TEACH/M. Ed. Internship Handbook. Table of Contents

Transcription

1 TEACH/M. Ed. Internship Handbook Table of Contents Page Foundation of Educator Preparation Program... 1 The Mission of LeTourneau University... 2 Mission Statement of the Educator Preparation Program... 2 Beliefs that Guide the Program... 2 Teacher Education Values... 2 TEACH/M. Ed. Teacher Certification Overview... 3 Code of Ethics and Standard Practices... 4 Specific Program Information... 6 The Internship Experience... 7 Registration Requirements... 7 Expectations for Interns... 8 Internship: Minimum Requirements... 9 Expectations for Mentor Teachers Expectations for University Supervisors University Supervisor Observations 12 Lesson Plan Format Reflection Forms Internship Agreement ST / INT Grading Rubric...18 Formal Observation Observation Log Summative Evaluation. 23 i

2 Foundation of Educator Preparation Program 1

3 The Mission of LeTourneau University LeTourneau University is a co-educational, interdenominational Christian university built upon a foundation of Biblical authority, which seeks to glorify God by integrating faith, learning, and living. Recognizing that all knowledge comes from the Creator, the University helps students develop a maturing relationship with God, encouraging them to know Him through His Son, Jesus Christ. LeTourneau is a comprehensive academic institution, offering undergraduate, graduate, and continuing education, and setting standards of excellence in engineering, technology, the liberal arts, business, aeronautical science, education, and sciences. These programs are distinguished by an approach that provides students with the pure intellectual excitement of learning, coupled with real life problem-solving opportunities. At the core of all programs is an emphasis on developing communication and critical thinking skills. This integrated philosophy of education extends to all aspects of student life at LeTourneau, providing tangible opportunities for intellectual, spiritual, emotional, social, and physical development. LeTourneau helps students mature and develop leadership skills, self-sufficiency, and self-discipline by providing a campus community that enables faculty, staff, and students to interact on a uniquely personal level. In addition, our university encourages the faculty and staff to serve as role models in spiritual, personal, and professional growth. Beyond its campus in Longview, Texas, the University is mindful of the need for service and Christian witness in the broader community and throughout the world. LeTourneau serves its community through research and by responding to the need for educational programs to adult students at offcampus sites and educational centers. It encourages in its students the qualities of ingenuity and entrepreneurship that contribute to free enterprise and the democratic process. In addition, LeTourneau attracts students from many nations, sensitizing all students to other cultures. And it encourages students to responsibly communicate their views, values, and Christian faith to the world. Mission Statement of the Educator Preparation Program The mission of the Educator Preparation Program is to prepare knowledgeable, effective, and caring educators who will be Christian witnesses and role models as they enhance the lives of young people. Beliefs That Guide the Program The Educator Preparation Program is guided by the same foundation as the university, belief in Biblical authority, which seeks to glorify God by integrating faith, learning, and living. We believe that Christian educators as role models can make a positive difference in the lives of children and the society in which they live. Teacher Education Values The Educator Preparation Program values the student as a whole person. We value student-centered instruction based on Texas Teacher Proficiencies, Standards, and Competencies within the framework of the Christian theistic view of the world, of man, and of man s culture in the light of Biblical and natural revelation. We value students as God s instruments in the process of being prepared for an effective teaching ministry in both public and private PK-12 schools. 2

4 TEACH / M. Ed. Teacher Certification Overview LeTourneau students seeking Texas teacher certification must successfully complete three major objectives: 1) Pass a rigorous program of coursework, 2) Achieve specified scores on two state exams (content and PPR), and 3) Fulfill a supervised field experience This field experience, which can be accomplished through either 13 weeks of Student Teaching (one week of pre-service observation plus 12 weeks of student teaching) or two semesters of Internship, is the component that requires the direct involvement of our University Supervisors. TEACH / M. Ed. Field Experience Objectives The TEACH and M. Ed. in Teaching and Learning programs meet the needs of adult students desiring EC 12 Texas classroom teacher certification. These programs are offered through the LeTourneau University School of Graduate and Professional Studies in partnership with the School of Education. The M. Ed. in Teaching and Learning provides the future teacher the opportunity to obtain Texas teacher certification as an EC-6 Generalist, 4-8 Generalist, 4-8 Content, 8-12 Content, or EC-12 content teacher through successful completion of a online course of study presented in an accelerated format and designed for the adult learner. The M. Ed. option also offers the opportunity to obtain a Master s degree in Education in addition to state certification. The TEACH program provides the opportunity to obtain both an undergraduate degree in Interdisciplinary Studies with either an EC-6 or 4-8 Generalist focus, and the respective teacher certification. Specific program objectives include: Preparing students to be caring, student-centered elementary, middle, or secondary school teachers through positive learning experiences with Christian role models. Preparing students to be knowledgeable teachers through an accelerated academic program in appropriate teaching fields. Preparing students to be effective teachers through a sequenced professional development program which includes both classroom and field experiences. Preparing students to be certified elementary, middle school or secondary teachers in the state of Texas through preparation for required testing, including both content and PPR assessments. 3

5 Code of Ethics and Standard Practices for Texas Educators Texas Administrative Code, Rule (a) Statement of Purpose. The Texas educator shall comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community and shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify honesty. The Texas educator, in exemplifying ethical relations with colleagues, shall extend just and equitable treatment to all members of the profession. The Texas educator, in accepting a position of public trust, shall measure success by the progress of each student toward realization of his or her potential as an effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate with parents and others to improve the public schools of the community. (b) Enforceable Standards. (1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not knowingly engage in deceptive practices regarding official policies of the school district or educational institution. (B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other applicable state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (2) Ethical Conduct toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. 4

6 (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, sex, disability, or family status. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC under this chapter. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not knowingly treat a student in a manner that adversely affects the student's learning, physical health, mental health, or safety. (C) Standard 3.3. The educator shall not deliberately or knowingly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, sex, disability, national origin, religion, or family status. (E) Standard 3.5. The educator shall not engage in physical mistreatment of a student. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any student or knowingly allow any student to consume alcohol or illegal/unauthorized drugs in the presence of the educator. Retrieved May 31, 2007, from &rl=2 5

7 Specific Program Information 6

8 The Internship Experience Internship is a two-semester process of working collaboratively to accomplish extraordinary goals. In lieu of Student Teaching, LeTourneau University candidates for Texas Teacher Certification may fulfill their field experience requirement by enrolling in Internship, which is generally the first year of their teaching career. In selecting this option, they are responsible for seeking and securing employment at either 1) a public school accredited by the Texas Education Agency (TEA), or 2) a non-public school accredited by the Texas Private School Accreditation Commission (TEPSAC). Interns must be employed by their respective schools as a full-time teacher-of-record as a part of the Internship requirement. Additionally, an administrator or an experienced, certified teacher (preferably teaching at the same site) is designated as the Intern s Mentor for the first year of their employment. The final member of the team is the LeTourneau University Supervisor, who will observe, evaluate, and provide support during the Intern s initial year in the teaching profession. NOTE: The teacher s first year is referred to by the state of Texas as Internship because of the additional support provided to facilitate success. Registration Requirements 1. Student must be Highly Qualified under No Child Left Behind (NCLB) in the required content field. 2. The job placement must match the certification area of the student. 3. Intern must complete the University online registration and confirmation process. Observation Requirements As of January 5, 2009, all Interns and Student Teachers must complete 30 hours of observation per the Texas Education Agency code. For Interns, you will have 90 days to complete this requirement. Interns should make arrangements with their school administrator to complete these requirements. The Observation Log Sheet with accompanying reflection questions (page 21-22) should be completed and turned in to the University Supervisor no later than the date of the Summative Evaluation. Failure to complete the Observation Log will delay Standard Certification and will also result in the Intern earning no higher than a B for the Internship course. 7

9 Expectations for Interns The LETU Intern is in the challenging position of adapting and transitioning from student to teacher, while continuing to maintain the role of learner. Additionally, they are often changing professions and greatly benefit from a supportive and nurturing educational environment. Basic Internship Responsibilities The successful Intern should: Reflect a positive attitude and demeanor at all times. Maintain the calendar of the assigned campus, whether or not it matches the college/university calendar. Be present and on time for all responsibilities, duties, and meetings, both teaching and non-teaching. Accept that while philosophical differences may exist between Interns and Mentor Teachers, it is their responsibility to keep a positive mindset and learn as much as possible from the Mentor Teacher and other school personnel. Plan lessons and activities in advance of the scheduled observation date(s) and recognize that since flexibility is a part of teaching, adjustments may be necessary. Develop lesson plans in the format designated by the assigned campus and by the University Supervisor. Incorporate appropriate and varied teaching and learning strategies throughout the Internship experience, Address the differentiation of learning styles and ability levels displayed by the assigned students. Facilitate students use of higher-level thinking skills. Develop and/or implement, score, and interpret appropriate formal and informal evaluation instruments (e.g., tests, observations, portfolios). Use appropriate re-teaching strategies, as necessary. Create and maintain a positive classroom atmosphere that effectively organizes students materials, and resources. Maintain and apply disciplinary rules and consequences of the respective school district and assigned campus. Dress and conduct him/herself in a professional manner at all times. 8

10 Internship: Minimum Requirements Each LeTourneau University Intern is expected to: Maintain regular and punctual daily attendance at the assigned campus. Maintain employment as a teacher-of-record at an accredited educational institution within the area of certification throughout the entire year of the Internship experience. Interact with the assigned Mentor Teacher as well as other team members, as time and circumstances permit. Participate and assist in duty, meetings, tutorials, etc., beyond the scheduled instructional day. Develop lesson plans that meet the campus requirements and follow their established model. Keep accurate, appropriate records of student performance as directed by your Mentor Teacher and campus administrator. Incorporate required grade-level TEKS into all lesson plans. Maintain open and consistent communication with the University Supervisor throughout the Internship experience. In an effort to enhance personal development and growth as a professional educator, respond to Reflection questions in a timely manner, as directed by the University Supervisor. 9

11 Expectations for Mentor Teachers The Mentor Teacher is a critical part of the support team for the first-year teacher (Intern), as their role is to provide consistent, on-site support and constructive feedback during this important time. Interns tend to view their Mentor Teachers with esteem and as a role model who advises and inspires them as they embark on their career as a professional educator. Basic Principles that Guide the Mentorship Process The Mentor Teacher should advise / assist the Intern, as needed, regarding items such as curriculum, classroom management, lesson planning, parental communication, school policies and procedures, and other relevant information. The Mentor Teacher should communicate as needed with the University Supervisor. The Mentor Teacher should provide written, constructive feedback to the Intern. The Mentor Teacher should model all facets of the Master Teacher role for the Intern. The Mentor Teacher should involve and support the Intern in team planning activities. 10

12 Expectations for University Supervisors The University Supervisor is a crucial link between the university and the public / private school campus and is committed to observing and supporting Interns, being available to Mentor Teachers, assisting with problem-solving, and addressing concerns in a timely manner. Basic Principles that Guide the Supervisory Process The University Supervisor will make a minimum of 4 site visits each semester (2). The first visit is Informative in nature and provides a time for the Intern, Mentor Teacher, Supervising School Administrator, and University Supervisor to meet, share information, review expectations, and sign the required Internship Agreement Form. The next three Evaluative visits each semester will consist of three scheduled Formal observations, during which the University Supervisor will provide the Intern with specific, constructive feedback regarding their teaching both verbally and in writing. The University Supervisor will communicate as needed with Supervising School Administrators and Mentor Teachers and provide feedback regarding their observations. The University Supervisor will communicate with the Intern regarding the importance of maintaining the required GPA and keeping up with all courses and assignments. Failure for the Intern to do so may result in suspension from the certification program and could interfere with job status. The last visit of each semester will be Summative in nature and consist of a scheduled conference that includes the Intern, Mentor Teacher (if available), Supervising School Administrator, and University Supervisor. The purpose of this meeting is to share information gathered during the semester regarding the Intern s teaching experiences during the respective semester. Feedback is provided concerning observed strengths and needed areas of improvement. At the conclusion of this conference, a Summative Evaluation will be completed and signed by the involved parties. NOTE: The Summative Conference may take place on the same day as the last Formal Observation, if scheduling permits.. The University Supervisor will act as a professional resource for the Intern. The University supervisor will remain current in their respective field of study and display a positive attitude toward students and education in general. The University Supervisor will complete required college / university evaluation instruments and other forms, as needed, and submit them in a timely manner. The University Supervisor will abide by the policies and procedures as outlined and explained in the Supervisor Training Handbook. 11

13 University Supervisor Observations Evaluation of the Intern is a continuous, two-semester process which meets the criteria for either EDUC 4923 (Elementary Internship), EDUC 4933 (Middle School Internship), or EDUC 4943 (Secondary Internship). If the Intern is a graduate student, the appropriate sections of Internship are MEDU5713 (Elementary Internship), MEDU5723 (Middle School Internship), or MEDU5733 (Secondary Internship). Students (Interns) must complete two semesters of supervised Internship through LeTourneau University under the guidance of the University Supervisor and the assigned, site-based Mentor Teacher. It is important to note that the Educator Preparation Program at LeTourneau University is based on state-adopted proficiencies for Texas educators as established by the Texas Education Agency and the State Board for Educator Certification. The first visit each semester will be Informational in nature, as the Intern, Mentor Teacher, University Supervisor, and, Supervising School Administrator sit down together to go over policies and procedures, as well as requirements and expectations of the LeTourneau University Internship experience. Opportunity is given to ask questions so that all members of the team are on the same page, and it is at this time that all parties sign the required Internship Agreement. University Supervisors must make a minimum of four site visits, three of which are Observational / Evaluative in nature, during each semester (2) of Internship. All of these observations are scheduled and are planned in accordance with the Intern s daily schedule. Observations must be at least 45 minutes in length, in accordance with TEA guidelines. In addition to completing the required and respective form(s), the University Supervisor will review the visit with the Intern and provide objective, constructive feedback. The Intern will also be required to complete a self-evaluation of each Observation visit (see Reflection Questions on page 15) and will be provided with a copy of the University Supervisor s documentation. NOTE: The Scoring Rubric on page 18 of this Handbook will be used to record assigned point values for each Observation and the required documentation (i.e., Lesson Plans and written Reflections). Also, the following LETU Grading Scale will be utilized in determining final grades: 90% - 100% = A 80% - 89% = B 70% - 79% = C 60% - 69% = D Below 60% = F The final visit each semester will be Summative in nature, involving the Intern, University Supervisor, Mentor Teacher (if available), and Supervising School Administrator who is familiar with the Intern s performance during the respective semester. At this time, the Intern s overall performance will be discussed and evaluated, including demonstrated strengths and areas in need of improvement. NOTE: This Summative visit may take place on the same day as the second formal observation, if scheduling permits. Additional Information: Supervision will be consistent, supportive, and objective. Specific written and verbal feedback should be provided to the Intern as soon after each observation as possible. The Intern must 1) maintain at least a 2.5 GPA at all times throughout the certification program, 2) exemplify personal and professional characteristics conducive to employment in a teaching position, and 3) be continuously employed at an accredited educational institution within the certification area. Students may lose admitted status because of poor academic performance, evidence of inability to adhere to the Educator Code of Ethics, or loss of employment at an accredited educational institution within the certification area. If the need arises, the University Supervisor may make additional visits; however, this must be done with the approval of the designated Field Supervisor and include a valid rationale for the extended intervention. 12

14 Suggested LETU Lesson Plan Format Name Class Date Lesson Topic / Title: Purpose / Rationale: TEKS: Instructional Objective(s): Materials (for both Teacher and Students): Anticipatory Set / Focus Activity: Body of Lesson, including Instructional Strategies and Teacher Modeling: Guided Practice: Independent Practice: Closure / Conclusion: Assessment: Re-Teach Procedures (if necessary); Enrichment Activities: Modifications for Special Needs: Self-Reflection: NOTE: A written lesson plan is required for each scheduled University Supervisor formal observation Lesson plans should always be available for the University Supervisor upon arrival for the scheduled observation. 13

15 Suggested LETU Lesson Plan Format Guided Assistance Name Class Date Topic: Multiplication, Journaling, Photosynthesis, The Great Depression NOT Math, Language Arts, Science, History, etc. Purpose/Rationale: Your purpose should tell why you are teaching what you are teaching. Your purpose should relate to what you are teaching for real life application. TEKS: You should list the TEKS. For example, 1(a), 7(b), 8(f) You do not need to type out what each of the TEKS specifically says. Objective(s): Specifically state what the students will learn, in observable and measureable terms The student will demonstrate, create, apply, analyze..:with 80% accuracy. Teacher and Student Materials Needed: Anticipatory Set/Focus: How are you inviting the students into the lesson? How are you activating their schema? Will it be a catch question, a demonstration, a class discussion, etc? It should be a dynamic attention-getter and not include any of your teaching procedures or materials. Instructional Strategies / Teacher Modeling: You should include at least three strategies to reach the different learning styles of your students. Group discussion, K-W-L, and anticipation guides and good examples You should also be familiar with these strategies to enhance your knowledge in the interview process. Instructional Input/Activities: The guided or independent practice(s) should directly relate to your objective. What will your students do as a group (small or large) and then independently to demonstrate that they have grasped the concept(s) you have taught? Closure/Summary: What did the students learn? How will they use this new information? Assessment How will you formally or informally assess the objective? What tools will you use? What are your expectations with respect to demonstrated mastery? (eg., 75? 80%?) Enrichment How will you plan for those students who are stronger academically or finish first? Modifications How will you effectively teach students with IEPs, 504s, or otherwise experiencing difficulties? 14

16 Reflection The Reflective process provides the Intern with the opportunity for self-growth as a professional educator. To be most effective, this active reflection should take place as soon as possible after the teaching of each of the scheduled observations. While this information may be discussed with your University Supervisor, it should also be submitted in written form within 48 hours after the respective teaching / observation. The following questions are designed to guide the self-reflection of the Intern. After each Formal Observation, the University Supervisor will assign 3-4 questions for the Intern to reflect upon. While written responses are required, the University Supervisor may also choose to discuss each Observation with the Intern in an effort to provide additional constructive feedback. The University Supervisor may also request the Intern to respond to questions not listed below. 1. What went well with this lesson? What did not go as expected? What do I see as the primary reasons for these perceptions? 2. What would I do differently the next time I teach this lesson or concept? Be specific. 3. What do I, as a teacher, want to focus on during the next lesson? 4. How was my classroom management during this lesson? What problems did I experience? What could I have done differently to avoid this problem? 5. Were my students actively involved in the lesson? What evidence supports this observation? 6. Did I differentiate my instruction? How? What modifications or extensions could I have incorporated into the lesson to make it more effective for all learners? 7. Could I have more effectively integrated technology into my lesson? How? Which applications would have been appropriate? 15

17 Forms 16

18 LETOURNEAU UNIVERSITY INTERNSHIP AGREEMENT We, the undersigned agree to the responsibilities outlined by the LeTourneau University Educator Preparation Program (EPP). Responsibilities include those designated to the University, through the University Supervisor, regarding regular observations every two-three weeks); post-observation conferences; feedback; communication with the Mentor Teacher and supervising school Administrator; and summative evaluations at the end of each semester. Responsibilities for the district include designating a Supervising Administrator, who counsels with the Intern and University Supervisor at the beginning of the first semester, at the end of the first semester, and at the end of the second semester of Internship. The district will also designate a Mentor Teacher who teaches in the same field as the Intern, if possible. The Mentor Teacher should assist the Intern, as needed. Communication between the University Supervisor and the Mentor Teacher will occur at the beginning of the Internship, throughout the process, and at the end of each semester. If the Intern is enrolled in certification coursework, the Supervising School Administrator will be expeditiously notified if the Intern is not completing his/her coursework satisfactorily. Because an Intern may be dropped from the EPP for not completing coursework, LeTourneau University is committed to maintaining an open line of communication with the district in order to hold the Intern accountable to the highest level of expectations. LeTourneau University values the opportunity to collaborate in professional educator partnerships that enable the Intern to complete Texas teacher certification requirements. Intern (Printed name) (Signature) Mentor Teacher (Printed name) (Signature) Supervising Administrator (Printed name) (Signature) University Supervisor (Printed name) (Signature) Date: 17

19 LeTourneau University Evaluation and Grading Rubric Student Teaching & Internship ST / INT Name: TEA Test ID# LETU ID# TEACH M. Ed. ST 1 st Sem. INT 2 nd Sem. INT Criteria Possible Points Points Awarded *Comments *(If less than full credit is given, please document the reason. Include additional documentation if necessary.) Observation Log (30 hours) 15 with Reflections ***************************************************************************************************************** Observations / Plans Formal#1 20 Formal #2 20 Formal #3 20 SUBTOTAL 60 ****************************************************************************************************************************** Reflective Questions Following Supervisor Observation Visit (See note below for specific requirements.) Formal #1 5 Formal #2 5 Formal #3 5 SUBTOTAL 15 In order to receive full credit, responses must be submitted, via LETU , within 48 hours of the Observation. Additionally, students must provide a thorough response to the specified questions for each Informal and Formal Observation. These questions are found in the both the Internship and Student Teacher Handbooks.. ******************************************************************************************************************************* Attendance/Punctuality 10 (Student Teachers only) (Number of Absences & Dates) ******************************************************************************************************************************** TOTAL 100 FINAL COURSE GRADE University Grading Scale 90% - 100% = A 80% - 89% = B 70% - 79% = C 60% - 69% = D Below 60% = F Comments: University Supervisor Student Teacher / Intern Date Date 18

20 Copy provided to school administrator LeTourneau University Formal Observation Form ST/INT Start Date Name: TEA Test ID# Student Teacher Intern 1 Intern 2 LETU ID# TEACH/MEDU Mentor Teacher: School: Grade/Subject: Date: University Supervisor Time of Lesson: Date/Time to Return: Domain Rating Scale: 5: Exceeds Expectations (almost all of the time: %) 4: Proficient (most of the time: 80-89%) 3: Emerging Proficiency (most of the time: 70-79%) 2: Below Expectations (some of the time: 50-69%) 1: Unsatisfactory (less than half of the time: 49%) N/A: Not Applicable to the Observation Domain I: Active, Successful Student Participation in the Learning Process N/A 1. Secured student attention 2. Planned for student participation 3. Engaged students in active learning 4. Connected learning to work and life applications Comments: Domain II: Learner-Centered Instruction N/A 1. Gave clear administrative directions when needed 2. Maintained appropriate pace 3. Developed clearly stated learning objectives 4. Provided for higher level thinking 5. Used varied strategies to motivate students 6. Included appropriate TEKS 7. Exhibited effective working knowledge of subject matter 8. Presented information accurately and clearly 9. Utilized instructional time wisely Comments: Domain III: Evaluation and Feedback on Student Progress N/A 1. Checked for understanding 2. Provided specific, constructive feedback during instruction 3. Reinforced student learning. Comments: 19

21 Domain IV: Management of Student Discipline, Instructional Strategies, Time, and Materials 1. Was prepared prior to teaching activities 2. Maintained appropriate seating or grouping 3. Had the necessary materials and facilities ready 4. Was consistent with rules and procedures 5. Fostered and maintained a supportive environment Comments: N/A Domain V: Professional Communication N/A 1. Used appropriate oral and written communication skills (grammar, usage, pronunciation, etc.) 2. Demonstrated enthusiasm for topic 3. Conferences with parents Comments: Domain VI: Attendance N/A 1. On time daily/no tardies or early departures 2. Absences Comments: Domain VII: Compliance with Policies, Operating Procedures, and Requirements N/A 1. Demonstrated professionalism in action and dress 2. Interacted positively with faculty, students, and staff 3. Showed care and concern for students. 4. Obtained approval of lesson plans from Mentor Teacher prior to teaching Comments: Feedback from Mentor Teacher (Student Teachers only): Other Comments: Points Awarded for Observation: Student Teacher/ Intern Signature: *Mentor Teacher Signature: University Supervisor Signature: *Requested for Student Teachers only Post Observation Conference Start/Stop Time: Date: Date: Date: 20

22 LeTourneau University: Record of Field Experience Observations Student Name: Semester: Year: Cert. Area: ID # Date Hours Length This log must reflect at least 30 hrs of actual classroom observation/participation. Preparation time, travel time, etc., are not included. Lunch/recess not included unless official duty assignment with teacher. Round to the nearest quarter: 1.00, 1.25, 1.50, District Grade (s) Subject (s) Activities **Signature of Cooperating Teacher Campus Verifies successful completion Print name below signature **Official signatures are required. You should keep a copy for your records. 21

23 The intern has more flexibility in the observation responses. Please briefly describe what you observed and include your own thoughts about the lesson, the classroom management, the communication, etc. Date and number your responses so that they correlate with your Observations. Attach responses to your completed Observation Log. Upon completion of the 30 hours of observation, you will turn your Observation Log and Reflections in to your University Supervisor. Failure to do so will result in a loss of fifteen points in your final grade. 22

24 Copy provided to Administrator SUMMATIVE EVALUATION FORM This document summarizes all Observational / Evaluative information, including formative data, products and performance, conferences, and other relevant input. Student Teacher 1 st Semester Intern 2 nd Semester Intern Today s Date: (Please print all information.) ST / INT Name: Grade/Content Area: University Supervisor: School Mentor / Administrator: TEACH /MEDU LETU Student ID#: TEA Test ID # Date(s) of Observations Formal #1 Formal #2 Formal # 3 Additional (if needed) Date(s) of Conferences Informational Summative Additional (if needed) Expectations Evaluation Domains Meets Growth Does Not Needed Meet 1. Active, Successful Student Participation in the Learning Process 2. Learner-Centered Instruction 3. Evaluation and Feedback on Student Progress 4. Management of Student Discipline, Instructional Strategies, Time, and Materials 5. Professional Communication 6. Attendance/Punctuality 7. Compliance with Policies, Operating Procedures, and Requirements 8. Exhibited Concern and Caring for Students in their Classrooms Overall Expectations University Supervisor Comments: Mentor /Administrator Comments: ST / INT Comments: ST / INT: I am in agreement with the information reflected in this Summative Evaluation I disagree with the information reflected in this Summative Evaluation Student Teacher / Intern Signature: (Print and Sign Name) *Mentor Teacher Signature: (Print and Sign Name) **Supervising Administrator Signature: (Print and Sign Name) University Supervisor Signature: (Print and Sign Name) Date: Date: Date: Date: *Required for Student Teachers; Requested for Interns **Required for Interns; Requested for Student Teachers 23