities and performance, and communicates clearly with them. 6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth. 7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Pre-service teacheret and other resources. Page 29 of 45

30 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08 Rating: Explanation of Rating for Standard E Meets Professional Responsibilities: Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Candidate s Name: Program Supervisor (initial): Supervising Practitioner (initial): License: Date: Date: Page 30 of 45

31 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08 Summary Decision for Pre-service Performance Assessment To be completed and agreed upon by both the supervising practitioner and the program supervisor Teacher candidate s Pre-service Performance Assessment in the practicum/practicum equivalent meets the Professional Standards for Teachers: Yes No Candidate (sign): MEPID: or License #: Program Supervisor (sign): Date: Supervising Practitioner (sign): Date: Standard Rating Standard A- Plans Curriculum and Instruction Standard B- Delivers Effective Instruction Standard C- Manages Classroom Climate and Operation Standard D- Promotes Equity Standard E- Meets Professional Responsibilities Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Page 31 of 45

32 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08 Summary Assessment of Performance: Page 32 of 45

33 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08 English (5-8)(8-12) Standard (b)2c Demonstrates adequate knowledge of and approach to the academic content of lessons. Evidence Found Evidence Not Found License-Specific Evaluation Questions Does the candidate demonstrate an adequate knowledge of the literary work, its genre, literary period, and author when conducting a lesson on a particular work? Does the candidate use or refer to historically contemporary primary sources to shed light on the historical or social context for a particular work in the course of the lesson? Does the candidate ensure that pre-service teachers understand the differences between a literary work and an expository or persuasive work? Does the candidate ensure that pre-service teachers have determined the meaning of what an author has written before encouraging them to interpret or evaluate it? Does the candidate require pre-service teachers to provide adequate evidence from a text to support their interpretations or judgments? Page 33 of 45

34 Preservice Performance Assessment for Practicum or Practicum Equivalent Professional Standards for Teachers: See 603 CMR 7.08 Does the candidate help pre-service teachers understand the uses of the imagination and the limitations of using personal experience to understand a literary work? Has the candidate referred to appropriate learning standards and skills in the English Language Arts Curriculum Framework in developing a lesson on a literary work? Does the candidate use the English language effectively in speaking and/or writing during the lesson? Does he or she demonstrate knowledge of the elements in the writing process when conducting a composition lesson? Does the candidate clarify the differences between the elements of expository writing and the elements of literary writing when conducting a composition lesson? Does the candidate make useful responses to student drafts that help pre-service teachers improve their next draft? Page 34 of 45