Thank you for sharing your school and your expertise with our students.

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1 Student Teaching Handbk

2 Schl Site Administratrs Clark Cunty Schl District Las Vegas, Nevada Dear Site Administratr and Master Teacher; Thank yu fr sharing yur schl and yur expertise with ur students. We wuld like t have them becme acquainted with yur schl and its day-t-day culture, climate, and learning envirnment. Each master teacher will receive a Student Teaching Handbk t assist with the weekly evaluatins and timelines. It is ur hpe that yu will welcme these new ptential teachers nt yur campus. If yu need mre infrmatin r need clarificatin n their assignments please cntact me. Respectfully yurs, Shauna Zbel Directr Tur University Nevada 874 American Pacific Drive Hendersn, Nevada (Fax)

3 Table f Cntents Master Teacher Respnsibilities... 4 The Master Teacher Shuld... 4 Other Helpful Hints... 5 Student Teacher Respnsibilities... 6 Absences... 6 Schedule... 6 Rm... 6 Student Teacher Expectatins... 6 Daily Lessn Plans... 6 Teacher Wrk Sample... 7 Lessn Plans... 7 Tur University Nevada Faculty Advisr... 8 Tips fr Supprting Student Teachers... 8 Evaluatin Infrmatin Appendix: Suggested Semester Timeline Appendix: Weekly Cnference Evaluatin & Evaluatin Frms Appendix: Student Teacher Evaluatin and Observatin Rubric DOMAIN 1: Planning and Preparatin DOMAIN 2: Learning Envirnment DOMAIN 3: The Prfessinal Educatr DOMAIN 4: The Prfessinal Educatr Appendix: Teacher Wrk Sample The Visin Yur Assignment Cntextual Factrs TWS Standard 1: TWS Standard 2: TWS Standard 3: TWS Standard 4: TWS Standard 5: TWS Standard 6: TWS Standard 7:... 44

4 4 Master Teacher Respnsibilities The master teacher is an integral part f the student teaching experience. The experience and knwledge the master teacher shares with the student teacher is imprtant t the success f their experience. The master teacher is a designated teacher available t versee, evaluate, and prvide feedback t the student teacher n a daily basis. The master teachers are master teachers in the Clark Cunty Schl District. The master teacher shuld nt be a first year teacher, shuld have at least three years f teaching experience and ideally will pssess a Master s degree. Master teachers will use evaluatin instruments, standard bservatin, feedback, and caching strategies t assist student teachers in develping their instructinal and management skills during their time in the classrm. The master teacher will be paid $ fr a full semester. The Master Teacher Shuld Facilitate develpment f the Teacher Wrk Sample. Prvide time fr the three-week Teacher Wrk Sample unit t be implemented in the classrm. Assist in rienting the student teacher t the schl, classrm and the students, alng with the schl district plicies, rules and regulatins. Supervise the student teacher n a daily basis. Talk with the student teacher abut his/her activities, impressins, reflectins, suggestins fr gals, and areas f imprvement. Faze the student teacher int the bservatin/teaching cycle. Candidates will begin their experience acting as an bserver and will gradually expand their respnsibilities in the classrm. The student teacher shuld be fully in charge f classrm planning and instructin fr the final six r seven weeks f the experience. Prvide and substantive feedback t the student teacher regarding all perfrmance activities and interactins with schl persnnel, students and parents. Wrk with the student teacher t develp a schedule f respnsibilities. Set and cmmunicate standards fr the daily lessn plans the student teacher is expected t develp. Review the student teacher s lessn plans t allw fr revisins where necessary. Lessn plans shuld be ed t their Tur University Nevada supervisr Thursday and given t the master teacher by Friday prir t the week fr the plans t be taught. Cmmunicate the student teacher s prgress t the University faculty supervisr. Ntify the Tur University Nevada supervisr f any cncerns. Cmplete a midterm and final evaluatin using the frms prvided in the handbk, review with the student teacher, and fax them t the University faculty supervisr r mail them t: Ylanda Hamiltn Rbert Askey Tur University Nevada Tur University Nevada 874 American Pacific Dr. 874 American Pacific Dr. Hendersn, NV Hendersn, NV Fax Fax

5 5 Other Helpful Hints 1. Schedule weekly meetings with the student teacher t discuss: Prcedural requirements f the schl Time management Daily and weekly schedule Instructinal planning Teaching methds Materials needed fr the lessn Self-evaluatin and reflectin techniques Prblem slving techniques 2. Cnduct regular bservatin and evaluatins, including a written mid-term and final evaluatin. Midterm and final evaluatins need t be given/faxed t the Tur University Nevada supervisr. 3. Prvide pprtunities fr the student teacher t bserve ther teachers instructinal styles and classrm management strategies during prep times and the last three days f their student teaching experience. 4. Ntify the Tur University Nevada faculty supervisr f any questins r cncerns pertaining t student perfrmance. 5. The Weekly Timeline is just a suggestin. Master teachers and student teachers may be flexible with this schedule in rder t meet the needs f the cperating teachers, schl, student teacher, and students.

6 6 Student Teacher Respnsibilities The experience encmpasses several areas: rientatin, bservatin, planning, teaching and evaluatin. The initial rientatin perid will be fllwed by a time f bservatin and limited classrm participatin. This imprtant phase f the student teaching experience is designed fr the student teacher t be respnsible fr implementing a three-week unit as part f the requirements fr the Teacher Wrk Sample. This unit is required t successfully fulfill student teaching and cmplete the Tur University Nevada Special Educatin Prgram. Thrughut yur student teaching experience it is imprtant fr yu t cmmunicate infrmatin t yur University supervisr. Please use the fllwing guidelines: Absences In case f an emergency and a student teacher is unable t cmplete the entire day r misses a day, the student teacher must immediately ntify their Tur University Nevada supervisr and the master teacher. Any partial absence will cnstitute making up an entire day. Schedule Please ntify by yur Tur University Nevada s supervising instructr yur weekly schedule n Friday f the previus week. Rm If yur master teacher r rm has changed ntify yur supervising instructr immediately. Student Teacher Expectatins During student teaching, yu need t meet the same expectatins placed upn ther teachers in the schl district. This includes fllwing the Clark Cunty Schl District s calendar, attendance plicy, dress cde, and teachers wrkday. Student Teachers will: 1. Be Punctual 2. Be prepared 3. Dress prfessinally at all times (N jeans at any time.) 4. Maintain cnfidentiality 5. Interact apprpriately 6. Obtain apprval befre assuming respnsibilities 7. Try nt t enlighten the cperating/master teacher 8. Avid gssiping r discussing students, teachers and administratin---especially in the lunge In rder t receive full credit fr the student teaching experience, yu are required t cmplete all assignments as nted by the University supervisr and/r the instructr f the Tur University Nevada seminar. These may include, but are nt limited t, the fllwing: Daily Lessn Plans Written daily lessn plans are required f all student teachers. The master teacher shuld be cnsidered a resurce persn in this effrt. The plans shuld be submitted t the master teacher

7 7 at least ne week prir t teaching the lessn. The Tur University Nevada student teacher shuld rganize all lessn plans in a ntebk and make them available t the University supervisr when s/he visits. Teacher Wrk Sample The student teacher is required t design and teach a three-week unit f instructin. The develpment f this unit shuld be carefully crdinated with the regular classrm prgram. Lessn Plans Lessn plans shuld be ed t their University supervisr Thursday and given t the master teacher by Friday prir t the week fr the plans t be taught. In additin, the student teacher is respnsible fr the fllwing: Becme familiar with the schl s prgrams, calendar, plicies, cmmunity, client base, and services. Participate in an bservatin cycle f master teachers nting rutines, student learning styles, teaching styles, delivery f curricula, and classrm management. Develp lessn plans cllabratively with the master teacher that satisfies state standards and lcal schl district curricula and pwer standards. Cllabrate with the master teacher t design and implement the Teacher Wrk Sample during their student teaching experience. Maintain infrmal anecdtal recrds (nting students learning styles, teaching strategies, what wrks with students, psitive experiences, reactins, etc.) Study the schl district s prgress reprting system. The master teacher will mdel cllecting apprpriate student class wrk, diagnsis, and writing/scring the student prgress reprt. Participate in the prfessinal activities f a classrm teacher. Cnfer with and/r bserve teaching staff invlved with students in ther special prgrams r services (speech, G.A.T.E, and English Language Learners). Carefully plan effective lessns. There is n adequate substitute fr thrugh planning. Utilize a variety f teaching methds in the classrm. Maintain effective classrm management prcedures. Prvide an effective learning envirnment fr all students. Cmplete the required 15 weeks/75 days f student teaching. Maintain a daily lg/jurnal. Maintain a prtfli. Be cgnizant f the fur dmains utlined n the Prficiency Skills List.

8 8 Tur University Nevada Faculty Advisr The Tur University Nevada supervisr will serve as the liaisn between the schl, the master teacher and the student teacher. The faculty member assigned by the Tur University Nevada t supervise individual student teachers and t wrk cllabratively with the master teacher is an imprtant ingredient in student teaching success. The faculty supervisr serves as an nging resurce fr the master teacher in the schl and mnitrs and evaluates the student teacher s prgress. Faculty supervisrs use evaluatin instruments, standard bservatin, feedback and caching strategies t assist student teachers in develping their instructinal and management skills during their time in the classrm. In additin, the faculty supervisr links the schl site and the University and represents the University t the larger cmmunity. The faculty supervisr cmmunicates clearly and directly with the student teacher at all times. This cmmunicatin may be thrugh , phne cnversatins, schl visits and/r discussin during the seminars. It is imperative that graduates frm the prgram are skillful, knwledgeable, and well prepared. If the faculty supervisr has cncerns abut the cntent knwledge r perfrmance f the student teacher at any pint in the experience, s/he shuld immediately reprt these cncerns t the Directr f the Schl f Educatin. Tips fr Supprting Student Teachers Intrduce yur student teacher t ther faculty and staff members. Share their expertise s the student teacher may use them as a resurce. Make a list f supprt staff and their respnsibilities especially if they wrk in yur rm. Take the student teacher n a tur f the entire schl and grunds. Explain hw t get arund the schl the best way. Share all aspects f teaching with the student teacher. Parent cnference Duty Cmmittee meetings Teacher handbk Curse Syllabus and Standards Textbks IEP s Create a psitive cmmunicatin system t assist the student teacher. Establish a time t discuss the day s activities. Discuss levels f presentatin with the student teacher. Share yur expertise. Allw the student teacher t dialgue with ther teachers befre and after schl and t bserve ther teachers ccasinally during their prep perid.

9 9 Observatin f ther grade levels will braden their experiences. Furnish the student with a place t wrk and keep their persnal belngings (a space f their wn). It wuld be helpful it the student teacher has a desk, supplies and part f a file cabinet. Give the student teacher a chice f classes t teach and feel cmfrtable with befre adding a new class r subject. Allw student teacher the pprtunity t be creative and experiment with new ideas. Have the student teacher create bulletin bards. Let the student teacher be in charge while they are teaching. Mst imprtantly enjy the experience.

10 10 Evaluatin Infrmatin The duratin f student teaching is 15 ttal weeks (a ttal f 75 days) unless therwise specified. Midterm evaluatin shuld be cmpleted at the end f 7 th week. Due Date 4/12/13 The final evaluatin shuld be cmpleted and submitted by 6/3/13 Please be sure that bth the midterm and final evaluatin cntain a percentage grade. Send r fax a cpy f the midterm evaluatin and final evaluatin t: Ylanda Hamiltin Rbert Askey Tur University Nevada Tur University Nevada 874 American Pacific Dr. 874 American Pacific Dr. Hendersn, NV Hendersn, NV Fax Fax Master teacher shuld keep the riginal f all evaluatins.

11 Appendix: Suggested Semester Timeline 11

12 12 W E E K MASTER TEACHER STUDENT TEACHER O N E Intrduce student teacher t staff and ther schl persnnel. Acquaint student teacher with the schl s layut. Demnstrate several lessns. Share yur lessn plan frmat with student teacher. Develp lessn plans with student teacher. Allw student teacher t bserve, take ntes and wrk with small grups. Allw student teacher t teach ne subject/perid. Share teacher s text, supplies, etc. with student teacher. If pssible have a place fr the student teacher t place persnal items. Discuss class rules and prcedures. Cnduct weekly cnference with student teacher using the weekly evaluatin frm. Fax ( ) Weekly Evaluatin frm t Tur University Nevada Meet the administratin and ther staff members. Vlunteer t assist with duty (week ne-furteen). Acquire a teacher handbk and any ther necessary infrmatin. Acquire r create a lessn plan bk, and grade bk. Observe master teacher s teaching perfrmance and classrm management. Attend all faculty meetings and teacher in-services. Develp lessn plans with master teacher. Make sure all paper wrk is in t the Tur University Nevada. Meet with master teacher fr weekly cnference and review necessary changes. Obtain a cpy f the CEF and Pwer Standards. Maintain a daily jurnal. T W O Allw student teacher t teach 2-3 subjects/perids, under yur supervisin. Plan lessns fr next week with student teacher. Review lessn plans and grading prcedures with student teacher. Meet with student teacher t evaluate their teaching perfrmance and assist with any necessary changes. Fax Weekly Evaluatin frm t Tur University Nevada. Discuss Teacher Wrk Sample Prpsal and pssible subject areas/themes. Teach 2-3 subjects/perids. Meet with master teacher t evaluate yur teaching perfrmance and make any necessary changes. Take respnsibility fr planning and instructin fr next week s lessns. Review lessn plans and grading prcedures with master teacher. Attend all teacher meetings (IEP s, faculty meetings, department r grade level, teacher in-services, and parent cnferences). Maintain a daily jurnal. Discuss Teacher Wrk Sample and draw up rugh draft.

13 13 T H R E E Allw student teacher t teach ½ day under yur supervisin. Review lessn plans and grading prcedures. Meet with student teacher t evaluate their teaching perfrmance, prgress and assist with any necessary changes. Assist student teacher with finalizing plans fr Teacher Wrk Sample. Fax ( ) Weekly Evaluatin frm t Tur University Nevada. Teach ½ day and bserve ½ day. Take respnsibility fr planning and instructin fr next week s lessns. Meet with the master teacher t evaluate yur teaching perfrmance and make any necessary changes. Review lessn plans and grading prcedures with master teacher. Attend all teacher meetings (IEP s, faculty meetings, department r grade level, teacher in-services, and parent cnferences). Maintain a jurnal. Finalize Teacher Wrk Sample plans. F O U R Allw student teacher t teach all day under yur supervisin. Review lessn plans and grading prcedures. Meet with student teacher t evaluate their teaching perfrmance, prgress and assist with any necessary changes. Fax Weekly Evaluatin frm t Tur University Nevada Teach all day. Take respnsibility fr planning and instructin fr next week s lessns. Meet with cperating teacher t evaluate yur teaching perfrmance and make any necessary changes. Review lessn plans and grading prcedures with cperating teacher. Attend all teacher meetings (IEP s, faculty meetings, department r grade level, teacher in-services, and parent cnferences). Maintain a daily jurnal. F I V E Allw student teacher t teach with little supervisin. Review lessn plans and grading prcedures. Meet with student teacher t evaluate their teaching perfrmance, prgress and assist with any necessary changes. Fax Weekly Evaluatin frm t Tur University Nevada Teach all day. Take respnsibility fr planning and instructin fr next week s lessns. Meet with master teacher t evaluate yur teaching perfrmance and make any necessary changes. Review lessn plans and grading prcedures with master teacher. Attend all teacher meetings (IEP s, faculty meetings, department r grade level, teacher in-services, and parent cnferences). Maintain a daily jurnal.

14 14 S I X Allw student teacher t teach withut yur direct supervisin Review lessn plans and grading prcedures. Meet with student teacher t evaluate their teaching perfrmance, prgress and assist with any necessary changes. Fax Weekly Evaluatin frm t Tur University Nevada Teach all day. Take respnsibility fr planning and instructin fr next week s lessns. Meet with master teacher t evaluate yur teaching perfrmance and make any necessary changes. Review lessn plans and grading prcedures with master teacher. Attend all teacher meetings (IEP s, faculty meetings, department r grade level, teacher in-services, and parent cnferences). Maintain a daily jurnal. S E V E N Fax mid-term evaluatin f student teacher t the Tur Field Supervisr at ( ). Meet with the student teacher and discuss the midterm evaluatin and grade. Make certain there is a letter grade n the evaluatin. Allw student teacher t teach withut yur supervisin Review lessn plans and grading prcedures. Meet with student teacher t evaluate their teaching perfrmance, prgress and assist with any necessary changes. Teach all day. Take respnsibility fr planning and instructin fr next week s lessns. Meet with master teacher t evaluate yur teaching perfrmance and make any necessary changes. Review lessn plans and grading prcedures with master teacher. Attend all teacher meetings (IEP s, faculty meetings, department r grade level, teacher in-services, and parent cnferences). Maintain a daily jurnal. With the permissin f yur master teacher and supervising faculty, begin t write lessn plans in a frmat that is cmparable t the master teacher and/r the assigned schl. E I G H T Allw student teacher t teach withut yur supervisin. Review lessn plans and grading prcedures. Meet with student teacher t evaluate their teaching perfrmance, prgress and assist with any necessary changes. Fax Weekly Evaluatin frm t Tur University Nevada Teach all day. Take respnsibility fr planning and instructin fr next week s lessns. Meet with master teacher t evaluate yur teaching perfrmance and make any necessary changes. Review lessn plans and grading prcedures with master teacher. Attend all teacher meetings (IEP s, faculty meetings, department r grade level, teacher in-services, and parent cnferences). Maintain a daily jurnal.

15 15 N I N E Allw student teacher t teach withut yur supervisin fr mre extended perids f time Review lessn plans and grading prcedures. Meet with student teacher t evaluate their teaching perfrmance, prgress and assist with any necessary changes. Fax Weekly Evaluatin frm t Tur University Nevada Teach all day. Take respnsibility fr planning and instructin fr next week s lessns. Meet with master teacher t evaluate yur teaching perfrmance and make any necessary changes. Review lessn plans and grading prcedures with master teacher. Attend all teacher meetings (IEP s, faculty meetings, department r grade level, teacher in-services, and parent cnferences). Maintain a daily jurnal. T E N Allw student teacher t teach withut yur supervisin. Review lessn plans and grading prcedures. Meet with student teacher t evaluate their teaching perfrmance, prgress and assist with any necessary changes. Make arrangements fr the student teacher t see varying teaching styles, never mre than three hurs a week. Fax Weekly Evaluatin frm t Tur University Nevada Teach all day. Take respnsibility fr planning and instructin fr next week s lessns. Meet with cperating teacher t evaluate yur teaching perfrmance and make any necessary changes. Review lessn plans and grading prcedures with master teacher. Attend all teacher meetings (IEP s, faculty meetings, department r grade level, teacher in-services, and parent cnferences). Maintain a daily jurnal. E L E V E N Allw student teacher t teach withut yur supervisin. Review lessn plans and grading prcedures. Meet with student teacher t evaluate their teaching perfrmance and assist with any necessary changes. Fax Weekly Evaluatin frm t Tur University Nevada Review final student teacher evaluatin with master teacher. Teach all day. Take respnsibility fr planning and instructin fr next week s lessns. Meet with master teacher t evaluate yur teaching perfrmance and make any necessary changes. Review lessn plans and grading prcedures with master teacher. Attend all teacher meetings (IEP s, Faculty meetings, department r grade level, and parent cnferences). Maintain a daily jurnal.

16 16 T W E L V E Allw student teacher t teach withut yur supervisin. Review lessn plans and grading prcedures. Meet with student teacher t evaluate their teaching perfrmance and assist with any necessary changes. Fax Weekly Evaluatin frm t Tur University Nevada Teach all day. Take respnsibility fr planning and instructin fr next week s lessns. Meet with master teacher t evaluate yur teaching perfrmance and make any necessary changes. Review lessn plans and grading prcedures with master teacher. Attend all teacher meetings (IEP s, faculty meetings, department r grade level, teacher in-services, and parent cnferences). Maintain a daily jurnal. T H I R T E E N Allw student teacher t teach withut yur supervisin. Review lessn plans and grading prcedures. Meet with student teacher t evaluate their teaching perfrmance and assist with any necessary changes. Fax Weekly Evaluatin frm t Tur University Nevada Take respnsibility fr planning and instructin fr next week s lessns. Meet with master teacher t evaluate yur teaching perfrmance and make any necessary changes. Make sure that all paper wrk is in at Tur University Nevada. With the assistance f yur master teacher, make arrangements t visit ther teachers and ther grade levels during yur final week f student teaching. Attend all teacher meetings (IEP s, faculty meetings, department r grade level, teacher in-services, and parent cnferences). Maintain a jurnal. F O U R T E E N Fax final evaluatin f student teacher t the Tur Field Supervisr at ( ). Allw student teacher t teach withut yur supervisin. Review lessn plans and grading prcedures. Meet with student teacher t evaluate their teaching perfrmance and assist with any necessary changes. The last tw days f student teaching decrease the number f hurs spent teaching. Observe ther classrms and grade levels. Cntinue t attend all teacher meetings until yur final day. Meet with master teacher t review yur final evaluatin. Make sure that all paper wrk is in at Tur University Nevada.

17 Appendix: Weekly Cnference Evaluatin & Evaluatin Frms 17

18 18 Date/Week Student Teacher Name DOMAIN ONE: PLANNING AND PREPARATION Basic Develpmental Prficient Advanced Demnstrates slid knwledge f cntent and pedaggy. Uses differing viewpints, theries, and methds f inquiry. Establish high expectatins fr all students. Plans instructin in rder t meet the needs f diverse learners. Prepares daily with written plans, at least a week in advance. Develps instructin activities that are age-apprpriate and tied t student utcmes. Uses a variety f frmal and infrmal strategies t assess instructinal gals. Other DOMAIN TWO: LEARNING ENVIRONMENT Establishes a learning cmmunity that is safe, warm, and caring. Establishes and implements clear standards f cnduct. Maintains interactins that are plite and respectful. Starts prmptly, effectively rganizes and manages tasks fr individuals and grups. Effectively mnitrs student behavir. Establishes efficient systems fr nn-instructinal duties and scheduling such as recrd keeping, attendance, and ther duties. Deals effectively with serius discipline prblems. Other Cmments: Master Teacher Signature Student Teacher Signature Cnference Date

19 19 Date/Week Student Teacher Name DOMAIN THREE: INSTRUCTION Basic Develpmenta l Prficient Advanced Is skillful in lecturing, leading discussins, and giving directins. Emplys questining strategies that are f high quality, allw time fr student respnses, and which generally engage all students. Cmmunicates in ways that are apprpriate fr diverse student ppulatin. Uses effective resurce materials, including technlgy, t engage students. Uses apprpriate assessments t mnitr student learning. Prvides high-quality feedback in a timely manner. Wrks effectively n an individual basis with students. Mdels gd verbal and written skills. Other DOMAIN FOUR: THE PROFESSIONAL EDUCATOR Serves as a psitive rle mdel and demnstrates a nurturing and caring attitude tward students. Is pen t cnstructive criticism and willing t implement specific suggestins. Uses apprpriate dress and grming. Is reliable and cperative. Wrks as a team player within the schl cmmunity. Understands scial, ethical, legal, and human issues in educatin and applies thse principles in practice. Is cmmitted t teaching and educatin. Demnstrates cnfidence, pise, enthusiasm, and ability t mtivate. Other Cmments: Master Teacher Signature Student Teacher Signature Cnference Date

20 Appendix: Student Teacher Evaluatin and Observatin Rubric 20

21 DOMAIN 1: Planning and Preparatin 1A KNOWLEDGE OF CONTENT PEDAGOGY BASIC DEVELOPING PROFICENT ADVANCED knwledge f cntent, knwledge f cntent, knwledge f cntent, knwledge f cntent, pedaggy, and pedaggy and technlgy is pedaggy, and technlgy pedaggy, and technlgy technlgy is minimal fair and smetimes reflects is gd and usually reflects is excellent and cnstantly and des nt reflect current research r best current research, as well as reflects current current research r best practices in the field. best practices in the field. research, as well as best practices in the field practices in the field. 21 1B INSTRUCTIONAL PLANNING & RESOURCES fails t establish high expectatins fr students and fails t use clear gals that reflect different types f learning needs uses minimal r n resurces t enhance student learning. ccasinally establishes high expectatins fr sme students and uses clear gals reflecting different types f learn-ing needs that are nt cnsistently established uses sme resurces t enhance student learning regularly establishes high expectatins fr students using clear gals that reflect different types f learning needs uses a variety f resurces t enhance student learning. always establishes high expectatins fr all students using clear gals that reflect different types f learning needs uses a wide variety f resurces t enhance student learning 1C INSTRUCTIONAL DESIGN unable t design instructinal activities that are apprpriate fr students; instruct-tin is nt aligned with established gals r state standards there is n evidence f technlgy supprt usually designs instructinal activities that are apprpriate fr students but are nt aligned with established gals r state standards activities are ccasinally supprted by technlgy cnsistently designs instructinal activities that are apprpriate fr students and aligned with established gals and state standards activities are ften supprted by technlgy always designs instructinal activities that are apprpriate fr students and aligned with established gals and state standards activities are usually supprted by technlgy. 1D ASSESSMENT uses few strategies t assess instructinal gals uses sme strategies and incrprates sme technlgy t assess instructinal gals uses many strategies and ften incrprates technlgy t assess instructinal gals uses a wide variety f strategies and incrprates technlgy t assess instructinal gal unable t establish clear criteria and des nt cmmunicate criteria t students results are nt used t plan fr individual, grup and diverse needs establishes minimal criteria that have been cmmunicated t sme students results are nt cnsistently used t plan fr individual, grup and diverse needs establishes clear criteria that have been cmmunicated t mst students usually uses results t plan fr individual, grup and diverse needs establishes clear criteria that have been cmmunicated t all students uses results t plan fr individual, grup and diverse needs

22 22 DOMAIN 2: Learning Envirnment 2A MANAGING CLASSROOM PROCEDURES BASIC DEVELOPING PROFICENT ADVANCED unable t rganize r attempts t rganize and rganizes and manages effectively rganizes and manage tasks fr manage tasks fr tasks fr individuals and manages tasks fr individuals r grups individuals r grups grups individuals and grups transitins between activities are nn-existent n systems in place fr managing nninstructinal duties including technlgy and scheduling sme transitins between activities ccur, thugh nt smthly sme systems in place fr managing nninstructinal duties including technlgy and scheduling transitins between activities usually ccur smthly efficient systems in place fr managing nninstructinal duties including technlgy and scheduling transitins between activities always ccur smthly excellent systems in place fr manage nninstructinal duties including technlgy and scheduling 2B MANAGING STUDENT BEHAVIOR des nt establish clear standards f cnduct r effectively mnitr student behavir ccasinally establishes sme standards f cnduct and student behavir cnsistently establishes clear standards f cnduct and mnitrs student behavir always establishes clear standards f cnduct and effectively mnitrs student behavir disciplinary actins are generally inapprpriate and d nt supprt the dignity f the learning cmmunity disciplinary actins are smetimes apprpriate, but d nt always supprt the dignity f the learning cmmunity disciplinary actins are generally apprpriate and supprt the dignity f the learning cmmunity disciplinary actins are apprpriate and truly supprt the dignity f the learning cmmunity 2C CREATING A POSITIVE LEARNING ENVIRONMANT des nt establish a learning cmmunity that is safe, warm, caring and is inapprpriate fr diverse ppulatins and des nt supprt a variety f develpmental r cultural nrms interactins are implite and disrespectful students rarely engage in learning technlgy is nt used t enhance students learning attempts t establish a learning cmmunity that is safe and warm, but it des nt supprt diversity and is nt always apprpriate fr a variety f develpmental r cultural nrms interactins are smetimes plite and respectful sme students actively engaged in learning the use f technlgy rarely enhances student learning establishes a learning cmmunity that is safe, warm, and caring, usually apprpriate fr diverse ppulatins and supprts a variety f develpmental and cultural nrms interactins are generally plite and respectful mst students actively engaged in learning use f technlgy ften enhances student learning. establishes a slid learning cmmunity that is safe, warm and caring and is apprpriate fr diverse ppulatins and supprts all develp-mental and cultural nrms interactins are plite and respectful t all students all students are actively engaged in learning the use f technlgy clearly enhances student learning.

23 23 DOMAIN 3: The Prfessinal Educatr 3A COMMUNICATION 3B STUDENT ENGAGEMENT 3C DIVERSITY BASIC DEVELOPING PROFICENT ADVANCED unable t mdel gd mdels average verbal mdels gd verbal and mdels excellent verbal verbal and written skills t and written skills, smetimes written skills, usually and written skills, cmmunicate enhanced by enhanced by technlgy, t frequently enhanced by instructins and classrm technlgy, t cmmunicate... technlgy, t prcedures cmmunicate... cmmunicate... feedback is rarely prvided in a timely manner and is ften f pr quality vcabulary and cmmunicatin style d nt reflect sensitivity t gender; cultural issues a are nt apprpriate fr diverse student ppulatins unable t design instructinal activities that accurately represent cntent r that are cgnitively apprpriate fr any students resurce materials, structure and pacing are generally ineffective and questining strategies are f pr quality technlgy is rarely used t develp higher rder thinking skills and creativity unable t mdify lessns r teaching style t accmmdate the needs f diverse learning style des nt accmmdate student questins r interests and is unable t make adjustments t lessns never uses technlgy t address the diverse needs f students incnsistent feedback is prvided r is nt timely vcabulary and cmmunicatin style smetimes reflect sensitivity t ; cultural issues are ccasinally apprpriate t diverse student ppulatins smetimes designs instructinal activities that accurately represent cntent and that are cgnitively apprpriate fr sme students resurce materials, structure and pacing are smetimes effective and questining strategies are f average quality technlgy is smetimes used t develp higher rder thinking skills and creativity smetimes able t mdify lessns r teaching styles t accmmdate the needs f diverse learning styles smetimes accmmdates student questins and interests but is unable t smthly make adjustments t lessns rarely uses technlgy t address the diverse needs f students. high-quality feedback is regularly prvided in a timely manner vcabulary and cmmunicatin style usually reflect sensitivity t gender; cultural issues and are generally apprpriate fr diverse student ppulatins regularly designs instructinal activities that accurately represent cntent and that are cgnitively apprpriate fr mst students resurce materials, structure and pacing are usually effective and questining strategies are f gd quality technlgy is regularly used t develp higher rder thinking and creativity usually able t mdify lessns and teaching style t accmmdate the needs f diverse learning styles cnsistently accmmdates student questins and interests and is able t smthly make adjustments t lessns ften uses technlgy t address the diverse needs f students. high quality feedback is always prvided in a timely manner vcabulary and cmmunicatin style cnsistently reflect sensitivity t gender; cultural issues are apprpriate fr diverse student ppulatin. always designs instructinal activities that accurately represent cntent and that are cgnitively apprpriate fr all students resurce materials, structure and pacing are extremely effective and questining strategies are f premier quality technlgy is frequently used t develp higher rder thinking skills and creatively cnsistently able t mdify lessns and teaching style t accmmdate the needs f diverse learning styles successfully accmmdates student questins/ interests and is able t smthly make adjustments t lessns regularly uses technlgy t address the diverse needs f students

24 24 DOMAIN 4: The Prfessinal Educatr 4A PARENT & COMMUNITY INVOLVEMENT 4B PROFESSIONALISM BASIC DEVELOPING PROFICENT ADVANCED fails t prvide infrmatin rarely prvides infrmatin frequently prvides regularly prvides detailed t families abut student t families abut infrmatin t families abut infrmatin t families abut learning and achievement and student learning and student learning and students learning and des nt actively seek t achievement and rarely achievement and actively achievement and actively engage them in the seeks t engage them in seeks t engage them in the seeks t engage them in the educatinal prcess educatinal prcess educatinal prcess educatinal prcess never vlunteers t participate in prfessinal rganizatins r in schl/rganizatins r in schl/cmmunity prjects des nt identify r use cmmunity resurces t fster student learning fails t establish a system fr maintaining infrmatin n student prgress and des nt serve as an advcate fr students unable t assess need fr prfessinal grwth r seek pprtunities fr develpment des nt wrk as a team player within the schl cmmunity and is unable t maintain an pen mind in decisin-making prcesses des nt understand nr apply ethical, legal and human issues surrunding the use f technlgy and des nt use technlgy t enhance prductivity r prfessinal practices vlunteers t participate in prfessinal rganizatins r in schl/cmmunity prjects ccasinally identifies and uses cmmunity resurces t fster student learning establishes a minimal system fr maintaining infrmatin n student prgress and serves as an advcate fr a few students unable t cnsistently assess need fr prfessinal grwth r seek pprtunities fr develpment rarely wrks as a team player with the schl cmmunity yet maintains an pen mind in decisinmaking prcesses minimal understanding f ethical, legal and human issues surrunding the use f technlgy t enhance prductive and prfessinal practices smetimes vlunteers t participate in prfessinal rganizatins and in schl/rganizatins and in schl/cmmunity prjects can identify and ften uses cmmunity resurces t fster student learning establishes a basic system fr maintaining infrmatin n student prgress and serves as an advcate fr students able t assess need fr prfessinal grwth and ften seeks ut pprtunities fr develpment generally wrks as a team player with the schl cmmunity and maintains an pen mind in decisin-making prcesses usually understanding ethical, legal and human issues surrunding the use f technlgy and ften uses technlgy t enhance prductive and prfessinal practices frequently vlunteers t participate in prfessinal rganizatins and in schl/cmmunity prjects regularly identifies and uses cmmunity resurces t fster student learning establishes a cmprehendsive system fr maintaining infrmatin n student prgress and serves as an advcate fr all students able t assess need fr prfessinal grwth and regularly seeks ut pprtunities fr develpment wrks as a team player within the schl cmmunity and maintains an pen mind in decisin-making prcesses understanding and applies ethical, legal and human issues surrunding the use f technlgy and uses technlgy t enhance prductive and prfessinal practices 4C REFLECTION fails t use bservatins, student infrmatin, technlgy, r prfessinal literature t reflect n the effectiveness f instructinal and/r assessment techniques rarely uses bservatins, student infrmatin, technlgy, r prfessinal literature t reflect n the effective-ness f instructinal and/r assessment techniques ften uses bservatins, student infrmatin, technlgy, and prfessinal literature t reflect n the effectiveness f instructinal and assessment techniques regularly uses bservatins, student infrmatin, technlgy, and prfessinal literature t reflect n the effective-ness f instructinal and assessment techniques cannt make suggestins r implement practices fr imprvements smetimes makes limited suggestins r implements a sme practices t effect imprvements can make general suggestins r implement practices that result in imprvements can make specific suggestins r implement many practices that result in imprvements

25 Appendix: Teacher Wrk Sample 25

26 26 The Renaissance Partnership Fr Imprving Teacher Quality Teacher Wrk Sample This prject was cmpleted in partial fulfillment f a Master s Degree in Humanities Literacy and Language Special Educatin By (Name) (Stu #) (Date)

27 27 The June 2002 prmpt and scring rubric was revised by representatives frm the eleven Renaissance Partnership Prject sites: Califrnia State University at Fresn, Eastern Michigan University, Empria State University, Idah State University, Kentucky State University, Lngwd Cllege, Middle Tennessee State University, Millersville University, Sutheast Missuri State University, University f Nrthern Iwa, Western Kentucky University. Ntice: The materials in this dcument were develped by representatives f the Renaissance Partnership Institutins and may nt be used r reprduced withut citing The Renaissance Partnership fr Imprving Teacher Quality Prject The Renaissance Partnership fr Imprving Teacher Quality is a Title II federally funded prject with ffices at Western Kentucky University. Directr: Rger Pankratz This dcument has been amended t meet the needs f the student teachers at Tur University Nevada

28 28 Overview f Teacher Wrk Sample (TWS) The Visin Successful teacher candidates supprt learning by designing a Teacher Wrk Sample that emplys a range f strategies and builds n each student s strengths, needs, and prir experiences. Thrugh this perfrmance assessment, teacher candidates prvide credible evidence f their ability t facilitate learning by meeting the fllwing TWS standards: The teacher uses infrmatin abut the learning-teaching cntext and student individual differences t set learning gals and plan instructin and assessment. The teacher sets significant, challenging, varied, and apprpriate learning gals. The teacher uses multiple assessment mdes and appraches aligned with learning gals t assess student learning befre, during, and after instructin. The teacher designs instructin fr specific learning gals, student characteristics and needs, and learning cntexts. The teacher uses regular and systematic evaluatins f student learning t make instructinal decisins. The teacher uses assessment data t prfile student learning and cmmunicate infrmatin abut student prgress and achievement. The teacher reflects n his r her instructin and student learning in rder t imprve teaching practice. Yur Assignment The TWS cntains seven teaching prcesses identified by research and best practice as fundamental t imprving student learning. Each Teaching Prcess is fllwed by a TWS Standard, the Task, a Prmpt, and a Rubric that defines varius levels f perfrmance n the standard. The Standards and Rubrics will be used t evaluate yur TWS. The Prmpts (r directins) help yu dcument the extent t which yu have met each the standard. Yu are required t teach a cmprehensive unit. Befre yu teach the unit, yu will describe cntextual factrs, identify learning gals based n yur state r district cntent standards, create an assessment plan designed t measure student perfrmance befre (pre-assessment), during (frmative assessment) and after (pst-assessment), and plan fr yur instructin. After yu teach the unit, yu will analyze student learning and then reflect upn and evaluate yur teaching as related t student learning. Frmat Ownership. Cmplete a cver page that includes (a) yur name, (b) date submitted, (c) grade level taught, (d) subject taught, (d) yur university, (e) curse number and title. Table f Cntents. Prvide a Table f Cntents that lists the sectins and attachments in yur TWS dcument with page numbers. Charts, graphs and attachments. Charts, graphs and assessment instruments are required as part f the TWS dcument. Yu may als want t prvide ther attachments, such as student wrk. Hwever, yu shuld be very selective and make sure yur attachments prvide clear, cncise evidence f yur perfrmance related t TWS standards and yur students learning prgress. Narrative length. A suggested page length fr yur narrative is given at the end f each cmpnent sectin. Yu have sme flexibility f length acrss cmpnents, but the ttal length f yur written narrative (excluding charts, graphs, attachments and references)

29 29 shuld nt exceed twenty (20) wrd-prcessed pages, duble-spaced in 12-pint fnt, with 1-inch margins. References and Credits are nt included in ttal page length. If yu referred t anther persn s ideas r material in yur narrative, yu shuld cite these in a separate sectin at the end f yur narrative under References and Credits. Yu may use any standard frm fr references; hwever, the American Psychlgical Assciatin (APA) style is a recmmended frmat (explained in the manual entitled Publicatin Manual f the American Psychlgical Assciatin ). Annymity. In rder t insure the annymity f students in yur class, d nt include any student names r identificatin in any part f yur TWS.

30 30 Teaching Prcesses Assessed by the Renaissance Teacher Wrk Sample Teaching Prcesses, TWS Standards, and Indicatrs Cntextual Factrs The teacher uses infrmatin abut the learning-teaching cntext and student individual differences t set learning gals and plan instructin and assessment. Knwledge f cmmunity, schl, and classrm factrs Knwledge f characteristics f students Knwledge f students varied appraches t learning Knwledge f students skills and prir learning Implicatins fr instructinal planning and assessment Learning Gals The teacher sets significant, challenging, varied and apprpriate learning gals. Significance, challenge and variety Clarity Apprpriateness fr students Alignment with natinal, state r lcal standards Assessment Plan The teacher uses multiple assessment mdes and appraches aligned with learning gals t assess student learning befre, during and after instructin. Alignment with learning gals and instructin Clarity f criteria fr perfrmance Multiple mdes and appraches Technical sundness Adaptatins based n the individual needs f students Design fr Instructin The teacher designs instructin fr specific learning gals, student characteristics and needs, and learning cntexts. Alignment with learning gals Accurate representatin f cntent Lessn and unit structure Use f a variety f instructin, activities, assignments and resurces Use f cntextual infrmatin and data t select apprpriate and relevant activities, assignments and resurces. Use f technlgy Instructinal Decisin-Making The teacher uses nging analysis f student learning t make instructinal decisins. Sund prfessinal practice Adjustments based n analysis f student learning Cngruence between mdificatins and learning gals Analysis f Student Learning The teacher uses assessment data t prfile student learning and cmmunicate infrmatin abut student prgress and achievement. Clarity and accuracy f presentatin Alignment with learning gals Interpretatin f data Evidence f impact n student learning Reflectin and Self-Evaluatin The teacher reflects n his r her instructin and student learning in rder t imprve teaching practice. Interpretatin f student learning Insights n effective instructin and assessment Alignment amng gals, instructin and assessment Implicatins fr future teaching Implicatins fr prfessinal develpment

31 31 Cntextual Factrs TWS Standard 1: The teacher uses infrmatin abut the learning-teaching cntext and student individual differences t set learning gals and plan instructin and assessment. Task Discuss relevant factrs and hw they may affect the teaching-learning prcess. Include any supprts and challenges that affect instructin and student learning. Prmpt In yur discussin, include: Cmmunity, district and schl factrs. Address gegraphic lcatin, cmmunity and schl ppulatin, sci-ecnmic prfile and race/ethnicity. Yu might als address such things as stability f cmmunity, plitical climate, cmmunity supprt fr educatin, and ther envirnmental factrs. Classrm factrs. Address physical features, availability f technlgy equipment and resurces and the extent f parental invlvement. Yu might als discuss ther relevant factrs such as classrm rules and rutines, gruping patterns, scheduling and classrm arrangement. Student characteristics. Address student characteristics yu must cnsider as yu design instructin and assess learning. Include factrs such as age, gender, race/ethnicity, special needs, achievement/develpmental levels, culture, language, interests, learning styles/mdalities r students skill levels. In yur narrative, make sure yu address student s skills and prir learning that may influence the develpment f yur learning gals, instructin and assessment. Instructinal implicatins. Address hw cntextual characteristics f the cmmunity, classrm and students have implicatins fr instructinal planning and assessment. Include specific instructinal implicatins fr at least tw characteristics and any ther factrs that will influence hw yu plan and implement yur unit. Suggested Page Length: 1-2

32 32 Cntextual Factrs Rubric TWS Standard 1: The teacher uses infrmatin abut the learning/teaching cntext and student individual differences t set learning gals, plan instructin and assess learning. Rating Indicatr 1 Indicatr Nt Met 2 Indicatr Partially Met 3 Indicatr Met Scre Knwledge f Cmmunity, Schl and Classrm Factrs Teacher displays minimal, irrelevant, r biased knwledge f the characteristics f the cmmunity, schl, and classrm. Teacher displays sme knwledge f the characteristics f the cmmunity, schl, and classrm that may affect learning. Teacher displays a cmprehensive understanding f the characteristics f the cmmunity, schl, and classrm that may affect learning. Knwledge f Characteristics f Students Teacher displays minimal, steretypical, r irrelevant knwledge f student differences (e.g. develpment, interests, culture, abilities/disabilities). Teacher displays general knwledge f student differences (e.g., develpment, interests, culture, abilities/disabilities) that may affect learning. Teacher displays general & specific understanding f student differences (e.g., develpment, interests, culture, abilities/disabilities) that may affect learning. Knwledge f Students Varied Appraches t Learning Teacher displays minimal, steretypical, r irrelevant knwledge abut the different ways students learn (e.g., learning styles, learning mdalities). Teacher displays general knwledge abut the different ways students learn (e.g., learning styles, learning mdalities). Teacher displays general & specific understanding f the different ways students learn (e.g., learning styles, learning mdalities) that may affect learning. Knwledge f Students Skills And Prir Learning Teacher displays little r irrelevant knwledge f students skills and prir learning. Teacher displays general knwledge f students skills and prir learning that may affect learning. Teacher displays general & specific understanding f students skills and prir learning that may affect learning. Implicatins fr Instructinal Planning and Assessment Teacher des nt prvide implicatins fr instructin and assessment based n student individual differences and cmmunity, schl, and classrm characteristics OR prvides inapprpriate implicatins. Teacher prvides general implicatins fr instructin and assessment based n student individual differences and cmmunity, schl, and classrm characteristics. Teacher prvides specific implicatins fr instructin and assessment based n student individual differences and cmmunity, schl, and classrm characteristics.

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